Revised July 2011

FIELD INSTRUCTIONMANUAL

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Table of Contents FACULTY OF SOCIAL WORK MISSION AND VISION STATEMENT ...................... I  

The Mission Statement ............................................................................................ I  

Vision Statement ...................................................................................................... I  

ACKNOWLEDGMENTS ............................................................................................. 2  

FIELD EDUCATION PROGRAM CONTACTS .......................................................... 3  

1. INTRODUCTION TO THE FIELD INSTRUCTION MANUAL ................................ 5  

2. OVERVIEW OF FIELD EDUCATION ..................................................................... 6  

2.1 Faculty of Social Work Objectives ..................................................................... 6  

2.2 Curriculum Overview ......................................................................................... 8  

2.3 Field Objectives ............................................................................................... 10  

2.4 Student Entry Streams .................................................................................... 13  

2.4.1.   Regular Stream (FGSWP) .............................................................. 14  

2.4.2.   Concentrated Stream (FGSWP) and Accelerated Stream (ICSWP)14  

2.4.3.   Regular Stream (ICSWP) ............................................................... 15  

2.4.4.   Distance Delivery Social Work Program (DDSWP) ........................ 16  

2.4.5.   Northern Bachelor of Social Work Program in Thompson (NBSWP)16  

2.4.6.   Pre-Master Program ....................................................................... 16  

2.5. Summer session – Field Placement ............................................................... 16  

3. FIELD INSTRUCTIONAL ROLES ........................................................................ 17  

3.1 University Expectations ................................................................................... 18  

3.2 Field Instructional Duties and Responsibilities ................................................ 18  

4. PROCESS TASKS ............................................................................................... 22  

4.1 Field Instruction Process ................................................................................. 22  

4.2 Orientation ....................................................................................................... 23  

4.3 Contracting ...................................................................................................... 25  

4.4 Student Self-Assessment & Learning Goals ................................................... 31  

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4.5 Learning Opportunities .................................................................................... 33  

4.6 Monitoring Process ......................................................................................... 33  

4.7 Student/Instructor Individual Conferences ...................................................... 34  

4.8 Logs ................................................................................................................ 36  

4.9 Group Conferences and Unit Meetings ........................................................... 38  

5. LEARNING STYLES ............................................................................................ 38  

5.1 Adult Education: Application to Field ............................................................... 38  

5.2 Individual Learning Styles ............................................................................... 39  

5.3 Kolb Learning Style Inventory ......................................................................... 40  

Understanding Preferred Learning Styles ................................................... 41  

5.4 Self-Assessment of Preferred Learning Styles ............................................... 42  

6. DEALING WITH CHALLENGES IN THE FIELD ................................................. 44  

6.1 The Process .................................................................................................... 44  

7. EVALUATIONS .................................................................................................... 45  

7.1 Student Evaluations ........................................................................................ 45  

7.2 Program Evaluations ...................................................................................... 51  

8. STUDENT ILLNESS AND ACCIDENTS .............................................................. 52  

8.1 Absence for Medical Reasons ........................................................................ 52  

8.2 Field Placement Injury or Illness ..................................................................... 52  

8.3 Litigation .......................................................................................................... 53  

9. GUIDELINES FOR AGENCY-BASED FIELD INSTRUCTION ............................ 56  

9.1 Agency Factors to Consider in Field Placement ............................................. 56  

9.2. Field Placement Timelines ............................................................................. 59  

9.3 Sample Practice Tools .................................................................................... 68  

9.4 Sample Time Log (Detailed) ........................................................................... 71  

9.5. Sample Time Log (Simplified) ........................................................................ 72  

9.6.  Daily Learning Journal .................................................................................... 73  

10. ORIENTATION TOOLS ...................................................................................... 74  

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10.1 Guidelines for Agency Orientation ................................................................ 75  

10.2 Confidentiality ................................................................................................ 76  

10.3 Orientation to Student Needs and Current Capacities .................................. 79  

11. FIELD COURSE OUTLINES ............................................................................. 82  

11.1 SWRK 3150 (First Field) .............................................................................. 83  

11.2. SWRK 4120 (Second Field) ......................................................................... 85  

11.3.  SWRK 6050 (Pre-MSW Field) ...................................................................... 88  

12. FIELD EVALUATION DOCUMENTS ................................................................. 91  

Field Instruction SWRK 3150 ................................................................................ 92  

Field Instruction SWRK 4120 .............................................................................. 140  

Pre-Master Field Instruction SWRK 6050 ........................................................... 188  

APPENDIX A: Excerpts From The University Of Manitoba Policy And Procedure Manual ................................................................................................. 232  

APPENDIX B : Non-Traditional Placement Addendum ..................................... 263  

APPENDIX C: Professional Unsuitability By-Law .............................................. 267  

APPENDIX D: Statement Of Student And Faculty Obligations ........................ 273  

APPENDIX E: Field Instruction At Place Of Employment – Policy And Guidelines ............................................................................................................. 275  

APPENDIX F: WRHA Fast Fact Form .................................................................. 280  

APPENDIX G: WRHA Bed Bugs Policy ............................................................... 285  

APPENDIX H : Student Response To Course And Instructor – Feedback Form; Student Response To Agency Field Setting - Feedback Form ........................ 297  

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FACULTY OF SOCIAL WORK MISSION AND VISION STATEMENT The Faculty of Social Work, University of Manitoba, was established in 1943. It presently provides undergraduate social work degree programs at three different sites and also by distance education. It offers graduate and undergraduate educational programs that have been accredited Thompson Campus by the Canadian Association for Social Work Education (CASWE).

The Mission Statement To pursue knowledge and provide accessible and inclusive educational programs that will advance the fields of social work practice and social policy at all levels and that will contribute to the development of societies in promoting respect for human rights and dignity, individual worth and well being, diversity, social inclusion, and the principles of social justice. To prepare students for ethical, competent, critically reflective, innovative, anti-oppressive, accountable, and effective social work practice in culturally appropriate and sensitive ways. To create and maintain a social learning environment that promotes and supports respect for difference, risk-taking, democratic participation, a spirit of inquiry, equity, innovation, originality, and collaboration. To acknowledge, support, and promote different traditions of knowledge and different methods of knowledge gathering.

Vision Statement The vision of the Faculty of Social Work is to help create and contribute to a world where there are no great inequalities of wealth or income, where economic and political power is more evenly distributed, where human need is the central value of distribution of society’s resources, where diversity of culture is celebrated, where people have greater control over their own lives, and where all persons are afforded maximum opportunity to enrich their physical, spiritual, psychological, and intellectual well-being. Being the only University-based social work program in Manitoba and the largest program in Canada, this vision also included the Faculty playing a leading role in the socio-economic-cultural development of the Province in particular, but also in Canada and beyond, which is consistent with the University’s own vision statement. To these ends, it is necessary that the Faculty become one of the outstanding social work programs in Canada with respect to research, quality education, community service, and the accomplishments of its graduates. (Approved by Faculty Council on November 27, 2008) Inner City Social Work Program Fort Garry Social Work Program

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ACKNOWLEDGMENTS

The creation of this manual in its original form was due in large part to the diligent efforts of field instructors who contributed both ideas and content

contained herein.

Many instructors have contributed to its development; however, special recognition goes to those who originally formed sub-committees to

contribute to particular sections of the material. In particular, assistance provided by

Don Fuchs, Joanne Moffatt, Kay Stewart, Lois Emery, Maureen McIntosh, Miriam Hutton, Eveline Milliken, Sid Frankel, Verna Stecy-

Hildebrandt. Paul Newman, Susan Deane, and Barbara Quesnel

was instrumental in the design and development of this manual.

Special thanks are also extended to Candace Penner, Rosemarie Carman, SangSung Cho, Nancy Clyde and Olga Radzikh for the time

and effort they extended in ensuring that an updated, electronic version of the Field Instruction Manual was created and revised, inclusive of current

and relevant materials being used in the Field Education Program.

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FIELD EDUCATION PROGRAM CONTACTS Fax: (204) 474-7594

Distance Delivery Social Work Program (DDSWP): Alan Curtis Field Coordinator Room 516 Tier Building Phone: (204) 474-8316, 1-800-432-1960 (Ext. 8316) E-Mail: curtisa@cc.umanitoba.ca Louise Sabourin DDSWP Advisor Room 518 Tier Building Phone: (204) 474-6070, 1-800-432-1960 (Ext. 6070) E-Mail: louise_sabourin@umanitoba.ca Joan Churley Field Liaison E-Mail: churley@cc.umanitoba.ca Fort Garry Social Work Program (FGSWP) and Inner City Social Work Program

(ICSWP) Kelly Scott Field Education Coordinator Room 412 Tier Building Phone: (204) 474-8300 Room 149 William Norrie Centre Phone: (204) 790-7214 E-Mail: scottk@cc.umanitoba.ca Nancy Clyde Field Program Assistant Room 521 Tier Building Phone: (204) 474-6171 E-mail: clyden@cc.umanitoba.ca Phil Simon Field Liaison-Instructor Room 516 Tier Building Phone: (204) 474-8845 E-mail: psimon@cc.umanitoba.ca

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Northern Bachelor of Social Work Program (NBSWP)

Janet Brady Field Coordinator, Northern Bachelor of Social Work (NBSWP) Program 3 Station Road Thompson, MB R8N 0N3 Phone: (204) 677-1456 E-mail: bradyji@cc.umanitoba.ca

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1. INTRODUCTION TO THE FIELD INSTRUCTION MANUAL Field instructors play a significant, integral role in the education and professional development opportunities afforded to social work students. It is anticipated that most field instructors, new and long-term, will have many questions regarding their responsibilities in undertaking this important role. It is hoped that the material included in the Field Instructor Manual (2011) will provide you with the information you require. As well, all field instructors (along with field students) have access to a Faculty-Field Liaison, and to Field Education Program staff, who can assist in responding to any outstanding areas of inquiry. The Field Instruction Manual has been developed and revised to provide standardized materials and up-to-date information regarding the practice, approach and documentation requirements underlying the BSW Field Education Program. The Field Instruction Manual (2011) acts as a support and guide to new field instructors, a reference tool for veteran field instructors and acts as a mechanism for providing a continuum of consistent, quality, standardized field education opportunities for BSW and Pre-MSW field students. A word about the manual. It is a: 1. Survival Document: It is seen as a survival document and contains information that

instructors have felt a need for referring to and of relevance to their own past experiences.

2. Single Resource: The document has been designed as a means to provide the most

relevant information in one easy access point for field instructors.

3. Living Document: In drafting and compiling this manual, those responsible recognized that the information contained herein will change on an annual, or at least on a frequent basis. Secondly, they recognized that they may have missed incorporating certain processes, and that as items and issues developed, current sections would need to be modified to reflect the changing field agency and field education program environments.

We trust that you will find the following manual useful as you carry out your responsibilities as a field instructor. Your comments and suggestions are welcome as we work collaboratively to improving this manual to effectively meet the needs of our field education partners.

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2. OVERVIEW OF FIELD EDUCATION

2.1 Faculty of Social Work Objectives

Overall Principal Objectives Social work has emerged as one of the major human services professions - one which is involved in helping people meet the challenges, dislocation, complexities, and inequalities of our society. The key elements of the learning experience are: 1. To produce a broadly-educated graduate who has the basic knowledge, commitment, and practice competence required for entry into professional social work. 2. To prepare the student for effective pursuit of more specialized and advanced study at a graduate level.

Professional Education Objectives The B.S.W. program of study should be an integrated whole, providing basic professional university education complemented by a liberal university education. The following are some beginning expected competencies for the B.S.W. graduate: 1. Ability to assume a comprehensive approach to the practice of social work. This means that the graduate should be able to effectively:

a) analyze situations that come within the purview of social work. This must be done uniquely for each situation;

b) appropriately use social work knowledge and values in the analysis of social

problems, including recognition of their interconnectedness, interdependence,

and linkages within and between systems;

c) understand and evaluate the range of possible interventive activities of practice

and determine the most effective strategy (such as information, referral, advocacy and counseling);

d) take direct action (i.e., developmental, preventive, or alleviative) regarding individuals, families, groups, communities, organizations, or a combination of these, and make referrals when appropriate;

e) take such action in a variety of fields of practice and in a range of problem situations;

f) use “self” in professional activities and particularly in relation to specific situations identified for change, which may require an advocacy role; and

g) evaluate the effectiveness of their own professional activities.

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2. Ability to place all analysis and direct action into the context of social policy,

legislation and the social welfare system. This means that each graduate must:

a) understand the organization and operation of the social welfare system in Manitoba and Canada, and the connection between social welfare policy and broader social policy;

b) understand and be committed to the role of social work in promoting desirable

social and institutional change; c) have sufficient understanding of the skill required in initiating social and institutional

change and in influencing social policy legislation to enable the student, if desired, to pursue this as a career line either through experience or further education; and

d) be able to anticipate human and societal needs, and participate sometimes as a

professional service giver and sometimes as a citizen, in promoting progressive changes in policy and programs in the social welfare system.

3. An understanding of human behaviour, the social environment, as well as their

interrelations of sufficient strength and complexity so that the graduate can use selected conceptual tools of social work knowledge and the social sciences to engage in the following:

a) assessment of situations; b) interventive actions and strategies; and c) understanding social policy, legislation, and the social welfare system.

4. The ability to carry out social work activities in accordance with the demands of

ethical practice and use of values of the profession. This includes:

a) the understanding of the nature and derivation of values; b) the understanding that value stances are an implicit part of all societal arrangements and human behaviour, and that our perception of reality stems from a particular value orientation that may be different or similar to others;

c) the internalization of the general value orientation of the profession which includes a respect for all people and a belief in the right of all to self-realization and fulfillment in concert with others and the total environment; and

d) commitment to standards of practice that would demonstrate integrity, honesty, and professional ethics.

5. Each student must have a spirit of social inquiry that includes a commitment to continuous learning for both practice and intellectual purposes, to be undertaken in a spirit of objectivity, rationality, flexibility, empathy and curiosity.

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6. Capacity to tolerate uncertainty, change, and ambiguity. 7. Ability to communicate well verbally and in writing.

2.2 Curriculum Overview The following is a schematic overview of the B.S.W. Program:

BSW Program Structure

Total = 72 credit hours Note: Numbers in brackets indicates credit hours There are a substantial number of courses which can be taken by the student before, during, or after he or she has completed field instruction courses. This is

FOUNDATIONS GOAL 1 GOAL 2 Planned Change Policy & Linkage (Client System) (Service System) Lecture Intro. To Social Welfare Intro. To Social Work Social Policy (3) Seminar Policy Analysis (3+3) Practice Human Behaviour & (3) Social Work Practice (6) Systematic Inquiry in Social Work (3) Feminist Perspectives on Social Work and Social Welfare Policy (6) Aboriginal People and Social Work (6) Seminar Fields/Focus of Social Work Labs Practice (6+6) Labs IPCS (3) Field Field I and Field II (12+12)

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intended to provide students with maximum flexibility throughout the program. However, there are certain foundation courses which are required (prerequisites) before students are entitled to take their first field instruction course (Field Instruction 1, SWRK 3150).

Foundation Courses Introduction to Social Welfare Policy: SWRK 1310 Examination of social welfare policy as the end product of ideologies. Introduction of elements of ideology and the comparison of competing ideological systems. The relationship of economical, political, and ethical views of society and their manifestations in societal responses to human need and social services. This course is 3 credit hours. Interpersonal Communication Skills: SWRK 2080 A basic core of interpersonal skills for communicating effectively and for establishing and maintaining relationships in one-to-one and group situations. Emphasis is on experiential learning using a variety of techniques. This course is 3 credit hours. Human Behaviour and Social Work Practice: SWRK 2090 Students are introduced to a broad range of theories and will develop an understanding of how people and environments reciprocally affect each other. Particular emphasis is placed on understanding how gender, race, ethnicity, socioeconomic factors, age, ability, and sexual orientation contribute to and influence human behaviour throughout the lifespan. This course is 6 credit hours. Introduction to Social Work Practice: SWRK 3140 Introduces students to ecological and other generalist based practice frameworks and the role of professional social workers. Course emphasizes values and knowledge in context of a rational approach to problem solving which includes problem definition, assessment, contracting, intervention and evaluation. This course is 3 credit hours.

Concurrent Courses Certain practices courses are taken concurrently with field instruction courses. The principle adhered to in this course is that integration of theory and practice is most likely to take place when students have an opportunity to move back and forth between the classroom and their practicum setting, testing out concepts and then exploring their effects in a classroom context.

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Taken Concurrent With Field Instruction 1 (SWRK 3150) Field/Focus of Social Work Practice: SWRK 4200 A seminar that teaches social work practice skills in the context of a field or focus of practice. The course emphasizes practice as planned change (client systems) and policy and linkage (service system). The student must select one from among several offered. These may vary from year to year and are organized to cover various fields of practice.

Taken Concurrent with Field Instruction 2 (SWRK 4120) Field/Focus of Social Work Practice: (SWRK 4300) Sections for Field Focus SWRK 4200 and SWRK 4300 generally include: Aging, Child and Family Services, Criminal Justice and Corrections, Health, Mental Health, Cultural and Diversity, Family Violence, Community Development (generally offered at ICSWP William Norrie Centre), and Disability. Students are encouraged to register for the sections which are most consistent with the focus of their field placement choice wherever possible. Those students in the concentrated or accelerated program take two sections of Field/Focus of Social Work Practice during the regular session from September to April.

2.3 Field Objectives

Purpose of Field Practicum The Field Practicum provides a unique and central contribution to the curriculum underlying the BSW program. The purpose of field instruction is to ensure that students have appropriately sequenced social work practice experiences in community agency settings. Educationally focused instruction brings to consciousness the self-awareness and discipline required of a generalist professional practitioner. This occurs through a series of progressively more demanding practice situations. It is the branch of the curriculum in which the student actually practices in order to learn. Field experience gives the student the knowledge and skill to practice in a variety of settings and fields.

Sequence Objectives The objectives and curriculum of the field sequence are seen as an integral part of the social work program. Specifically the student is expected to demonstrate: 1. The ability to take a comprehensive approach to the practice of social work;

2. A grasp of knowledge for practice, and the theories and principles that guide it;

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3. Commitment to carry out social work activities in accordance with ethical, value-based practice, and continued professional development;

4. Use of a range of assessment and relationship skills needed to intervene

effectively; and

5. Commitment to social inquiry that includes a critical approach to theory and

practice.

Calendar Descriptions The field sequence of the BSW Program, Faculty of Social Work, is defined in the University of Manitoba calendar as two courses (variations exist in the ICSWP and Northern programs). Calendar descriptions are as follows: Field Instruction 1: SWRK 3150 (12 credit hours) A first educationally directed field experience in which the student will have the opportunity to assume responsibility for social work engagement, assessment, planning, intervention and evaluation, integrating theory from class. The required hours are calculated as 28 weeks x 2 days per week x 7.5 hours or approximately 420 hours. This time commitment includes involvement with the agency in planning for, and engaging in, practice activity, and evaluation of performance. It also includes educational contact time with the field instructor in individual and/or group sessions. ICSWP students undertake 500 hours of field experience in completion of SWRK 3150. Prerequisites: SWRK 1310, SWRK 2080, SWRK 2090 and SWRK 3140. Field Instruction 2: SWRK 4120 (12 credit hours) An educationally directed practice experience building on SWRK 3150 in which the student will have the opportunity to carry a sustained professional role in situations which require the integration of values, knowledge and skill at the level of a beginning professional practitioner. The required hours are calculated as 28 weeks x 2 days per week x 7.5 hours or approximately 420 hours. This time commitment includes involvement with the agency in planning for, and engaging in, practice activity, and evaluation of performance. It also includes educational contact time with the field instructor in individual and/or group sessions. ICSWP students undertake approximately 500 hours of field experience in completion of SWRK 4120. Prerequisites: SWRK 4200 and SWRK 3150.

The Courses Courses are designed sequentially to reflect increasing levels of demand and progressive levels of achievement. Course Objectives Field Instruction 1: SWRK 3150 Students are expected to have interacted with the key people in the field setting appropriately and sensitively. They will demonstrate an understanding of the

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Agency’s structure, mission and objectives as well as the service delivery system. They will have begun to identify underlying verbal and non-verbal communication patterns. They will have demonstrated a commitment to the importance of self-awareness as a means to effective professional involvement. The students will be able to identify client system needs including those of self-determination. The welfare of the client will have been the primary consideration. Students will also have developed the ability to respect clients’ rights through an understanding of the CASW Code of Ethics. During the year students in the field placement will have:

§ Achieved a working understanding of the social work process; § Be able to articulate an anti-oppressive framework; § Used contracting in a mutual way in the beginning phases of relationships

with clients and other participants; § Attempted to be clear and specific in data collection and will have begun to

recognize biases; § Begun to link classroom knowledge with the field placement experience; § Taken the initiative to seek and make the appropriate use of supervision;

and § A working knowledge of community resources.

Throughout this process, students will have been open to an evaluation of the effectiveness of their interventions as well as their professional performance measured against personal, Agency and University expectations. Students will have the basic knowledge and skills that will prepare them for social work practice. Course Objectives Field Instruction 2: SWRK 4120 Students are expected to have interacted with the key people in the field setting appropriately and sensitively. They will demonstrate an understanding of the Agency’s structure, mission and objectives as well as the service delivery system. They will have begun to identify underlying verbal and non-verbal communication patterns. They will have demonstrated a commitment to the importance of self-awareness as a means to effective professional involvement. The students will be able to identify client system needs including those of self-determination. The welfare of the client will have been the primary consideration. Students will also have developed the ability to respect clients’ rights through an understanding of the CASW Code of Ethics. It is anticipated that the students:

§ Will have been able to intervene in complex situations which require assessment skills;

§ Will have initiated and sustained supportive and responsive relationships and facilitated effective communication over the necessary period of contact;

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§ Will have placed a high value on providing relevant information and service to clients;

§ Will have been able to consistently demonstrate awareness of their own emotional responses and deal with these feelings in a professional manner;

§ Will have demonstrated an understanding of the conflicting expectations in practice situations and demonstrated a range of contracting skills;

§ Will have progressed with their assessment skills and will be able to articulate and justify the reasons for their assessments;

§ Will have integrated classroom knowledge with practice and used appropriately in exploring situations;

§ Will have been able to integrate and demonstrate anti-oppressive practice principles;

§ Will have been able to discern areas of concern, examine feelings and linkages and appreciate implications for intervention;

§ Will display a broad range of communication skills from empathetic to confrontation. They will have used these appropriately and selectively, and in a manner related to the goals of intervention;

§ Will have been able to set and follow through on priorities as well as dealing with unanticipated workload demands and/or crises;

§ Will have developed effective working relationships with Agency and University personnel;

§ Will have been prepared for supervisory conferences, will be open to new ideas and will have an ability to handle differences of opinion. Their written communication will contain essential information;

§ Will have a comprehensive working knowledge of social agencies and display a capacity to seek out the most appropriate services in consultation with their clients; and

§ Will also have taken the initiative in developing and using relevant evaluation information to take responsibility for their ongoing professional development.

2.4 Student Entry Streams BSW students enter a field education in a particular stream. Each has implications for the amount of time that students are responsible for being at their field placement. The various streams are:

1. Regular Stream – Fort Garry Social Work Program (FGSWP). 2. Concentrated Stream (FGSWP) and accelerated Stream (ICSWP). 3. Regular Stream – Inner City Social Work Program (ICSWP). 4. Regular or Accelerated Stream – Distance Delivery (DDSWP)

Program. 5. Regular Stream – Northern B.S.W. Program (NBSWP).

Note: Collège Universitaire de Saint Boniface (CUSB) has a French social work program which offers two regular stream field experiences.

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2.4.1.   Regular  Stream  (FGSWP)  This stream includes those students who have completed 30-48 credit hours of general university study prior to admission to the Faculty of Social Work. The student will have completed four pre-requisite courses to be eligible for Field Instruction SWRK 3150, namely:

1. Introduction to Social Welfare Policy Analysis SWRK 1310. 2. Interpersonal Communication Skills SWRK 2080. 3. Human Behaviour and Social Work Practice SWRK 2090. 4. Introduction to Social Work Practice SWRK 3140.

FGSWP Regular Stream students complete approximately 420 hours of field (based on 7.5 hours per day) in SWRK 3150 (first field) and SWRK 4120 (final field). To be eligible for Field Instruction SWRK 4120, students will have successfully completed Field Instruction SWRK 3150 and be able to complete all other course requirements in the same academic year that the Field Instruction SWRK 4120 course is completed.

2.4.2.  Concentrated  Stream  (FGSWP)  and  Accelerated  Stream  (ICSWP)  Students who have completed 51 credit hours of general university study prior to admission into the B.S.W. Program, maintained a minimum average of 3.0, and who have completed all course work, except SWRK 3150 and SWRK 4120 along with the co-requisite SWRK 4200 and SWRK 4300, are eligible for the concentrated field program (FGSWP). For Inner City Social Work Program, accelerated field allows students to undertake Field Instruction 1 (SWRK 3150) and Field Instruction 2 (SWRK 4120) in one field placement per week for a total of 840 hours. Students who are approved to take Accelerated Field must also register for two co-requisite Field/Focus of Social Work Practice (SWRK 4200 and SWRK 4300) courses. ICSWP students who have completed 75 credit hours including the four foundation courses (SWRK 1310, SWRK 2080, SWRK 2090 and SWRK 3140) and have maintained a minimum Degree Grade Point Average (DGPA) of 3.0 and Subject Grade Point Average (SGPA) of 3.0 are eligible to apply for Accelerated Field. Students in request of Accelerated Field must attach to their Field Placement Request Form a written request to the Director of Inner City Social Work Program indicating an interest in an Accelerated Field Placement. Requests must be handed in on time and are due at least 75 calendar days prior to the term that the student will commence. In Concentrated or Accelerated Stream, students are at their field placement for four days per week 7.5 hours per day, both terms (14 weeks each term - one study

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week break in second term). Educational instructional activity is included in this time. Students attend field in only one agency or placement and undertake SWRK 3150 from September to December and undertake SRWK 4120 from January to April. This limitation is based on the rationale that students in this stream must integrate a substantial amount of knowledge in a relatively short period of time. Adjustment to a second placement half-way through the field experience would reduce the opportunities for increased responsibilities and roles as well as weaken the opportunities for students’ integration of theory and practice.

2.4.3.  Regular  Stream  (ICSWP)  Students from the ICSWP function the same as the FGSWP students in the

regular stream with the same pre- and co-requisites. ICSWP Regular Stream students complete 500 hours of field (based on 7.5 hours per day) in SWRK 3150 (first field) and SWRK 4120 (final field). Three differences are that:

§ the date for the end of first term occurs in the middle of February rather than December,

§ the second term in both years is a block placement, requiring the student to attend their field placement three days per week, and

§ the study week in second term coincides with Spring Break at public schools.

A Field Instructor may provide instruction to students in any combination of

these streams. The stream will influence the pacing of the instruction. Students in more intensive field streams will require more frequent field instruction contact. The Field Instructor will generally establish weekly contact time for educational instruction (individual or group) purposes.

The specific dates of terms and study weeks are distributed as "Dates

to Remember - A Quick Reference" by the Field Education Coordinator for fall session and summer session.

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2.4.4.  Distance  Delivery  Social  Work  Program  (DDSWP)  Students who have enrolled in the Faculty through DDSWP fall into two categories: those taking their B.S.W. at various cohort sites throughout the province, and those taking their B.S.W. through independent study/correspondence. The pre- and co-requisites for all courses are the same as for campus students. The main difference between a distance delivery student and a campus student is that many distance education students are part-time students, and thus tend to take their courses over a greater number of years than students at ICSWP or FGSWP. Distance Delivery Social Work Program students wanting to take Accelerated Field Placement must meet the same criteria as required of ICSWP students and follow the same process and timelines for determining eligibility.

2.4.5.  Northern   Bachelor   of   Social   Work   Program   (NBSWP)   in  Thompson    All B.S.W. students in Thompson are required to meet the same pre- and co-requisites. Some timing and process issues differ for the ICSWP, FGSWP, DDSWP, and NBSWP.

2.4.6.  Pre-­‐Master  Program   Students who apply to the Master of Social Work Program from another discipline are normally required to enroll in a field placement in a Pre-Masters year. In this program, students are required to take the specialized Pre-Masters Practices Seminar (SWRK 6020). This provides students with a practical opportunity to adjust their values, knowledge, and skills to a social work perspective, and allows them to prepare for their specialized postgraduate studies. The field practice course (SWRK 6050) is “an educationally focused practice experience where the student carries a sustained professional role as a beginning practitioner.” It requires 420 hours of time, including an orientation program, engagement in practicum activities under supervision, educational contact time with the field instructor, and evaluation of performance. As in the B.S.W. program, students take SWRK 4200 as a co-requisite course.

2.5. Summer Session – Field Placement takes place from May-August (either SWRK 3150 OR SWRK 4120) Students are in the field setting 4 days per week and attend Field/Focus class one day per week. All summer session students (For Garry campus and ICSWP students) are required to complete 420 hours in the field setting.

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3. FIELD INSTRUCTIONAL ROLES Over the past several years the faculty has moved from a university-based model of instruction to agency-based. In university-based instruction, a faculty instructor provides the learning, and an agency offers the student supervision and learning opportunities. In an agency-based model both the educational and administrative role is handled by agency staff. Agency-based instructors are supported by a Faculty–Field Liaison person. In some unique circumstances, the agency-based model may still be used. In these situations, the resource person at the agency is called the In-Agency supervisor or On-Site Resource Person. The following diagrams illustrate agency-based and university-based models:

AGENCY-BASED

UNIVERSITY-BASED

Field Coordinator

Faculty Liaison

Field Instructor

Site Resource Person

Student

Field Coordinator

Field Instructor

Student

Site Resource Person

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3.1 University Expectations All field instructional staffs (whether agency-based or university-based) are university-appointed instructors. As such, they are required to meet the standards of practice required of all university teachers in their relationships with students. All field instructors are expected to adhere to the University of Manitoba’s policy on the responsibilities of academic staff with regard to students. This policy governs the teaching relationship and is designed to promote harmonious relations between academic staff and students, and to promote fair and equitable treatment of students. Since it is primarily focused on classroom teaching, instructors may have to make some adaptations of the policy, and some of the sections clearly will not apply. The specifics of this policy are located in Appendix A at the end of the Manual. An overview of the roles of the various participants are described in the following list of functions in the field placement process, namely the Field Education Coordinator, Faculty-Field Liaison, Field Instructor, In-Agency Supervisor or On-Site Resource Person, and field student.

3.2 Field Instructional Duties and Responsibilities

Field Education Coordinator 1. Is available to students for discussion of educational needs and goals in field

placements for the forthcoming year;

2. Contacts field instructional sites and agency-based instructors to review and negotiate placements for the next year;

3. Provides written general information to students regarding placements available in the coming year;

4. Develops procedures for assigning students to field instructional sites and/or instructors, taking into consideration the student’s wishes (where appropriate) and educational needs, as well as the faculty’s resources;

5. Develops a means of communicating with students about placement sites to which they are assigned;

6. Communicates with field instructional sites, Faculty-Field Liaisons and university field instructors regarding students placed with them;

7. In conjunction with the Dean, develops formal faculty-agency field instructional site practicum legal agreements and arranges for their administration;

8. Orients new/past Faculty-Field Liaisons and field instructors to the faculty curriculum and all aspects of field instruction;

9. Acts as a consultant to Faculty-Field Liaisons and field instructors on any field instructional issue, where matters cannot be resolved at the liaison level; and

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10. In conjunction with Faculty-Field Liaisons and field instructors, develops and recommends field instruction policies and forwards them to the B.S.W. Program Committee.

11. Is the Instructor of Record for all field placement students, responsible for determination and submission of final grades for SWRK 3150, SWRK 4120 and SWRK 6050.

Faculty-Field Liaison The objectives of the liaison are to ensure that:

1. There is an ongoing relationship between the administrative staff of the placement site and the Faculty.

2. The administrative staff of the placement understand the educational objectives of the field work course, their practical implications, and the roles of the participants.

3. The field instructional staff understand their primary role in the instructional process.

4. The students have a quality field experience that meets their educational needs and course expectations.

5. The liaison is available to provide support, consultation, mediation and negotiation for the student and field instructor.

6. The liaison works collaboratively with the instructor to facilitate integration of knowledge and practice, a generic perspective of practice for students, and skills in teaching social work process and techniques for the field instructor.

Faculty-Field Liaison Tasks Faculty-Field liaisons are expected to undertake a minimum of three in-person meetings with the students/field instructor. These contacts include, but are not limited to, on-site meetings in the first month of field placement commencement to review and sign the agreed upon Learning Contract, at point of mid-term evaluation and at point of final evaluation. Some liaisons also have periodic meetings with groups of field instructors and/or field students to discuss field related issues. Some use periodic attendance at agency unit meetings to maintain contact. All make themselves available for “trouble-shooting” and consultation, as required.

1. Requests and is assigned to students/agencies by the Dean in consultation with the Field Education Coordinator. Faculty is normally assigned to students and agencies in areas in which they have specialization.

2. Contacts assigned field instructors and students, provides contact information and indicates availability.

3. Meets with field instructors and students to discuss the Faculty-Field Liaison role and expectations.

4. Is available to students to support, mediate, and/or negotiate.

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5. Is a consultant to field instructors on any aspect of their work, i.e., student educational plan progress, agency issues, learning opportunities, teaching techniques, etc.

6. Is involved in conferences with the field instructors and students when a breakdown of communication occurs between instructor and students or in problem situations.

7. May meet with the field instructor and respective field instructional site personnel at any point during the field placement to assist them in facilitation of their roles. Is available to assist the field instructor to work with the students to integrate class and field learning.

8. Completes a contact sheet with respect to contact with each student, field instructor ad/or other relevant program or agency personnel when there are issues of concern identified, such as lack of progress by a student. This contact sheet will include the following information: date of contact, type of contact (i.e. meeting at agency, phone call), nature of contact and outcomes of contact as relevant to the student’s continued placement and attainment of learning goals. Documentation is to be forwarded to the Field Education Coordinator in mid-December and late April for the regular academic session. For summer session, documentation is to be forwarded in mid-June and late August.

9. Communication with field instructor and agency personnel to review the year’s placement. Forwards written recommendations regarding student and/or placement (re: planning for following year) to the field education coordinator.

Field Instructor

1. Volunteers and is selected as a result of specific criteria and consultation between Field Education Coordinator and field instructional sites.

2. Is given university appointment as “Field Instructor, Nil Salary.”

3. First-time instructors will be provided with field instruction workshops by the Faculty in preparation for the field instructional role.

4. Independently, or in conjunction with the Faculty-Field Liaison, meets with other appropriate agency staff prior to the academic year to discuss potential learning experiences, potential site resource people for students, particular needs of the field instructional sites/students, and any other aspect of the field instruction program.

5. Is responsible for organizing an orientation to the field placement site for students. Notifies assigned students regarding agency requirements for Field students (e.g., Criminal Record Check, Immunization Records, Child Abuse Registry), and advises students of plans for orientation to the field placement.

6. Has the responsibility to develop, in conjunction with the student, a written and signed contract concerning both the administrative and educational expectations of the instructor and student. This may be shared with resource persons and is also signed by the Faculty-Field Liaison.

7. Normally assumes responsibility for both (a) supervising the student on a day to day basis, and (b) directing the student’s educational focus through review of

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student activity and planning future activities appropriate to student’s educational needs.

8. Assigns appropriate learning opportunities for student to accomplish learning objectives.

9. Meets with the student individually, approximately for 1 ½ hours each week. May be involved with other instructors in providing unit meetings or integrative seminars on a periodic basis to assist in the integrating of student learning.

10. Meets with the Faculty-Field Liaison periodically to review students’ progress and assess respective roles/functions related to student learning.

11. Takes responsibility for evaluating students at the end of each term and to assign the final grade for field instruction courses.

12. Attends faculty seminars, if offered, for all field instructors to advise them of current developments in the faculty’s program.

13. May choose to attend meetings of the Field Advisory Committee, the Faculty of Social Work Faculty Council, and other committee meetings.

14. Meets with the faculty-field liaison and appropriate agency/departmental personnel at the end of the year to review the year’s placement experience and determine plans for the following year.

In-Agency Program Supervisor (On-Site Resource Person)

1. Agrees to assist the field instructor (on-site or off-site) by assuming this role.

2. Determines respective role with field instructor in providing student field experience and may assume day to day responsibility and supervision on an administrative and site decision making level.

3. Resource persons on site may participate with the field instructor in the establishment of the orientation to field.

4. Will assign field experiences to the student which are congruent with student’s learning needs in social work.

5. Meets with the field instructor periodically to review respective roles and functions related to student’s learning.

6. Participates in the student evaluation process with the field instructor and student.

7. May meet with field instructor and Faculty-Field Liaison to evaluate the placement, and make recommendations for placement in the following year.

Student

1. Expresses intention to take the field course in the following year by completing the Field Preference Form in full, attaching an updated resume and forwarding an electronic version of resume to the Field Program Assistant. These documents are

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to be submitted by mid-March for consideration of regular session field commencing in September.

2. Familiarizes him/herself with the field instructional sites available in the coming year and indicate preferences for the coming year.

3. Attends field site orientation and ongoing unit meetings (where they exist) designed to prepare the student for maximum learning in the field.

4. Participates fully in the field placement experience, including working with the instructor to develop a learning contract, seeks out his or her learning opportunities where appropriate, and contributies to the field instructional site.

5. Meets all requirements related to workload, field seminars, supervision, and contribution to the instructional site.

6. Engages in reviewing and understanding respective role with the agency resources person and/or field instructor, and Faculty-Field Liaison.

7. Fully participates in the field evaluation of his or her performance as it relates to the objectives of the course including the completion of the Field Evaluation Form each term.

8. Completes evaluation of the field instructor and of the instructional site where required.

4. PROCESS TASKS

4.1 Field Instruction Process To fulfill the role of field instructor, it is expected that there will be approximately 1½ hours per week of contact time with the student for educational purposes. This time may be used as unit meetings or group meetings, but will most commonly be used for individual conferences. This does not include instructional preparation time or administrative supervision time. The field instructor is responsible for developing an individual educational plan with each student or group of students, each term. This process involves several steps:

1. The number of students that the field instruction site and each field instructor are able to accommodate will need to be determined. This is often followed by a process of recruitment and selection of specific students. Pre-placement interviews of prospective students are often done by an individual in smaller institutions or by a group of field instructors in larger ones. The latter has the advantage of having individual instructors and students develop matches. This interview process is also useful in encouraging students to engage in self-selection based on some realistic exposure to the field instructional site. This may reinforce the student’s and instructor’s interests, or determine that this is not an appropriate placement given the student’s needs and goals as well as the instructor’s expectations.

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2. Once confirmation of student placement has been received, formal

notification confirming the placement of students will be provided by the Faculty. There are also some key activities which will need to be completed. The field instructor will need to contact the students to notify them about the time and place of their orientation to the placement. This is also the time for the instructor to discuss the specific process of police checks and child abuse registry checks that may be required by the agency/facility.

3. The instructor will need to plan for the student in terms of physical

accommodation, i.e., office space, desk, telephone access, identification badges and interviewing facilities. Based on knowledge of the student of the program, it is useful to explore tentative appropriate student learning opportunities (see Sample Practice Tools). The instructor will also need to consider how to facilitate orientation by:

a. determining whether they will be conducting the orientation individually or

collectively with other instructors; b. establishing a purposeful orientation agenda; c. contacting key staff persons who will meet with and present aspects of the

field instructional site to the students; and d. determining how to introduce the students to the setting and to this field

experience. 4. Other items to be considered in pre-planning are:

a. contemplation of optimal times for potential learning opportunities in the field instruction site;

b. determining availability of staff resource persons for the student throughout the year;

c. preparing field instructional and agency resource material for the students (see below); d. exploring the possibility of including students in any agency-wide

orientations, staff meetings, in-service training workshops and other learning opportunities;

e. exploring services/programs and specific activities which are suitable for student involvement; and

f. determining rules around: student use of equipment, vehicles, clerical access, parking, reimbursement for travel costs, etc.

4.2 Orientation Orientation to the field course and the specific placement setting are generally held on the two days immediately following Labour Day in September. In Winnipeg, FGSWP and ICSWP classes are cancelled to allow students to spend these two days in orientation and their field setting.

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The field instructor, with appropriate agency supports, is responsible for providing a two-fold orientation process that involves:

a) general orientation to field instruction; and

b) an orientation to the agency setting.

General orientation to field should include:

§ discussion of what the field instructor expects of the student, as well as what the student can expect from the instructor, liaison and resource person;

§ discussion concerning the Code of Ethics and Field Evaluation Forms;

§ expectations regarding time in the placement depending on the student’s program stream;

§ appropriate use of time in the agency (indirect and direct field-related activity, but not class or outside work);

§ timing and frequency of meetings with resource person and field instructor;

§ mutual expectations regarding preparation for student/instructor conferences and group sessions;

§ arrangements in case of a need to reschedule conferences;

§ how students are to handle absences due to illness or other reasons, and availability; when not at agency.

§ an identification of student/instructor learning styles; and

§ discussion about initial assignments.

Methods and tools you may use to assist you in orienting the student include: 1. Student Field Manual; 2. Field Evaluation Form; 3. Student Time Sheet; 4. Student Self-Assessment & Learning Goals; 5. B.S.W. Student Handbook (available on-line). The Faculty of Social Work web page is www.umanitoba.ca/social_work/ . Many of these forms can be copied directly from this manual or accessed on-line in the undergraduate section of the website. Orientation to the agency should include:

§ discussion of general expectations for the field setting during the academic year;

§ introduction of the students to their field setting;

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§ introduction of students to the key program staff with whom they will be working, particularly the resource person who may, in some models, be providing them with day-to-day supervision;

§ familiarizing students with agency philosophy, goals, programs, and services, as well as its practical aspects including: offices, facilities, clerical services, and libraries;

§ working out the logistics of time availability for field placement, resource person meetings, field instructor meetings, other meetings;

§ identifying learning goals and beginning practice experiences; and

§ familiarizing students with the consumer populations of the agency, some of the issues and some of their needs.

This can be presented by the field instructor or by other agency staff or a combination of both. Where there are a number of students in one agency the instructor may wish to use agency staff to present an overview of specific programs/services to the students. Where there is one student in an agency, the instructor might wish to arrange times for the student to meet and interview key agency people. The field instructor should also provide written materials about the agency which might include;

§ Program information; § Organizational Chart; § Personnel and Operations Manuals; § Funding sources, etc.;

4.3 Contracting There are two levels of contracting that occur in a field placement: (1) the legal practicum contract and (2) the learning contract.

The Legal Practicum Administrative Contract (established prior to the actual start date of the placement) The purpose of the administrative contract is to develop the framework of expectations through which the field instruction process will function. Clarity around the following issues provides a level of security for the students as a result of knowing the limits within which they will function on the placement. The administrative contract includes several key elements, including:

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§ the provision of such facilities as desks, telephones, utilization of meeting rooms and the like, as feasible and appropriate for carrying out the responsibilities related to the field program

§ reimbursement for transportation and out of pocket expenses borne by students consistent with the reimbursement practices of the field instruction site for its own staff

§ the coverage for students under the Workers Compensation Act (Manitoba) § liability issues related to any loss or damage at the placement relating from grossly

negligent acts or omission by the University § the proceeds to amend this contract; and § the process for the termination of the contract

The administrative contract (Field Placement Agreement Form) is signed by the Director of the placement site and/or his designate, the Dean of Faculty of Social Work, and the Vice-President of Administration of the University of Manitoba. The contract is signed off by the three parties and remains in effect until a termination request is made by one of the signatories to the contact. As such, the legal practicum agreement does not need to be renewed and remains in place as appropriate and required. Learning Contract (established first 4-6 weeks of the field placement) The learning contract is an important tool in the field instruction process. Its purpose is to assist in making learning goals and expectations explicit to all participants. It empowers students in terms of knowing what to expect from their field experience. The learning contract is the initial step in the educational process. It prompts students and the instructor to begin to explore and identify specifics skills and knowledge that the students hope to derive from the field. This is begun immediately after orientation. Ultimately, it is written and signed by the field instructor, student and Faculty-Field Liaison. Processes include: p translating the general objectives of the Field Evaluation Form into specific

competencies as they are identified in the instructor’s own agency. It is important that these are stated in behavioural terms. Associated with this task is that of helping the student have a clear understanding of what these competencies involve.

p Identifying objectives that the student might have, but which are not specifically identified in the competencies cited above or are of a different order of importance. This respects the adult learning needs of the student. It is more likely to be utilized by a student in their second placement. There is space available for this in the Field Evaluation Form.

p Determining the student’s current level of knowledge and skill in being able to meet the objectives established above. Students will come to their field

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placements with a range of skill levels. It is important to assess these in order to provide an appropriate individualized learning environment for the student. This can be determined in a variety of ways, but most commonly is done by a focused interview that specifically identifies the student’s analytic and interventive skills. This would include information about:

§ previous field placements (activities, levels of skill, type of supervision, level of autonomy)

§ previous work experience

§ previous volunteer experience

§ student's interest and learning objectives

§ student’s courses and course outlines for the year

§ factors which may impact on field placement activity.

p Determining the appropriate learning opportunities and methods of

monitoring student progress as a result of the above steps. p Specific competency-based contracting may be required if a student is

experiencing difficulty in a particular aspect of their field placement. In such cases the skill might need to be broken down into specific concrete components with clearly identified learning opportunities and means of determining successful completion of each component.

p At the end of first term, the learning contract is reviewed to determine the student’s progress and to develop new goals and objectives for the second term of the field placement with the accompanying relevant learning opportunities. During the terms as objectives are obtained, they may be replaced by new goals, but in all cases should be in a written form.

Developing an Effective Learning Contract The Learning Contract is a document developed collaboratively by the field student and field instructor, generally in consultation with a faculty-field liaison, on the basis of the following:

§ What the student hopes to learn; § What the instructor and agency are able to instruct and provide in terms of

learning opportunities; and § What the Faculty expects the student to learn in the field setting.

The Learning Contract is a tool that provides a valuable framework for identifying the learning goals, ways of achieving the specified goals, means to measuring attainment of goals and anticipated time frames. It is a working document, meant to be flexible and dynamic, which can be assessed on an ongoing basis throughout the field placement and modified if required to acknowledge changing needs and goals.

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The Learning Contract Addendum is used in situations in which a student is not meeting the required learning goals and/or not meeting expectations in one or more areas of personal or professional development (i.e. achieving a “2” or lower in any aspect of the field evaluation form). The Addendum serves as a supplement, where appropriate, to the Learning Contract and provides more detailed information regarding the student’s need for improvement, tasks to be completed, expectations of agency and date of review. 1. Defining Learning Objectives Objectives are framed as specific observable behaviours (Bogo and Vayda, 2000) and should be linked to the criteria on which the student is being evaluated. It is important to ensure that student and instructor refer to the Field Evaluation Form in the process of identifying key learning objectives. The student may choose to place more emphasis on one or more of the 14 categories detailed in the evaluation form. As well, the student may have personal (in addition to professional) objectives that may be included as part of the Learning Contract.

Under 1.2 of the Professional Values section (mid-term first year field), a student is expected to demonstrate compliance with confidentiality guidelines. Reviewing this should lead to some identification of activities that will support the student’s learning in this area, such as reviewing of agency confidentiality guidelines, signing of an Oath of Confidentiality (as applicable) and discussion of how the guidelines apply to the day to day work with clients.

As such, in working towards a specific Learning Objective, a number of learning Activities may be identified.

Æ Example: If the Learning Objective is “to learn how to do an assessment”, the learning activities may include: reviewing agency assessment outlines; reading three articles on assessment; reading three assessments by other workers in the agency; having the Field Instructor observe a family session facilitated by the student; drafting a family assessment and discussing the content in supervision; completing the final file copy (subsequent to feedback from the Field Instructor) of the assessment. (Time Frame – December)

2. Identifying Learning Activities (in respect to tasks that will be undertaken, experiences in the placement, and providing a time frame for completion) Learning Activities are tasks and situations which are taken on in order to achieve learning objectives. Identifying activities (using verbs such as interview, observe, role play, write or shadow) as part of the Learning Contract helps to ensure that the instructor and student operationalize the learning goals and helps to describe

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what the student will be doing in behavioural terms to achieve the learning objective.

Æ Example: If the Learning Objective is “to be able to facilitate a group”, the learning activities may include: reading relevant literature; observing an existing group; writing about the group process in one’s journal; discussing the journal entries with the Field Instructor; taking on the task of co-facilitating a group; assisting with the planning and organizing of the group; debriefing the co-facilitator after each group session, and requesting constructive feedback on one’s own contribution to the process. (Time frame – both terms)

3. Identifying the Resources What can the student use to accomplish the Learning Activities?

Æ Example: If we use the above example of developing a group, the student could identify a range of possible resources such as program handbooks, journal articles, review of needs assessment information (if available), agency staff; agency clients, other community agencies etc.

4. Methods To Measure Objectives (Date/Comments) This is really asking, “how and when will the student be evaluated?”

Æ Examples may include: reviewing of students journal or logbook; direct observation; process recordings; video tape; summary reports; co-facilitating; feedback from other agency staff; client feedback forms; file recording; educational assignments requested by the Field Instructor, relevant assignments from student’s Field/Focus course etc.

5. Objectives Accomplished When completing the Field Evaluation Form, the Learning Contract should be reviewed. Reviewing the Learning Contract and the Evaluation Form should be done at least twice between September and April for students in the regular program (placed 2 days per week), and four times in the academic year for students in the concentrated program (placed 4 days per week). At that time it can be noted if objectives have been accomplished. Keep in mind that good description of learning activities will facilitate good instruction. The smaller and clearer the description of learning activities, the easier it is to identify when the learning activity has been accomplished, which provides increased opportunity for positive feedback, and a greater sense of accomplishment and progress for the student and the Field Instructor.

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Evaluation, including developing learning objectives, is an ongoing process. The contract can be modified and/or renegotiated at any time. Additionally, if students are experiencing difficulty in a particular area or in a number of areas, it is recommended that an Addendum to the Learning Contract be undertaken to highlight and reflect the need for continued progress. The Addendum form is included in the Field Instruction Manual.

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4.4 Student Self-Assessment & Learning Goals To be completed by student for use as a starting point for discussion in the development of learning goals and field experiences for the year. Please submit to your field instructor after initial orientation to field in September. Student Name: ____________________ SWRK 3150 ___ SWRK 4120 ___ Conc./Accel. ___ Previous Field Placement (if applicable)___________________________________________ 1. I bring the following knowledge, abilities and attitudes to my field placement:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2. Significant volunteer &/or work experiences that I believe will be helpful in my field placement this year. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

3. I believe my major strengths are: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

4. I feel that my main learning style is: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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5. I believe that the essential components of any helping or problem solving situation are: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

6. Through my field placement this year, I hope to learn more about: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

7. My personal learning goals for field this year are: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

8. I believe the following activities will assist me in achieving my learning goals: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

9. I expect that the following people will help me in achieving my learning goals: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

10. I chose or (am looking forward to) this field placement because: ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

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4.5 Learning Opportunities The field instructor has the primary responsibility for determining and selecting areas of involvement for the student based on the learning needs identified in the contracting phase. The instructor needs to monitor the frequency and depth of learning opportunities to ensure that the student is able to achieve the appropriate course objectives. The learning opportunities should be based on a generalist approach to social work practice. Therefore, student learning opportunities should be varied enough to allow for exposure to as many aspects of the generalist approach to practice as are available in the setting. Wherever possible, student participation in selection of learning opportunities should be encouraged. General progression of student learning throughout the program towards graduation is seen as moving from situations which are initially selected or identified primarily by the field instructor, to ones which are increasingly initiated by the student. The goal is to develop greater independence and autonomy in the students as practitioners.

4.6 Monitoring Process The field instructor is responsible for developing and tailoring appropriate methods in which the student can share and analyze practice issues and student performance. The field instructor has several tools to choose from in order to monitor performance. Choice is based upon the field instructor's preferences and in consideration of methods which enhance student learning. Tools include:

§ verbal reports; § logs and summary recording; § process recording; § file recording; § video tapes; § audio tapes; § direct observation; § co-facilitating; § one-way mirrors; § modeling.

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The process of giving feedback is a key to the student’s ability to respond constructively. Some characteristics of effective feedback include: that it occurs as soon as possible after the student’s involvement in a particular situation; it is direct rather than guarded and ambiguous; that it is presented with the assumption that the student has invested in learning; that the instructor is collaborative with the student in terms of working together toward a solution; that any feedback provides a learning component in it for the student, particularly if it is relevant to current issues with which the student is dealing; that it is presented in a thematic way which deals with key issues rather than getting bogged down in detail; that it is proactive, helping the student to understand the underlying reasons for issues that come up in intervention so that they can become more independent in their self assessment; that it explores strengths as well as areas for further growth; that it is presented in ways that recognize and respect the student’s past experience and is respectful of the student’s dignity. Informed consent is needed from the field instructional site consumers, particularly whenever live supervision and tapes are utilized. Many agencies have established protocols for this purpose. It is important that the consumer has a clear understanding of: the purpose of the taping and with whom it will be shared; the steps which will be taken to safeguard their anonymity and confidentiality; the exceptions to these, due to the student’s "duty to inform"; an indication of when the material will be destroyed; and a guarantee, that, should they withhold their consent, they will continue to receive full agency services to which they are entitled.

4.7 Student/Instructor Individual Conferences The most common method of providing an opportunity for student growth and professional development is through the individual conference. While the demands of the student placement and pressures on the instructional staff may suggest that mini sessions at "teachable" moments are most convenient, experience has confirmed that, beyond these "teachable" moments, a student's learning is best served if pre-planned regular scheduled times are established on a weekly basis, in privacy, with a minimum of interruptions, and in a comfortable environment. The individual conference occurs within the context of the overall learning objectives for the student as a result of the educational contracting. The individual conference, with its educational focus, is a key component of the program. It provides a reflective milieu in which students have the opportunity to: a) translate knowledge into operational principles, and principles into practice; and b) develop themselves with increasing self awareness in engaging the client system in problem resolution.

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Preparation Students:

§ provide the instructor with a record of their work in advance (logs, student’s summary or process recording, tapes, reports, work plan)

§ append assessment, self critique of the professional activity; § identify issues for discussion.

Instructors:

§ read appropriate material, choose selectively based themes for discussion; § pull together any material and references needed for teaching; § reflect on student’s needs and learning styles; § to ensure agenda can be handled within time allotted (no overload).

Meeting:

§ sessional contracting: student and instructor identify agendas for the session; § base activity on student’s analysis of own activity provided; § goal is to help student develop a perspective on performance; § three methods:

1. Didactic approach: information required which student does not have; provide and teach how to access.

2. Socratic method: encourage student self discovery by active

listening, guided questioning, clarifying, summarizing, encouraging elaboration. Facilitates process of self-discovery by exploration.

3. Modeling: providing an opportunity to see desirable worker behaviour

(by tapes, watching live instructor activity) in attitude and approach to clients served.

§ method used will depend on content; method used will also need to consider

student’s learning style, i.e., like "doing" so use of role play most appropriate, like "feeling" so experiential exercise, like observing tapes preferable;

§ for adult learning to occur, students need to have their past experience acknowledged and respected, ideas valued;

§ instructors have established a relationship in which to provide feedback; students value corrective feedback which allows them to improve performance, depending on approach: such as a “joint voyage of discovery", reflective exploration of alternatives, and encouragement of the student’s assessment, on sharing of ideas, focusing on behaviours rather than being critical and labeling;

§ instructors are psychologically accessible, sharing experiences and knowledge.

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Closure:

§ instructors ensure earlier in session that students items and questions have been adequately addressed;

§ they plan to close at end of dealing with a situation; § tend to summarize the session in terms of purpose, tasks accomplished and

identify tentative focus for following week; § identify tasks or reading for following week; and § elicit student response re: session and alternative ways that instructor could

more effectively facilitate student learning.

4.8 Logs The log is one useful learning tool in the field instruction process, and is to be used on an ongoing basis by both field instructor and student. The log can be used as a way of comparing student-instructor views and perceptions, a means of monitoring progress, a mechanism for identifying issues, difficulties and areas for work, and to assist in evaluating student performance at various points throughout the year. The log is especially important when difficulties are encountered or begin to emerge. Documentation of process and issues can be particularly helpful in determining where the difficulties are situated and whether themes or patterns are developing. The log is also instrumental in identifying and validating hunches/feelings/impressions/concerns by any of the field participants (student, instructor, or agency) so that possible solutions/changes can be explored. The field instructor is responsible for maintaining the documentation on student field records and is encouraged to use the log on a regular basis.

Purpose of Log 1. Learning tool - educational 2. Accountability 3. Means of identifying issues - problem identification 4. How issues are resolved - action/method

Types of Logs p Brief, summary format p Narrative/descriptive

Content p Pertinent facts - name, days in field, client systems, etc. p Issues/dilemmas being raised by any or all participants, i.e., student, instructor,

agency.

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Guidelines for Keeping Student Field Records Factual/Identifying Information:

§ student name § year § courses § agency setting § days in field § written learning contract

Narrative Log This is an ongoing description of interaction/discussions between student and instructor and agency. Three types of documentation would be appropriate for field instructors to keep may include:

1. Weekly: § Pertinent facts § Content of weekly meeting with student § Actions/decisions § Any new practice situations assigned § Goals for further work - target dates for completion

2. Progress Summary Log (approx. 6 weeks after placement begins)

§ summary of goals achieved § identification of further areas for work § consults, tapes, process recordings, etc. which have been used and the

outcomes

3. End of Term Summary

§ goals achieved § levels of performance § future goals

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4.9 Group Conferences and Unit Meetings A second approach to educational conferences is the use of groups.

Group Conferences Where there are a number of students in similar placement sites, (i.e., health settings) instructors may wish to consider group conferences. Group conferences can be used for all or part of the educational contact time with students. Some positive reasons for considering a group are that it provides an efficient dissemination of knowledge, potential for student emotional support, an opportunity for students to learn from others’ experiences, an opportunity to learn and practice group skills as modeled by the instructor, a more egalitarian environment, and a broader range of learning opportunities. The field instructional group process is a form of group work with which many instructors are familiar. There needs to be clarity of the educational goals in this approach, just as in individual instruction. Sessions need to have clear behavioural objectives which are consistent with the overall educational goals. These objectives will be more effective if (1) they have relevance to the immediate needs of the students, (2) they do not duplicate Practices course work but supplement it, and/or (3) students have been consulted in the process. Faculty-Field liaisons, assigned to agency instructors and students are available to facilitate and resource group conferences if requested.

The Unit Meeting Historically, where one instructor had several students in a single field instructional site, the group would meet regularly (either weekly or semi-monthly) as a unit. Unit meetings were used as a forum for teaching and peer learning. Currently, however, with the students being placed at several agencies, unit meetings are an optional tool for field instructors.

5. LEARNING STYLES

5.1 Adult Education: Application to Field The principles of adult education will be helpful to field instructors as they consider developing a climate that is conducive to student learning.

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These include: § providing an open, informal, supportive environment for learning;

§ structuring the field experience in such a way as to allow the field student to function in an autonomous way;

§ recognizing and validating the student’s past experience as a resource in the current placement;

§ working mutually with the student in assessing student needs;

§ creating an atmosphere in which the student can participate in determining the learning objectives which are relevant to the student’s growth;

§ designing learning opportunities which reflect student’s learning style;

§ involving the students in mutual discussion and inquiry and encouraging them to take responsibility for their own practice; and

§ evaluating on the basis of criteria determined at the beginning of the placement and involving the students in the self evaluation as an integral part of the process.

5.2 Individual Learning Styles Most material on the education of adults also addresses the fact that in learning situations, people have different preferred learning styles. There is a substantial body of literature articulating some of the different ways in which these can be categorized. The key issue is to understand that in order to maximize student learning, it is useful for instructors to be aware of the concept of learning styles. Firstly, it is important for instructors to become aware of their own preferred learning styles because it is a powerful influence on what they perceive as the "appropriate" method of teaching. As well, it establishes expectations of how they expect students to learn. Secondly, it is useful to know what the student’s learning styles is because it establishes for instructors a sensitivity to students whose learning styles may vary from their own. Thirdly, it has the parallel impact on students in terms of sensitizing them to the concept and how it might apply both to their instructor/student relationship as well as to their work with clients. Finally the act of exploring respective learning styles, with its implications for determining learning activities and handling the instructor-student conference, offers a rich opportunity for both instructor and student to work collaboratively in determining the learning climate.

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5.3 Kolb Learning Style Inventory It is recommended that as one of the orientation activities, both the instructor and student complete a questionnaire on learning styles adapted from Kolb's Learning Style Inventory, compare the results, and consider the implication for their work together. In lay language, it categorizes the learning cycle into four phases: "sensing" or "feeling," "reflecting," "thinking" and "acting" or "doing". While all these phases are necessary steps in learning, where one begins can be a matter of preference. This has been adapted by social work field instructor educators Marion Bogo and Elaine Vayda in their work entitled “The Practice of Field Instruction in Social Work and Process” (1990). The authors develop the cycle of social work intervention from "retrieval" to "reflection" to "linkage" to "professional response." This linkage is beneficial to field instructors in helping students integrate theory and practice.

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Understanding  Preferred  Learning  Styles   CONCRETE EXPERIENCE (CE) Cue Word: “Feeling” • Using the senses to actively participate in a situation • Developing emotional rapport with others in a situation • Using intuition to explore the events around a situation • Availability for here-and-now exploration of a situation • Concern with practical outcomes REFLECTIVE OBSERVATION (RO) Cue Word: “Watching” • Accurate recall of observations: reactions, both individuals, transactional,

and contextual • Distinguishing between essential and trivial information • Impartiality in collection of data: keeping an open mind • Withholding judgment until accounting for all possible sources of data • Emphasis on reflection rather than action ABSTRACT CONCEPTUALIZATION (AC) Cue Word: “Thinking” • Identification of relationships between concepts • Drawing conclusions from the analysis of data • Development of tentative explanations • Development of principles or generalizations • Development of plan/proposal to address the identified issues ACTIVE EXPERIMENTATION (AE) Cue Word: “Doing” • Ideas/concepts already developed • Willingness to attempt new activities in testing the ideas/concepts • Testing hypotheses in active experimentation • Identification of outcomes that have immediate application • Emphasis on practical application rather than reflective understanding * Based on Kolb, D. (1976) Adapted by Chable, 8.

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5.4 Self-Assessment of Preferred Learning Styles Rate each statement, with “4” being the most accurate for you. I PREFER TO LEARN BY:

1) Discussing my work with colleagues, because it helps me to think about what I am doing.

0 1 2 3 4

2) Accurately recalling, but keeping an open mind about what I heard or saw in a situation such as observation of someone else’s work.

0 1 2 3 4

3) Reasoning out logically for myself the relationship between events, or

0 1 2 3 4

4) Testing out my own ideas.

0 1 2 3 4

5) Participating in group thinking and discussion, contributing my ideas, receiving the group’s reactions and achieving consensus about what to do.

0 1 2 3 4

6) Developing my ideas through interacting in the everyday situation with lots of people such as colleagues, friends and family.

0 1 2 3 4

7) Reading textbooks or articles and arriving at the meaning for myself – I like an intellectual challenge.

0 1 2 3 4

8) Doing something concrete, like actually interviewing, rather than reading about theory.

0 1 2 3 4

9) Deriving ideas by reflecting critically on my past experiences, for example, in my career, or when I was learning the skills I now use, or even referring to past writing of mine.

0 1 2 3 4

10) Deriving my ideas and concepts from experts, or using resource books prepared by qualified specialists.

0 1 2 3 4

11) Relying on my gut reaction to the overall picture of a situation, for example in my workplace.

0 1 2 3 4

12) Experimenting with new methods or ideas about practice.

0 1 2 3 4

13) Working from a set of principles or recognized theory as the guidelines in my own practice and in my supervision of trainees.

0 1 2 3 4

14) Observing impartially what happens in my own place of work.

0 1 2 3 4

15) Working in groups where I am expected to throw in ideas which may be creative or imaginative, but may not appear strictly logical.

0 1 2 3 4

16) Being challenged to explore new experiences and ideas or take on a new role despite the uncertainties and possibility of criticism.

0 1 2 3 4

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SCORING Total possible score for any category is 16. CONCRETE EXPERIENCE (CE): Add Question Numbers 1, 6, 8, 11 REFLECTIVE OBSERVATION (RO): Add Question Numbers 2, 9, 14, 15 ABSTRACT CONCEPTUALIZATION (AC): Add Question Numbers 3, 7, 10, 13 ACTIVE EXPERIMENTATION (AE): Add Question Numbers 4, 5, 12, 16

CE

RO

AC

AE

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6. DEALING WITH CHALLENGES IN THE FIELD

As in any learning situation, students are faced with new challenges as they engage in the process of professional social work practice. It is important for field instructors to recognize that students will make mistakes in the process of developing beginning social work skills. The objective is that students complete their field instruction courses being able to function in this capacity. Students will have individual reactions to learning based on past experiences and will likely go through various levels in the learning process. It is quite normal that, due to anxiety or stress, performance difficulties may manifest themselves at points of field experience as part of this normal growth. While these difficulties should not be ignored, they should be seen within the perspective of the student’s overall performance. It is primarily the pattern of behaviour rather than the individual incident on which instructors should be focusing. The risks of difficulties occurring can be diminished by having the students:

§ understand the purpose and protocol of the professional activity;

§ observe a competent practitioner demonstrate the activity;

§ have an opportunity to debrief after observing the activity;

§ attempt the activity together with the instructor.

6.1 The Process 1. It is important to maintain documentation of student performance on an ongoing basis, whether

activity sheets, supervisory logs, tapes, recordings, or other means of feedback which can offer a basis for weekly, mid-term, and term teaching. If patterns of difficulty persist which negatively affect the student’s ability to meet the learning objectives, these difficulties need to be specifically identified.

2. It is important for the instructor to seek consultation with the Faculty-Field Liaison when patterns or difficulty persist.

3. Depending upon the degree to which the problem is related to practice knowledge, the instructor may wish to contact the student’s practices instructors.

4. It is important to raise the difficulty with the student as early as possible, sharing the basis of concern and documenting the pattern. It is anticipated that such concerns would be raised by the first term evaluation.

5. Although there may be some reluctance to raise patterns of behaviour which require corrective change, the earlier these difficulties are raised, the quicker they can be resolved. It is important that these be clearly defined in behavioural terms. It is also important that they be presented to the student in a constructive and supportive way with a view to problem-solving.

6. The instructor is responsible for documenting the way in which the concerns were raised with the student, the consultation process engaged in, the action plan decided on, and the subsequent feedback and teaching provided in the corrective plan.

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7. EVALUATIONS

7.1 Student Evaluations Purposes:

p to meet the requirements of the University of Manitoba and Canadian Association of Schools of Social Work;

p to assess the student’s overall progress in field (summative evaluation) for the length of time they have been in the field placement to date (either mid term or year end). It is the culmination of a continuous process which occurs in weekly (formative evaluation) instructor-student conferences;

p to provide evidence that the student has achieved a level of performance which allows them to successfully progress toward (mid-term) or complete (year-end) the field course in which they have been enrolled;

p to identify areas where further learning is required, thereby making the learning conscious and providing the students with a clear direction for that learning;

p to confirm that the students are being provided with opportunities to allow the student’s performance to meet the field course expectations;

p to provide an opportunity to define and refine learning goals and objectives, where appropriate, to be achieved by the student in the following term; and

p to provide means by which the student can learn to become progressively self-directed in his or her professional development.

Logistics Formal field evaluation takes place twice a year: (1) at mid-term (which is December for first and second year field campus students and February for Inner City Social Work students), and (2) final evaluation occurs at the end of second term (in April) with the specific dates identified on the Key Dates Information Sheet as determined by the Field Education Coordinator each year. This information is included with the placement letters that are sent to agencies by the Faculty. A separate Kay Dates sheet will be distributed with respect to Pre-Masters students. The field program extends approximately one week beyond the end of classes. One of the purposes of this extended time limit is to provide the field instructor and student with the opportunity to complete the evaluation process. At midterm you are requested to fax/mail a copy of the Midterm Summary Statement of the Field Evaluation Form to the Field Program Assistant for campus students, the Director of Social Work at William Norrie Centre for ICSWP students, and Distance Education Coordinator in the case of Distance Education students. In the event that the Faculty-Field Liaison has not

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signed off on the Field Evaluation, please forward to him or her for review. The Faculty-Field Liaison can subsequently forward to the identified parties. If the forms are forwarded to the Faculty without the signature of the Faculty-Field Liaison, the Field Program Assistant will contact the Faculty-Field Liaison to advise and have him/her sign off on these forms. It is very important to have the evaluations in by the identified deadline (this will be announced by the Field Education Coordinator, but is usually one week before the University deadline for marks).

Field Evaluation Form The Field Evaluation Form is the essential instrument which is utilized throughout the year. The purpose of having a Field Evaluation Form is to provide a standardized instrument that can provide a consistent guide for instructors and students to measure student performance. The purpose of a pass/fail grade is to encourage students to risk themselves in their professional development without risking a lower numerical grade. The intent of the form is that the student’s performance will be progressively evaluated. Therefore each term in a specific category in the second section of the documents is intended to have a higher degree of expectation. The definitions cited in front of the form are utilized in describing progressive levels of capacity. For example, students are expected to have a basic level of ability in first term and move to achieving a higher level of skill in communication at the point of graduation (final term SWRK 4120). The reason that levels of performance are assigned to each of the categories is to provide a greater degree of precision in assessing student performance. This is essentially an internal device between the instructor and the student. As suggested in the instructions, an average grade is 3.0. If students can achieve this level, it is a significant accomplishment. For a student to obtain a 4.0 level requires an exceptional level of performance. It is useful to have discussed this with students well in advance of the actual evaluation, preferably at the beginning of first term at the commencement of field placement. The purpose of the summary comments section is two-fold. First, it provides an opportunity for the instructor to identify the most significant and important characteristics of the student’s performance. Second, it is the part of the form that may be used in any letter of reference that will be supplied by the Faculty upon request. Part B of the evaluation is strictly confidential. The practice of having the students, as well as the instructors, complete an evaluation of the student’s performance serves three purposes:

§ it provides the student with an opportunity for meaningful participation in the educational process which is consistent with the principles of adult learning;

§ it provides an opportunity for the student to practice the expectation of professional self-development; and

§ it clearly identifies areas where there are congruence and divergence between the instructor and student, which provides a basis for discussion.

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The ease of using the Field Evaluation Form as an evaluation instrument will depend on the degree that is has been utilized since the beginning of term. It is anticipated that:

§ the instructor has shared the form with the student at the beginning of the term;

§ the instructor and the student have spent time specifying how these general expectations will apply to the particular field placement as part of the educational contracting process;

§ the learning opportunities are framed within the context of the course objectives;

§ educational outcomes have been mutually developed; and

§ there has been an ongoing opportunity to assess the student’s progress in achieving his/hers, and the Faculty’s learning goals.

If these steps have been implemented, then the evaluation is summative and should contain no surprises. It is also useful to share the student’s objectives with the agency personnel who are providing the student with opportunities because it enables them to frame those opportunities in ways that reinforce the student’s learning goals.

The Process

Students, any staff persons who may have participated in the student’s learning, and the field instructors, all contribute to the mid-term and final evaluations. The final responsibility for the student grade rests with the field instructor. Notifying the Students In general, students will need to be aware at the beginning of term that their work will be formally evaluated as part of the field work course. Students will also need to know that they have a responsibility to provide evidence that they have met the objectives of the courses. Students should have a fairly clear idea of how they will be evaluated and where they stand from the weekly meetings with the field instructor. Students need to be notified in advance when the evaluation will take place specifically and how it will proceed. The two reasons for this are:

1. If they have advance warning and understand the process, they can ready themselves for the evaluation. Having advance knowledge usually decreases

anxiety; and

2. It provides students with sufficient opportunity to complete their own evaluation of their performance, thereby meeting the course requirement. It is also a useful time to determine the learning experiences that were available during the term. In determining the time of the evaluation, it is useful that the instructors review the Field

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Evaluation Form with students, respond to any questions students may ask, as well as help them plan their self-evaluations. Instructor’s Preparation Gathering the Data Instructors will already have identified the means of monitoring a student’s performance for teaching purposes. These will include: use of time sheets, letters and material from specific assignments, logs, process or summary recordings, audio tapes, video tapes, notes on direct observation and co-therapy sessions, or solicitation of information from colleagues who have provided the students with learning opportunities. Appropriate pieces of this material may need to be retrieved to provide concrete examples of performance and to explore themes in student performance. It is important, however, the evaluation should contain no surprises for the students and that what is discussed in the formal evaluation will normally have been discussed in the previous conferences during the term. It is also useful to have used a Supervisory Notebook which allows the instructors to note work assignments, supervisors’ commitments, items for discussion at conferences, observations of students’ performance (patterns), and student’s response to supervision. The Notebook should be available to students throughout the term. This gives the field instructors an opportunity to connect the evaluation with significant earlier issues that have been identified and discussed in conferences during the term. Planning the Evaluation The first step is to reflect on your attitude to evaluations in general, your reaction to the students whom you are evaluating, and your attitude to this evaluation process. The purpose of this initial reflection is to openly identify and be aware of any factors or biases that may interfere with a fair evaluation process. The second step is to mentally review your experience with your students, identifying those events or activities that stood out during the term. Think about the overall messages that you want to convey to the students in the evaluation. Then determine the observations, experiences and patterns that need to be included or excluded in the evaluation. Sort these out into the appropriate categories designated in the Field Evaluation Form. The third step suggested is to separate the general themes into three categories: strengths, areas for further improvement, and areas of significant growth. The fourth step is to clearly document the general patterns of the student’s performance. It is important to provide appropriate concrete examples of the student’s performance, especially on crucial issues. It will have been important for the student to know that he or she is responsible for providing evidence of his or her performance. Having this documentation and following this process should provide an antidote to instructor evaluation anxiety.

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The problems in evaluation biases to be aware of are:

a. the halo effect - when the perception of one aspect of the student’s work influences the instructor’s perception of all aspects of the work. This can be in a positive or negative direction.

b. leniency bias - hesitancy to evaluate negative performance objectively.

c. central tendency error - when not sure of student’s performance to rate all work as being average or meeting the criteria.

d. recency or distance overweighting - some early aspects of the student’s performance are weighted even though they have rectified them. Alternatively, field instructors can be overly influenced by recent events rather than evaluating the total period of the evaluation

e. contrast errors - contrasting to other students (who may be exceptional or weak), contrasting with past students, or contrasting with the instructor’s own early performance, all of which take away from measuring against the standard.

f. negativity effect - when weighting equally the positive and negative aspects of students performance, the student gives the negative comments greater weighting. This is an important consideration when framing an evaluation.

In the agency-based model, the Faculty-Field Liaison is expected to be available to support the field instructor in formulating the evaluation or participating in the evaluation process. The decision about the degree of involvement is left to the discretion of the field instructors and students. The instructors may wish to seek prior consultation with the Faculty-Field Liaison concerning the formulation or presentation of the evaluation. In placements where students are encountering difficulties, contact between the field instructor and faculty liaison is imperative.

Student/Instructor Conferences

Usually the evaluation processes will require two conferences. First Conference The first conference will be attended by the field instructor and the student and may include the Faculty-Field Liaison. In those instances where the instructors have utilized another staff member to provide the learning opportunities and day-to-day administrative supervision, the instructors may decide to include those persons for all or part of the first conference to share their observations. Writers in the field strongly recommend some obvious guidelines to establish the climate of the evaluation conferences. These include providing sufficient time (1 ½ - 2 hours), no interruptions, and conducting evaluation conferences earlier in the day, etc. all of which enhance the importance and student centeredness of the evaluation process. The students, as well as the field instructors, are expected to be prepared for this meeting by evaluating their own performance against the criteria identified on the Field Evaluation Form.

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The rationale for requiring students to participate in this way is to provide them with an opportunity to engage in professional self-evaluation. The narrative should be short, specific, unique to the particular student, backed by documentation, balanced (both strengths and areas for further growth), objective, and focused clearly on the student’s performance behaviours. The detailed comments and summary should be consistent with observations. The summary should be an accurate reflection of the student’s performance and goals and framed in growth terms. It should be remembered that the summary and goals may be incorporated into letters of recommendation, if requested, from the Faculty. The instructors will provide a quick review of the purpose of the meeting and will have developed a plan to ensure that the students and they contribute their own feedback in each category of the Field Evaluation Form. To alleviate student anxiety, the instructors may choose to give the students a general indication of their overall status (i.e., pass, or pass with clear learning tasks required, etc.). The evaluation will take a considerable time and should not be hurried. It is quite common for: 1) the evaluation to be discussed in one session; 2) the instructor to take the material provided by the students as well as in their discussion and modify the evaluation; and 3) then arrange a second meeting to discuss any outstanding material. Second Conference This may be required if the instructors feel the need to take the material discussed in the first evaluation conference to modify or complete the evaluation. At the end of the process, it is worthwhile, in collaboration with the students, to identify goals for the next term/year. There should be a clear connection between the summary and goals. This focus on future directions provides a clear basis for the next summative evaluation period. The evaluation should be signed by the field instructor and Faculty-Field Liaison. The student’s signature indicates that they have read the evaluation; it does not necessarily mean agreement. If there is disagreement, the student’s should be encouraged to add a section noting the areas of disagreement. Once the evaluation has been discussed, it is important for the instructors to elicit student feedback, either at the end of the first or second conference. It provides an opportunity for the instructor to understand how the student is interpreting the assessment of his or her progress and reacting to it. It provides a basis for the instructors to deal with emotional content and to clarify any misconceptions the student may have about the evaluation and its implications for the future. Finally, it is important for the instructors to explore with the student how the student perceives the instructor’s performance in relation to helping the student in his or her achievement of his or her professional development and course objectives. This can be particularly useful in

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“clearing the air” and having the instructor modify their approach, if appropriate, to enhance student performance. It is useful and recognizes the transactional nature of the relationship. Obviously the process of evaluation and student feedback is more effective if it is done in the context of a positive and professionally conducive relationship.

7.2 Program Evaluations At the end of each year, students are given an opportunity to assess their field experience. The evaluation form is separated into two sections: 1) responding to the course and the instructor; and 2) responding to their experience in the field setting (see Appendix).

Student Response to Course and Instructor Form (Appendix H) This form provides the Faculty with some idea about the student’s perception of the field instruction program, and of individual field instruction. Second, it gives the individual field instructor an opportunity to receive some feedback on the student’s perception of their strengths and any areas for further growth. The intent is to determine circumstances of the response and how the instructional process can be future. Once the grades have been submitted, the field instructor can request access to the evaluation forms, by contacting the Field Program Assistant. The field instructor can either come into the general office and be given this material to read or can be sent a copy by fax or letter to their office or home in an envelope marked ‘confidential.’ It is useful for the instructor to contact the office ahead of time, to determine whether the student has indeed submitted his or her evaluation.

Student Response to Agency-Setting Form (Appendix H) The second aspect of the evaluation is related to the student’s assessment of the field instructional setting itself. This part of the form is submitted to the Field Program Assistant. Its purpose is to provide the Faculty with the student’s assessment of their experience in the agency. If issues are identified, the Field Education Coordinator may want to discuss these with the appropriate field instructional site personnel. Once the grades have been submitted, the sites are entitled to receive the information in the same way that field instructors are. It is important to note that the vast majority of both types of evaluations are very positive each year.

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8. STUDENT ILLNESS AND ACCIDENTS

8.1 Absence for Medical Reasons Where students in their field instruction course are absent from their field instruction site for medical reasons, certain policies will come into force, depending on the severity and duration of the medical condition. Where a medical condition exists for a period shorter than three weeks duration, no formal application for medical leave will be requested, and upon return it is expected that the student make up the time that has been lost due to the student’s absence. This will be negotiated between the student and the field instructor and may include use of extra days, extension of terms, etc. The field instructor will inform the Faculty-Field Liaison of this matter. Where the medical condition exists for more than three weeks, the student requiring a leave of absence for medical reasons will need to complete a formal request for such a leave, and have a medical certificate confirming this requirement and forward it to the Chair, Standings Committee, through the Student Admissions Officer. This will be assessed by the Chair, but approval will not be unreasonably withheld. If there is flexibility in the field placement it may be possible, with the agency’s agreement, for a student to make up time lost at a later period. This may extend beyond the normal limits of a term, but it should not exceed the maximum extension allowed by the university. One option is to suspend the student’s grade until this work is completed. The instructor and student will determine the work required to complete the course requirements. Once this is determined, it should be drafted into a short contract, countersigned and circulated to the key field instructional personnel and a copy placed on file.”

8.2 Field Placement Injury or Illness Should a student have an injury or illness attributable to the workplace while they are in their field placement, they are covered under the Workers Compensation Board of Manitoba, because there is no remuneration paid to the student by the field placement. This means the injury does not impact on future assessments against the field placement. Students could be compensated for:

§ payment of wage loss § medical aid expenses § awards for permanent impairment § vocational rehabilitation services § transportation and living allowances § some losses of personal property § if fatally injured, compensation for dependents

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Normally students would be eligible to claim medical aid expenses outside those covered by Medicare and the Manitoba Health Services Plan (M.H.S.P.) coverage. This might include prescription drugs and physiotherapy costs. Students not being compensated in their field placement would not qualify for replacement wages from this source. However, they may be dependent on income from employment outside of field. In this case they can qualify for wage benefits, if as a result of a compensatible injury in their field placement, they lose time from this outside work. The Process:

a. Field placement: the student should report the injury and how it occurred to an appropriate representative of the field placement (something about which it would be useful for the field instructor to become aware).

b. Seek immediate medical attention and advise physician that a claim for the Workers’

Compensation Board will be filed.

c. Contact Workers’ Compensation Board providing details of the injury and who provided treatment as a result.

8.3 Litigation There is a possibility that clients who have been treated by social work practitioners may feel as a result of that intervention that they have been damaged in some way such as related to mental health, income, or some other area. Although it is very rare, it is conceivable that they may seek legal recourse. There are two issues which could surface and for which it is useful to have students take preventative steps to guard against any potential problems. These are:

1. Misrepresentation: occurs when students do not identify themselves specifically as students, and consequently deny the client the right of informed consent in determining whether they want to have a student working with them. Identification should take place at the beginning of contact, and can be handled in ways that are likely to facilitate the client's wish to continue. One way to do this is to emphasize supervision and careful practice.

2. Confidentiality: In most cases students are aware of issues of confidentiality. Social

work does not have the luxury of privileged communication. Therefore, it is incumbent upon instructors to help students: a) recognize those situations where they may be required to share information, i.e., legal obligation to report child abuse or when subpoenaed in a custody hearing; and b) identify this potential issue to the clients. Students should also make it clear that, as learners, they may need to discuss the specifics of cases with their supervisors, but that information will be maintained in these discussions.

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In the above cases where failure to comply is in violation of legal norms, the student’s actions could have legal consequences which are not covered under liability insurance. In addition, if the student’s activities were to have adverse effects for a client or significant others; and the affects had severe financial consequences (i.e., loss of an ability to earn income due to mental stress) clients might choose to seek damages through litigation. If a connection could be made between the illness and the intervention, and if a factor were seen to be student negligence despite close supervision by the field site personnel, then the litigation could be directed to the University of Manitoba and the student. In such cases, a student must report without delay and in writing that it might be alleged that he or she was negligent. The report is made to the field instructor, who in turn is obliged to report to the appropriate university department and the Dean. According to a University of Manitoba interpretation of its insurance policy, social work students engaged in field work or practicum will likely be covered under our insurance policy for negligent acts done in good faith and within the scope of the clinical training program up to a maximum of $10,000,000 per occurrence. The wording of the insurance coverage for students is as follows: “medical, dental or other professional treatment or service related to physical or mental health.” Currently the faculty has formal agreements with all those agencies providing agency-based instruction. These deal with the issue of liability in one clause which reads:

The University shall indemnify and save harmless the field placement site from every action, suit or claim in respect of any injury, loss or damage resulting from the grossly negligent acts or omissions by the university, its employees or agents, when acting within the scope of their employment or by its students when acting under the direction of the university, except to the extent that injury, loss or damage is caused by the act or omission of the field placement site or any of its site staff, employees or agent employees or agents.

Full or part-time university-based field instructional staff are similarly covered. The policy states that where an employee "does an act in good faith and within the scope of his/her employment and is sued, the university will obtain and pay for the cost of legal counsel, and will underwrite the costs of an adverse judgment.”

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9. GUIDELINES FOR AGENCY-BASED

FIELD INSTRUCTION

Agency Factors to Consider in Field Placement

Field Placement Timelines

Sample Practice Tools

Sample Time Logs

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9. GUIDELINES FOR AGENCY-BASED FIELD INSTRUCTION

9.1 Agency Factors to Consider in Field Placement

Guidelines The following is a set of guidelines that pertain to agencies contemplating use of their organization as a field instructional site for undergraduate social work students. Instructional sites are also encouraged to meet these guidelines.

I. Interest in participating in social work education extends throughout the agency and includes the board, management, professional staff, and support staff.

II. The philosophy of service at the site is compatible with the values and ethics of the social work

profession and with the educational objectives of the Faculty of Social Work.

III. The instructional site is committed to the principles and practices of equity employment, and this principle extends to student.

IV. The setting is be able to provide a sufficient range, quality, and level of experience to enable the

student to achieve the faculty’s objectives for field instruction, or to work collaboratively with the faculty in exploring ways in which these can be achieved.

V. The setting should ideally be able to provide educationally-sound placements for at least two

social work students, thereby fostering peer learning.

VI. There is sufficient time allocated to the staff assigned as agency resource persons to function as field instructors (agency-based instruction) or in exceptional circumstances as resource persons (university-based instruction).

VII. The field instructional site is able to provide the student with reasonably adequate facilities in

order to fulfill their agency related assignments including desks, private interviewing facilities, access to the field instructional site’s procedural material. Office supplies, and equipment. It is anticipated that the instructor will be provided with a private facility for meeting times with the student. Finally, where students are engaged in agency related activities, they have recourse to the same reimbursement for incidental costs accorded to staff (e.g., reimbursement for transportation costs).

VIII. The field instructional site agrees not to use students to replace its regular staff, nor to require

students to render services other than those clearly identified as having agreed-upon educational goals.

IX. The field instructional site understands and agrees to participate in the educational experience

for the duration of the originally contracted time. It is recognized that students may periodically encounter educational difficulties and it is expected that unless the clients of the field instructional site are placed in jeopardy, the staff from the instructional site will work with the field instructor and faculty in creating opportunities to help the student resolve these difficulties.

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X. The field instructional site can expect the student and faculty to comply with its policies and

regulations.

XI. For agency-based instruction, the site will have staffs who have a minimum of a B.S.W. degree (Canadian Association of Schools of Social Work criteria), two years post-degree experience adequate work experience at the site, and are willing to assume this role.

XII. For university-based instruction, the agency makes available a resource person who, in

consultation with the student’s field instructor, arranges for learning tasks, provides day-to-day supervision for the student, and assists in the student evaluation procedures.

Site Recruitment and Selection New Sites Throughout the year, the field coordinator recruits agencies which appear to meet the agency and field instructor criteria. Where agencies have not been field instructional sites before, or where they have not been agency-based instructional sites before, they are provided with field evaluation and agency guidelines documents, as well as material on agency-based field instruction. This allows the potential site an opportunity to confirm their interest in pursuing field instruction in light of the faculty’s expectations. Pre-Placement Planning The pre-planning phase involves first determining the level of commitment that exists in the agency to have students placed there. Usually there are two levels of sanction: one administrative and the other among staff that are likely to be involved with students. In most instances both are explored by administrative staff, but where this has not been thoroughly and openly explored as part of the pre-placement process, there is a possibility that there could be ongoing resistance to the placement and a lack of cooperation in providing opportunities for students. It is important that the unit taking a student sees this as an agency project. Taking a student becomes a collective responsibility rather than that of a single instructor. This is particularly true if a resource person is expected to provide substantial supervision in the educational experience. Where agencies express interest, the field coordinator normally follows the written material with an on-site visit to discuss potential learning opportunities for students and further questions concerning the benefits or expectations about field instruction. Once the agency has agreed to take on the role of instructional site, a formal agreement is developed between the agency and the university.

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Field Instructional Site Agreement The Field instructional site agreement address issues of: notice of student placements, role responsibilities to be carried by field instructors, the orientation process, resources for students, legal responsibility in circumstances of professional liability, and notice of termination. Agreements are a requirement of the university before the agency-based instructor can be appointed as a field instructor by the university. These agreements are signed in triplicate, one for the university, one for the faculty, and one to be returned to the agency providing the field instruction. These agreements, once signed will continue to be in force over multiple years until either the university or agency decides to terminate. They continue to be in force, notwithstanding the fact that in some years no student may choose a placement at this particular site. It is important for instructors to be familiar with the terms of the agreement which identifies their rights and responsibilities. Appointment of Field Instructors Field instructors are appointed by the university as “Field Instructor – Nil Salary.” Field instructors are required to sign and return their appointment letter. This will entitle instructors to the privileges of: a $100 reimbursement gift card ($50 if sharing a student with another instructor or supervisor); access to library services; and other benefits available (such as workshops, training opportunities etc.) as they arise throughout the year. ID cards are issued at the Registrar’s Office (I.D. Centre) located at 400 University Centre during regular office hours (8:30 a.m. – 4:15 p.m. Monday to Friday). Valid photo ID and staff number are required by the ID centre. Before you plan to go to the Registrar’s Office, please contact the Field Program Assistant, Nancy Clyde, at 474-6171 or e-mail clyden@cc.umanitoba.ca to confirm that your appointment has been processed by the University of Manitoba. The appointment process can take approximately two to four weeks.

Additional Procedures Legal Checks A number of sites, particularly those with legal or mandated child welfare responsibilities require Criminal Record Checks and Child Abuse Registry checks, before the student’s placement can be confirmed. Legal check requirement are determined by each agency field site. Field instructors should advise the student of these requirements well in advance of field commencement. Notification Students will receive written notification confirming their placement. This will normally occur in May, June, or July. Field instructional sites will also be notified about the number and names of students placed, their addresses, and telephone numbers, and the faculty-field liaison assigned them.

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Placement Variations Workplace Placements Students employed as social workers in agencies, and who, for a variety of economic or personal reasons, find it difficult to leave their place of employment to participate in the Field Program under certain conditions are allowed to meet part of their requirements in their place of employment. Students are advised to review the BSW Program Handbook to review the policy guidelines pertaining to this matter and to contact the Field Education Coordinator to discuss further.

9.2. Field Placement Timelines

Student Levels, Field Days, Suggested Timelines Field Placement Days Field placement days are determined according to the level (year) and program (campus or Inner City Social Work Program) of the students, as well as their classroom schedules, according to the requirements below. The days each student will spend in field are negotiated at the beginning of the term with the agency instructor. SWRK 3150 Designates the student who is entering her/his first field placement. Students are required to be in field two 8 hour days per week. September to December represents first term for Fort Garry campus students (midterm Is December); for ICSWP students midterm is in February. January to April represents second term. (ICSWP students are required to be in field 3 days per week for their second term which runs from February to April). SWRK 4120 Designates the student who is entering her/his final field placement. Students are required to be in placement two days per week. September to December represents first term for Fort Garry campus students (midterm is December). January to April represents second term. ICSWP students are required to be in field 3 days per week for their second term which runs from February to April. Conc. The concentrated student is one who will complete all her/his field requirements (SWRK 3150 and SWRK 4120) in one academic year (September to April), with no previous field placement. These students are required to be in field placement four 8 hour days per week, both terms. September to December represents SWRK 3150 on the field evaluation form: January to April represents SWRK 4120.

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Sample Activity Timetable: September to December SWRK 3150 September Goals:

p Orientation to setting and other agencies p Defining expectations p Contracting with students

Week 1: Introduction to Field: Meeting with agency instructor to discuss field expectations and provide handouts. General orientation to setting and social work staff. Philosophy, mandate and role of the agency setting. Introduction to other departments (units), team members, disciplines. Practical information – hours, lunches, dress codes, phones, office etc. Week 2: Agency/department policy and procedure manual, orientation handbook. Additional practical information. Information/handouts regarding relevant external agencies and resources. Exercises: student shadowing of workers, reading selected files, others? Contracting: Meeting with agency-based instructor to discuss student learning goals, learning opportunities and experiences available in setting. Week 3: Student continues shadowing/observation, reading closed files, etc. Week 4: Written student learning contract to be completed. Preparation for assignment of first client system. Joint meeting with field liaison re discussion of learning contract, review of field evaluation form, plans for term. October Goals:

p Engagement with client system; p Development of assessment skills.

Week 5: First client system (can be co-joint with agency worker) § student role and approach (engagement skills); § information gathering process; § assessment framework.

Week 6 Ongoing work with client. Beginning discussion of project (group, other meso/macro activity).

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Week 7: Second client system assigned, reading and thinking of plans for project. Mid-term mini student progress/evaluation meeting with faculty liaison. Assessment of first client completed. Week 8: Ongoing work with clients. Continued development of work on project; Purpose clear. Written assessment of second client is completed.

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November Goals:

p Assessment and contracting with clients; p Clarification of goals with client.

Week 9: Third client system assigned. Rough draft of project developed. Week 10: Ongoing work with clients: goals and interventions. Revision of project. Week 11: Written assessment of third client to be completed. Plans to recruit for

group or complete revisions for project. Week 12: Ongoing work with clients and project. Begin self-evaluations. December Goals:

p Preparation for client coverage during student absence; p Evaluation of the goals achieved during the first term.

Week 13: Case reviews – Goals achieved, work yet to be done. Project status, goals for second term. Plans for coverage during student absence. Preliminary evaluation. Week 14: Completion of file recording, reports, etc. Meeting with liaison. Student Formal evaluation. Goals established for second term.

Sample Activity Timetable: September to December SWRK 4120

The overall student goals for SWRK 4120 are to be able to: § use oneself in a broader range of roles and social work interventions than the SWRK

3150 student § intervene in a greater number of situations with more diversity, complexity and breadth

(i.e. micro/macro) § demonstrate some assessment skills and make assessments in a variety of situations.

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September Goals:

p Orientation to setting, other agencies; p Defining expectations; p Introduction to structure of field instruction p Assessing student skills; p Contracting with students; p Engagement with client systems.

Week 1: Introduction to Field: Meeting with agency instructor to discuss field Expectations and provide handouts. General orientation to setting and social work staff. Philosophy, mandate and role of the agency setting. Introduction to other departments, team members, disciplines. Practical information: hours, dress codes, phones, office, etc. Week 2: Agency/department policy and procedure manual, orientation, handbook, Additional helpful information. Information/hand/outs available regarding external agencies. Assignment #1: Assign student task of assessing agency and understanding its context. Contracting: Meeting with instructor to discuss student learning goals, Learning opportunities and experiences in the setting. Review of student evaluation form from SWRK 3150 and discussion of issues identified for further learning. Assignment #2: Assessing current student capacity, through interview with her/him, observation of co-therapy, by reading closed file followed by situational assessment, including the student’s plans for intervention as if she/he were involved. Week 3: Review situational assessment. Continue with assignment of assessing agency. Further observation/co-therapy. Further review of student evaluation form, student learning contract, and current student capacity. Confirm engagement, information, gathering and assessment skills building on experience from past year. Assignment of first independent client situation.* Week 4: Written student learning contract to be completed. Meet with Faculty-Field Liaison to review learning contract. Ongoing work with client situation. Confirm engagement, information gathering, and assessment skills, building on experience from previous year. Complete field placement site assessment task.

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October Goals:

p Engagement with client systems; p Reinforcing and enriching assessment skills and developing focus on intervention

skills. Week 5: Ongoing work with first client situation. Written preliminary

assessment on first client situation. Assignment of long-term situation (group or project).*

Observation/participation. Can co-lead a group if no previous experience. Presentation of field placement site assessment. Second client situation assigned.*

Week 6: Continue working with client situations. Midterm mini student progress meeting. Meeting with faculty liaison this week or week 7. Written

preliminary assessment of the second client situation.

Week 7: Ongoing work with client situations. Written preliminary assessment on Second independent client situation**. Assignment of third client situation. Long-term client situation: problem or need identification. Week 8: Ongoing work with client situation. Assignment of fourth client situation. Long-term client situation: gathering information.

November Goals:

p Assessment of contracting: deepening and ability to handle complexity; p Intervention: emerging ability to sustain relationships through time and circumstance; p Ability to demonstrate a range of interventive strategies; p Ability to apply knowledge from one situation to another.

Week 9: Written preliminary assessment of third independent client situation. Long-term situation: gathering information. Week 10: Ongoing work with client situations. Week 11: Written preliminary assessment on fourth client situation.** Week 12: Long-term situation: assessment, planning and strategies.

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December Goals:

p Negotiations for coverage during winter break; p Termination or transfer where appropriate; p Endings. Evaluation of goals achieved; p Assessment of goals to be achieved in second term.

Week 13: Client situational reviews: Goals achieved and goals yet to be achieved. Long-term client situation: strategies and instructor and student plan for evaluation. Week 14: Termination, transferring or closing where appropriate. Completion of file recording, reports, etc. Meeting with faculty liaison. Formal student evaluation and identification of student goals for second term.

* Client Situation may be a single individual, a family, a group, a community, policy

issues or any combination of the above.

** Assessments are ongoing expectation of students.

Sample Activity Timetable: SWRK 3150 Concentrated September Goals:

p Orientation to setting, other agencies; p Defining expectations; p Introduction to structure of field instruction; p Assessing student skills; p Contracting with students.

Week 1: Introduction to Field: Meeting with agency instructor to discuss field expectations and provide handouts. General orientation to setting and social work staff. Philosophy, mandate and role of field instructional site. Introduction to other departments, team members, disciplines. Practical information: hours, dress codes, phones, office, etc. Agency-department policy and procedure manual, orientation handbook, additional helpful information. Information/handouts available regarding external agencies. Administrative contract. Week 2: Assign student task of assessing agency and understanding its goals and objectives. Educational contracting: meeting with the field instructor to discuss student learning goals, learning opportunities and experiences available in the setting. Student shadowing of instructor and other workers, and reading select files. Beginning to identify learning opportunities that are concrete and co-facilitative (group or client).

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Week 3: Continuing to work on assessment of agency. Continuing to work on the development of the educational contract. Shifting from shadowing workers to co-facilitating or an assigned task related to situation. Read files to understand client situation, agency mandate, and social work role. Preparation for first client situation. Week 4: Written student learning contract to be completed. Meeting with Faculty-Field Liaison to review learning contract. Continuing with co-facilitation and specific task (i.e., resource finding and task with client) related to situation. Review of preparation and assignment of first Independent client situation.* Completion of the assessment of agency assessment. October Goals:

p Engagement with client systems; p Fact finding; p Development of assessment skills; p Beginning contracting.

Week 5: Presentation of the assessment of field placement site assessment. Engaging and working with co-facilitative/task orientation/first independent client situation. Assignment of second independent client situation. Week 6: Ongoing work with client situations. Introduction of long-term independent client situation (second method: group or project). Written preliminary assessment of the first preliminary client situation.* Mid-term mini student progress/evaluation meeting. Faculty liaison contact. Week 7: Ongoing work with client situations. Long-term client situation: identification of problem/need. Written preliminary assessment of the second independent client situation. Assignment of third and fourth independent client situations. Week 8: Long-term client situation: information gathering. Ongoing work with client situations. Special assignments to meet course objectives. Assignment of fifth independent client situation. November Goals:

p Engaging with client system as well as others involved over time; p Assessment skills: underlying dynamics; p Some range of interventive skills.

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Week 9: Written preliminary assessment of third and fourth independent client situations. Ongoing work with all client situations. Long-term client situation: assessment. Week 10: Written preliminary assessment of fifth independent client. Week 11: Long-term client situation: assessment and goals for ongoing service. Week 12: Strategies for intervention and outreach. December Goals:

p Negotiations for coverage of client situations during winter break p Termination p Evaluation of goals achieved in first term p Assessment of goals to be achieved in second term

Week 13: Client situational reviews – Goals achieved and goals yet to be achieved. Long-term client situation: outreach and plan for intervention second term. Student and instructor plan student evaluation. Week 14: Termination. Transferring or closing where appropriate. Completion of file recording, reports, etc. Meeting with Faculty-Field Liaison. Formal student evaluation and identification of student goals for second term. * Client situation may be a single individual, a family, a group, a community, policy issues or any combination of the above. **There should be ongoing assessments as the client situation develops. ***Number of situations will be determined by the complexity of each situation and the richness of its learning opportunities in helping the student achieve his or her own and the course objectives.

 

Sample Activity Timetable: SWRK 4120 Concentrated Follow Suggested Timetable of Field SWRK 4120 and compress to January to April.

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9.3 Sample Practice Tools

Preparation For Practice Tools The following provides a number of examples of practice tools that can be used in field instruction. Shadowing/Observation Experience Choose a situation in which you have arranged to observe an agency social worker “in action” and describe the following in point form: 1. Observation of a Social Worker in a Case Conference, Staff Meeting, Committee Meeting, Staff Development Session, or Other Situation.

a. Briefly outline the social worker’s role and functions in the agency.

b. Describe the situation you were observing. What was the purpose and the

context?

c. What was the worker’s role(s) or responsibility (ies) in this situation?

d. What contributions did the worker make?

e. Do you have questions requiring further clarification about the worker’s role or

the agency’s mandate or service? Please comment.

2. Observation of a Social Worker in a “Live” Interview with an Individual Couple, Family, or Group

a. Provide a brief case summary.

b. What are the long term and short term goals of the case?

c. What were the purpose/goals of this interview?

d. Who was present at the interview?

e. If this was the first interview, how did the worker introduce herself/himself to the

client?

f. How was your role described to the client?

g. What issues were explored and discussed in the interview by the social worker,

and how did these relate to the goals for the interview?

h. Were you able to identify a sense of beginning, middle, and end to the

interview?

i. Describe the professional values demonstrated in the interview and the types

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of intervention skills or approach used by the worker, Examples: support,

clarification, education, confrontation, etc.

j. Were the goals for the interview achieved? Explain.

k. Did the worker discuss plans for follow-up with the client(s)? Describe briefly. If

not did you discuss with the worker what his/her next intervention steps will be?

Describe.

l. How did the client respond to your presence, and how do you think the

interview was affected by this?

m. What were your overall impressions of the interview? What worked? What

didn’t?

Beginning Practice Tools

Taped Interview

Purposes: § To provide an opportunity to test your interviewing skills and analyze them.

§ To allow you to use such elements of practice such as contracting, establishing purpose and focus during the interview.

§ To become more aware of the beginning, middle and ending parts of an interview.

§ To learn in greater depth and specificity about your particular field setting or a particular aspect of practice you have chosen to explore with the interviewee.

Guidelines:

§ Conduct an interview with a staff person in your setting or another community agency. § Provide a rationale for your choice of interviewee. § Discuss and obtain permission to tape the interview and explain how it will be used. § The interview should be long enough to get some sense of “beginning, middle and end,” not

less than 15 minutes. §

Written Critique: Submit a brief written report along with your tape using the following guidelines.

1. State purpose of the interview, with whom and when.

2. Critique the tape in terms of the following:

a. Was purpose achieved?

b. Briefly describe the interviewing skills you used.

c. What could you have done or said differently to make the interview better?

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d. Were there any major gaps or areas you missed?

e. Did you feel that the interview flowed smoothly?

f. Comment on your overall effectiveness throughout the interview.

g. In what ways was this a learning experience for you?

h. Do you think you have a good understanding of the Service/department/issue? Do you perceive any gaps or conflicts re: service delivery or social work values?

i. Could you interpret the service/program to others?

Tape And Self-Critique If possible, choose a client situation in which you have completed the assessment, intervention, plans and contracting phases.

1. Articulate your goals in writing prior to a scheduled interview with the client system.

2. Audio or videotape the interview adhering to confidentiality and submit the tape to the field instructor.

3. After the interview is complete, listen to the tape, and evaluate your professional performance in the interview, rating strengths and areas for further growth.

4. Were your goals for the interview accomplished as planned? How do you account for this?

Closed File Review The Task Choose a closed file from the service area/agency in which you are placed. In point form, provide a written report using the following guidelines.

1. Provide a brief case summary, describing the date and purpose of referral, the referral source

length of service, the case goals and interventions, the goals achieved, termination process.

2. Describe worker’s role and involvement in this case.

3. What was the assessment process and the identified need for service, as described in the file. What would your assessment have included? How would it differ from the description in the file?

4. What data and information was recorded on the file? Do you think more/less or different information was needed on the file?

5. What action was taken and what services were provided? Could other services have been provided? What other alternatives/approaches were possible?

6. What was the reason for termination? How was the termination process handled? 7. What would you have done differently in this situation? 8. What issues or questions has this review raised for you as a beginning student?

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9.4 Sample Time Log Students are required to complete a time log of all field hours. The following is a sample time sheet. Please feel free to develop and use a time sheet that works effectively for student and agency.

STUDENT NAME: ______________________________ Month: _____________

TYPE OF ACTIVITY TIME SPENT (IN HOURS, ½, 1/4S) DAY OF THE MONTH DIRECT SERVICE (Student-Led, Co-Led, or Observer Role)

Individual Interview ..............................................

Group

session........................................................

Family Session................................................

Community Meeting......................................... Policy Formulation-Briefs, Grants..................... Educational Programming ............................. Research Design & Implementation................ Other ............................................................. Total (A) ....................................................

DIRECT SERVICE MANAGEMENT

Mtg. with Agency Staff, Case Mgr, Team Members, or Others........................................ Mtg. With Outside Resources of Consultants.. Preparation for Sessions (Related to Above or other).......................................................... Required Recording for Agency or Resource case file notes, statistical records transfer or terminations summaries, agenda planning for groups, etc....................................................... Organizational Tasks ..................................... Others ............................................................ Total (B).........................................................

FIELD UNIT ACTIVITIES

Individual Supervision ................................... Co-joint Supervisory Meeting with Agency Resource Person(s)Instructor......................... Field Unit Meeting ......................................... Recording Information Re: Field Program, logs, time sheets, process recording, etc.................................................................... Preparation and (or) Organization for Field Unit Meetings.................................................. Other........................................................ Total (C)..................................................

TOTAL TIME SHEET (A+ B+ C)......................

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9.5. Field Placement Time Log Field Student: ________________________

Field Instructor: ________________________ Placement: ____________________________

Time Period from ____________ to ____________

Date Time Spent Activities Relevance to Learning Objectives

Student Initials

Instructor Initials

Page _____

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9.6. Daily Learning Journal

Possible questions to reflect upon in writing a daily journal: § What did you experience? Recall and describe a particular practice situation on

which you would like to reflect, making certain to identify all relevant factors (e.g., interpersonal, physical, cultural, economic, political aspects) to the situation.

§ How did this situation affect you? Identify your feelings, thoughts, and assumptions regarding the situation/subject matter/issue/situation?

§ Describe your response. § How effective was your response? How did you feel while it was happening?

How would others evaluate what you did? § What knowledge do you have that might help you to explain or analyze this

practice situation? (i.e. theories, concepts, life experiences) § What theories or concepts can you apply to this experience? § What have you learned from this experience? § Based on this analysis and given what you have learned, identify what went well,

what you could have done differently and why, and what are some of the things that you want to do tomorrow (or another day) to apply what you have learned?

In linking personal troubles to public issues, some questions you may want to ask:

§ Identify a social issue which is one area of focus within your field placement setting (e.g., unemployed youth, women who have experienced domestic violence, individuals with physical disabilities etc.)

§ What is it like to live this social issue? § What are some of the barriers that this group faces in our current society? § What are its many different individual variations and reactions? § What individuals and groups are and/or have been trying to address this issue? § What laws and policies are relevant to this social issue? § What court decisions or media focus have provided attention this issue? What is

the outcome of this attention? § What other services/agencies/groups are concerned with this issue? What role

do they play? What approach do they take?

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10. ORIENTATION TOOLS

10.1 Guidelines for Agency Orientation

10.2 Confidentiality

10.3 Student Needs and Capacities

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10. ORIENTATION TOOLS

10.1 Guidelines for Agency Orientation Information to include in the orientation process:

p History of the organization/program; p Role, function and workload of workers; p Organizational chart; p Staffing; p Role of social work department:

§ Policy and Procedure Manual – if it exists; § Workload of workers; § Forms – statistics, recording methods, etc.; § Nature of services provided; § Organizational/administrative structures – e.g., case conferences, team

meetings, staff meetings, etc.; § Involvement with other agencies.

p Legal mandate; p Cultural, ethnic factors.

Practical information:

p Dress code; p Work hours – weekend, evenings? p Clerical/coping availability; p Interviewing space; p Desk, phone/space for social work student; p Coffee times; p Library resources; p Smoking policy; p Forms – consent, other; p Paging system; p Keys; p Name tag.

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Written materials:

p Policy and Procedure Manual; p Statistical forms; p Recording methods; p Consent forms; p Special reports, research documents; p Articles, books pertaining to specifics; p Issues, areas of service.

10.2 Confidentiality

Confidentiality is discussed in the C.A.S.W. Code of Ethics (2005) section Confidentiality in Professional Practice:

“Social Workers demonstrate respect for the trust and confidence placed in them by clients, communities and other professionals by protecting the privacy of client information and respecting the client’s right to control when or whether this information will be shared with third parties. Social workers only disclose confidential information to other parties (including family members) with the informed consent of clients, clients’ legally authorized representatives or when required by law or court order. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable and imminent hard to a client or others. In all instances, social workers disclose the least amount of confidential information necessary to achieve the desired purpose.”

The following is an adaptation of the key issues of the code concerning confidentiality as it will apply to students in their field placements. This does not preclude additional criteria which may exist in the student’s field placement.

§ Within the time of field orientation, the issue of confidentiality will be addressed by the student and field instructor. The student is required to read the chapter on “Confidential Information” in the Code of Ethics within the first two-to-three weeks of placement and prior to assignment of clients.

§ The confidentiality policy of the field instructional site shall be shared with the student. The student is required to read this policy. The field site shall be shared with the student. The student is required to read this policy.

§ The policies and purposes will be explained to the student by their field instructor and/or designate.

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§ The student will be expected to demonstrate a basic understanding of the meaning of confidentiality and its limits.

§ Limits to confidentiality will include: legal constraints, subpoenaed information, sharing with the site’s staff on a need-to-know basis, information required by the instructor for teaching purposes, illegal activities, or that which involves a clear threat to the safety of the client or to others.

§ The field instructor shall teach the student how to appropriately convey the confidentiality and its limitations, as identified above, to clients and others.

§ The student will normally use the client as a primary source of information about themselves and their problems, unless the client is incapable or unwilling to do so. In seeking information, the student will take care to insure the client understands the purpose for which the information is being sought.

§ The student will need to caution clients involved in group or community development about the limits on confidentiality. Notwithstanding this, it is important to obtain group commitment that what transpires in the collective will remain confidential.

§ Particular care for ensuring anonymity will be exercised by the student in sharing information with families of the client and others, unless expressly permitted by the client, or falling within limits cited above. This includes use of letters with agency letterheads, and leaving identifying information on voice mail or telephone messages.

§ If information is required legally or for eligibility to a service, the student, in consultation with the field instructor, will explain the rational and purpose for gathering the information to the client.

§ Where information is exchanged with sources other than the client, the student shall explain the requirement to the client, involve them in selecting the sources of that information, and have the client sign appropriate consent forms according to professional guidelines.

§ In recording, the student will safeguard client information according to agency procedures. Where these differ from the code, the student shall raise these with the field instructor. The student will keep client material within the agency, inaccessible to other agency clients, and accessible only to staff who are providing client-related services.

§ Information recorded in the client’s file will be confined to required factual material, clinical assessment, and interventions.

§ The student will not reveal information about current or past clients unless legally required to do so and then only with field instructor consultation. Case discussions or professional consultations should only occur in settings which respect the confidentiality and anonymity of the client.

§ The student will divulge confidential client information to services essential to the client’s treatment only under the following conditions: when there is reasonable assurance the service will respect the client’s confidentiality; only information that is clearly required for the service will be provided; when the client has an understanding of the purpose of the service; and, when the client provides informed written consent according to professional guidelines.

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§ Where the police or courts require disclosure, the student will immediately seek consultation from the field instructor as to who will release the information and the extent of the information to be released.

§ The student may use non-identifying information for class assignments. The student shall not use identifying information for class assignments without the written consent of the client and agency.

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10.3 Orientation to Student Needs and Current Capacities

In order to provide focused and individualized learning in achieving the objectives of the course, it is important to understand the student’s level of functioning. This provides an understanding of the degree to which the student needs to progress to meet the course objectives. It also provides a means of framing appropriate goal-focused learning experiences based on: (1) the objective of achieving the desired level of professional development, and (2) framing these being cognizant of student interests. It is important to develop mechanisms to determine the difference between the student’s current capacity and expected outcomes. This provides a basis for beginning to formulate the learning contract and to beginning to work together.

Methods Focused interview Exploration may include:

a) Placement: Why was this placement chosen? What does the student hope to achieve

from the experience? What does the student know about the agency? What does the student know about staff activities? What does the student know about the agency’s clientele?

b) Knowledge: What courses has or is the student taking? What does the student see as the essential concepts which are important? In what ways does the student see the content of the specific courses, fitting with this particular placement? What kinds of supplementary reading is the student doing and how does it fit with the agency’s goals, mandate, and clientele?

c) Past Work and Volunteer Experience: Important to move past description. What were the activities in which the student was engaged? What kinds of skills did the student require? What kind of training and supervision did the student receive? What frequency and how did it improve the student’s performance? What type of clientele was the student engaged with? What was the purpose of the involvement? What type of role did the student play? What kinds of problems were the clientele encountering? To what extent did the student have leadership experiences? To what extent did the student have the opportunity to practice in a “social work” role? How would that role be defined?

d) Past Field Experience: Again, specificity is helpful. What were the types of clientele seen? For what purpose? What was the nature and duration of the contact? What was the range of activities, including group and community development approaches? What were the strengths and weaknesses of the experience? What was the frequency of supervision and nature of supervised time with the resource person/field instructor? What techniques were used in evaluating her/his work? What ideas about the last placement influence what the student would like to see happen in this placement?

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e) Career Aspirations: What does the student hope to achieve by the end of placement; two years, five years? How does the student see achieving these goals?

f) Strengths and Areas for Further Growth: You need to be specific, encourage examples which demonstrate capacity, etc. What does the student see as areas for further growth? Areas for further development (key word as opposed to “weakness”)? Responses give a sense of self awareness?

g) Field Instruction: Discuss your approach and expectations while eliciting expectations of the student.

h) Personal: Full or part time work, family commitments, and impact on field? Basis of a special commitment to this population of clientele. What is the student’s view of the social work practice or of clientele of in this agency?

There are certain factors to bear in mind:

a) If done within the context of a relationship, the student will likely see the specific questions as a sign of genuine interest.

b) You are looking for the strengths and capabilities that the student possesses and how they can be utilized in the professional role.

c) The process can assist students to become consciously aware of their qualities and begin to assess goals in terms of professional development. This has the potential to enhance professional self-development.

Other approaches which can give the student and instructor insight into the student’s current capacity are:

a) Intervention: Having the student interview in a situation in which they are being observed by the instructor and then having the student assess the dynamics of the situation (cognitive, value clarification and treatment skills).

b) Observe: Watch the instructor intervene, then identify the purpose of the interview, the dynamics of the situation, the circumstances surrounding it, the choice of intervention strategies and their appropriateness and effectiveness, i.e., cognitive, value clarification, and treatment skills.

c) Read Files: Either of a clinical or macro situation. This provides an opportunity to use assessment and analytical skills, i.e., primarily cognitive skills.

d) Agency Assessment: Understand the way it is mandated, defines goals, achieves board representation, secures funding, shapes the way in which the agency organizes its resources, functions, staffs itself, allocates staffing, provides services, and assesses its effectiveness. This information is obtained through student interviews of key personnel.

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EXERCISE Divide into pairs. One partner assumes the role of the field instructor and the second as the student new to the agency. The instructor conducts a 10-15 minute interview. At the conclusion of the interview, the student will assess the degree to which they thought that:

a. The instructor had a good understanding of their past experience.

b. That the interviews began to give them new insights into their own capacities; and

c. The extent to which they felt they had been interested in them.

• Reverse roles.

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11. FIELD COURSE OUTLINES

11.1 SWRK 3150 (First Field)

11.2 SWRK 4120 (Second Field)

11.3 SWRK 6050 (Pre-MSW Field)

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11.1 SWRK 3150 (First Field)

FACULTY OF SOCIAL WORK

FIELD INSTRUCTION SWRK 3150 COURSE OUTLINE

Field Instructor: Telephone: E-mail: Field Liaison: Telephone: E-mail: Field Coordinator (FGSWP & ICSWP): Kelly Scott Telephone: (204) 474-8300 E-mail: scottk@cc.umanitoba.ca Field Coordinator (Distance) : Alan Curtis Telephone : (204) 474-8316 1-800-432-1960 Fax : (204)474-7594 E-mail : curtisa@cc.umanitoba.ca Course Description The purpose of field instruction is to ensure that students have appropriately sequenced social work practice experiences in community agency settings. Educationally focused instruction brings to consciousness the self-awareness and discipline required of a generalist professional practitioner. This occurs through a series of progressively more demanding practice situations. It is the component of the curriculum in which the student practices in order to learn. The field experience gives the student the knowledge and the skill in practice in a variety of settings and fields. A six (6) credit hour practice course (SWRK 4200) must be taken concurrent with the field placement. The Faculty of Social Work places students in various settings to offer them opportunities to learn how to practise social work, incorporating academic knowledge and the values and ethics of the profession. Calendar Description The field sequence is defined in the University of Manitoba calendar as two courses. The calendar description of Field Instruction 1 (SWRK 3150) is: A first educationally directed field experience in which the student will have the opportunity to assume responsibility for social work engagement, assessment, planning, intervention and evaluation, as well as integrating theory and research knowledge acquired in the classroom. The required hours for Campus and Distance Education students are calculated as 28 weeks x 2 days per week x 7.5 hours or 420 hours in total. Students in the concentrated/accelerated program would be in the field 14 weeks x 4 days per week x 7.5 hours or 420 hours in the first

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term. This time commitment includes involvement and engagement in planning for practice activities, evaluation of performance of practice activities with the Agency, as well as the preparation for individual contact time with the Field Instructor in individual and/or group sessions. Course Objectives Students are expected to have interacted with the key people in the field setting appropriately and sensitively. They will demonstrate an understanding of the Agency’s structure, mission and objectives as well as the service delivery system. They will have begun to identify underlying verbal and non-verbal communication patterns. They will have demonstrated a commitment to the importance of self-awareness as a means to effective professional involvement. The students will be able to identify client system needs including those of self-determination. The welfare of the client will have been the primary consideration. Students will also have developed the ability to respect clients’ rights through an understanding of the CASSW Code of Ethics. During the year students in the field placement will have:

• Achieved a working understanding of the social work process; • Be able to articulate an anti-oppressive framework; • Used contracting in a mutual way in the beginning phases of relationships with clients

and other participants; • Attempted to be clear and specific in data collection and will have begun to recognize

biases; • Begun to link classroom knowledge to the field placement; • Taken the initiative to seek and make the appropriate use of supervision; • A working knowledge of community resources.

Throughout this process, students will have been open to an evaluation of the effectiveness of their interventions as well as their professional performance measured against personal, Agency and University expectations. Students will have the basic knowledge and skills that will prepare them for social work practice. Meetings and Workshops All students are expected to participate in meetings and workshops that are organized as part of the Field Program. Information and planning meetings held prior to the actual placement date are not counted as part of the 420 hour placement. Workshops related to the Field Program that the student attends during the academic year in which their placement occurs can be counted as part of the field placement hours. Course Expectations The schedule of time required for the field placement will be included in the Learning Contract (420 hours for Fort Garry Campus students and 500 hours for Inner City Social Work students). Any variation to the time element must be negotiated with the Field instructor. Grading All field instructors with students must complete the Field Evaluation Form. This is the tool used to assign grades. The evaluation of a student is done on a pass/fail basis. Grade appeals should be discussed with the Field Instructor, then the Faculty Liaison, and finally the Field Coordinator. Outstanding issues may be appealed to the Appeals Committee of the Faculty of Social Work.

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11.2. SWRK 4120 (Second Field)

FACULTY OF SOCIAL WORK

FIELD INSTRUCTION SWRK 4120 COURSE OUTLINE

Field Instructor: Telephone: E-mail: Field Liaison: Telephone: E-mail: Field Coordinator (FGSWP & ICSWP): Kelly Scott Telephone: (204) 474-8300 E-mail: scottk@cc.umanitoba.ca Field Coordinator (Distance) : Alan Curtis Telephone : (204) 474-8316 1-800-432-1960 Fax : (204)474-7594 E-mail : curtisa@cc.umanitoba.ca Course Description The purpose of field instruction is to ensure that students have appropriately sequenced social work practice experiences in community agency settings. Educationally focused instruction brings to consciousness the self-awareness and discipline required of a generalist professional practitioner. This occurs through a series of progressively more demanding practice situations. It is the component of the curriculum in which the student practices in order to learn. The field experience gives the student the knowledge and the skill in practice in a variety of settings and fields. A six (6) credit hour practice course (SWRK 4300) must be taken concurrent with the field placement. The Faculty of Social Work places students in various settings to offer them opportunities to learn how to practise social work, incorporating academic knowledge and the values and ethics of the profession. Calendar Description The field sequence is defined in the University of Manitoba calendar as two courses. The calendar description of Field Instruction 2 (SWRK 4120) is: A second educationally directed practice experience building on SWRK 3150 in which the student will have the opportunity to carry a sustained professional role in situations which require the integration of values, knowledge and skill at the level of a beginning professional practitioner. The required hours for Campus and Distance Education students are calculated as

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28 weeks x 2 days per week x 7.5 hours or 420 hours in total. Students in the concentrated/accelerated program would be in the field placement 14 weeks x 4 days per week x 7.5 hours or 420 hours in the first term. This time commitment includes involvement with the Agency in planning for, and engaging in, practice activity and evaluation of performance. It also includes educational contact time with the Field Instructor in individual and/or group sessions. Course Objectives Students are expected to have interacted with the key people in the field setting appropriately and sensitively. They will demonstrate an understanding of the Agency’s structure, mission and objectives as well as the service delivery system. They will have begun to identify underlying verbal and non-verbal communication patterns. They will have demonstrated a commitment to the importance of self-awareness as a means to effective professional involvement. The students will be able to identify client system needs including those of self-determination. The welfare of the client will have been the primary consideration. Students will also have developed the ability to respect clients’ rights through an understanding of the CASSW Code of Ethics. It is anticipated that the students:

• Will have been able to intervene in complex situations which require assessment skills; • Will have initiated and sustained supportive and responsive relationships and facilitated

effective communication over the necessary period of contact; • Will have placed a high value on providing relevant information and service to clients; • Will have been able to consistently demonstrate awareness of their own emotional

responses and deal with these feelings in a professional manner; • Will have demonstrated an understanding of the conflicting expectations in practice

situations and demonstrated a range of contracting skills; • Will have progressed with their assessment skills and students will be able to articulate

and justify the reasons for their assessments; • Will have integrated classroom knowledge with practice and used appropriately in

exploring situations; • Will have been able to integrate and demonstrate anti-oppressive practice principles; • Will have been able to discern areas of concern, examine feelings and linkages and

appreciate implications for intervention; • Will display abroad range of communication skills from empathetic to confrontation.

They will have used these appropriately and selectively, and in a manner related to the goals of intervention;

• Will have been able to set and follow through on priorities as well as dealing with unanticipated workload demands and/or crises;

• Will have developed effective working relationships with Agency and University personnel;

• Will have been prepared for supervisory conferences, will be open to new ideas and will have an ability to handle differences of opinion. Their written communication will contain essential information;

• Will have a comprehensive working knowledge of social agencies and display a capacity to seek out the most appropriate services in consultation with their clients; and

• Will also have taken the initiative in developing and using relevant evaluation information to take responsibility for their ongoing professional development.

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Meetings and Workshops All students are expected to participate in meetings and workshops that are organized as part of the Field Program. Information and planning meetings held prior to the actual placement date are not counted as part of the 420 hour placement. Workshops related to the Field Program that the student attends during the academic year in which their placement occurs can be counted as part of the field placement hours. Course Expectations The schedule of time required for the field placement will be included in the Learning Contract (420 hours for Fort Garry Campus students and 500 hours for Inner City Social Work students). Any variation to the time element must be negotiated with the Field Instructor. Grading All field instructors with students must complete the Field Evaluation Form. This is the tool used to assign grades. The evaluation of a student is done on a pass/fail basis. Grade appeals should be discussed with the Field Instructor, then the Faculty Liaison, and finally the Field Coordinator. Outstanding issues may be appealed to the Appeals Committee of the Faculty of Social Work.

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11.3. SWRK 6050 (Pre-MSW Field)

FACULTY OF SOCIAL WORK

FIELD INSTRUCTION SWRK 6050 PRE-MASTER COURSE OUTLINE

Field Instructor: Telephone: E-mail: Field Liaison: Telephone: E-mail: Field Coordinator (FGSWP & ICSWP): Kelly Scott Telephone: (204) 474-8300 Fax: 474-7594 E-mail: scottk@cc.umanitoba.ca Office Hours: As posted on a weekly basis Field Coordinator (Distance) : Alan Curtis Telephone : (204) 474-8316 1-800-432-1960 Fax : (204)474-7594 E-mail : curtisa@cc.umanitoba.ca Course Description An educationally focused practice experience where the student carries a sustained professional role as a beginning practitioner. Requires 420 hours of time including an orientation program, engagement in practicum activities under supervision, educational contact time with the field instructor and evaluation of performance. Co-requisite: SWRK 4200. The Faculty of Social Work places students in various settings to offer them opportunities to learn how to practice social work, incorporating academic knowledge and the values and ethics of the profession. Field Sequence The field experience consists of 420 hours calculated at 28 weeks x 2 days x 7.5 hours per day. This time commitment includes orientation, involvement with the agency in planning for and engaging in practice activity, in addition to evaluation of performance. It also includes educational contact and supervision time with the field instructor in individual and/or group sessions.

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Course Objectives It is anticipated that the students:

• In the clinical stream (primarily, but may also apply to administrative stream students) will have demonstrated the direct practice skills of assessment, planning, contracting, implementation, evaluation and termination with clients.

• In the administration stream (primarily, but may also apply to clinical stream students) will apply a range of organizational theories and strategies in social service administration and a range of models of planning and evaluating social policies and programs.

It is anticipated that all students:

• Will have demonstrated evidence-based practice through integration of theory and research in practice activities;

• Will apply the eco-systemic perspective to social work practice; • Will have been able to intervene in complex situations at the appropriate system level

(micro, meso, macro) based on assessment skills; • Will have integrated and demonstrated anti-oppressive practice principles; • Will have demonstrated an understanding of the conflicting expectations in practice

situations; • Will have been able to establish and follow through on identified priorities as well as

deal with unanticipated workload demands and/or crises; • Will have initiated and sustained supportive and responsive relationships with clients

and colleagues and facilitated effective communication over the necessary period of contact;

• Will have developed effective working relationships with the agency and University personnel;

• Will have been prepared for supervisory conferences, will remain open to new ideas and will demonstrate an ability to handle differences of opinion. Their written communication will contain essential information;

• Will have taken the initiative in developing and using relevant information to take responsibility for their ongoing professional development;

• Will have been able to consistently demonstrate an awareness of their own emotional responses and deal with these feelings in a professional manner

• Will have demonstrated ethical professional behaviour towards clients and colleagues in the practice setting;

• Will demonstrate an understanding of the implications of structural and policy factors on individuals, families, neighbourhoods, and communities.

• Will have demonstrated skill in identifying necessary policy change to improve intervention or the well-being of clients, and in organizing necessary action; and

• Will have demonstrated skill in identifying neighbourhood and community factors that affect the well-being of clients, and in identifying appropriate community development or community organization activity.

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Meetings and Workshops All students are expected to participate in meetings and workshops that are organized as part of the Field Program. Information and planning meetings held prior to the actual placement date are not counted as part of the 420 hours of placement. Workshops related to the Field Program that the student attends during the academic year in which their placement occurs may be counted as part of the required field placement hours. Course Expectations The schedule of time required for the field placement will be included in the Learning Contract. Any variation to the time element must be negotiated and approved by the field instructor. Grading All field instructors with students must complete the Field Evaluation Form. This is the tool used to assign grades. The evaluation of a student is done on a pass/fail basis. Grade appeals should be discussed with the field instructor, then the Faculty Liaison, and finally the Field Coordinator. Outstanding issues may be appealed to the Appeals Committee

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12. FIELD EVALUATION DOCUMENTS

The following sections provides copies of all field

evaluation documents including learning contracts, mid-

term evaluations and final evaluations for the following

field instruction students:

§ SWRK 3150 – Field Instruction 1

(first field);

§ SWRK 4120 - Field Instruction 2 (second field);

§ SWRK 6050 – Pre - MSW Field.

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Faculty of Social Work University of Manitoba

FIELD EVALUATION OF STUDENT PERFORMANCE

Bachelor of Social Work

Field Instruction SWRK 3150

Year: _____________

Student Name: _________________________________________ Please Print

B.S.W. Program Location: ¨ Fort Garry ¨ ICSWP ¨ Thompson ¨ Distance Ed. Agency ____________________________________________________________________

Field Instructor ______________________________________________________________

In-Agency Program Supervisor (if applicable)_______________________________________

Faculty-Field Liaison __________________________________________________________

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Table of Contents Part 1 1. Introduction 2. Purposes of this Document 3. Objectives and Desired Field Outcomes 4. Instructions for Completing Evaluation Process

A. Time Sequence B. Usage

Part 2 5. Learning Contract 6. Description of Student Activities in Field 7. Field Evaluation of Student Performance (Categories 1 through 14) 8. Summary 9. Grade Assignment, Including Fax-In Form

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1. Introduction The learning requirements for the students in Field Instruction courses SWRK 3150 and SWRK 4120 are spelled out in the Field Instructor Manual. The statements of outcome represent the performance level which all students should be able to demonstrate to pass the course in any given year of field instruction. This document is used at all University of Manitoba field program sites. All requirements spelled out in this document are of importance for the field students. Emphasis should be placed on the ability of students to perform as total professionals, that is, the ability to: (1) develop and maintain working relationships in a variety of practice situations with sensitivity to diversity; (2) problem solve in an orderly systemic manner out of a professional value and knowledge base; (3) evaluate the effectiveness of their practice; and (4) demonstrate a commitment to improving the circumstances of the oppressed. The process by which these major areas of learning are connected together is of greater importance than the ability to perform in each of these areas singly. The goal is for students to develop an overall base upon which to build practice, rather than having special expertise in any one single area. It is also recognized that a problem in any one significant area may create difficulties in the students’ total performance. Companion documents to this Field Evaluation form are the Standards of Practice and Code of Ethics, both created by the Canadian Association of Social Workers as a basis for ethical practice. Another important document is the Professional Unsuitability Bylaw of the Faculty of Social Work (found in the B.S.W. Student Handbook). Students are expected to have a working knowledge of and ability to practice, using ethical professional standards. Students are also expected to learn about confidentiality as practiced by the profession and their field placement sites. Review of these documents is an expectation in the first few weeks in their practicum.

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2. Purposes of this Document

This document serves a number of purposes throughout the year. These include the following:

1. Course Expectation: It outlines course expectations, as well as the method of grading, and therefore must be shared with students at the beginning of first term (first week). This is consistent with the course outline requirements of the University of Manitoba and Canadian Association of Schools of Social Work;*

2. Learning Contract: It provides the basis for a learning contract which students and

instructors are required to complete within the first 4 weeks of each academic year. It then becomes an ongoing process. A learning contract has three components which are the identification of:

a) how the overall objectives of the course will be met in the particular field

placement; b) what learning opportunities will be available to enable students to

achieve those objectives, given their capacities; and c) what methods and indicators will be used to demonstrate that they have

achieved the objectives.

A learning Contract Addendum is also available for use by field instructors and field students in situations in which a student is not meeting his or her learning goals and/or expectations in one or more areas of personal or professional development (i.e. achieving a “2” or lower in any aspect of the field evaluation form). This form is intended to supplement the initial Learning Contract and to provide more detailed information regarding the student’s need for improvement, tasks to be completed, agency expectations and date of review.

3. Monitoring: It provides a point of reference for instructors and students, during

their weekly consultations, to ensure that students are progressing satisfactorily in meeting the objectives. It identifies specific areas where further teaching and learning may be required;

4. Outcome: It provides evidence that the students have achieved a level of

performance which allows them to successfully progress toward (midterm) or complete (year end) the Field course in which they are enrolled. It also provides an overall assessment of the students’ pattern of progress, including areas of strength and guidelines for addressing areas requiring further development;

5. Future Goals: It provides an opportunity for instructors and students to refine

learning goals and objectives (learning contract). These goals will be incorporated as part of the plan for student performance in the following term or year;

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6. Self-Direction: The opportunities for students to participate and have an influence

in: (1) identifying educational objectives; (2) exploring learning opportunities; and (3) engaging in the evaluation process, which are designed to encourage students to become progressively more self-directed in their professional development.

* Where requested or appropriate to the program (i.e., Thompson), University liaisons may have an enhanced role in assisting in operationalizing these uses.

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3. Objectives and Desired Field Outcomes The statement of outcomes represents the performance expectation which all students are required to demonstrate. Field Instruction courses SWRK 3150 and SWRK 4120 have the following major objectives. Students successfully completing these courses will: 1. Demonstrate an understanding of the structure of the field placement setting

and its organizational dynamics; 2. Show an ability to interpret and clarify the setting’s professional services to: (1)

clients; (2) other agencies; and (3) people in the community at large; 3. Demonstrate a clear understanding of the strengths and limitations of the

service delivery system with regard to its mandate; 4. Demonstrate an ability to interact in a professional fashion and develop good

working relationships with various resource systems in the community, for the advantage of clients;

5. Demonstrate application of principles, values, ethics, legal rights, and

openness to diversity when working with different kinds of client systems; 6. Develop effective helping relationships with clients; 7. Know when to seek supervision and consultation, and take appropriate initiative

in doing so; 8. Demonstrate an ability to plan and organize an assigned workload, set

priorities, and monitor use of time; 9. Demonstrate a positive, open approach to learning, and an ability to work

through learning obstacles; 10. Demonstrate an ability to make an effective assessment of problems, using

social work knowledge, theoretical frameworks, observations and data; 11. Consistently and effectively communicate with clients concerning assessment,

problem solving, intervention, contracting, and evaluation of strategies and results; and

12. Show an ability to work, where appropriate, in partnership with clients in

problem identification, problem solving, decision making, and evaluation.

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Students Experiencing Difficulty: There are normal patterns of learning which might cause students to plateau, block, or even regress as they struggle with certain aspects of field performance. These may be a single incident or of a short term nature and resolvable with instructional assistance. A student who is experiencing difficulty in field placement will generally demonstrate a consistent pattern of behavioural characteristics. These performance issues will include but are not limited to the following:

1) unsatisfactory or inconsistent understanding of and performance in using core social work knowledge, ethics, or skills;

2) an inability to move toward independent practice using sound judgment; or 3) a closed reactive approach to learning.

If the instructor is unable to assist the student in making positive changes, or if there is a possibility that the student will not achieve the course objectives, it is expected that the field instructor will consult with the Faculty-Field Liaison to resolve this impasse. It is important to identify and resolve such issues as early as possible.

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4. Instructions for Completing Evaluation Process

(A) Time Sequence FIELD INSTRUCTION SWRK 3150 Mid-term evaluation section is completed in

December (ICSWP students in February). Final evaluation section is completed in April.*

FIELD INSTRUCTION SWRK 4120 Mid-term evaluation section is completed in

December (ICSWP and Thompson students in February). Final evaluation section is completed in April.

CONCENTRATED/ACCELERATED For SWRK 3150, mid-term evaluation section is STUDENTS completed in October, and final evaluation section is

completed in December. For SWRK 4120, mid-term evaluation section is completed in February, and final evaluation section is completed in April.

* See “Quick Reference List - Dates to Remember” or “Important Dates” sheets for precise times that evaluations are to be completed.

(B) Usage

There are five areas that require completion in the Evaluation form. These are:

• Learning Contract • Tasks • Evaluation • Summary and Goals • Grade

Instructions for completion are provided with each section of the Evaluation form.

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5. Learning Contract It is an expectation that an educational contract be completed collaboratively between the field instructor and student from the beginning of the field placement each year. Instructors have the option of using the educational contract model which follows. The purpose of the Learning Contract is to ensure that the instructor and student operationalize the course learning goals. It allows them to explore and develop a mutual understanding about the objectives, learning opportunities, and methods of achieving the field objectives. It also provides an opportunity for students to identify objectives, other than those identified in this Field Evaluation form that they might have a particular interest in achieving. Modifications in expectations or learning opportunities at midterm will be identified under “Goals for Further Progress” in the “Summary” section of the Evaluation. The Learning Contract Addendum is used in situations in which a student is not meeting the required learning goals and/or not meeting expectations in one or more areas of personal or professional development (i.e. achieving a “2” or lower in any aspect of the field evaluation form). The form serves as a supplement to the initial Learning Contract and provides more detailed information regarding the student’s need for improvement, tasks to be completed, expectations of agency and date of review. The terms of the Addendum are identified relative to the individual needs of the student but may include areas such as documentation needs to be completed by student, punctual and regular attendance in field on scheduled placement days, provision of medical documentation in the event of absence from field, preparation for and participation in field instruction supervision and agency meetings, or completion of a daily work journal outlining the tasks completed by the student.

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5. Learning Contract

Field Instruction SWRK 3150 Administrative Arrangements Student Name: __________________________ (a) Scheduled placement days: _________________________ Agency: _______________________________ (b) Meeting times with field instructor ______________________

LEARNING OBJECTIVES

(Professional & Personal)

LEARNING ACTIVITIES

(Tasks & Experience) Time Lines

RESOURCES (Resource Aids)

METHODS TO

MEASURE OBJECTIVES (Date/Comments)

Time Lines

OBJECTIVES

ACCOMPLISHED

1.

2.

3.

4.

5.

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LEARNING

OBJECTIVES (Professional & Personal)

LEARNING ACTIVITIES

(Tasks & Experience) Time Lines

RESOURCES (Resource Aids)

METHODS TO

MEASURE OBJECTIVES (Date/Comments)

Time Lines

OBJECTIVES

ACCOMPLISHED

6.

7.

8.

9.

10.

_____________________ _________________________________ ________________________________ Date Completed Field Instructor Student _____________________ _______________________________ ______________________________ Date Completed Faculty-Field Liaison In-Agency Program Supervisor (if applicable)

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5(a) Learning Contract Addendum Field Instruction SWRK 3150

This Addendum supplements the student’s initial Learning Contract and identifies the area(s) of need to be addressed by the student during the specified time frame. The terms and conditions as outlined in this document begin on ______________________ (date). If all of the terms of the contract are not met, the placement may be terminated and/or the student may receive a failing grade.

Area(s) of Need

(Professional & Personal)

Tasks to be Completed

Agency Expectations

Date of Review and Persons Responsible for Review

1.

2.

3.

_____________________ _______________________________ _______________________________ Date Completed Field Instructor Student _____________________ _______________________________ _______________________________ Date Completed Faculty-Field Liaison In-Agency Program Supervisor (if applicable)

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6. General Description of Student Tasks

This section provides space to identify the number and description of learning experiences utilized by students in each term. The task section is included to assist Field Instructors and students to review student activity. The task section is divided into the level of intervention and the written tasks assigned (both for agency and educational purposes). It is crucial that students have sufficient tasks to be able to achieve the objectives in each of the categories identified in Section 7 of this form. It is also important that any assigned task has clearly defined educational purposes. It is anticipated that all students will be assigned opportunities in at least two “intervention levels”. Students will be expected to have different minimum numbers of practice situations depending on their level in the field program. This will involve 4 in first term for SWRK 3150 students, 5 in first term for SWRK 4120 students, and 6 in first term for concentrated students. Practice situations may include intervention with individuals, families, groups, communities, policy/program development, and research. The types of learning opportunities are expected to provide students with levels of progressive complexity and autonomy in practice. There may be a variation of the numbers and types of learning experiences among students in the same agency or in different agencies. As long as the above principles are followed, there are no minimum or maximum requirements. Often this variation will be based on the complexity of each situation or the specific opportunities needed by the students to achieve the outcomes of the course. This section may be completed by the instructors, students, or instructors and students in collaboration. The important consideration is that both students and instructors are clear about all opportunities which have been provided.

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6. (A) General Description of Student’s Tasks During Mid-Term Field Instruction SWRK 3150

INTERVENTION LEVEL TASKS ASSIGNED Individual (specify number of clients) ______ I. Agency Requirements Couples (specify number of clients) ______ Opening Summaries (number) ______

Family (specify number of families ______ Assessments (number) ______ Group (specify) ______________________ Policy/Program Reports (number) ______

Participant Observer _____ Co-Facilitator _____ Closing Summaries (number) ______ Facilitator _____

Agency Recordings (number) ______ Community (specify) _________________

Other: __________________________ Policy/Program Planning (specify) ___________

Research _________________________ II. Educational Requirements Collateral Contacts Field Log/Journal Recordings (# of weeks)

______ In Agency (#) ____ Community (#) ____ Summary Recordings (number) ______

Audio/Video Recordings (number) ______

Other Assignments Related to Learning Contract ______________________________________

DESCRIPTIONS OF TASKS (Types, Educational/Training Opportunities) Comment on any limitation with the Field setting, for example: program, personal space, structure, attitude towards social work and students. Comment on student’s contribution to the Field setting.

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6. (B) General Description of Student’s Tasks During Final Term Field Instruction SWRK 3150

INTERVENTION LEVEL TASKS ASSIGNED Individual (specify number of clients) ______ I. Agency Requirements Couples (specify number of clients) ______ Opening Summaries (number) ______

Family (specify number of families ______ Assessments (number) ______ Group (specify) ______________________ Policy/Program Reports (number) ______

Participant Observer _____ Co-Facilitator _____ Closing Summaries (number) ______ Facilitator _____

Agency Recordings (number) ______ Community (specify) _________________

Other: __________________________ Policy/Program Planning (specify) ___________

Research _________________________ II. Educational Requirements Collateral Contacts Field Log/Journal Recordings (# of weeks)

______ In Agency (#) ____ Community (#) ____ Summary Recordings (number) ______

Audio/Video Recordings (number) ______

Other Assignments Related to Learning Contract ______________________________________

DESCRIPTIONS OF TASKS (Types, Educational/Training Opportunities) Comment on any limitation with the Field setting, for example: program, personal space, structure, attitude towards social work and students. Comment on student’s contribution to the Field setting.

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7. Social Work Field Evaluation

This section is the core of the evaluation process, identifying 14 categories in which students are expected to demonstrate competence. It is divided into two sections: 7 categories of general skills (“Personal and Professional Attributes”) and 7 categories which deal with interventive tasks (“Direct Skills-Professional Effectiveness with Individuals, Families, Groups, Organizations, and Communities”). At the beginning of each page identifying a specific category, there is a 5 point scale. The students and instructors will individually assign the numerical level which best describes the students’ performance to each statement in that category in the box marked “instructor” or “student”. This will be assigned to the appropriate term. Instructors and students are expected to respond to all statements. The field instructors (with information provided by “resource persons”) will review the students’ performance over the appropriate term. It is expected that students, as well as the instructors, provide documentation of the students’ performance. The students will be reminded at least 3 weeks in advance of the evaluation in each term of the need for and an opportunity to evaluate their own performance. The instructors and students will meet to evaluate the students’ performance prior to the end of term. After considering their own, the resource persons’, and students’ perceptions, the instructors will complete the evaluation form and present it to the students. It is useful for both instructors and students to keep notes on the documentation used to evaluate the students’ performance for discussion purposes. It is important to review the overall student performance during the term in each item rather than single episodes. Beside each statement, there is a number assigned in brackets. This designates the term at which students are expected to have achieved this behaviour at a “satisfactory” level. For example, "3" indicates students are expected to achieve a satisfactory level in this task by midterm, Field Instruction SWRK 4120 (third term). Once students have achieved this level of performance, it is expected that students will maintain or improve their performance in that task in each subsequent term. Please note: Field instructors and students should only complete the categories relevant to the student’s term. For example, for a first term first year student, the instructor and student should only complete the (1) statements. For a second term first year student, the instructor and student should only complete the (2) statements. In completing the evaluation, it is important to note that the numerical levels assigned to the students’ performance in this evaluation are for the purpose of more precisely establishing the students’ progress and needs for further growth. These are for internal use of the Faculty exclusively. Only “Summary” statements, the “Task” sections, and “Grade” are shared outside the Faculty for reference purposes.

108

Student’s Name ________________________________

Social Work Field Evaluation SWRK 3150

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

and Reliable Performance,

Beginning To Initiate Action Independently

Exceptional

Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES

MID

TERM

FINAL

1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1)

INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)

INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)

INSTRUCTOR

STUDENT

1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (2)

INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination and respects individuality. (3)

INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3)

INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (3)

INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (4)

INSTRUCTOR

STUDENT

109

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

110

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

AND Reliable Performance,

Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY

MID

TERM

FINAL

2.1 Understands the purpose, mandate, and function of the agency. (1)

INSTRUCTOR

STUDENT

2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)

INSTRUCTOR

STUDENT

2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)

INSTRUCTOR

STUDENT

2.4 Understands the strengths and limitations of the service delivery system. (2)

INSTRUCTOR

STUDENT

2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)

INSTRUCTOR

STUDENT

2.6 Develops effective working relationships with agency personnel. (2)

INSTRUCTOR

STUDENT

2.7 Can describe linkage between agency and community. (2)

INSTRUCTOR

STUDENT

2.8 Demonstrates a sound knowledge of community resources. (2)

INSTRUCTOR

STUDENT

2.9 Refers people appropriately and effectively to community resources.(3)

INSTRUCTOR

STUDENT

2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4)

INSTRUCTOR

STUDENT

111

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

112

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

3. COMPREHENSION AND INTEGRATION OF THEORETICAL KNOWLEDGE

MID

TERM

FINAL

3.1 Reads literature relevant to practicum placement and related client issues. (1)

INSTRUCTOR

STUDENT

3.2 Can articulate the importance of linking theory, including research, to practice. (1)

INSTRUCTOR

STUDENT

3.3 Can move from emotional responses to a beginning professional analysis of situations. (1)

INSTRUCTOR

STUDENT

3.4 Begins to reflect on their practice with the help of a field instructor.(2)

INSTRUCTOR

STUDENT

3.5 Understands and demonstrates the application of systemic/ecological theory to Social Work practice. (2)

INSTRUCTOR

STUDENT

3.6 Builds a knowledge base concerning issues of diversity as they pertain to the client group. (2)

INSTRUCTOR

STUDENT

3.7 Begins to generalize theoretical knowledge from one practice situation to another. (3)

INSTRUCTOR

STUDENT

3.8 Is able to discuss the relevance and application of social policy to practice. (3)

INSTRUCTOR

STUDENT

3.9 Is able to integrate theoretical knowledge into practice providing rationale for interventions. (4)

INSTRUCTOR

STUDENT

113

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

114

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

4. STUDENT’S USE OF SUPERVISION

MID

TERM

FINAL

4.1 Can define learning goals. (1)

INSTRUCTOR

STUDENT

4.2 Approaches supervision thoughtfully, prepared, and well-organized. (1)

INSTRUCTOR

STUDENT

4.3 Is able to ask for supervision and/or clarification from supervisor or other staff when appropriate. (1)

INSTRUCTOR

STUDENT

4.4 Accepts feedback and tries to apply suggestions to improve effectiveness. (1)

INSTRUCTOR

STUDENT

4.5 Reacts appropriately when conflicting viewpoints are presented. (2)

INSTRUCTOR

STUDENT

4.6 Recognizes own mistakes as part of own learning and professional development. (2)

INSTRUCTOR

STUDENT

4.7 Seeks feedback and implements recommendations identified during supervision. (3)

INSTRUCTOR

STUDENT

4.8 Takes initiative toward increasing own level of knowledge and skill. (3)

INSTRUCTOR

STUDENT

4.9 Begins to accurately assess own level of effectiveness in practice. (4)

INSTRUCTOR

STUDENT

115

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

116

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

5. SELF AWARENESS

MID

TERM

FINAL

5.1 Is open to exploring, learning & self development. (1)

INSTRUCTOR

STUDENT

5.2 Has awareness of need to meet professional dress code. (1)

INSTRUCTOR

STUDENT

5.3 Is reliable and conscientious. (1)

INSTRUCTOR

STUDENT

5.4 Is committed to recognizing the distinction between person and professional boundaries in practice. (2)

INSTRUCTOR

STUDENT

5.5 Articulates personal strengths and areas for further development. (2)

INSTRUCTOR

STUDENT

5.6 Can identify when own personal needs, values, biases, or assumptions are infringing upon delivery of service. (2)

INSTRUCTOR

STUDENT

5.7 Does not develop overly dependent relationships. (2)

INSTRUCTOR

STUDENT

5.8 Demonstrates ability to take risks to increase competency. (3)

INSTRUCTOR

STUDENT

5.9 Actively engages in a process to deal with own personal issues or conflicts of interest that impede upon the delivery of service. (3)

INSTRUCTOR

STUDENT

117

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

118

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

6. WRITTEN SKILLS - RECORDING, REPORT WRITING, CORRESPONDENCE

MID

TERM

FINAL

6.1 Written work is clear, concise, and understandable, and is submitted by expected deadlines. (1)

INSTRUCTOR

STUDENT

6.2 Demonstrates appropriate spelling, grammatical and organizational skills when writing memos, letters, assessments, reports, and assignments, etc. (1)

INSTRUCTOR

STUDENT

6.3 Demonstrates ability to use current technology (i.e., computer, video, audio tapes), as required in the field setting. (2)

INSTRUCTOR

STUDENT

6.4 Uses agency guidelines accurately to complete written work. (2)

INSTRUCTOR

STUDENT

6.5 Demonstrates a respectful and unbiased position when writing about clients. (2)

INSTRUCTOR

STUDENT

6.6 Records, reports, correspondence, etc., are clear and contain essential content material. (3)

INSTRUCTOR

STUDENT

6.7 Can write for diverse audiences, i.e., clients, other professionals, policy makers, the community, with public briefs, etc. (4)

INSTRUCTOR

STUDENT

119

TERM 1 - MIDTERM TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

120

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

7. DIVERSITY

MID

TERM

FINAL

7.1 Recognizes own perspective of culture, race, ethnicity, class, gender, religion, sexual orientation, age, and disability, as they relate to professional practice. (1)

INSTRUCTOR

STUDENT

7.2 Can articulate issues related to diversity in social work practice. (1)

INSTRUCTOR

STUDENT

7.3 Respects and appreciates the uniqueness of all individuals in the practicum setting. (2)

INSTRUCTOR

STUDENT

7.4 Demonstrates sensitivity to issue3s faces by minorities related to class, race, gender, culture, religion, sexual orientation, age, and disability. (2)

INSTRUCTOR

STUDENT

7.5 Recognizes the potential importance of the advocacy role with diverse client/groups/communities. (2)

INSTRUCTOR

STUDENT

7.6 Where feasible links clients to culturally appropriate resources. (2)

INSTRUCTOR

STUDENT

7.7 Demonstrates empathy and understanding of discrimination and oppression experienced by minorities both historically and currently. (3)

INSTRUCTOR

STUDENT

7.8 Recognises individual variation within diverse groups. (3)

INSTRUCTOR

STUDENT

7.9 Demonstrates assessment and appropriate intervention skills that incorporate diversity. (3)

INSTRUCTOR

STUDENT

7.10 When appropriate explores culturally acceptable explanations of the problem and considers alternative interventions. (3)

INSTRUCTOR

STUDENT

7.11 Promotes social justice by advocating for policy and practice that is applicable to diverse client/groups/communities. (4)

INSTRUCTOR

STUDENT

121

TERM 1 - MIDTERM TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

122

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

8. COMMUNICATION AND INTERVIEWING SKILLS

MID

TERM

FINAL

8.1 Can describe and articulate the importance of good verbal communication skills and good listening skills. (1)

INSTRUCTOR

STUDENT

8.2 Can describe and articulate the importance of good non-verbal behaviour (posture, tone of voice, eye contact, touch, personal appearance, etc.) (1)

INSTRUCTOR

STUDENT

8.3 Demonstrates empathy, caring and objectivity. (1)

INSTRUCTOR

STUDENT

8.4 Can distinguish when to talk and when to listen. (2)

INSTRUCTOR

STUDENT

8.5 Uses language appropriately to match the client=s level of understanding. (2)

INSTRUCTOR

STUDENT

8.6 Demonstrates the ability to effectively convey own ideas and feelings. (2)

INSTRUCTOR

STUDENT

8.7 Uses a range of verbal and non-verbal skills to facilitate communication process. (2)

INSTRUCTOR

STUDENT

8.8 Understands the concept of empowerment and consciously, finds ways to empower clients. (2)

INSTRUCTOR

STUDENT

8.9 Can objectively describe own style of verbal and non-verbal communication in a variety of situations. (3)

INSTRUCTOR

STUDENT

8.10 Can objectively describe the other=s style of verbal and non-verbal communication in a variety of situations. (3)

INSTRUCTOR

STUDENT

8.11 Is able to question, challenge, and use confrontation skills when necessary. (3)

INSTRUCTOR

STUDENT

8.12 Demonstrates the ability to use effective interpersonal and communication skills with individuals, families, groups, organizations, and/or communities. (4)

INSTRUCTOR

STUDENT

123

TERM 1 - MIDTERM TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

124

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

9. ENGAGEMENT SKILLS

MID

TERM

FINAL

9.1 Expresses acceptance and respect for the client. (1)

INSTRUCTOR

STUDENT

9.2 Articulates the student role to the client and/or collaterals. (1)

INSTRUCTOR

STUDENT

9.3 Is client-centered and begins session by putting client(s) at ease, i.e., establishes rapport. (2)

INSTRUCTOR

STUDENT

9.4 Responds to questions/concerns effectively (by accurately listening, responding with confidence, clarifying, and acknowledging validity of client questions). (2)

INSTRUCTOR

STUDENT

9.5 Acknowledges verbal messages accurately, and demonstrates support and understanding through appropriate responses. (2)

INSTRUCTOR

STUDENT

9.6 Effectively helps client to express feelings, thoughts, needs, and goals within the context of an appropriately paced interview. (3)

INSTRUCTOR

STUDENT

9.7 Demonstrates ability to reinforce and amplify positives about client or situation. (3)

INSTRUCTOR

STUDENT

125

TERM 1 - MIDTERM TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

126

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

10. DATA COLLECTION AND ASSESSMENT

MID

TERM

FINAL

10.1 Recognizes that systemic/ecological assessment is central to Social Work practice. (1)

INSTRUCTOR

STUDENT

10.2 Is able to understand the problem from the context of the client situations and historical information. (2)

INSTRUCTOR

STUDENT

10.3 Considers the impact of existing social policy upon the identified problem. (2)

INSTRUCTOR

STUDENT

10.4 Demonstrates understanding of ongoing nature of assessment. (2)

INSTRUCTOR

STUDENT

10.5 Is able to reformulate the assessment when new or revised information is obtained. (2)

INSTRUCTOR

STUDENT

10.6 Assessment data is submitted in a relevant organized way. (2)

INSTRUCTOR

STUDENT

10.7 Demonstrates consistent use of assessment as the basis of all practice. (2)

INSTRUCTOR

STUDENT

10.8 Ability to assist client systems to recognize their own strengths and abilities. (2)

INSTRUCTOR

STUDENT

10.9 Demonstrates an ability to solicit and respect multiple perspectives of the problem. (3)

INSTRUCTOR

STUDENT

10.10 Recognizes that there may be differences between the client’s perspective and the perspective of others involved. (3)

INSTRUCTOR

STUDENT

10.11 Demonstrates ability to make an effective assessment of problems, using observation, theoretical framework. Research, collateral and other information. (4)

INSTRUCTOR

STUDENT

127

TERM 1 - MIDTERM TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

128

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action

Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

11. PLANNING/CONTRACTING/GOAL SETTING

MID

TERM

FINAL

11.1 Recognizes that planning, contracting and goal setting are central to all professional practice. (1)

INSTRUCTOR

STUDENT

11.2 Demonstrates capacity to work in partnership with clients in this process. (1)

INSTRUCTOR

STUDENT

11.3 Identifies and discusses the setting of goals. (2)

INSTRUCTOR

STUDENT

11.4 Can establish priorities in relation to identified goals. (2)

INSTRUCTOR

STUDENT

11.5 Helps the client to clearly understand the worker=s role as agreed upon in the contract. (2)

INSTRUCTOR

STUDENT

11.6 Helps the client to clearly understand and carry out their role as agreed upon in the contract. (2)

INSTRUCTOR

STUDENT

11.7 Can respond to crisis appropriately. (3)

INSTRUCTOR

STUDENT

11.8 In partnership with clients, develops an explicit contract (specifying goals, objectives, relevant tasks, time frames, and means of evaluation). (3)

INSTRUCTOR

STUDENT

11.9 Renegotiates the contract when necessary. (3)

INSTRUCTOR

STUDENT

129

TERM 1 - MIDTERM TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

130

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent And Reliable Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

12. INTERVENTION/IMPLEMENTATION SKILLS

MID

TERM

FINAL

12.1 Recognizes that all contact with clients and collaterals constitutes intervention. (1)

INSTRUCTOR

STUDENT

12.2 Always begins where the client is at. (1)

INSTRUCTOR

STUDENT

12.3 Reinforces the client’s effort in the change process. (2)

INSTRUCTOR

STUDENT

12.4 Is able to maintain a professionally supportive role throughout the process. (2)

INSTRUCTOR

STUDENT

12.5 Is able to implement the mutually agreed upon contract. (2)

INSTRUCTOR

STUDENT

12.6 Demonstrates an ability to design an interventive plan that clearly relates to the assessment/contract. (2)

INSTRUCTOR

STUDENT

12.7 Is able to undertake the role of educator/facilitator when appropriate. (2)

INSTRUCTOR

STUDENT

12.8 Can identify different interventive strategies and choose the most appropriate for the contract. (3)

INSTRUCTOR

STUDENT

12.9 Is able to maintain focus as it relates to the contract, throughout the process. (3)

INSTRUCTOR

STUDENT

12.10 Demonstrates an ability to pace the intervention process to the client’s capacity for change. (3)

INSTRUCTOR

STUDENT

12.11 Is able to undertake the role of mediator when appropriate. (3)

INSTRUCTOR

STUDENT

12.12 Is able to undertake the role of advocate when appropriate. (3)

INSTRUCTOR

STUDENT

12.13 Demonstrates the ability to anticipate issues or problems before they arise. (4)

INSTRUCTOR

STUDENT

12.14 Facilitates and empowers clients to transfer problem-solving skills from one situation to another. (4)

INSTRUCTOR

STUDENT

131

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

132

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

13. CLOSURE

MID

TERM

FINAL

13.1 Demonstrates the ability to be sensitive to closure issues with clients, agency personnel, relevant colleagues, and instructors. (2)

INSTRUCTOR

STUDENT

13.2 Demonstrates the ability to close effectively with the above. (2)

INSTRUCTOR

STUDENT

13.3 Engages the client in reviewing the extent to which goals were accomplished. (2)

INSTRUCTOR

STUDENT

13.4 Can identify and fully inform clients of other resources available to them at the end of contract. (2)

INSTRUCTOR

STUDENT

13.5 Demonstrates an ability to obtain and respond professionally to feedback from the client concerning the service provided by the student and/or agency social workers. (4)

INSTRUCTOR

STUDENT

13.6 Used feedback (from client system) to suggest policy and procedural changes. (4)

INSTRUCTOR

STUDENT

133

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

134

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

14. EVALUATION

MID

TERM

FINAL

14.1 Is able to describe the criteria used to determine the success of each intervention. (2)

INSTRUCTOR

STUDENT

14.2 Seeks out information from appropriate others (clients, Field instructors, and colleagues) in the process of evaluating intervention and own performance. (2)

INSTRUCTOR

STUDENT

14.3 Is able to include evaluation throughout the ongoing process of evaluating intervention and own performance. (3)

INSTRUCTOR

STUDENT

14.4 Is able to evaluate own performance in relation to professional areas of strength and areas requiring further growth. (4)

INSTRUCTOR

STUDENT

135

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

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8. Summary Statements and Grade Submissions Summary Statement: This contains an accurate narrative overview of the students’ performance during each term and identifies goals for future professional growth to be considered for the following term or year. Grade: The grading will be “satisfactory”, “marginal”, or “unsatisfactory” in a midterm evaluation and “pass”, “incomplete”, or “fail” at the end of each course. The “pass/fail” rather than “letter” grade has been assigned based on previous research indicating students are more likely to take on learning challenges in which they are uncertain of success when they know it will not be reflected by a decreased letter grade. In the case of an “incomplete” or “fail”, it is expected that the instructors shall have consulted with their assigned Faculty-Field Liaison as soon as it became apparent that, for whatever reason, the student was “at risk”. In assigning an “incomplete” grade, clear documentation about the tasks which need to be completed and the projected time for that completion need to be provided in written form and countersigned by the instructor and student. This is forwarded to the Field Coordinator who is required to complete an extension form. At midterm, Field instructors are requested to send a copy of the completed Summary Statement Form and General Description of Student’s Tasks to the Field Coordinator at the time indicated on the “Key Information Dates” sheet or memo identifying deadline dates. Please note that the Evaluation Grid does not have to be sent in at mid-term for regular session students unless the student is failing (“2” or less) in any particular area. In the final term, the evaluation forms including Summary Statement, General Description of Students’ Tasks, Evaluation Grid and Grade Sheet are to be completed and signed, with students’ grades included, and sent to the appropriate Field Coordinator no later than the end of April. For concentrated students, a copy of the completed Field Evaluation Form SWRK 3150 will be sent in at the end of the first term; a copy of the completed Field Evaluation Form for SWRK 4120 will be sent in at the end of the second term.

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Summary Statement Field Instruction SWRK 3150

Midterm Overview of Student Progress: Goals for Further Progress: Grade ___________ Instructor _____________________________________ Date ____________ In-Agency Program Supervisor ____________________ Date ____________

Faculty-Field Liaison ____________________________ Date ____________

Student ______________________________________ Date ____________

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Summary Statement Field Instruction SWRK 3150

Final Overview of Student Progress: Goals for Further Progress: Grade ___________ Instructor _____________________________________ Date ____________ In-Agency Program Supervisor ____________________ Date_____________

Faculty-Field Liaison ____________________________ Date ____________

Student ______________________________________ Date ____________

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Grade Submission Field Instruction SWRK 3150

This page will be completed, detached, and faxed or mailed to the appropriate program site (Campus/ICSWP or Distance Education). Campus/ICSWP Field Education Coordinator

Faculty of Social Work University of Manitoba Winnipeg MB R3T 2N2 Fax: 474-7594

Distance Education Program Director

Address and Fax as above ______________________________________________________________________ Name of Student ______________________________ (Please print) Has received a grade (Check one only) of: _____ Pass

_____ Incomplete* _____ Fail

Instructor __________________________________________ Date ________________ In-Agency Program Supervisor _________________________ Date ________________ Faculty-Field Liaison _________________________________ Date ________________ Student ___________________________________________ Date ________________ This page is forwarded at the end of fall term for concentrated students. * Need to have consulted with Faculty-Field Liaison in advance of assigning grade.

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Faculty of Social Work University of Manitoba

FIELD EVALUATION OF STUDENT PERFORMANCE

Bachelor of Social Work

Field Instruction SWRK 4120

Year: ______________

Student Name: _________________________________________________ Please Print

B.S.W. Program Location: ¨ Fort Garry ¨ICSWP ¨ Thompson ¨ Distance Ed. Agency ____________________________________________________________________

Field Instructor ______________________________________________________________

In-Agency Program Supervisor (if applicable) _______________________________________

Faculty-Field Liaison __________________________________________________________

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Table of Contents Part 1 1. Introduction 2. Purposes of this Document 3. Objectives and Desired Field Outcomes 4. Instructions for Completing Evaluation Process

C. Time Sequence D. Usage

Part 2 5. Learning Contract 6. Description of Student Activities in Field 7. Field Evaluation of Student Performance (Categories 1 through 14) 8. Summary 9. Grade Assignment, Including Fax-In Form

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1. Introduction The learning requirements for the students in Field Instruction courses SWRK 3150 and SWRK 4120 are spelled out in the Field Instructor Manual. The statements of outcome represent the performance level which all students should be able to demonstrate to pass the course in any given year of field instruction. This document is used at all University of Manitoba field program sites. All requirements spelled out in this document are of importance for the field students. Emphasis should be placed on the ability of students to perform as total professionals, that is, the ability to: (1) develop and maintain working relationships in a variety of practice situations with sensitivity to diversity; (2) problem solve in an orderly systemic manner out of a professional value and knowledge base; (3) evaluate the effectiveness of their practice; and (4) demonstrate a commitment to improving the circumstances of the oppressed. The process by which these major areas of learning are connected together is of greater importance than the ability to perform in each of these areas singly. The goal is for students to develop an overall base upon which to build practice, rather than having special expertise in any one single area. It is also recognized that a problem in any one significant area may create difficulties in the students’ total performance. Companion documents to this Field Evaluation form are the Standards of Practice and Code of Ethics, both created by the Canadian Association of Social Workers as a basis for ethical practice. Another important document is the Professional Unsuitability Bylaw of the Faculty of Social Work (found in the B.S.W. Student Handbook). Students are expected to have a working knowledge of and ability to practice, using ethical professional standards. Students are also expected to learn about confidentiality as practiced by the profession and their field placement sites. Review of these documents is an expectation in the first few weeks in their practicum.

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2. Purposes of this Document This document serves a number of purposes throughout the year. These include the following: 1. Course Expectation: It outlines course expectations, as well as the method of grading, and

therefore must be shared with students at the beginning of first term (first week). This is consistent with the course outline requirements of the University of Manitoba and Canadian Association of Schools of Social Work;*

2. Learning Contract: It provides the basis for a learning contract which students and

instructors are required to complete within the first 4 weeks of each academic year. It then becomes an ongoing process. A learning contract has three components which are the identification of:

a) how the overall objectives of the course will be met in the particular field

placement; b) what learning opportunities will be available to enable students to achieve those

objectives, given their capacities; and c) what methods and indicators will be used to demonstrate that they have

achieved the objectives. A Learning Contract Addendum is also available for use by field instructors and field

students in situations in which a student is not meeting his or her learning goals and/or expectations in one or more areas of personal or professional development (i.e. achieving a “2” or lower in any aspect of the field evaluation form). This form is intended to supplement the initial Learning Contract and to provide more detailed information regarding the student’s need for improvement, tasks to be completed, agency expectations and date of review.

3. Monitoring: It provides a point of reference for instructors and students, during their weekly

consultations, to ensure that students are progressing satisfactorily in meeting the objectives. It identifies specific areas where further teaching and learning may be required;

4. Outcome: It provides evidence that the students have achieved a level of performance

which allows them to successfully progress toward (midterm) or complete (year end) the Field course in which they are enrolled. It also provides an overall assessment of the students’ pattern of progress, including areas of strength and guidelines for addressing areas requiring further development;

5. Future Goals: It provides an opportunity for instructors and students to refine learning goals

and objectives (learning contract). These goals will be incorporated as part of the plan for student performance in the following term or year;

6. Self-Direction: The opportunities for students to participate and have an influence in: (1)

identifying educational objectives; (2) exploring learning opportunities; and (3) engaging in

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the evaluation process, which are designed to encourage students to become progressively more self-directed in their professional development.

* Where requested or appropriate to the program (i.e., Thompson), University liaisons may

have an enhanced role in assisting in operationalizing these uses.

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3. Objectives and Desired Field Outcomes The statement of outcomes represents the performance expectation which all students are required to demonstrate. Field Instruction courses SWRK 3150 and SWRK 4120 have the following major objectives. Students successfully completing these courses will: 1. Demonstrate an understanding of the structure of the field placement setting and its

organizational dynamics; 2. Show an ability to interpret and clarify the setting’s professional services to: (1) clients;

(2) other agencies; and (3) people in the community at large; 3. Demonstrate a clear understanding of the strengths and limitations of the service

delivery system with regard to its mandate; 4. Demonstrate an ability to interact in a professional fashion and develop good working

relationships with various resource systems in the community, for the advantage of clients;

5. Demonstrate application of principles, values, ethics, legal rights, and openness to

diversity when working with different kinds of client systems; 6. Develop effective helping relationships with clients; 7. Know when to seek supervision and consultation, and take appropriate initiative in doing

so; 8. Demonstrate an ability to plan and organize an assigned workload, set priorities, and

monitor use of time; 9. Demonstrate a positive, open approach to learning, and an ability to work through

learning obstacles; 10. Demonstrate an ability to make an effective assessment of problems, using social work

knowledge, theoretical frameworks, observations and data; 11. Consistently and effectively communicate with clients concerning assessment, problem

solving, intervention, contracting, and evaluation of strategies and results; and 12. Show an ability to work, where appropriate, in partnership with clients in problem

identification, problem solving, decision making, and evaluation.

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Students Experiencing Difficulty: There are normal patterns of learning which might cause students to plateau, block, or even regress as they struggle with certain aspects of field performance. These may be a single incident or of a short term nature and resolvable with instructional assistance. A student who is experiencing difficulty in field placement will generally demonstrate a consistent pattern of behavioural characteristics. These performance issues will include but are not limited to the following:

1. unsatisfactory or inconsistent understanding of and performance in using core social work knowledge, ethics, or skills;

2. an inability to move toward independent practice using sound judgment; or 3. a closed reactive approach to learning.

If the instructor is unable to assist the student in making positive changes, or if there is a possibility that the student will not achieve the course objectives, it is expected that the field instructor will consult with the Faculty-Field Liaison to resolve this impasse. It is important to identify and resolve such issues as early as possible.

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4. Instructions for Completing Evaluation Process

(A) Time Sequence FIELD INSTRUCTION SWRK 3150 Mid-term evaluation section is completed in December

(ICSWP students in February). Final evaluation section is completed in April.*

FIELD INSTRUCTION SWRK 4120 Mid-term evaluation section is completed in December

(ICSWP and Thompson students in February). Final evaluation section is completed in April.

CONCENTRATED/ACCELERATED For SWRK 3150, mid-term evaluation section is completed STUDENTS October, and final evaluation section is completed in

December. For SWRK 4120, mid-term evaluation section is completed

in February, and final evaluation section is completed in April.

* See “Quick Reference List - Dates to Remember” or “Important Dates” sheets for precise times that evaluations are to be completed.

(B) Usage

There are five areas that require completion in the Evaluation form. These are:

• Learning Contract • Tasks • Evaluation • Summary and Goals • Grade

Instructions for completion are provided with each section of the Evaluation form.

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5. Learning Contract It is an expectation that an educational contract be completed collaboratively between the field instructor and student from the beginning of the field placement each year. Instructors have the option of using the educational contract model which follows. The purpose of the Learning Contract is to ensure that the instructor and student operationalize the course learning goals. It allows them to explore and develop a mutual understanding about the objectives, learning opportunities, and methods of achieving the field objectives. It also provides an opportunity for students to identify objectives, other than those identified in this Field Evaluation form that they might have a particular interest in achieving. Modifications in expectations or learning opportunities at midterm will be identified under “Goals for Further Progress” in the “Summary” section of the Evaluation. The Learning Contract Addendum is used in situations in which a student is not meeting the required learning goals and/or not meeting expectations in one or more areas of personal or professional development (i.e. achieving a “2” or lower in any aspect of the field evaluation form). The form serves as a supplement to the initial Learning Contract and provides more detailed information regarding the student’s need for improvement, tasks to be completed, expectations of agency and date of review. The terms of the Addendum are identified relative to the individual needs of the student but may include areas such as documentation needs to be completed by student, punctual and regular attendance in field on scheduled placement days, provision of medical documentation in the event of absence from field, preparation for and participation in field instruction supervision and agency meetings, or completion of a daily work journal outlining the tasks completed by the student.

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5. Learning Contract Field Instruction SWRK 4120

Administrative Arrangements Student Name: _________________________ (a) Scheduled placement days: _________________________ Agency:_______________________________ (b) Meeting times with field instructor ______________________ LEARNING OBJECTIVES

(Professional & Personal)

LEARNING ACTIVITIES

(Tasks & Experience) Time Lines

RESOURCES (Resource Aids)

METHODS TO

MEASURE OBJECTIVES (Date/Comments)

Time Lines

OBJECTIVES

ACCOMPLISHED

1.

2.

3.

4.

5.

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LEARNING

OBJECTIVES (Professional & Personal)

LEARNING ACTIVITIES

(Tasks & Experience) Time Lines

RESOURCES (Resource Aids)

METHODS TO

MEASURE OBJECTIVES (Date/Comments)

Time Lines

OBJECTIVES

ACCOMPLISHED

6.

7.

8.

9.

10.

_____________________ _______________________________ ______________________________ Date Completed Field Instructor Student _____________________ _______________________________ ______________________________ Date Completed Faculty-Field Liaison In-Agency Program Supervisor (if applicable)

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5(a) Learning Contract Addendum Field Instruction SWRK 4120

This Addendum supplements the student’s initial Learning Contract and identifies the area(s) of need to be addressed by the student during the specified time frame. The terms and conditions as outlined in this document begin on ______________________ (date). If all of the terms of the contract are not met, the placement may be terminated and/or the student may receive a failing grade.

Area(s) of Need (Professional & Personal)

Tasks to be Completed

Agency Expectations

Date of Review and Persons

Responsible for Review 1.

2.

3.

_______________________ _______________________________ ______________________________ Date Completed Field Instructor Student _____________________ _______________________________ _______________________________ Date Completed Faculty-Field Liaison In-Agency Program Supervisor (if applicable)

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6. General Description of Student Tasks

This section provides space to identify the number and description of learning experiences utilized by students in each term. The task section is included to assist Field Instructors and students to review student activity. The task section is divided into the level of intervention and the written tasks assigned (both for agency and educational purposes). It is crucial that students have sufficient tasks to be able to achieve the objectives in each of the categories identified in Section 7 of this form. It is also important that any assigned task has clearly defined educational purposes. It is anticipated that all students will be assigned opportunities in at least two “intervention levels”. Students will be expected to have different minimum numbers of practice situations depending on their level in the field program. This will involve 4 in first term for SWRK 3150 students, 5 in first term for SWRK 4120 students, and 6 in first term for concentrated students. Practice situations may include intervention with individuals, families, groups, communities, policy/program development, and research. The types of learning opportunities are expected to provide students with levels of progressive complexity and autonomy in practice. There may be a variation of the numbers and types of learning experiences among students in the same agency or in different agencies. As long as the above principles are followed, there are no minimum or maximum requirements. Often this variation will be based on the complexity of each situation or the specific opportunities needed by the students to achieve the outcomes of the course. This section may be completed by the instructors, students, or instructors and students in collaboration. The important consideration is that both students and instructors are clear about all opportunities which have been provided.

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6. (A) General Description of Student’s Tasks During Mid-Term Field Instruction SWRK 4120

INTERVENTION LEVEL TASKS ASSIGNED Individual (specify number of clients) ______ I. Agency Requirements Couples (specify number of clients) ______ Opening Summaries (number) ______

Family (specify number of families ______ Assessments (number) ______ Group (specify) ______________________ Policy/Program Reports (number) ______

Participant Observer _____ Co-Facilitator _____ Closing Summaries (number) ______ Facilitator _____

Agency Recordings (number) ______ Community (specify) _________________

Other: __________________________ Policy/Program Planning (specify) ___________

Research _________________________ II. Educational Requirements Collateral Contacts Field Log/Journal Recordings (# of weeks)

______ In Agency (#) ____ Community (#) ____ Summary Recordings (number) ______

Audio/Video Recordings (number) ______

Other Assignments Related to Learning Contract ______________________________________

DESCRIPTIONS OF TASKS (Types, Educational/Training Opportunities) Comment on any limitation with the Field setting, for example: program, personal space, structure, attitude towards social work and students. Comment on student’s contribution to the Field setting.

154

6. (B) General Description of Student’s Tasks During Final Term Field Instruction SWRK 4120

INTERVENTION LEVEL TASKS ASSIGNED Individual (specify number of clients) ______ I. Agency Requirements Couples (specify number of clients) ______ Opening Summaries (number) ______

Family (specify number of families ______ Assessments (number) ______ Group (specify) ______________________ Policy/Program Reports (number) ______

Participant Observer _____ Co-Facilitator _____ Closing Summaries (number) ______ Facilitator _____

Agency Recordings (number) ______ Community (specify) _________________

Other: __________________________ Policy/Program Planning (specify) ___________

Research _________________________ II. Educational Requirements Collateral Contacts Field Log/Journal Recordings (# of weeks)

______ In Agency (#) ____ Community (#) ____ Summary Recordings (number) ______

Audio/Video Recordings (number) ______

Other Assignments Related to Learning Contract ______________________________________

DESCRIPTIONS OF TASKS (Types, Educational/Training Opportunities) Comment on any limitation with the Field setting, for example: program, personal space, structure, attitude towards social work and students. Comment on student’s contribution to the Field setting.

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7. Social Work Field Evaluation

This section is the core of the evaluation process, identifying 14 categories in which students are expected to demonstrate competence. It is divided into two sections: 7 categories of general skills (“Personal and Professional Attributes”) and 7 categories which deal with interventive tasks (“Direct Skills-Professional Effectiveness with Individuals, Families, Groups, Organizations, and Communities”). At the beginning of each page identifying a specific category, there is a 5 point scale. The students and instructors will individually assign the numerical level which best describes the students’ performance to each statement in that category in the box marked “instructor” or “student”. This will be assigned to the appropriate term. Instructors and students are expected to respond to all statements. The field instructors (with information provided by “resource persons”) will review the students’ performance over the appropriate term. It is expected that students, as well as the instructors, provide documentation of the students’ performance. The students will be reminded at least 3 weeks in advance of the evaluation in each term of the need for and an opportunity to evaluate their own performance. The instructors and students will meet to evaluate the students’ performance prior to the end of term. After considering their own, the resource persons’, and students’ perceptions, the instructors will complete the evaluation form and present it to the students. It is useful for both instructors and students to keep notes on the documentation used to evaluate the students’ performance for discussion purposes. It is important to review the overall student performance during the term in each item rather than single episodes. Beside each statement, there is a number assigned in brackets. This designates the term at which students are expected to have achieved this behaviour at a “satisfactory” level. For example, "3" indicates students are expected to achieve a satisfactory level in this task by midterm, Field Instruction SWRK 4120 (third term). Once students have achieved this level of performance, it is expected that students will maintain or improve their performance in that task in each subsequent term. Please note: Field instructors and students should only complete the categories relevant to the student’s term. For example, for a first term first year student, the instructor and student should only complete the (1) statements. For a second term first year student, the instructor and student should only complete the (2) statements. In completing the evaluation, it is important to note that the numerical levels assigned to the students’ performance in this evaluation are for the purpose of more precisely establishing the students’ progress and needs for further growth. These are for internal use of the Faculty exclusively. Only “Summary” statements, the “Task” sections, and “Grade” are shared outside the Faculty for reference purposes.

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Student’s Name ________________________________ Social Work Field Evaluation SWRK 4120

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional

Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES

MID

TERM

FINAL

1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1)

INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)

INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)

INSTRUCTOR

STUDENT

1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (2)

INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination and respects individuality. (3)

INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3)

INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (3)

INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (4)

INSTRUCTOR

STUDENT

157

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

158

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY

MID

TERM

FINAL

2.1 Understands the purpose, mandate, and function of the agency. (1)

INSTRUCTOR

STUDENT

2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)

INSTRUCTOR

STUDENT

2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)

INSTRUCTOR

STUDENT

2.4 Understands the strengths and limitations of the service delivery system. (2)

INSTRUCTOR

STUDENT

2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)

INSTRUCTOR

STUDENT

2.6 Develops effective working relationships with agency personnel. (2)

INSTRUCTOR

STUDENT

2.7 Can describe linkage between agency and community. (2)

INSTRUCTOR

STUDENT

2.8 Demonstrates a sound knowledge of community resources. (2)

INSTRUCTOR

STUDENT

2.9 Refers people appropriately and effectively to community resources.(3)

INSTRUCTOR

STUDENT

2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4)

INSTRUCTOR

STUDENT

159

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

160

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

3. COMPREHENSION AND INTEGRATION OF THEORETICAL KNOWLEDGE

MID

TERM

FINAL

3.1 Reads literature relevant to practicum placement and related client issues. (1)

INSTRUCTOR

STUDENT

3.2 Can articulate the importance of linking theory, including research, to practice. (1)

INSTRUCTOR

STUDENT

3.3 Can move from emotional responses to a beginning professional analysis of situations. (1)

INSTRUCTOR

STUDENT

3.4 Begins to reflect on their practice with the help of a field instructor.(2)

INSTRUCTOR

STUDENT

3.5 Understands and demonstrates the application of systemic/ecological theory to Social Work practice. (2)

INSTRUCTOR

STUDENT

3.6 Builds a knowledge base concerning issues of diversity as they pertain to the client group. (2)

INSTRUCTOR

STUDENT

3.7 Begins to generalize theoretical knowledge from one practice situation to another. (3)

INSTRUCTOR

STUDENT

3.8 Is able to discuss the relevance and application of social policy to practice. (3)

INSTRUCTOR

STUDENT

3.9 Is able to integrate theoretical knowledge into practice providing rationale for interventions. (4)

INSTRUCTOR

STUDENT

161

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

162

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

4. STUDENT’S USE OF SUPERVISION

MID

TERM

FINAL

4.1 Can define learning goals. (1)

INSTRUCTOR

STUDENT

4.2 Approaches supervision thoughtfully, prepared, and well-organized. (1)

INSTRUCTOR

STUDENT

4.3 Is able to ask for supervision and/or clarification from supervisor or other staff when appropriate. (1)

INSTRUCTOR

STUDENT

4.4 Accepts feedback and tries to apply suggestions to improve effectiveness. (1)

INSTRUCTOR

STUDENT

4.5 Reacts appropriately when conflicting viewpoints are presented. (2)

INSTRUCTOR

STUDENT

4.6 Recognizes own mistakes as part of own learning and professional development. (2)

INSTRUCTOR

STUDENT

4.7 Seeks feedback and implements recommendations identified during supervision. (3)

INSTRUCTOR

STUDENT

4.8 Takes initiative toward increasing own level of knowledge and skill. (3)

INSTRUCTOR

STUDENT

4.9 Begins to accurately assess own level of effectiveness in practice. (4)

INSTRUCTOR

STUDENT

163

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

164

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

5. SELF AWARENESS

MID

TERM

FINAL

5.1 Is open to exploring, learning & self development. (1)

INSTRUCTOR

STUDENT

5.2 Has awareness of need to meet professional dress code. (1)

INSTRUCTOR

STUDENT

5.3 Is reliable and conscientious. (1)

INSTRUCTOR

STUDENT

5.4 Is committed to recognizing the distinction between person and professional boundaries in practice. (2)

INSTRUCTOR

STUDENT

5.5 Articulates personal strengths and areas for further development. (2)

INSTRUCTOR

STUDENT

5.6 Can identify when own personal needs, values, biases, or assumptions are infringing upon delivery of service. (2)

INSTRUCTOR

STUDENT

5.7 Does not develop overly dependent relationships. (2)

INSTRUCTOR

STUDENT

5.8 Demonstrates ability to take risks to increase competency. (3)

INSTRUCTOR

STUDENT

5.9 Actively engages in a process to deal with own personal issues or conflicts of interest that impede upon the delivery of service. (3)

INSTRUCTOR

STUDENT

165

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

166

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

6. WRITTEN SKILLS - RECORDING, REPORT WRITING, CORRESPONDENCE

MID

TERM

FINAL

6.1 Written work is clear, concise, and understandable, and is submitted by expected deadlines. (1)

INSTRUCTOR

STUDENT

6.2 Demonstrates appropriate spelling, grammatical and organizational skills when writing memos, letters, assessments, reports, and assignments, etc. (1)

INSTRUCTOR

STUDENT

6.3 Demonstrates ability to use current technology (i.e., computer, video, audio tapes), as required in the field setting. (2)

INSTRUCTOR

STUDENT

6.4 Uses agency guidelines accurately to complete written work. (2)

INSTRUCTOR

STUDENT

6.5 Demonstrates a respectful and unbiased position when writing about clients. (2)

INSTRUCTOR

STUDENT

6.6 Records, reports, correspondence, etc., are clear and contain essential content material. (3)

INSTRUCTOR

STUDENT

6.7 Can write for diverse audiences, i.e., clients, other professionals, policy makers, the community, with public briefs, etc. (4)

INSTRUCTOR

STUDENT

167

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

168

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

7. DIVERSITY

MID

TERM

FINAL

7.1 Recognizes own perspective of culture, race, ethnicity, class, gender, religion, sexual orientation, age, and disability, as they relate to professional practice. (1)

INSTRUCTOR

STUDENT

7.2 Can articulate issues related to diversity in social work practice. (1)

INSTRUCTOR

STUDENT

7.3 Respects and appreciates the uniqueness of all individuals in the practicum setting. (2)

INSTRUCTOR

STUDENT

7.4 Demonstrates sensitivity to issue3s faces by minorities related to class, race, gender, culture, religion, sexual orientation, age, and disability. (2)

INSTRUCTOR

STUDENT

7.5 Recognizes the potential importance of the advocacy role with diverse client/groups/communities. (2)

INSTRUCTOR

STUDENT

7.6 Where feasible links clients to culturally appropriate resources. (2)

INSTRUCTOR

STUDENT

7.7 Demonstrates empathy and understanding of discrimination and oppression experienced by minorities both historically and currently. (3)

INSTRUCTOR

STUDENT

7.8 Recognises individual variation within diverse groups. (3)

INSTRUCTOR

STUDENT

7.9 Demonstrates assessment and appropriate intervention skills that incorporate diversity. (3)

INSTRUCTOR

STUDENT

7.10 When appropriate explores culturally acceptable explanations of the problem and considers alternative interventions. (3)

INSTRUCTOR

STUDENT

7.11 Promotes social justice by advocating for policy and practice that is applicable to diverse client/groups/communities. (4)

INSTRUCTOR

STUDENT

169

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

170

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

8. COMMUNICATION AND INTERVIEWING SKILLS

MID

TERM

FINAL

8.1 Can describe and articulate the importance of good verbal communication skills and good listening skills. (1)

INSTRUCTOR

STUDENT

8.2 Can describe and articulate the importance of good non-verbal behaviour (posture, tone of voice, eye contact, touch, personal appearance, etc.) (1)

INSTRUCTOR

STUDENT

8.3 Demonstrates empathy, caring and objectivity. (1)

INSTRUCTOR

STUDENT

8.4 Can distinguish when to talk and when to listen. (2)

INSTRUCTOR

STUDENT

8.5 Uses language appropriately to match the client=s level of understanding. (2)

INSTRUCTOR

STUDENT

8.6 Demonstrates the ability to effectively convey own ideas and feelings. (2)

INSTRUCTOR

STUDENT

8.7 Uses a range of verbal and non-verbal skills to facilitate communication process. (2)

INSTRUCTOR

STUDENT

8.8 Understands the concept of empowerment and consciously, finds ways to empower clients. (2)

INSTRUCTOR

STUDENT

8.9 Can objectively describe own style of verbal and non-verbal communication in a variety of situations. (3)

INSTRUCTOR

STUDENT

8.10 Can objectively describe the other=s style of verbal and non-verbal communication in a variety of situations. (3)

INSTRUCTOR

STUDENT

8.11 Is able to question, challenge, and use confrontation skills when necessary. (3)

INSTRUCTOR

STUDENT

8.12 Demonstrates the ability to use effective interpersonal and communication skills with individuals, families, groups, organizations, and/or communities. (4)

INSTRUCTOR

STUDENT

171

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

172

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

9. ENGAGEMENT SKILLS

MID

TERM

FINAL

9.1 Expresses acceptance and respect for the client. (1)

INSTRUCTOR

STUDENT

9.2 Articulates the student role to the client and/or collaterals. (1)

INSTRUCTOR

STUDENT

9.3 Is client-centered and begins session by putting client(s) at ease, i.e., establishes rapport. (2)

INSTRUCTOR

STUDENT

9.4 Responds to questions/concerns effectively (by accurately listening, responding with confidence, clarifying, and acknowledging validity of client questions). (2)

INSTRUCTOR

STUDENT

9.5 Acknowledges verbal messages accurately, and demonstrates support and understanding through appropriate responses. (2)

INSTRUCTOR

STUDENT

9.6 Effectively helps client to express feelings, thoughts, needs, and goals within the context of an appropriately paced interview. (3)

INSTRUCTOR

STUDENT

9.7 Demonstrates ability to reinforce and amplify positives about client or situation. (3)

INSTRUCTOR

STUDENT

173

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

174

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable

Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

10. DATA COLLECTION AND ASSESSMENT

MID

TERM

FINAL

10.1 Recognizes that systemic/ecological assessment is central to Social Work practice. (1)

INSTRUCTOR

STUDENT

10.2 Is able to understand the problem from the context of the client situations and historical information. (2)

INSTRUCTOR

STUDENT

10.3 Considers the impact of existing social policy upon the identified problem. (2)

INSTRUCTOR

STUDENT

10.4 Demonstrates understanding of ongoing nature of assessment. (2)

INSTRUCTOR

STUDENT

10.5 Is able to reformulate the assessment when new or revised information is obtained. (2)

INSTRUCTOR

STUDENT

10.6 Assessment data is submitted in a relevant organized way. (2)

INSTRUCTOR

STUDENT

10.7 Demonstrates consistent use of assessment as the basis of all practice. (2)

INSTRUCTOR

STUDENT

10.8 Ability to assist client systems to recognize their own strengths and abilities. (2)

INSTRUCTOR

STUDENT

10.9 Demonstrates an ability to solicit and respect multiple perspectives of the problem. (3)

INSTRUCTOR

STUDENT

10.10 Recognizes that there may be differences between the client’s perspective and the perspective of others involved. (3)

INSTRUCTOR

STUDENT

10.11 Demonstrates ability to make an effective assessment of problems, using observation, theoretical framework. Research, collateral and other information. (4)

INSTRUCTOR

STUDENT

175

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

176

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action

Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

11. PLANNING/CONTRACTING/GOAL SETTING

MID

TERM

FINAL

11.1 Recognizes that planning, contracting and goal setting are central to all professional practice. (1)

INSTRUCTOR

STUDENT

11.2 Demonstrates capacity to work in partnership with clients in this process. (1)

INSTRUCTOR

STUDENT

11.3 Identifies and discusses the setting of goals. (2)

INSTRUCTOR

STUDENT

11.4 Can establish priorities in relation to identified goals. (2)

INSTRUCTOR

STUDENT

11.5 Helps the client to clearly understand the worker=s role as agreed upon in the contract. (2)

INSTRUCTOR

STUDENT

11.6 Helps the client to clearly understand and carry out their role as agreed upon in the contract. (2)

INSTRUCTOR

STUDENT

11.7 Can respond to crisis appropriately. (3)

INSTRUCTOR

STUDENT

11.8 In partnership with clients, develops an explicit contract (specifying goals, objectives, relevant tasks, time frames, and means of evaluation). (3)

INSTRUCTOR

STUDENT

11.9 Renegotiates the contract when necessary. (3)

INSTRUCTOR

STUDENT

177

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

178

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent And Reliable Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

12. INTERVENTION/IMPLEMENTATION SKILLS

MID

TERM

FINAL

12.1 Recognizes that all contact with clients and collaterals constitutes intervention. (1)

INSTRUCTOR

STUDENT

12.2 Always begins where the client is at. (1)

INSTRUCTOR

STUDENT

12.3 Reinforces the client’s effort in the change process. (2)

INSTRUCTOR

STUDENT

12.4 Is able to maintain a professionally supportive role throughout the process. (2)

INSTRUCTOR

STUDENT

12.5 Is able to implement the mutually agreed upon contract. (2)

INSTRUCTOR

STUDENT

12.6 Demonstrates an ability to design an interventive plan that clearly relates to the assessment/contract. (2)

INSTRUCTOR

STUDENT

12.7 Is able to undertake the role of educator/facilitator when appropriate. (2)

INSTRUCTOR

STUDENT

12.8 Can identify different interventive strategies and choose the most appropriate for the contract. (3)

INSTRUCTOR

STUDENT

12.9 Is able to maintain focus as it relates to the contract, throughout the process. (3)

INSTRUCTOR

STUDENT

12.10 Demonstrates an ability to pace the intervention process to the client’s capacity for change. (3)

INSTRUCTOR

STUDENT

12.11 Is able to undertake the role of mediator when appropriate. (3)

INSTRUCTOR

STUDENT

12.12 Is able to undertake the role of advocate when appropriate. (3)

INSTRUCTOR

STUDENT

12.13 Demonstrates the ability to anticipate issues or problems before they arise. (4)

INSTRUCTOR

STUDENT

12.14 Facilitates and empowers clients to transfer problem-solving skills from one situation to another. (4)

INSTRUCTOR

STUDENT

179

TERM 1 - MIDTERM

TERM 2 - FINAL (a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

180

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

13. CLOSURE

MID

TERM

FINAL

13.1 Demonstrates the ability to be sensitive to closure issues with clients, agency personnel, relevant colleagues, and instructors. (2)

INSTRUCTOR

STUDENT

13.2 Demonstrates the ability to close effectively with the above. (2)

INSTRUCTOR

STUDENT

13.3 Engages the client in reviewing the extent to which goals were accomplished. (2)

INSTRUCTOR

STUDENT

13.4 Can identify and fully inform clients of other resources available to them at the end of contract. (2)

INSTRUCTOR

STUDENT

13.5 Demonstrates an ability to obtain and respond professionally to feedback from the client concerning the service provided by the student and/or agency social workers. (4)

INSTRUCTOR

STUDENT

13.6 Used feedback (from client system) to suggest policy and procedural changes. (4)

INSTRUCTOR

STUDENT

181

TERM 1 - MIDTERM

TERM 2 - FINAL (a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

182

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding Of And Is Beginning To Undertake Action

Usually Consistent

And Reliable Performance,

Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

Direct Skills- Professional Effectiveness with Individuals, Families, Groups, Organizations and Communities

14. EVALUATION

MID

TERM

FINAL

14.1 Is able to describe the criteria used to determine the success of each intervention. (2)

INSTRUCTOR

STUDENT

14.2 Seeks out information from appropriate others (clients, Field instructors, and colleagues) in the process of evaluating intervention and own performance. (2)

INSTRUCTOR

STUDENT

14.3 Is able to include evaluation throughout the ongoing process of evaluating intervention and own performance. (3)

INSTRUCTOR

STUDENT

14.4 Is able to evaluate own performance in relation to professional areas of strength and areas requiring further growth. (4)

INSTRUCTOR

STUDENT

183

TERM 1 - MIDTERM

TERM 2 - FINAL

(a) Strengths demonstrated by student:

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

184

8. Summary Statements and Grade Submissions Summary Statement: This contains an accurate narrative overview of the students’ performance during each term and identifies goals for future professional growth to be considered for the following term or year. Grade: The grading will be “satisfactory”, “marginal”, or “unsatisfactory” in a midterm evaluation and “pass”, “incomplete”, or “fail” at the end of each course. The “pass/fail” rather than “letter” grade has been assigned based on previous research indicating students are more likely to take on learning challenges in which they are uncertain of success when they know it will not be reflected by a decreased letter grade. In the case of an “incomplete” or “fail”, it is expected that the instructors shall have consulted with their assigned Faculty-Field Liaison as soon as it became apparent that, for whatever reason, the student was “at risk”. In assigning an “incomplete” grade, clear documentation about the tasks which need to be completed and the projected time for that completion need to be provided in written form and countersigned by the instructor and student. This is forwarded to the Field Coordinator who is required to complete an extension form. At midterm, Field instructors are requested to send a copy of the completed Summary Statement Form and General Description of Student’s Tasks to the Field Coordinator at the time indicated on the “Key Information Dates” sheet or memo identifying deadline dates. Please note that the Evaluation Grid does not have to be sent in at mid-term for regular session (non-concentrated) students unless the student is failing (“2” or less) in any particular area. In the final term, the evaluation forms including Summary Statement, General Description of Students’ Tasks, Evaluation Grid and Grade Sheet are to be completed and signed, with students’ grades included, and sent to the appropriate Field Coordinator no later than the end of April. In the tear-off section, please note that the pages are reversed to reflect the order in which the forms are to be submitted, either by fax or by mail. For concentrated students, a copy of the completed Field Evaluation Form SWRK 3150 will be sent in at the end of the first term; a copy of the completed Field Evaluation Form for SWRK 4120 will be sent in at the end of the second term.

185

Summary Statement Field Instruction SWRK 4120

Mid-Term Overview of Student Progress: Goals for Further Progress: Grade ___________ Instructor _____________________________________ Date___________ In-Agency Program Supervisor ____________________ Date ___________

Faculty-Field Liaison ____________________________ Date __________

Student ______________________________________ Date ___________

186

Summary Statement Field Instruction SWRK 4120

Final Overview of Student Progress: Goals for Further Progress: Grade ___________ Instructor _____________________________________ Date___________ In-Agency Program Supervisor ____________________ Date ___________

Faculty-Field Liaison ____________________________ Date ___________

Student ______________________________________ Date___________

187

Grade Submission Field Instruction SWRK 4120

This page will be completed, detached, and faxed or mailed to the appropriate program site (Campus/ ICSWP or Distance Education). Campus/ ICSWP Field Education Coordinator

Faculty of Social Work University of Manitoba Winnipeg MB R3T 2N2 Fax: 474-7594

Distance Education Program Director

Address and Fax as above ____________________________________________________________________ Name of Student ______________________________ (Please print) Has received a grade (Check one only) of: _____ Pass

_____ Incomplete* _____ Fail

Instructor __________________________________________ Date _______________ In-Agency Program Supervisor _________________________ Date _______________ Faculty-Field Liaison _________________________________ Date _______________ Student ___________________________________________ Date _______________ * Need to have consulted with Faculty liaison in advance of assigning grade.

188

Faculty of Social Work University of Manitoba

FIELD EVALUATION OF STUDENT PERFORMANCE

Pre-Master Field Instruction SWRK 6050

Year:_______________

Student Name:________________________________________ Please Print Field Instruction Year __________________________ Agency ______________________________________________________________ Field Instructor ________________________________________________________ In-Agency Program Supervisor (if applicable) ________________________________ Faculty-Field Liaison ___________________________________________________

189

Table of Contents

Part 1 1. Introduction 2. Purposes of this Document 3. Objectives and Desired Field Outcomes 4. Instructions for Completing Evaluation Process

Part 2 5. Learning Contract 6. Description of Student Activities in Field 7. Field Evaluation of Student Performance (Categories 1 through 14) 8. Summary 9. Grade Assignment, Including Fax-In Form

190

1. Introduction The learning requirements for the students in Field Instruction are spelled out in the Field Instructor Manual. The statements of outcome represent the performance level which all students should be able to demonstrate to pass the course in any given year of field instruction. This document is used at all University of Manitoba field program sites. All requirements spelled out in this document are of importance for the field students. Emphasis should be placed on the ability of students to perform as total professionals, that is, the ability to: (1) develop and maintain working relationships in a variety of practice situations with sensitivity to diversity; (2) problem solve in an orderly systemic manner out of a professional value and knowledge base; (3) evaluate the effectiveness of their practice; and (4) demonstrate a commitment to improving the circumstances of the oppressed. The process by which these major areas of learning are connected together is of greater importance than the ability to perform in each of these areas singly. The goal is for students to develop an overall base upon which to build practice, rather than having special expertise in any one single area. It is also recognized that a problem in any one significant area may create difficulties in the students’ total performance. Companion documents to this Field Evaluation form are the Standards of Practice and Code of Ethics, both created by the Canadian Association of Social Workers as a basis for ethical practice. Another important document is the Professional Unsuitability Bylaw of the Faculty of Social Work. Students are expected to have a working knowledge of and ability to practice, using ethical professional standards. Students are also expected to learn about confidentiality as practiced by the profession and their field placement sites. Review of these documents is an expectation in the first few weeks in their practicum.

191

2. Purposes of this Document This document serves a number of purposes throughout the year. These include the following:

1. Course Expectation: It outlines course expectations, as well as the method of

grading, and therefore must be shared with students at the beginning of first term (first week). This is consistent with the course outline requirements of the University of Manitoba and Canadian Association of Schools of Social Work;

2. Learning Contract: It provides the basis for a learning contract which students and instructors are required to complete within the first 4 weeks of each academic year. It then becomes an ongoing process. A learning contract has three components which are the identification of:

a) how the overall objectives of the course will be met in the particular field

placement; b) what learning opportunities will be available to enable students to achieve

those objectives, given their capacities; and c) what methods and indicators will be used to demonstrate that they have

achieved the objectives.

3. Monitoring: It provides a point of reference for instructors and students, during their weekly consultations, to ensure that students are progressing satisfactorily in meeting the objectives. It identifies specific areas where further teaching and learning may be required;

4. Outcome: It provides evidence that the students have achieved a level of

performance which allows them to successfully progress toward (midterm) or complete (year end) the Field course in which they are enrolled. It also provides an overall assessment of the students’ pattern of progress, including areas of strength and guidelines for addressing areas requiring further development;

5. Future Goals: It provides an opportunity for instructors and students to refine

learning goals and objectives (learning contract). These goals will be incorporated as part of the plan for student performance in the following term or year;

6. Self-Direction: The opportunities for students to participate and have an influence

in: (1) identifying educational objectives; (2) exploring learning opportunities; and (3) engaging in the evaluation process, which are designed to encourage students to become progressively more self-directed in their professional development.

192

3. Objectives and Desired Field Outcomes The statement of outcomes represents the performance expectation which all students are required to demonstrate. Field Instruction course SWRK 6050 has the following major objectives. Students successfully completing this course will: 1. Demonstrate an understanding of the structure of the field placement setting

and its organizational dynamics; 2. Show ability to interpret and clarify the setting’s professional services to: (1)

clients; (2) other agencies; and (3) people in the community at large; 3. Demonstrate a clear understanding of the strengths and limitations of the

service delivery system with regard to its mandate; 4. Demonstrate an ability to interact in a professional fashion and develop good

working relationships with various resource systems in the community, for the advantage of clients;

5. Demonstrate application of principles, values, ethics, legal rights, and openness to diversity when working with different kinds of client systems;

6. Develop effective helping relationships with clients; 7. Know when to seek supervision and consultation, and take appropriate initiative

in doing so; 8. Demonstrate an ability to plan and organize an assigned workload, set

priorities, and monitor use of time; 9. Demonstrate a positive, open approach to learning, and an ability to work

through learning obstacles; 10. Demonstrate an ability to make an effective assessment of problems, using

social work knowledge, theoretical frameworks, observations and data; 11. Consistently and effectively communicate with clients concerning assessment,

problem solving, intervention, contracting, and evaluation of strategies and results; and

12. Show an ability to work, where appropriate, in partnership with clients in

problem identification, problem solving, decision making, and evaluation.

4

193

Students Experiencing Difficulty: There are normal patterns of learning which might cause students to plateau, block, or even regress as they struggle with certain aspects of field performance. These may be a single incident or of a short term nature and resolvable with instructional assistance. A student who is experiencing difficulty in field placement will generally demonstrate a consistent pattern of behavioural characteristics. These performance issues will include but are not limited to the following:

1) unsatisfactory or inconsistent understanding of and performance in using core social work knowledge, ethics, or skills;

2) an inability to move toward independent practice using sound judgment; or 3) a closed reactive approach to learning.

If the instructor is unable to assist the student in making positive changes, or if there is a possibility that the student will not achieve the course objectives, it is expected that the field instructor will consult with the Faculty field liaison to resolve this impasse. It is important to identify and resolve such issues as early as possible.

4. Instructions for Completing Evaluation Process There are five areas that require completion in the Evaluation form. These are:

• Learning Contract • Tasks • Evaluation • Summary and Goals • Grade

Instructions for completion are provided with each section of the Evaluation form.

194

5. Learning Contract

It is an expectation that an educational contract be completed collaboratively between the field instructor and student from the beginning of the field placement each year. Instructors have the option of using the educational contract model which follows. The purpose of the Learning Contract is to ensure that the instructor and student operationalize the course learning goals. It allows them to explore and develop a mutual understanding about the objectives, learning opportunities, and methods of achieving the Field objectives. It also provides an opportunity for students to identify objectives, other than those identified in this Field Evaluation form that they might have a particular interest in achieving. Modifications in expectations or learning opportunities at midterm will be identified under “Goals for Further Progress” in the “Summary” section of the Evaluation.

195

5. Learning Contract Field Instruction SWRK 6050

Student: _______________________ Agency: ___________________________

Administrative Arrangements (a) Scheduled placement days: _______________________________ (b) Meeting times with field instructor __________________________

LEARNING OBJECTIVES

(Professional & Personal)

LEARNING ACTIVITIES

(Tasks & Experience) Time Lines

RESOURCES (Resource Aids)

METHODS TO

MEASURE OBJECTIVES (Date/Comments)

Time Lines

OBJECTIVES

ACCOMPLISHED

1.

2.

3.

4.

5.

196

LEARNING OBJECTIVES

(Professional & Personal)

LEARNING ACTIVITIES

(Tasks & Experience) Time Lines

RESOURCES (Resource Aids)

METHODS TO

MEASURE OBJECTIVES (Date/Comments)

Time Lines

OBJECTIVES

ACCOMPLISHED

6.

7.

8.

9.

10.

_____________________ ____________________________________ ______________________________ Date Completed Field Instructor Student _____________________ ____________________________________ ______________________________ Date Completed Faculty-Field Liaison In-Agency Program Supervisor (if applicable)

197

6. General Description of Student Tasks

This section provides space to identify the number and description of learning experiences utilized by students in each term. The task section is included to assist Field Instructors and students to review student activity. The task section is divided into the level of intervention and the written tasks assigned (both for agency and educational purposes). It is crucial that students have sufficient tasks to be able to achieve the objectives in each of the categories identified in Section 7 of this form. It is also important that any assigned task has clearly defined educational purposes. It is anticipated that all students will be assigned opportunities in at least two “intervention levels”. Students will be expected to have different minimum numbers of practice situations depending on their level in the field program. Practice situations may include intervention with individuals, families, groups, communities, policy/program development, and research. The types of learning opportunities are expected to provide students with levels of progressive complexity and autonomy in practice. There may be a variation of the numbers and types of learning experiences among students in the same agency or in different agencies. As long as the above principles are followed, there are no minimum or maximum requirements. Often this variation will be based on the complexity of each situation or the specific opportunities needed by the students to achieve the outcomes of the course. This section may be completed by the instructors, students, or instructors and students in collaboration. The important consideration is that both students and instructors are clear about all opportunities which have been provided.

198

6. (A) General Description of Student’s Tasks During First Term Field Instruction

INTERVENTION LEVEL TASKS ASSIGNED Individual (specify number of clients) ______ I. Agency Requirements Couples (specify number of clients) ______ Opening Summaries (number) _____

Family (specify number of families ______ Assessments (number) ______ Group (specify) ______________________ Policy/Program Reports (number) ______

Participant Observer _____ Co-Facilitator _____ Closing Summaries (number) ______ Facilitator _____

Agency Recordings (number) ______ Community (specify) _________________

Other: __________________________ Policy/Program Planning (specify) ___________

Research _________________________ II. Educational Requirements Collateral Contacts Field Log/Journal Recordings (# of weeks)

______ In Agency (#) ____ Community (#) ____ Summary Recordings (number) ______

Audio/Video Recordings (number) ______

Other Assignments Related to Learning Contract ______________________________________

DESCRIPTIONS OF TASKS (Types, Educational/Training Opportunities) Comment on any limitation with the Field setting, for example: program, personal space, structure, attitude towards social work and students. Comment on student’s contribution to the Field setting.

199

6. (B) General Description of Student’s Tasks During Mid-Term Field Instruction

INTERVENTION LEVEL TASKS ASSIGNED Individual (specify number of clients) ______ I. Agency Requirements Couples (specify number of clients) ______ Opening Summaries (number) ______

Family (specify number of families ______ Assessments (number) ______ Group (specify) ______________________ Policy/Program Reports (number) ______

Participant Observer _____ Co-Facilitator _____ Closing Summaries (number) ______ Facilitator _____

Agency Recordings (number) ______ Community (specify) _________________

Other: __________________________ Policy/Program Planning (specify) ___________

Research _________________________ II. Educational Requirements Collateral Contacts Field Log/Journal Recordings (# of weeks)

______ In Agency (#) ____ Community (#) ____ Summary Recordings (number) ______

Audio/Video Recordings (number) ______

Other Assignments Related to Learning Contract ______________________________________

DESCRIPTIONS OF TASKS (Types, Educational/Training Opportunities) Comment on any limitation with the Field setting, for example: program, personal space, structure, attitude towards social work and students. Comment on student’s contribution to the Field setting.

200

6. (C) General Description of Student’s Tasks During Final Field Instruction

INTERVENTION LEVEL TASKS ASSIGNED Individual (specify number of clients) ______ I. Agency Requirements Couples (specify number of clients) ______ Opening Summaries (number) ______

Family (specify number of families ______ Assessments (number) ______ Group (specify) ______________________ Policy/Program Reports (number) ______

Participant Observer _____ Co-Facilitator _____ Closing Summaries (number) ______ Facilitator _____

Agency Recordings (number) ______ Community (specify) _________________

Other: __________________________ Policy/Program Planning (specify) ___________

Research _________________________ II. Educational Requirements Collateral Contacts Field Log/Journal Recordings (# of weeks)

______ In Agency (#) ____ Community (#) ____ Summary Recordings (number) ______

Audio/Video Recordings (number) ______

Other Assignments Related to Learning Contract ______________________________________

DESCRIPTIONS OF TASKS (Types, Educational/Training Opportunities) Comment on any limitation with the Field setting, for example: program, personal space, structure, attitude towards social work and students. Comment on student’s contribution to the Field setting.

201

7. Social Work Field Evaluation This section is the core of the evaluation process, identifying 14 categories in which students are expected to demonstrate competence. It is divided into two sections: 7 categories of general skills (“Personal and Professional Attributes”) and 7 categories which deal with interventive tasks (“Direct Skills-Professional Effectiveness with Individuals, Families, Groups, Organizations, and Communities”). At the beginning of each page identifying a specific category, there is a 5 point scale. The students and instructors will individually assign the numerical level which best describes the students’ performance to each statement in that category in the box marked “instructor” or “student”. This will be assigned to the appropriate term. Instructors and students are expected to respond to all statements. The field instructors (with information provided by “resource persons”) will review the students’ performance over the appropriate term. It is expected that students, as well as the instructors, provide documentation of the students’ performance. The students will be reminded at least 3 weeks in advance of the evaluation in each term of the need for and an opportunity to evaluate their own performance. The instructors and students will meet to evaluate the students’ performance prior to the end of term. After considering their own, the resource persons’, and students’ perceptions, the instructors will complete the evaluation form and present it to the students. It is useful for both instructors and students to keep notes on the documentation used to evaluate the students’ performance for discussion purposes. It is important to review the overall student performance during the term in each item rather than single episodes. Beside each statement, there is a number assigned in brackets. This designates the term at which students are expected to have achieved this behaviour at a “satisfactory” level. Once students have achieved this level of performance, it is expected that they will maintain or improve their performance in that task in each subsequent term. Please note: Field instructors and students should only complete the categories relevant to the student’s term. In completing the evaluation, it is important to note that the numerical levels assigned to the students’ performance in this evaluation are for the purpose of more precisely establishing the students’ progress and needs for further growth. These are for internal use of the Faculty exclusively. Only “Summary” statements, the “Task” sections, and “Grade” are shared outside the Faculty for reference purposes.

202

Student’s Name ________________________________

Social Work Field Evaluation SWRK 6050 Social Work Field Evaluation

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES NOV.

FEB.

APR.

1.1 1.1 Verbalizes understanding and knowledge of Social Work

principles and values. (1)

INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)

INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)

INSTRUCTOR

STUDENT

1.4 Demonstrates non-prejudiced and respectful behavior for diverse cultural Norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (1)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (1)

INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (1)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination, and respects individuality. (2)

INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (2)

INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (2)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (2)

INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (3)

INSTRUCTOR

STUDENT

203

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

204

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of and is beginning to undertake action

Usually consistent

and reliable performance,

beginning to initiate action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY NOV.

FEB.

APR.

2.1 Understands the purpose, mandate, and function of the agency. (1)

INSTRUCTOR

STUDENT

2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)

INSTRUCTOR

STUDENT

2.3 Understands the relationship between policy and practice as it relates to agency functions. (1)

INSTRUCTOR

STUDENT

2.4 Understands the strengths and limitations of the service delivery system. (1)

INSTRUCTOR

STUDENT

2.5 Is able to describe power structure and understands the lines of authority within the agency. (1)

INSTRUCTOR

STUDENT

2.6 Develops effective working relationships with agency personnel. (1)

INSTRUCTOR

STUDENT

2.7 Can describe linkage between agency and community. (1)

INSTRUCTOR

STUDENT

2.8 Demonstrates a sound knowledge of community resources. (1)

INSTRUCTOR

STUDENT

2.9 Refers people appropriately and effectively to community resources. (2)

INSTRUCTOR

STUDENT

2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (3)

INSTRUCTOR

STUDENT

205

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

206

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of and is beginning to undertake action

Usually consistent

and reliable performance,

beginning to initiate action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

3. COMPREHENSION AND INTEGRATION OF THEORETICAL KNOWLEDGE

NOV.

FEB.

APR.

3.1 Reads literature relevant to practicum placement and related client issues. (1)

INSTRUCTOR

STUDENT

3.2 Can articulate the importance of linking theory, including research, to practice. (1)

INSTRUCTOR

STUDENT

3.3 Can move from emotional responses to a beginning professional analysis of situations. (1)

INSTRUCTOR

STUDENT

3.4 Begins to reflect on their practice with the help of a field instructor. (1)

INSTRUCTOR

STUDENT

3.5 Understands and demonstrates the application of systemic/ecological theory to Social Work practice. (1)

INSTRUCTOR

STUDENT

3.6 Builds a knowledge base concerning issues of diversity as they pertain to the client group. (1)

INSTRUCTOR

STUDENT

3.7 Begins to generalize theoretical knowledge from one practice situation to another. (2)

INSTRUCTOR

STUDENT

3.8 Is able to discuss the relevance and application of social policy to practice. (2)

INSTRUCTOR

STUDENT

3.9 Is able to integrate theoretical knowledge into practice providing rationale for interventions. (3)

INSTRUCTOR

STUDENT

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

208

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

4. STUDENT’S USE OF SUPERVISION NOV.

FEB.

APR.

4.1 Can define learning goals. (1)

INSTRUCTOR

STUDENT

4.2 Approaches supervision thoughtfully, prepared, and well-organized. (1)

INSTRUCTOR

STUDENT

4.3 Is able to ask for supervision and/or clarification from supervisor or other staff when appropriate. (1)

INSTRUCTOR

STUDENT

4.4 Accepts feedback and tries to apply suggestions to improve effectiveness. (1)

INSTRUCTOR

STUDENT

4.5 Reacts appropriately when conflicting viewpoints are presented. (1)

INSTRUCTOR

STUDENT

4.6 Recognizes own mistakes as part of own learning and professional development. (1)

INSTRUCTOR

STUDENT

Seeks feedback and implements recommendations identified during supervision. (2)

INSTRUCTOR

STUDENT

4.8 Takes initiative toward increasing own level of knowledge and skill. (2)

INSTRUCTOR

STUDENT

4.9 Begins to accurately assess own level of effectiveness in practice. (3)

INSTRUCTOR

STUDENT

209

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

210

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

5. SELF AWARENESS NOV.

FEB.

APR.

5.1 Is open to exploring, learning & self development. (1)

INSTRUCTOR

STUDENT

5.2 Has awareness of need to meet professional dress code. (1)

INSTRUCTOR

STUDENT

5.3 Is reliable and conscientious. (1)

INSTRUCTOR

STUDENT

5.4 Is committed to recognizing the distinction between personal

and professional boundaries in practice. (1)

INSTRUCTOR

STUDENT

5.5 Articulates personal strengths and areas for further development. (1)

INSTRUCTOR

STUDENT

5.6 Can identify when own personal needs, values, biases, or assumptions are infringing upon delivery of service. (1)

INSTRUCTOR

STUDENT

5.7 Does not develop overly dependent relationships. (1)

INSTRUCTOR

STUDENT

5.8 Demonstrates ability to take risks to increase competency. (2)

INSTRUCTOR

STUDENT

5.9 Actively engages in a process to deal with own personal issues or conflicts of interest that impede upon the delivery of service. (2)

INSTRUCTOR

STUDENT

211

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

212

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

6. WRITTEN SKILLS – RECORDING, REPORT WRITING, CORRESPONDENCE

NOV.

FEB.

APR.

6.1 Written work is clear, concise, and understandable, and is submitted by expected deadlines. (1)

INSTRUCTOR

STUDENT

6.2 Demonstrates appropriate spelling, grammatical and organizational skills when writing memos, letters, assessments, reports, and assignments, etc. (1)

INSTRUCTOR

STUDENT

6.3 Demonstrates ability to use current technology (i.e., computer, video audio tapes), as required in the field setting. (1)

INSTRUCTOR

STUDENT

6.4 Uses agency guidelines accurately to complete written work. (1)

INSTRUCTOR

STUDENT

6.5 Demonstrates a respectful and unbiased position when writing about clients. (1)

INSTRUCTOR

STUDENT

6.6 Records, reports, correspondence, etc., are clear and contain essential content material. (2)

INSTRUCTOR

STUDENT

6.7 Can write for diverse audiences, i.e., clients, other professionals, policy makers, the community, with public briefs, etc. (3)

INSTRUCTOR

STUDENT

210

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

211

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

7. DIVERSITY NOV.

FEB. APR.

7.1 Recognizes own perspective of culture, race, ethnicity, class, gender, religion, sexual orientation, age, and disability, as they relate to professional practice. (1)

INSTRUCTOR

STUDENT

7.2 Can articulate issues related to diversity in social work practice. (1)

INSTRUCTOR

STUDENT

7.3 Respects and appreciates the uniqueness of all individuals in the practicum setting. (1)

INSTRUCTOR

STUDENT

7.4 Demonstrates sensitivity to issues faced by minorities related to class, race, gender, culture, religion, sexual orientation, age, and disability. (1)

INSTRUCTOR

STUDENT

7.5 Recognizes the potential importance of the advocacy role with diverse client/groups/communities. (1)

INSTRUCTOR

STUDENT

7.6 Where feasible links clients to culturally appropriate resources. (1)

INSTRUCTOR

STUDENT

7.7 Demonstrates empathy and understanding of discrimination and oppression experienced by minorities both historically and currently. (2)

INSTRUCTOR

STUDENT

7.8 Recognizes individual variation within diverse groups. (2)

INSTRUCTOR

STUDENT

7.9 Demonstrates assessment and appropriate intervention skills that incorporate diversity. (2)

INSTRUCTOR

STUDENT

7.10 When appropriate explores culturally acceptable explanations of the problem and considers alternative interventions. (2)

INSTRUCTOR

STUDENT

7.11 Promotes social justice by advocating for policy and practice that is applicable to diverse client/groups/communities. (3)

INSTRUCTOR

STUDENT

212

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

213

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding

of and is able to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

DIRECT SKILLS-PROFESSIONAL EFFECTIVENESS WITH INDIVIDUALS, FAMILIES, GROUPS,

ORGANIZATIONS, AND COMMUNITIES

8. COMMUNICATION AND INTERVIEWING SKILLS NOV.

FEB. APR.

8.1 Describe and articulate the importance of good verbal communication skills and good listening skills. (1)

INSTRUCTOR

STUDENT

8.2 Can describe and articulate the importance of good non-verbal behavior (posture, tone of voice, eye contact, touch, personal appearance, etc.). (1)

INSTRUCTOR

STUDENT

8.3 Demonstrates empathy, caring and objectivity. (1)

INSTRUCTOR

STUDENT

8.4 Can distinguish when to talk and when to listen. (1)

INSTRUCTOR

STUDENT

8.5 Uses language appropriately to match the client=s level of understanding. (1)

INSTRUCTOR

STUDENT

8.6 Demonstrates the ability to effectively convey own ideas and feelings. (1)

INSTRUCTOR

STUDENT

8.7 Uses a range of verbal and non-verbal skills to facilitate communication process. (1)

INSTRUCTOR

STUDENT

Understands the concept of empowerment and consciously,

finds ways to empower clients. (1)

INSTRUCTOR

STUDENT

8.9 Can objectively describe own style of verbal and non-verbal communication in a variety of situations. (2)

INSTRUCTOR

STUDENT

8.10 Can objectively describe the other=s style of verbal and non- verbal communication in a variety of situations. (2)

INSTRUCTOR

STUDENT

8.11 Is able to question, challenge, and use confrontation skills when necessary. (2)

INSTRUCTOR

STUDENT

8.12 Demonstrates the ability to use effective interpersonal and communication skills with individuals, families, groups, organizations, and/or communities. (3)

INSTRUCTOR

STUDENT

214

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

215

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

DIRECT SKILLS-PROFESSIONAL EFFECTIVENESS WITH INDIVIDUALS, FAMILIES, GROUPS,

ORGANIZATIONS, AND COMMUNITIES

9. ENGAGEMENT SKILLS NOV. FEB.

APR.

9.1 Expresses acceptance and respect for the client. (1)

INSTRUCTOR

STUDENT

9.2 Articulates the student role to the client and/or collaterals. (1)

INSTRUCTOR

STUDENT

9.3 Is client-centered and begins session by putting client(s) at ease, i.e., establishes rapport. (2)

INSTRUCTOR

STUDENT

9.4 Responds to questions/concerns effectively (by accurately listening, responding with confidence, clarifying, and acknowledging validity of client questions). (2)

INSTRUCTOR

STUDENT

9.5 Acknowledges verbal messages accurately, and demonstrates support and understanding through appropriate responses. (2)

INSTRUCTOR

STUDENT

9.6 Effectively helps client to express feelings, thoughts, needs, and goals within the context of an appropriately paced interview. (3)

INSTRUCTOR

STUDENT

9.7 Demonstrates ability to reinforce and amplify positives about client or situation. (3)

INSTRUCTOR

STUDENT

216

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

217

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

DIRECT SKILLS-PROFESSIONAL EFFECTIVENESS WITH INDIVIDUALS, FAMILIES, GROUPS,

ORGANIZATIONS, AND COMMUNITIES

10. DATA COLLECTION AND ASSESSMENT NOV.

FEB. APR.

10.1 Recognizes that systemic/ecological assessment is central to Social Work practice. (1)

INSTRUCTOR

STUDENT

10.2 Is able to understand the problem from the context of the client situations and historical information. (2)

INSTRUCTOR

STUDENT

10.3 Considers the impact of existing social policy upon the identified problem. (2)

INSTRUCTOR

STUDENT

10.4 Demonstrates understanding of ongoing nature of assessment. (2)

INSTRUCTOR

STUDENT

10.5 Is able to reformulate the assessment when new or revised information is obtained. (2)

INSTRUCTOR

STUDENT

10.6 Assessment data is submitted in a relevant organized way. (2)

INSTRUCTOR

STUDENT

10.7 Demonstrates consistent use of assessment as the basis of all practice. (2)

INSTRUCTOR

STUDENT

10.8 Ability to assist client systems to recognize their own strengths and abilities. (2)

INSTRUCTOR

STUDENT

10.9 Demonstrates an ability to solicit and respect multiple perspectives of the problem. (3)

INSTRUCTOR

STUDENT

10.10 Recognizes that there may be differences between the client’s perspective and the perspective of others involved. (3)

INSTRUCTOR

STUDENT

10.11 Demonstrates ability to make an effective assessment of problems, using observation, theoretical framework, research, collateral and other information. (3)

INSTRUCTOR

STUDENT

218

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

219

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

DIRECT SKILLS-PROFESSIONAL EFFECTIVENESS WITH INDIVIDUALS, FAMILIES, GROUPS,

ORGANIZATIONS, AND COMMUNITIES

11. PLANNING/CONTRACTING/GOAL SETTING NOV.

FEB.

APR.

11.1 Recognizes that planning, contracting and goal setting are central to all professional practice. (1)

INSTRUCTOR

STUDENT

11.2 Demonstrates capacity to work in partnership with clients in this process. (1)

INSTRUCTOR

STUDENT

11.3 Identifies and discusses the setting of goals. (2)

INSTRUCTOR

STUDENT

11.4 Can establish priorities in relation to identified goals. (2)

INSTRUCTOR

STUDENT

11.5 Helps the client to clearly understand the worker=s role as agreed upon in the contract. (2)

INSTRUCTOR

STUDENT

11.6 Helps the client to clearly understand and carry out their role as agreed upon in the contract. (2)

INSTRUCTOR

STUDENT

11.7 Can respond to crisis appropriately. (3)

INSTRUCTOR

STUDENT

11.8 In partnership with clients, develops an explicit contract (specifying goals, objectives, relevant tasks, time frames, and means of evaluation). (3)

INSTRUCTOR

STUDENT

11.9 Renegotiates the contract when necessary. (3)

INSTRUCTOR

STUDENT

220

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

221

1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

DIRECT SKILLS-PROFESSIONAL EFFECTIVENESS WITH INDIVIDUALS, FAMILIES, GROUPS,

ORGANIZATIONS, AND COMMUNITIES

12. INTERVENTION/IMPLEMENTATION SKILLS NOV. FEB.

APR.

12.1 Recognizes that all contact with clients and collaterals constitutes intervention. (1)

INSTRUCTOR

STUDENT

12.2 Always begins where the client is at. (1)

INSTRUCTOR

STUDENT

12.3 Reinforces the client=s effort in the change process. (2)

INSTRUCTOR

STUDENT

12.4 Is able to maintain a professionally supportive role throughout the process. (2)

INSTRUCTOR

STUDENT

12.5 Is able to implement the mutually agreed upon contract. (2)

INSTRUCTOR

STUDENT

12.6 Demonstrates an ability to design an interventive plan that clearly relates to the assessment/contract. (2)

INSTRUCTOR

STUDENT

12.7 Is able to undertake the role of educator/facilitator when appropriate. (2)

INSTRUCTOR

STUDENT

12.8 Can identify different interventive strategies and choose the most appropriate for the contract. (3)

INSTRUCTOR

STUDENT

12.9 Is able to maintain focus as it relates to the contract, throughout the process. (3)

INSTRUCTOR

STUDENT

12.10 Demonstrates an ability to pace the intervention process to the client’s capacity for change. (3)

INSTRUCTOR

STUDENT

12.11 Is able to undertake the role of mediator when appropriate. (3)

INSTRUCTOR

STUDENT

12.12 Is able to undertake the role of advocate when appropriate. (3)

INSTRUCTOR

STUDENT

12.13 Demonstrates the ability to anticipate issues or problems before they arise. (3)

INSTRUCTOR

STUDENT

12.14 Facilitates and empowers clients to transfer problem-solving skills from one situation to another (3)

INSTRUCTOR

STUDENT

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First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

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1

2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

DIRECT SKILLS-PROFESSIONAL EFFECTIVENESS WITH INDIVIDUALS, FAMILIES, GROUPS,

ORGANIZATIONS, AND COMMUNITIES

13. CLOSURE NOV.

FEB.

APR.

13.1 Demonstrates the ability to be sensitive to closure issues with clients, agency personnel, relevant colleagues, and instructors. (2)

INSTRUCTOR

STUDENT

13.2 Demonstrates the ability to close effectively with the above. (2)

INSTRUCTOR

STUDENT

13.3 Engages the client in reviewing the extent to which goals were accomplished. (2)

INSTRUCTOR

STUDENT

13.4 Can identify and fully inform clients of other resources available to them at the end of contact. (2)

INSTRUCTOR

STUDENT

13.5 Demonstrates an ability to obtain and respond professionally to feedback from the client concerning the service provided by the student and/or agency social workers. (3)

INSTRUCTOR

STUDENT

13.6 Uses feedback (from client system) to suggest policy and procedural changes. (3)

INSTRUCTOR

STUDENT

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First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

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1 2

3

4

5

N/A

Unsatisfactory performance

Marginal or inconsistent performance

Has understanding of

and is beginning to undertake action

Usually consistent and reliable performance, beginning to initiate

action independently

Exceptional

performance that shows consistent

initiative and analytic abilities

Not

applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

DIRECT SKILLS-PROFESSIONAL EFFECTIVENESS WITH INDIVIDUALS, FAMILIES, GROUPS,

ORGANIZATIONS, AND COMMUNITIES

14. EVALUATION NOV.

FEB.

APR.

14.1 Is able to describe the criteria used to determine the success of each intervention. (2)

INSTRUCTOR

STUDENT

14.2 Seeks out information from appropriate others (clients, Field instructors, and colleagues) in the process of evaluating intervention and own performance. (2)

INSTRUCTOR

STUDENT

14.3 Is able to include evaluation throughout the ongoing process of intervention, making adjustments as necessary. (3)

INSTRUCTOR

STUDENT

14.4 Is able to evaluate own performance in relation to professional areas of strength and areas requiring further growth. (3)

INSTRUCTOR

STUDENT

226

First Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Mid-Term

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

Final

(a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

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8. Summary Statements and Grade Submissions

Summary Statement: This contains an accurate narrative overview of the students’ performance during each term and identifies goals for future professional growth to be considered for the following term or year. Grade: The grading will be “satisfactory”, “marginal”, or “unsatisfactory” in each term evaluation and “pass”, “incomplete”, or “fail” at the end of the course. The “pass/fail” rather than “letter” grade has been assigned based on previous research indicating students are more likely to take on learning challenges in which they are uncertain of success when they know it will not be reflected by a decreased letter grade. In the case of an “incomplete” or “fail”, it is expected that the instructors shall have consulted with their assigned Field liaison as soon as it became apparent that, for whatever reason, the student was “at risk”. In assigning an “incomplete” grade, clear documentation about the tasks which need to be completed and the projected time for that completion need to be provided in written form and countersigned by the instructor and student. This is forwarded to the Field Coordinator who is required to complete an extension form. At the end of each term, Field instructors are requested to send a copy of the completed Summary Statement form to the Field Coordinator at the time indicated on the “Key Information Dates” sheet or memo identifying deadline dates. In the final term, the original evaluation forms are to be completed and signed, with students’ grades included, and sent to the Field coordinator no later than the end of April.

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Summary Statement Field Instruction SWRK 6050

First Term (Nov.) Overview of Student Progress: Goals for Further Progress: Grade _______ Instructor ______________________________ Date _____________

Student ______________________________________ Date______________ In-Agency Program Supervisor (if applicable) ______ Date _____________

Faculty-Field Liaison __________________________ Date _____________

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Summary Statement

Field Instruction SWRK 6050 Mid-Term (Feb.)

Overview of Student Progress: Goals for Further Progress: Grade _______ Instructor ______________________________ Date _______________

Student ______________________________________ Date _______________ In-Agency Program Supervisor (if applicable) ______ Date _______________

Faculty-Field Liaison __________________________ Date _______________

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Summary Statement

Field Instruction SWRK 6050 Final

Overview of Student Progress: Goals for Further Progress: Grade _______ Instructor ______________________________ Date _______________

Student ______________________________________ Date _______________ In-Agency Program Supervisor (if applicable) ______ Date _______________

Faculty-Field Liaison __________________________ Date _______________

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Grade Submission Field Instruction SWRK 6050

This page will be completed, detached, and faxed or mailed to the attention of the following: Field Coordinator Faculty of Social Work University of Manitoba Winnipeg, MB R3T 2N2 Fax: 474-7594 ___________________________________________________________________________ Name of Student ______________________________ (Please print) Has received a grade (Check one only) of: _____ Pass

_____ Incomplete* _____ Fail

Date: _________________ Signed: ___________________________(Field Instructor) Date: _________________ Signed: ________________________(In-Agency Program Supervisor, if applicable) Date: _________________ Signed: ___________________________(Faculty-Field Liaison)

* Please consult with Faculty-Field Liaison in advance of assigning grade.

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APPENDIX A: EXCERPTS FROM THE UNIVERSITY OF MANITOBA

POLICY AND PROCEDURE MANUAL

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POLICY: Language Usage Guidelines Effective Date: Revised Date: April 1985 Review Date: Approving Body: President Authority: Implementation: Contact: Office of the President Applies to: All Staff

The University of Manitoba, as an institution of higher learning, has a commitment to high standards in all communications, both written and oral as well as a prominent role in promoting desirable social change. As an employer, it is especially sensitive to the fair treatment of individuals and groups. The University of Manitoba therefore follows guidelines which are designed to avoid communicating in a manner that reinforces questionable attitudes and assumptions about people and sex roles. Often the problem is one of word choices which may be interpreted as biased, discriminatory, or demeaning, even though they were not intended to be. These guidelines will assist administrators in choosing words which are accurate, clear, and free from bias.

Guidelines Sexism in communications may be divided into two conceptually different categories:

1. problems of designation, and 2. problems of evaluation.

Problems of Designation

In the case of sexism, long-established cultural practice can exert a powerful, insidious influence over even the most conscientious person. Nouns, pronouns, and adjectives that designate persons can be chosen to eliminate, or at least to minimize, the possibility of ambiguity in sex identity or sex role. In the following examples, problems of designation are divided into two sub-categories: ambiguity of referent, where it is unclear whether the

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communicator means one or both sexes, and stereotyping, where the communication conveys unsupported or biased connotations about sex roles and identity.

Problems of Evaluation

By definition, communications should be free of implied or irrelevant evaluation of the sexes. Difficulties may derive from the habitual use of cliches or familiar expressions such as "man and wife". The use of "man and wife" together implies differences in the freedom and activities of each. "Husband and wife" are parallel; "man and wife" are not. In the examples that follow, problems of evaluation, like problems of designation, are divided into ambiguity of referent and stereotyping. I. Problems of Designation

1. Ambiguity of Referent:

1. The student is usually the best judge of the value of his counseling.

1. Choices might include deleting the referent "his", changing to a plural subject (Students are...value of the counseling service they receive), or rephrase (The best judge of the value of counseling is usually the student).

2. Man or mankind (people, human beings, etc.) the average man (average person, people in general), manpower (workforce, personnel, human resources).

2. Stereotyping:

1. Research scientists often neglect their wives and children. 1. Acknowledge that women as well as men are research scientists

(Research scientists often...neglect their families). 2. Mothering (noun substitute - parenting, nurturing). 3. Woman doctor, male nurse, lady lawyer (delete sex description unless

necessary to the discussion, then use female doctor, female lawyer). II. Problems of Evaluation

1. Ambiguity of Referent: 1. The authors acknowledge the assistance of Mrs. John Smith. (Use given names

in acknowledgements, e.g., Ms., Miss or Mrs. Jane Smith.

2. Stereotyping:

1. men and girls (use parallel terms - men and women, girls and boys, unless specifically wishing to denote adult and child relationship). 2. woman driver (specify only if necessary and then use female driver). 3. Staff members and their wives (staff members and their spouses/friends/guests). 4. The girls in the office (noun substituted - secretaries, staff, office assistants).

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NOTE: A more detailed list of examples of the sexist use of language can be obtained by contacting the Office of the President. Downloaded April 1, 2008 from University of Manitoba Website: http://www.umanitoba.ca/admin/governance/governing_documents/staff/312.htm

POLICY: Multi-Sectioned Courses Effective Date: April 5, 1995 Revised Date: Review Date: Approving Body: Senate Authority: Implementation: Contact: Office of the University Secretary Applies to: All

Preamble It is recognized that all multi-sectioned courses are not necessarily identical in every aspect, nor should they be. There are always differences in teaching style and approaches to subject matter. Care should be taken, however, by Deans, Directors, Department Heads and Instructors to ensure that students do not receive significantly different treatment.

Policy 1. For those courses offered in multi-sections involving more than one instructor, Deans/Directors/ Department Heads, as appropriate, shall ensure equitable treatment of all students by means including a review of course outlines with particular attention to comparability of reading lists, assignments, the timing and frequency of term tests, evaluation procedures and the weighting of components contributing to the final grade.

Where there are significant departures, albeit for legitimate reasons, in such features as textbooks, reading lists or evaluations, students should be provided with this information in time to make an informed choice about courses and/or sections.

2. Provisions shall be made, pursuant to the requirement for the review and approval of final grades prior to submission to the Registrar (Policy: Examination Regulations .I.C.1.a.), for a

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post-examination review of final grades in multi-sectioned courses that will ensure an equitable correspondence between grades and level of performance in all sections.

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POLICY: Office of Student Advocacy Effective Date: September 1, 1983 Revised Date: November 24, 1994 Review Date: Approving Body: Board of Governors Authority: Implementation: Contact: Director Applies to: All

Terms of Reference The Office of Student Advocacy (the "Office") shall:

1. be under the general charge of a Director who shall report to the Board of Governors and Senate at least annually on the activities of the Office and to the Vice-Provost (Student Affairs) for routine financial, logistic and administrative matters;

2. serve as a general information unit for students, or those who have applied to become students, and will provide them with information on their rights, responsibilities, and the procedures to follow to resolve problems or concerns resulting from actions or decisions taken by the University that may be unfair, unjust, discriminatory or create undue hardship; and,

a) in carrying out its information function, shall establish and be responsible for a Special Student Services Referral Centre which will receive student complaints and refer complainants, as appropriate, to other University officers or staff, including, without limitation, the Director, Office of Student Advocacy; the Sexual Harassment Officer; the Human Rights Officer; Mediation Services; faculty members and academic or support service administrators;

3. investigate or facilitate the investigation of any complaint or grievance brought by a student or former student against the University or against anyone in the University exercising authority;

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4. review policies, procedures, regulations, rules and criteria and recommend any changes thereto that are necessary or desirable to ensure prompt decision making, appropriate procedures and protection of the rights of students;

5. subject to clause 5(b) hereof, provide assistance or representation to students who are appealing an academic or disciplinary action and are appearing before a residence, faculty, Senate or University committee; and,

a) in discharging its representational function, be responsible for the recruitment, selection, training and assigning of "advocates" recruited from the student body or from the members of the academic or support staff to assist and work with students who are appealing an action;

b) withhold or withdraw representation if, in the opinion of the Director of the Office, the case has no merit; the student is not co-operative; the student has retained legal counsel; and/or the circumstances indicate that such involvement would be counterproductive;

6. have access to such information as is appropriate having regard to the representational functions of the Office, while at all times respecting confidentiality and only releasing confidential information after written permission is given by the affected parties for such release;

7. keep suitable records of complaints, findings and recommendations as may be necessary and such records shall be accessible only to members of the Office.

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POLICY: Respectful Work and Learning Environment Effective Date: June 22, 2004 Revised Date: Review Date: June 22, 2014 Approving Body: Board of Governors Authority: Implementation: President delegated to the Vice-President (Administration) Contact: Executive Director of Human Resources Applies to: Board of Governors members, Senate members, Faculty/School Councils,

All Employees, Students, External Parties-All Contractors and Suppliers

1.0 Reason for Policy To support a climate of respect in the workplace and in the learning environment where individuals or groups of individuals are free from harassment and discrimination. 2.0 Policy Statement

2.1 The University of Manitoba supports equity, diversity and the dignity of all people. The University promotes equity in our learning programs and employment and in the conduct of the University's affairs. 2.2 The University recognizes the following:

(a) a richly diverse society in Manitoba, as well as beyond; (b) a duty to act in a manner consistent with existing legislation regarding human rights; (c) a commitment to academic freedom and freedom of thought, inquiry, and expression among its members which may result in respectful disagreements regarding beliefs or principles.

2.3 Each individual has the right to participate, learn, and work in an environment that promotes equal opportunities and prohibits discriminatory practices. 2.4 The University of Manitoba does not condone behaviour that is likely to undermine the dignity, self-esteem or productivity of any of its members and prohibits any form of discrimination or harassment whether it occurs on University property or in conjunction with University-related activities. Therefore, the University of Manitoba is committed to an inclusive and respectful work and learning environment, free from:

(a) human rights discrimination or harassment; (b) sexual harassment; and (c) personal harassment

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2.5 These types of discrimination or harassment are defined in the Procedures document which relates to this Policy.

2.6 The University of Manitoba and all members of the University community, particularly those in leadership roles, share the responsibility of establishing and maintaining a climate of respect within this community and to address any situations in which respect is lacking.

2.7 Harassment and discrimination violate an individual's human rights and run contrary to the University's fundamental values. The University of Manitoba will act promptly and efficiently to deal with these behaviours. It will endeavour to ensure that individuals who believe that they have been subjected to harassment or discrimination are able to express concerns and register complaints without fear of retaliation or reprisal. The University will exercise care to protect and respect the rights of both the complainant and the respondent.

2.8 The University of Manitoba will establish mechanisms to give effect to this Policy including:

(a) the appointment of an equity services advisor whose duties shall include the investigation of informal complaints and the provision of advice and assistance to staff members, students and administrative officers in connection with concerns and complaints; (b) the appointment of an investigation officer whose duties shall include the investigation of formal complaints and the provision of advice and assistance to staff members, students and administrative officers in connection with concerns and complaints;

(c) training for staff related to harassment and discrimination;

(d) the University of Manitoba will establish and implement educational programs designed to enhance awareness of the Respectful Work and Learning Environment Policy and procedures relating to it.

2.9 Each year a report will be prepared by Equity Services and made available to the University community concerning the number, type and disposition of cases and on educational and other activities related to the Policy. 2.10 While the University of Manitoba supports the informal resolution of problems associated with such behaviour, it considers harassment and discrimination in all its forms to be serious offences. Normally the President shall delegate authority to the Vice-President (Administration) to take disciplinary action, where appropriate, against individuals who have violated this Policy. 2.11 Discipline may range from a reprimand to dismissal or expulsion. Where Collective Agreement provisions require that the President obtain the approval of the Board of Governors for a suspension or dismissal, the finding of the Vice-President (Administration) shall be referred to the President in the form of a recommendation for action.

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3.0 Accountability

3.1 The University Secretary is responsible for advising the President that a formal review of this Policy is required. 3.2 The Executive Director of Human Resources is responsible for the communication, administration and interpretation of this Policy.

4.0 Secondary Documents

4.1 The President, in consultation with the Vice-President (Administration) may approve Procedures which are secondary to and comply with this Policy.

5.0 Review

5.1 Formal Policy reviews will be conducted every ten (10) years. The next scheduled review date for this Policy is June 22, 2014.

5.2 In the interim, this Policy may be revised or rescinded if the Board of Governors deems necessary. 5.3 If this Policy is revised or rescinded, all Secondary Documents will be reviewed as soon as reasonably possible in order to ensure that they:

(a) comply with the revised Policy; or (b) are in turn rescinded.

6.0 Effect on Previous Statements

6.1 This Policy supersedes:

(a) all previous Board/Senate Policies and resolutions on the subject matter herein; (b) all previous Administrative Policies and directives on the subject matter contained herein; (c) 223 Sexual Harassment Policy; and (d) 236 Human Rights Policy.

7.0 Cross References

Respectful Work and Learning Environment Procedures

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POLICY: Responsibilities of Academic Staff with Regard to Students Effective Date: July 4, 1979 Revised Date: June 25, 1998 Review Date: Approving Body: Board of Governors Authority: Implementation: Contact: Office of the University Secretary Applies to: Students, Academic Staff

I. OBJECTIVES.

The objectives of this policy are to identify the responsibilities of academic staff with regard to students; to promote harmonious relations between academic staff and students; to promote fair and equitable treatment of students.

II. DEFINITIONS.

For the purposes of this document, the following terms shall be defined as provided by this article:

1. Academic staff shall include all individuals holding full- or part-time appointments at the rank of Instructor I, Instructor II, senior instructor, lecturer, assistant professor, associate professor or professor. The term shall include also academic administrators, academic librarians, counsellors, adjunct professors, professional associates, research associates, research assistants, student research assistants, and student teaching assistants, insofar as such persons perform duties within the ambit of the policy.

2. Student shall mean any person who is registered as a student in the University.

III. STATEMENT OF RESPONSIBILITIES Some of the responsibilities of academic staff with regard to students rest with the individual staff member, while others are collective responsibilities, to be exercised through the actions of department and faculty/school administrators and councils.

A. Individual Responsibilities The individual responsibilities of academic staff members with regard to students are primarily instructional and scholarly, and secondarily administrative. They may include:

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1. undergraduate, graduate, and continuing education instruction, including the organization, preparation and delivery of course material, the evaluation of student academic progress, the reporting of such evaluation in accordance with approved policies and schedules, consultation with students out of class or laboratory hours, and supervision of student research and thesis preparation;

2. scholarly attainment through personal study and research, including study for purposes of academic self-improvement or course improvement, keeping abreast of new developments, and research that leads to a useful or original contribution toward the advancement of knowledge and understanding; and

3. administrative work as required for instructional and scholarly activities, including committee work at various levels - departmental, faculty, university - as it pertains directly or indirectly to students.

B. Collective Responsibilities The collective responsibilities of the academic staff belonging to an academic unit are to provide an effective learning environment and to endeavour to ensure fair and consistent treatment of students. They include:

1. periodically reviewing and updating all courses and programs;

2. ensuring that academic regulations and policies provide for fair and consistent treatment of students; and

3. providing for convenient student access to information on policies, regulations and procedures that may affect their academic progress, including the provision of names of instructors assigned to teach particular courses and sections at the earliest possible opportunity.

IV. DISCHARGE OF RESPONSIBILITIES A. Individual Responsibilities 1. Academic staff members shall discharge their instructional responsibilities with academic integrity, scholarly competence, and pedagogic effectiveness.

2. Academic staff members shall maintain their familiarity with current university, faculty/school and/or department policies regarding plagiarism and cheating, examination impersonations, student access to final examination scripts, student discipline, grade appeals, and the University policy regarding sexual harassment.

3.In discharging their instructional responsibilities, academic staff members shall adhere to regulations pertaining to the format, content and conduct of courses and laboratories, including regulations pertaining to examinations, term work, grades, and related matters.

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4. A course outline or syllabus shall be provided in each course section, within the first week of classes:

a)the academic staff member responsible for that section shall provide in writing to every member of the class:

• name of instructor • office number and telephone number • a list of the textbooks, materials and readings that the student is required to obtain

including the appropriate referencing style guide(s) acceptable to the instructor and/or discipline in courses where it is relevant

• an outline of topics to be covered • a description of the evaluation procedure to be used, including the weighting of the

components that will contribute to the final grade and whether evaluative feedback will be given to the student prior to the voluntary withdrawal deadline (see note)

• an indication of instructor availability for individual student consultation • a tentative schedule of term assignments and tests; and • a statement of the practice to be followed regarding late submission of assignments.

NOTE: It is understood by Senate that the provision of this information is not intended to affect the question of equity in multi-sectioned courses in any way.

b) The academic staff member shall provide in writing to every member of the class, information regarding academic integrity which shall include:

• a reference to the statements on academic dishonesty including "plagiarism and cheating" and "examination personation" found in the University General Calendar; and

• where appropriate, a reference to specific course requirements for individual work and group work. Students should be made aware that group projects are subject to the rules of academic dishonesty and that group members must ensure that a group project adheres to the principles of academic integrity. Students should also be made aware of any specific instructions concerning study groups and individual assignments. The limits of collaboration on assignments should be defined as explicitly as possible.

5. Academic staff members shall teach their courses with due regard to calendar descriptions.

6. It is the responsibility of academic staff members to specify textbooks and materials in accordance with announced purchasing deadlines.

7. In their dealings with students, academic staff shall:

a) not deny registration for instruction in those courses for which the permission of the instructor is required, except where the student lacks appropriate qualifications or where an approved policy on limited enrolment is in effect;

244

b) comply with existing human rights legislation, and refrain from differential treatment of individual students on the basis of their actual or presumed membership in, or association with some class or group of persons;

c) not accept money or other goods or services from students for assistance with any course offered by the University. This clause, however, shall not prevent student teaching assistants or other part-time instructors from accepting payment for tutoring in courses/sections which do not fall within the scope of their University employment;

d) be available for a reasonable amount of time, on a known and posted basis, for individual consultation with students registered in their courses or laboratories;

e) evaluate student academic performance in a fair and reasonable manner, and by means of appropriate academic criteria only;

f) where appropriate, provide written evaluative feedback prior to the voluntary withdrawal deadlines specified in the General Calendar;

g) foster a free exchange of ideas between themselves and their students in the classroom and allow students the freedom to take legitimate exception to the data, views, or methods presented;

h) respect the confidentiality of documentary information about students;

i)keep confidential any information about the academic performance of a student, unless release is authorized by the student, required by his/her instructional team, or requested by an administrative officer in accordance with the University policy on the release of information;

j) explicitly acknowledge in written or oral presentations any indebtedness to student research or assistance;

k) not obtain any improper personal advantage from a student or student work; and

l) academic staff members shall not retaliate against a student who has filed a complaint, whether the complaint was substantiated or unsubstantiated.

8. Academic staff members shall not cancel, miss, terminate or shorten scheduled instruction except for good reasons. Whenever a scheduled period of instruction is cancelled, the academic staff member shall:

a) inform the class at the earliest possible time;

b) inform the administrative head of his/her academic unit; and

c) where possible, ensure that appropriate substitution or make-up instruction is provided.

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9. Academic staff members who provide instruction shall comply with the schedules and formats for reporting student grades, as established by departments and the Registrar's Office. Where such grades are reviewed by departmental committees, instructors should be available for the duration of the committees' work. An instructor who learns of an error, which if corrected would raise an assigned grade shall correct it without requiring the student affected to appeal his/her grade.

10. Academic staff members shall adhere to the relevant University, faculty/school, and/or departmental policy regarding professor-course evaluation.

B. Collective Responsibilities

1. Through their faculty/school and department councils, academic staff members should review program and course descriptions periodically to ensure that the material to be presented is current and appropriate and that the calendar information is clear and accurate.

2. The following material must be kept on file in faculty/school or departmental general offices and made available to students:

a) University, faculty/school or departmental regulations regarding class attendance and penalties, if any, for non-compliance;

b) the information described in section 4 under "Discharge of Responsibilities, A - Individual Responsibilities", that is provided in writing to the class by the academic staff member for each course section;

c) University, faculty/school, and/or departmental regulations and procedures, if any, regarding the evaluation of professors and courses by students;

d) University, faculty/school, and/or department policy regarding student access to final examination scripts;

e) University policy on student discipline;

f) University, faculty/school, and departmental procedures regarding grade appeals;

g) University policy on the responsibilities of academic staff with regard to students; and

h) University policy regarding sexual harassment.

3. Where necessitated by large class sizes or other circumstances, academic units shall ensure that course instructors and/or designated substitutes are available for individual consultation with students for a reasonable amount of time on a known and posted basis.

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V. CAUTIONARY NOTE

Students are reminded that the initiation of a frivolous or vexatious complaint may result in disciplinary action being taken against them by the University.

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BYLAW: Student Discipline Effective Date: February 23, 1978 Revised Date: November 19, 1992 Review Date: Approving Body: Board of Governors Authority: Implementation: Contact: Office of the University Secretary Applies to: Students

PREAMBLE A primary responsibility of the University is to provide its students with the opportunity for inquiry and the freedom to discuss and express one's views openly and freely without fear of retaliation, or abuse of person or property. These attributes are the foundation of good citizenship.

To this end, students have an obligation to act in a fair and reasonable manner toward their peers, the faculty, staff, administration and the physical property of the University. Academic integrity and personal conduct, both on-campus and off-campus, are critical elements in achieving these goals. Violations of University regulations which have been adopted to protect the university community will be subject to disciplinary action. This may include, but is not limited to, violations of regulations governing plagiarism, cheating, examination impersonation, academic fraud and acts of personal behaviour such as sexual harassment, violation of human rights, vandalism and substance abuse. The Student Discipline Bylaw provides guidance to those individuals charged with administering disciplinary action while, at the same time, outlining the protection to be afforded students through their right of appeal. Disciplinary authorities are encouraged, whenever possible and appropriate, to settle findings of violation by informal resolution.

DISCIPLINARY PROCEDURES AND PENALTIES

• General o All student disciplinary matters, with the exception of matters involving sexual

harassment and academic dishonesty, shall be dealt with informally in the first instance by the disciplinary authority having the closest connection with the particular alleged violation as outlined hereunder.

§ All matters which appear to involve academic dishonesty of an undergraduate student shall be investigated by the person(s) directly involved and, if satisfied a violation has been committed, shall be referred to the Head of the Department offering the course, or if there is no Head,

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to the Dean or Director. Matters involving academic dishonesty of a graduate student shall be referred directly to the Dean of the Faculty of Graduate Studies who shall, in turn, inform the budget dean/director prior to any disciplinary action.

§ Student disciplinary matters involving violations of the Policy on Sexual Harassment shall be referred directly to the Dean/Director of the Faculty/School of registration for undergraduate students or, in the case of graduate students, to the Dean of the Faculty of Graduate Studies who shall, in turn, inform the budget dean/director prior to any disciplinary action.

o If a question arises as to which disciplinary authority should hear a particular case, the question shall be referred to the President for resolution.

o A student who is the subject of a disciplinary matter should be informed as early as possible by the disciplinary authority dealing with the matter in the first instance that:

§ the matter is one which involves university discipline and for which the student may be penalized;

§ the student may obtain a copy of the Student Discipline Bylaw setting out the procedures to be followed from the Office of the University Secretary;

§ the offices of the Student Advocate, the Sexual Harassment Officer, and the Ombudsman are available, as appropriate, to provide information to the student in connection with the matter; and

§ if an appeal is possible from any decision that the disciplinary authority might make, that the student has a right to appeal.

o The failure of the disciplinary authority to comply with any or all of the requirements of 1.1.3 shall not affect the validity of further proceedings in connection with the disciplinary matter provided, however, such failure may be considered in further proceedings.

o No disposition on a violation shall be made or penalty assessed unless the alleged violator has been allowed a reasonable opportunity to ask questions and offer an explanation.

o Once a matter is disposed of by a disciplinary authority no further action may be taken on the matter except as a result of an appeal by the student or action taken under section 1.3 of this bylaw.

o A representative designated in writing by the student may, at the request of the student concerned:

§ attend any disciplinary hearing, and § participate in any hearing to the extent of asking questions of anyone in

attendance and making submissions to any disciplinary authority or to the University Discipline Committee (hereinafter referred to as the U.D.C.).

§ The representative may be the Student Advocate, or another student or other full-time member of the university community not receiving payment for appearing or working for Legal Aid, provided that none of these are members of the student's immediate family. However, if the student wishes, one member of his/her immediate family may be present, but as an observer who may not participate. Legal counsel may be a non-participating observer at hearings of the Local Discipline Committee

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(hereinafter referred to as the L.D.C.) (Section 2.4.6.3), but shall have full rights of participation at hearings of the U.D.C. (Section 3.7.5).

o The designated representative of the student shall have the same right to receive notices of hearings held by a L.D.C. and the U.D.C., as the student concerned.

o No disciplinary decision of a disciplinary authority shall be implemented until the time for appeal has elapsed or until the student has waived in writing the right to appeal, whichever event occurs first. The only exceptions to this rule shall be:

§ where the penalty would be entered on the academic records of the student, the Director of Student Records shall be notified and shall not issue any academic transcript until the appeal has been disposed of;

§ changes in the student's courses and/or program directly related to the matter under disciplinary consideration shall not be permitted; and

§ action taken by the President under section 1.5.8.2. o A permanent record of action taken under this bylaw shall be maintained at the

Office of the Secretary of Senate who may, at the request of an appropriate disciplinary authority, release the information to that authority for consideration in determining penalty after a finding of a violation.

o Members of the University community, including students, shall be kept informed of the nature and disposition of cases dealt with under this bylaw but the names of the violators shall not generally be made public.

• Jurisdiction of Disciplinary Authorities

o Members of the Academic Staff

§ Academic Staff shall have jurisdiction with respect to classroom order and academic preparation with respect to their classes or courses except matters involving academic dishonesty or sexual harassment.

§ All matters which appear to involve academic dishonesty of undergraduate students shall be investigated by the academic staff member involved and, if satisfied a violation has been committed, shall be referred to the Head of the Department offering the course or, if there is no Head, to the Dean or Director. Matters pertaining to the academic dishonesty of graduate students shall be referred directly to the Dean of the Faculty of Graduate Studies.

§ Matters involving sexual harassment shall be referred directly to the Dean/Director of the Faculty or School or the Dean of the Faculty of Graduate Studies in a case involving a graduate student.

o Director of Libraries § The Director of Libraries shall have jurisdiction over all violations of library

regulations and violations occurring in and uniquely affecting a library which do not affect the University generally. The Director of Libraries may delegate jurisdiction in whole or in part, absolutely or conditionally, to a library administrative officer in any library within the system and/or establish an ad hoc committee to hear and determine any violation within the Director's jurisdiction or the jurisdiction of such administrative officer.

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In situations involving mutilation or theft of library materials, the Director of Libraries may refer the case to the President. If the President concludes that the matter is of sufficient seriousness, the President may request the Director of Libraries to act in the name of the President and with the President's authority. Appeals against decisions taken by the Director of Libraries, on behalf of the President, are to be directed to the Library Appeals Committee in the first instance. The provisions of Section 1.4 shall apply to the Library Appeals Committee.

§ Matters involving sexual harassment shall be referred directly to the Dean/Director of the Faculty or School of registration.

o Director of Admissions The Director of Admissions shall have jurisdiction over all violations involving false or misleading information supplied in connection with applications for admission to faculties and schools other than Graduate Studies. The Director of Admissions may delegate jurisdiction in whole or in part, absolutely or conditionally, to an ad hoc committee to hear and determine any violation within the Director's jurisdiction.

o Director of Ancillary Services § The Director of Ancillary Services shall have jurisdiction over all violations

occurring in and uniquely affecting the University Centre Building, which do not affect the University generally. If the Director so wishes, jurisdiction may be delegated in whole or in part, absolutely or conditionally, to an ad hoc committee to hear and determine any violation within the Director's jurisdiction.

§ Matters involving sexual harassment shall be referred directly to the Dean/Director of the Faculty or School of registration.

o Colleges § Administrators of colleges shall have jurisdiction over all breaches of

college rules committed by members as well as any violations committed by a member which uniquely affect the college, and which do not affect the University generally.

§ Matters involving sexual harassment shall be referred directly to the Dean/Director of the Faculty or School of registration.

o Halls of Residence § Administrators of halls of residence shall have jurisdiction over all

violations of residence rules and all violations which uniquely affect the proper administration of a hall of residence whether committed by residents, visitors, or others, and which do not affect the University generally.

§ Matters involving sexual harassment shall be referred directly to the Dean/Director of the Faculty or School of registration.

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o Department Heads § Department heads shall have jurisdiction over all matters arising out of

departmental bylaws or regulations and over all violations uniquely affecting the department which do not affect the Faculty or the University generally, including matters involving academic dishonesty, with the exception of matters involving the academic dishonesty of graduate students or cases of sexual harassment.

§ Where a matter involving academic dishonesty has been referred to a Head by a member of the academic staff the Head:

§ may dispose of the matter after considering the information available and giving the student a reasonable opportunity to ask questions and offer an explanation; or

§ may refer the matter to the Dean or Director or, if there is no Dean or Director, to the President.

§ Matters involving the academic dishonesty of a graduate student shall be referred to the Dean of Graduate Studies.

§ Matters involving sexual harassment shall be referred to the Dean of the Faculty in the case of undergraduate students or to the Dean of the Faculty of Graduate Studies if it involves graduate students.

o Deans and Directors § Deans and Directors shall have jurisdiction over all matters arising out of

faculty or school bylaws or regulations and over all violations uniquely affecting the Faculty which do not affect the University generally, including matters involving academic dishonesty and sexual harassment. Deans and Directors shall refer disciplinary matters to the President if they are such as to affect the University generally or if it appears that the violation may warrant a penalty that is not available to the Dean or Director.

§ Where a matter involving academic dishonesty or sexual harassment has been referred to a Dean or Director by a member of the academic staff, or by a Department Head, the Dean or Director:

§ may dispose of the matter after considering the information available and giving the student a reasonable opportunity to ask questions and offer an explanation, or

§ may refer the matter to the President. § In addition to the matters in 1.2.8.2, the Dean of the Faculty of Graduate

Studies shall have jurisdiction over all violations involving false or misleading information supplied in connection with applications for admission to the Faculty of Graduate Studies.

o President

This official shall have jurisdiction over all disciplinary matters not specifically subject to the control of another disciplinary authority, including all violations which affect the University generally, all matters referred to the President under section 1.2.7, 1.2.8 or 1.3.2 and all matters under section 1.5.8.2, or any other clause in this bylaw. The President may from time to time delegate jurisdiction in

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whole or in part, absolutely or conditionally, to whichever person or body deemed appropriate.

• Matters Affecting More Than One Faculty/School

o If the student misconduct occurs in a course other than a course offered by the faculty or school of registration of the student, then the appropriate Dean, Director, Department Head or member of the academic staff of the Faculty or School offering the course shall have jurisdiction over the matter.

o If the student misconduct affects the University generally or if the violation is seen to be one, that might warrant a penalty that is not available to the Dean/Director, then the matter should be referred to the President for action. The President may appoint a delegate to deal with this but when two or more faculties/schools are involved the delegate should not be directly connected with the faculty of registration or the faculty in which the alleged violation occurred. Once Presidential jurisdiction is taken, further action under this section of the bylaw is precluded.

o Where a penalty on a disciplinary matter under paragraph 1.3.1 has been assessed, and where a violation has been found on the part of the student, the dean or director of the faculty or school of registration of the student shall immediately be informed of the proceedings and, at the same time, the student should be informed of this notification, and further, that the student may be subject to additional disciplinary proceedings within the Faculty or School of registration. The failure to so inform the student shall not affect the validity of additional proceedings in connection with the disciplinary matter but such failure may be considered in further proceedings.

o Where the Local Discipline Committee has found a student to be in violation of University regulations or the time for appeal to that Committee has elapsed, a statement containing a general description of the circumstances that are considered to have given rise to the disciplinary matter, together with particulars of the penalty, shall be sent within seven (7) working days of the expiration of the appeal period by the official or body assessing the final penalty to the Dean or Director of the Faculty or School of registration if such a document has not already been received.

o The Dean or Director of the Faculty or School of registration may, within seven (7) working days of the receipt of the statement in paragraph 1.3.4 initiate further disciplinary action against the student pursuant to the procedures set out in this bylaw.

o Notwithstanding the foregoing, where the student appeals to the U.D.C., the Dean or Director of the Faculty or School of registration shall be invited to attend the U.D.C. hearing and to advise the U.D.C. of what is considered to be an appropriate penalty for the violation involved.

• Range of Possible Penalties

The following are various penalties that can be imposed by a disciplinary authority after finding that a violation has been committed:

o Suspension from attendance for the balance of one meeting of class.

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o Suspension from further attendance at classes in a particular course. o Suspension from attendance at all or certain classes in a particular department. o Suspension from attendance at all or certain classes in a particular Faculty or

School. o Suspension from attendance at all or certain classes in the University. o Suspension or expulsion from a particular course. o Suspension or expulsion from all or certain courses in a particular department. o Suspension or expulsion from a Faculty or School or from all or certain courses

therein. o Suspension or expulsion from the University. o Suspension or expulsion from a college. o Suspension or expulsion from a residence hall. o Levying a fine. o Ordering restitution to be made. o Requiring that a written apology and/or retraction be made. This penalty may be

applied by itself or simultaneously with any other penalty(ies). o Issuing a reprimand. o Ordering that a reprimand be recorded on the academic transcript of the student

for a period of up to 5 years. o Suspension or withdrawal of privileges in whole or in part. o Restricting or prohibiting access to any University property. o Giving a particular grade on a course, paper, test, examination or other

evaluative process because of academic dishonesty. o Suspending the assessment or enforcement of a penalty subject to conditions. o Attaching conditions to any of the above prescribing future conduct.

• Penalties That Can Be Assessed By Disciplinary Authorities

o Members of the Academic Staff

Academic staff may, after a finding of violation of University regulations on matters not involving academic dishonesty assess penalties as set out in 1.4.1, 1.4.2, 1.4.14, 1.4.15, 1.4.20 or 1.4.21 or any one or more of them. Such actions shall be reported to the Head or Dean/Director, as appropriate, within five working days.

o Director of Libraries and the Library Appeals Committee

The Director or the Library Appeals Committee may, after a finding of violation of University regulations, assess penalties as set out in 1.4.12 (as to overdue books only in accordance with a pre-published scale of fines), 1.4.13, 1.4.14, 1.4.15, 1.4.17, 1.4.18 (as to libraries only), 1.4.20 or 1.4.21 or any one or more of them.

o Director of Admissions

The Director may, after a finding of violation of University regulations, assess penalties as set out in 1.4.8, 1.4.9, 1.4.14, 1.4.15, 1.4.16, 1.4.17, 1.4.20 or 1.4.21 or any one or more of them.

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o Director of Ancillary Services

The Director may, after a finding of violation of University regulations, assess penalties as set out in 1.4.13, 1.4.14, 1.4.15 or 1.4.17 (as to privileges in connection with the University Centre only), 1.4.18 (as to the University Centre only), 1.4.20 or 1.4.21 or any one or more of them.

o Administrators, or L.D.C.'s of Colleges and Halls of Residence

The Administrator or L.D.C. may, after finding of violation of University regulations, assess penalties as set out in 1.4.10, 1.4.11 or 1.4.12 (as to violation of college or hall of residence rules only), 1.4.13, 1.4.14, 1.4.15 or 1.4.17 (as to college or hall of residence privileges only), 1.4.18 (as to access to college or hall of residence property only), 1.4.20 or 1.4.21 or any one or more of them.

o Department Heads

Department Heads may, after a finding of violation of University regulations, assess penalties as set out in 1.4.2, 1.4.3, 1.4.6, 1.4.7, 1.4.14, 1.4.15, 1.4.19, 1.4.20 or 1.4.21 or any one or more of them.

o Deans, Directors or L.D.C.

Deans, Directors and L.D.C.s, other than an L.D.C. of a college or hall of residence, may, after a finding of violation of University regulations, assess penalties as set out in 1.4.2, 1.4.3, 1.4.4, 1.4.6, 1.4.7, 1.4.8, 1.4.12, 1.4.13, 1.4.14, 1.4.15, 1.4.16, 1.4.17, 1.4.19, 1.4.20 or 1.4.21 or any one or more of them. Deans and Directors may assess a penalty as set out in 1.4.18 with respect to facilities under their jurisdiction.

o President § The President may, after a finding of violation of University regulations,

assess penalties as set out in 1.4.2 - 1.4.9, 1.4.11, 1.4.12 - 1.4.21 inclusive or any one or more of them.

§ If the President is satisfied that it is in the best interests of the University, the President may at any time make an order, subject to final disposition by the appropriate disciplinary authority, restricting or prohibiting access by a student to any University property, including colleges or halls of residence. Where the President exercises powers under this article, the matter shall forthwith be referred for adjudication to the disciplinary authority having jurisdiction.

o University Discipline Committee

The U.D.C. may, after a finding of violation of University regulations, assess any one or more of the penalties as set out in 1.4.

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• Suspension and Expulsions o Suspension means any withdrawal of rights or privileges for a definite period of

time. Upon expiration of that period of time, the rights or privileges so suspended shall be automatically reinstated.

o Expulsion means a withdrawal of rights or privileges for either a definite or indefinite period of time. A student who has been expelled for an indefinite period of time may apply to the disciplinary authority that imposed the final penalty for a lifting of the expulsion. If the expulsion is lifted, the student, in order to be readmitted, must reapply for admission to the authority having jurisdiction over admission. In the case of an expulsion for a definite period of time, upon expiration of such time, the student, to be readmitted, must reapply for admission to the appropriate authority having jurisdiction over admission.

o Where a disciplinary authority has suspended or expelled a student from a particular course, courses, department, Faculty or School, then any academic credits earned by the student at The University of Manitoba or at another academic institution in an equivalent or related area of study during the period of suspension or expulsion shall not be counted as credit toward any degree or program offered by a department, Faculty or School, from which Faculty or School, or from whose courses, the student has been suspended or expelled unless at the time of the imposition of the suspension or expulsion, the disciplinary authority stipulates otherwise.

o Where a disciplinary authority has suspended or expelled a student from the University, then any academic credits earned by the student at any academic institution during the period of suspension or expulsion shall not be counted as credit toward any degree or program offered by The University of Manitoba, unless at the time of the imposition of the suspension or expulsion, the disciplinary authority stipulates otherwise.

o Where a student has been suspended or expelled from a Faculty or School of the University, any other Faculty or School may refuse to register the student for any course or courses or to accept the student as a transfer student, provided that prior to such refusal, the other Faculty or School has:

§ obtained a written report from the disciplinary authority that imposed that suspension or expulsion, outlining the circumstances surrounding the disciplinary action,

§ given the student a copy of the report, and § given the student an opportunity to respond to the report.

• Student Academic Records

Penalties assessed shall not ordinarily be recorded in a student's academic records; however, if the student is suspended or expelled under 1.4.6 - 1.4.9 inclusive, the Director of Student Records shall be notified. An expulsion shall appear on the student's academic records and may only be removed by the Director of Student Records upon the written order of the disciplinary authority that imposed the final penalty or by the U.D.C. A suspension shall appear on the student's academic records until such time as the suspension period has elapsed, when it shall be removed upon the written request by the student to the Director of Student Records.

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2. APPEALS

1. General 1. A student has the right to appeal all disciplinary decisions except those made by

the University Discipline Committee or a hearing panel thereof. 2. A disciplinary authority to whom an appeal has been made, upon making a

finding of violation of University regulations, may dispose of the matter in any way authorized to it under paragraph 1.5 notwithstanding that such disposition may be one that was unavailable to the disciplinary authority from whom the appeal has been taken. The resulting penalty, should the finding of violation be confirmed, may, therefore, be the same, more severe or less severe than the original penalty.

3. Prior to the commencement of the appeal hearing the student shall be informed that a finding of violation of University regulations or the determination of the appropriate disposition by the appellate body might result in a more severe penalty than that made or that which could have been made by the disciplinary authority from whom the appeal has been taken.

4. Only the party who has been the subject of disciplinary action has the right to appeal.

5. When an appeal is heard a finding of violation of University regulations or the assignment of a penalty shall not be undertaken unless the appellant has been invited to attend the hearing and, if in attendance, be permitted to ask questions and offer an explanation. A reasonable attempt should be made to schedule the hearing at a time and place that permits the appellant's participation.

2. Appeal Routes

1. A student who is dissatisfied with a decision of a member of the academic staff except for suspension from attendance for the balance of one meeting of class may appeal the matter to the Department Head concerned. In Faculties or Schools without departments the appeal shall be to the Dean or Director concerned.

2. A student who is dissatisfied with the decision of a Department Head has the right to appeal the matter to the Dean of the Faculty or the Director of the School concerned.

3. A student who is dissatisfied with the decision of the Director of Libraries, a delegate of the Director, or of an ad hoc committee appointed by the Director, has the right to appeal the matter to the Library Appeals Committee. The Library Appeals Committee shall be appointed by the Chair of the Senate Library Committee within seven working days after receipt by the Chair of a written notice of the intention to appeal.

4. A student who is dissatisfied with the decision of the Director of Admissions or the Director of Ancillary Services or an ad hoc committee appointed by either Director, has the right to appeal the matter to the U.D.C.

5. A student who is dissatisfied with the decision of a Dean or Director, or of an administrator of a college or a hall of residence, has the right to appeal the matter to the L.D.C.

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6. Following a decision of a Dean/Director involving matters relating to sexual harassment, a student has the right to appeal the matter to the U.D.C.

7. A student who is dissatisfied with the decision of an L.D.C. or the Library Appeals Committee has the right to appeal the matter to the U.D.C.

8. A student who is dissatisfied with the decision of the President or of a delegate has the right to appeal the matter to the U.D.C.

3. Procedures on Appeals

1. If a student wishes to appeal a decision to any group or body, the notice of appeal must be delivered in writing to the appropriate person(s) within five working days of the student being notified of the decision from which the student intends to appeal.

2. All notices of appeal shall clearly indicate whether the appeal is from the finding of violation of University regulations on the one hand, or from the penalty on the other, or from both.

3. Where the appeal is from a decision of a member of the academic staff, the notice shall be delivered to the appropriate Department Head or Dean/Director as the case may be, with a copy to the member of the academic staff.

4. Where the appeal is from a decision of a Department Head, the notice shall be delivered to the appropriate Dean or Director with a copy to the Department Head.

5. If the appeal is from a decision of a Dean or Director to an L.D.C., the statement shall be delivered to the Dean or Director concerned.

6. If the appeal is from a decision of the Director of Libraries, a delegate of the Director, or an ad hoc committee appointed by the Director, the notice shall be delivered to the Chair of the Senate Library Committee.

7. If the appeal is to the U.D.C., the statement shall be delivered to the Secretary of the U.D.C. with a copy to the administrative official or body, Dean or Director concerned.

8. The time for delivering the notice of intention to appeal may be extended by either the person or body to whom the appeal is to be taken or by the Chair of the U.D.C.

4. Local Discipline Committee (L.D.C.)

1. Each Faculty, School, college and hall of residence shall establish a standing or, from time to time, an ad hoc committee to hear and determine disciplinary matters appealed to it by the student from a decision of the Dean or Director of a Faculty, School or college, or administrator of a college or hall of residence.

2. In Faculties, Schools and colleges, the committees shall be composed of an equal number of academic staff and students with a minimum of eight members. In the case of residence halls, the committee shall be composed of an equal number of residence staff and students with a minimum of eight members. Members shall be appointed by the Director of Residence with the advice of the Residence Students' Advisory Committee.

3. The Chair shall be selected by and from the membership. 4. A quorum shall be half the members with no requirement as to distribution.

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5. A Dean or Director whose decision is the subject of the appeal or any person who is a principal in the case shall be excluded from the committee membership for the case.

6. The hearing procedures of the L.D.C. shall be as follows: 1. A student shall be presumed to be innocent of any alleged violation of

University regulations, until the evidence presented indicates that on the balance of probabilities a violation has taken place. The L.D.C., in weighing the balance of probabilities, shall consider the severity of the alleged violation.

2. The hearing shall be by way of a trial de novo when the appeal is from a finding of violation of University regulations.

3. The student concerned may appear in person and may be represented by another person in accordance with the provisions of Section 1.1.7.3. Legal counsel may be present as an observer.

4. Hearings shall be closed unless the student concerned requests in writing at least 48 hours before the hearing that a hearing be open. If the hearing is open, reasonable seating for spectators shall be provided, but spectators may not participate in the proceedings.

5. The student concerned and the designated representative of the student shall be entitled to receive in writing, at least five working days before the date set for the hearing, a general description of the circumstances that are considered to have given rise to the disciplinary matter. A formal "charge" is not necessary.

6. The student concerned or the student's designated representative shall have the right to cross-examine witnesses.

7. Subject to paragraph 2.4.6.15 herein, the student concerned shall have the right to receive a copy of any university document that the L.D.C. considers to be relevant, provided, however, that the student may be required to pay the cost of reproduction thereof.

8. Requests for adjournment shall be honored within reason. 9. The student concerned shall have the right to challenge for cause any

member of the L.D.C., the validity of the challenge to be judged by the remainder of the L.D.C. Such cause may include current teacher-student relationship, evident or published bias, or any factor likely to prejudice a fair hearing.

10. The Chair of the L.D.C. shall vote only to break a tie. 11. For a finding of violation of University regulations, a two-thirds majority of

L.D.C. members hearing the matter is required. For assessment of penalty, a simple majority of L.D.C. members hearing the matter is required.

12. The student concerned shall not be required to give evidence, but if the student elects to do so, then the student is liable to cross-examination.

13. The student concerned has a right to call witnesses and to submit other evidence.

14. Disciplinary authorities and members thereof shall not divulge any confidential information received from Health Services, Student Counseling Services, University Chaplains and other similar services.

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(Such information can only be divulged by the services at the request of the student.)

15. The results of the hearing shall be conveyed in writing by the Chair of the L.D.C. to the student concerned and to the Dean or Director of the Faculty or School involved, or to the administrator of the college or hall of residence involved, as the case may be, and to the designated representative of the student, if any.

16. If, after hearing all the evidence, the L.D.C. is satisfied on the evidence presented that the student concerned has violated a University regulation through an act of commission or omission for which the student ought to be disciplined, even though the description of the circumstances of the disciplinary matter does not precisely describe the proven conduct, the L.D.C. may nevertheless dispose of the matter as in 1.5.7. If, after hearing all the evidence, the L.D.C. considers the disciplinary matter may be of a more serious nature than that described in the "description of the circumstances" given to the student concerned, the L.D.C. shall so inform the student in order to give the student the opportunity to present evidence to it on the more serious charge.

3. UNIVERSITY DISCIPLINE COMMITTEE (U.D.C.)

1. General 1. The U.D.C. shall be composed of 14 persons (seven staff, seven students)

appointed by the Board of Governors upon the recommendation of the Nominating Committee plus the President or designate and the President of the University of Manitoba Students' Union or designate as ex-officio members.

2. The terms of office shall be two years for staff members, and one year for student members, from October 1 to September 30. A member whose term of office has expired on September 30 in any year shall continue in office until a successor has been appointed and shall be eligible for reappointment.

3. A quorum shall be half the members, with no requirements as to distribution except that it shall include at least two students and two staff members.

4. The Chair shall be elected by the Committee from amongst its members. 2. Nominating Committee

1. The Nominating Committee shall consist of three members of the academic staff, three students and the Chair of the Senate Committee on Appeals as Chair, with power to vote only to break a tie. In the event of the inability of the Chair of the Senate Committee on Appeals to act, the Executive Committee shall appoint a Chair of the University Discipline Nominating Committee on a pro tem basis.

2. The terms of office shall be one year, from September 1st to August 31st. 3. A quorum shall be half the members with no requirement as to distribution. 4. Members of the academic staff shall be elected by Senate. 5. Student members shall be selected by the Student Senate Caucus or, if that

body fails to act by September 10th in any year, by the Senate Committee on Nominations.

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6. Prior to calling a meeting, the University Discipline Nominating Committee shall poll the student members of the University Discipline Committee to determine whether they wish to stand for re-nomination.

3. Jurisdiction

The U.D.C. and the hearing panels thereof shall exercise disciplinary authority on behalf of the Board of Governors.

4. Terms of Reference 1. To meet at least once annually as soon as convenient after appointment for the

purpose of electing a Chair. 2. To report annually to the President. 3. To establish procedures, not inconsistent with this bylaw, for hearing panels. 4. To hear appeals from decisions of disciplinary authorities. 5. To review this bylaw periodically and, if necessary, to recommend changes to it.

5. Hearing Panels

1. When a matter has been appealed to the U.D.C., the Chair shall either convene the U.D.C. or convene a hearing panel thereof to hear the appeal.

2. Where the only decision from which an appeal is taken is the amount levied by way of fine or the amount ordered to be paid by way of restitution, then, if such fine or restitution does not exceed $250.00 the Chair may, at the Chair's discretion, personally decide the matter, or may convene a hearing panel to hear the appeal.

3. A hearing panel shall be chosen from amongst the members of the U.D.C. and shall be composed of two staff members, two student members and the Chair of the U.D.C., with the Chair of the U.D.C. as Chair.

4. Members of each hearing panel shall be chosen from an alphabetical list of the committee, beginning at the top, until the right proportions are obtained. Persons who serve on a panel shall have their name added to the bottom of the list.

5. Members of the committee who have a conflict of interest in a particular case, or have a temporary work conflict, or are otherwise unable to sit, may disqualify themselves from hearing an appeal. If, as a result a hearing panel cannot be properly formed, the Nominating Committee which originally recommended membership shall recommend to the Board of Governors replacements to handle the appeal in question.

6. Notwithstanding the foregoing, the Chair of the U.D.C. may, in a particular case, require that a larger hearing panel be convened to consider the matter provided that such larger hearing panel maintains the proportion of students and staff as hereinbefore provided.

6. U.D.C. Hearing Procedures

1. A student shall be presumed to be innocent of any alleged violation of University regulations until the evidence presented indicates that on the balance of probabilities a violation has taken place. The U.D.C., in weighing the balance of probabilities, shall consider the severity of the alleged violation.

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2. After an appeal hearing has commenced, the appeal may be withdrawn by the appellant only with leave of the U.D.C. or the hearing panel.

3. The hearing before the U.D.C. or hearing panel shall be by way of a trial de novo when the appeal is from a finding of violation of University regulations except that any transcript or minutes of an L.D.C. may be considered by the U.D.C. or hearing panel. If such evidence is considered, it shall be made available to the student concerned provided, however, that the student may be required to pay the cost of reproduction thereof.

4. Hearings shall be closed unless the student concerned requests in writing at least 48 hours before the hearing that a hearing be open. If the hearing is open, reasonable seating for spectators shall be provided, but the spectators may not participate in the proceedings.

5. The student concerned may appear in person and may be represented by legal counsel or by any other person in accordance with the provisions of Section 1.1.7.3. If the student intends to have legal counsel present at the hearing, the student shall notify the Chair of the U.D.C. at least seven working days prior to the hearing. In that event, the U.D.C. or hearing panel may obtain the services of a legal counsel for its own use.

6. The student concerned and the designated representative of the student shall be entitled to receive in writing, at least five working days before the date set for the hearing, a general description of the circumstances that are considered to have given rise to the disciplinary matter. A formal "charge" is not necessary.

7. The student concerned or the student's counsel shall have the right to cross-examine witnesses.

8. Subject to paragraph 3.6.16, the student concerned shall have the right to receive a copy of any university document that the U.D.C. or hearing panel considers to be relevant provided, however, that the student may be required by the U.D.C. or hearing panel to pay the cost of reproduction thereof.

9. Requests for adjournment shall be honored within reason. 10. The student concerned shall have the right to challenge for cause any member of

the hearing panel or members of the U.D.C. hearing the matter, the validity of the challenge to be judged by the remainder of the panel or U.D.C. members. Such cause may include current teacher-student relationship, evident or published bias, or any other factor likely to prejudice a fair hearing.

11. A quorum for a hearing panel shall be three members and the Chair. 12. The Chair of the U.D.C. or of a hearing panel shall vote only to break a tie. 13. For a finding of violation of University regulations, a two-thirds majority of the

hearing panel or members of the U.D.C. hearing the matter is required. For assessment of penalties, a simple majority of the hearing panel or members of the U.D.C. hearing the matter is required.

14. The student concerned shall not be required to give evidence; but if the student elects to do so, the student is liable to cross-examination.

15. The student concerned has the right to call witnesses and to submit other evidence.

16. Disciplinary authorities or members thereof shall not divulge any confidential information received from Health Services, Student Counseling Services,

262

University Chaplains and other similar services. (Such information can only be divulged by the services at the request of the student.)

17. The Chair of the U.D.C. or hearing panel shall, after a decision has been made, report the results of that decision to the student concerned, the dean or the director of the faculty or school involved, and to the designated representative of the student, if any, as well as, in the appropriate case, to the disciplinary authority from whose decision the appeal was taken and to the Director of Student Records.

18. If, after hearing all the evidence, the U.D.C. or hearing panel is satisfied on the evidence presented that the student concerned has violated a University regulation through an act of commission or omission for which the student ought to be disciplined, even though the description of the circumstances of the disciplinary matter does not precisely describe the proven conduct, the U.D.C. or hearing panel may, nevertheless, dispose of the matter as in 1.5.9. If, after hearing all the evidence, the U.D.C. or hearing panel considers that the student concerned may be guilty of a more serious disciplinary matter than that described in the "description of the circumstances" given to the student, then the U.D.C. or hearing panel shall so inform the student in order to give the student the opportunity to present evidence to it on the more serious charge.

7. Records

The U.D.C. shall be the sole custodian of its files, which shall be maintained for its exclusive use.

4. ANNUAL REPORTS Members of the academic staff and Department Heads, who have dealt with a disciplinary matter, shall report to the Dean or Director of the faculty or school to which each belongs, setting out the nature of the violation and particulars of the penalty.

Disciplinary authorities, except members of the academic staff and department heads shall report all disciplinary matters considered by or reported to them to the Chair of the U.D.C. by October 1 of each year. The report shall contain the number of disciplinary matters referred to such person or body, the nature of the violations and particulars of the dispositions, and such further matters as may be required by the U.D.C.

The Chair of the U.D.C. shall prepare and submit a report to the University President by December 1 in each year setting out both a summary of the reports submitted to the Chair of the U.D.C. as well as particulars of the number, nature and disposition of cases appealed to the U.D.C. Downloaded April 1, 2008 from University of Manitoba Website: http://umanitoba.ca/admin/governance/governing_documents/students/discipline/

263

APPENDIX B : NON-TRADITIONAL PLACEMENT ADDENDUM

264

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding

Of And Is Beginning To

Undertake Action

Usually Consistent And Reliable Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

SKILLS (continued)

MID

TERM

FINAL

Demonstrates analytical skills through written analysis of social

issue(s) including relevant social policy

INSTRUCTOR

STUDENT

Demonstrates ability to conduct needs assessments in collaboration

with relevant stakeholders in order to identify relevant social issues

INSTRUCTOR

STUDENT

Demonstrates ability to assist community groups or partner

organizations to recognize their strengths and abilities

INSTRUCTOR

STUDENT

Demonstrates ability to identify project goals, objectives, tasks, time

frames, consent requirements and means of evaluation, in partnership with other organizations/stakeholders

INSTRUCTOR

STUDENT

BEHAVIOUR: To apply intervention skills at the group,

organizational, community and/or societal (policy) levels (i.e., policy/community advocacy, facilitating meetings and presentations, community organizing, building and sustaining coalitions, networking and collaboration, social action, interaction with media and marketing)

MID

TERM

FINAL

Demonstrates movement from describing to acting upon identified

social issues of concern

INSTRUCTOR

STUDENT

Establishes rapport and effective working relationships with stakeholder groups

(i.e., committees and working groups)

INSTRUCTOR

STUDENT

Collaborates consistently and effectively with leader or co-leader on

projects and in group settings

INSTRUCTOR

STUDENT

Engages in community consultation, as appropriate

INSTRUCTOR

STUDENT

Demonstrates the ability to solicit and respect multiple perspectives regarding an issue

INSTRUCTOR

STUDENT

Undertakes or compiles social research and disseminates relevant literature

INSTRUCTOR

STUDENT

Demonstrates an ability to multi-task, prioritize tasks and modify

agreed upon approach or response when necessary

INSTRUCTOR

STUDENT

265

DATE: ________________________ STUDENT NAME: _________________________

Effectively assists individuals, groups, organizations and/or

communities to articulate their needs

INSTRUCTOR

STUDENT

Undertakes advocacy for social change relative to individual, group and/or community

INSTRUCTOR

STUDENT

266

OPTIONAL – ADDENDUM TO SOCIAL WORK FIELD EVALUATION GRID For students in non-traditional placement settings to be used (only if applicable) to

supplement the evaluation grid and to track progress during field session

1

2

3

4

5

N/A

Unsatisfactory Performance

Marginal Or Inconsistent Performance

Has Understanding Of And Is Beginning To

Undertake Action

Usually Consistent And Reliable Performance, Beginning To Initiate Action Independently

Exceptional Performance That Shows Consistent Initiative And Analytic

Abilities

Not

Applicable

UNSATISFACTORY (FAIL)

SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

KNOWLEDGE: To develop a working understanding of the elements of macro social work practice

MID

TERM

FINAL

Understands the role and importance of advocacy in effecting organizational and societal change

INSTRUCTOR

STUDENT

Understands a range of social work interventions at the group, organizational, community, and societal level

INSTRUCTOR

STUDENT

Understands how the agency addresses social and structural inequalities

INSTRUCTOR

STUDENT

Understands social issue(s) and needs of target communities within the broader organizational context

INSTRUCTOR

STUDENT

Understands the role and relevance of research (community-based and otherwise) in macro social work practice (i.e., as a means to develop an understanding of the issue and as a means for societal change)

INSTRUCTOR

STUDENT

Understands patterns of group interaction and dynamics

INSTRUCTOR

STUDENT

VALUES: To explore and affirm personal and professional values in relation to macro social work practice

MID

TERM

FINAL

Engages in a process of critical inquiry

INSTRUCTOR

STUDENT

Is aware of own gaps in knowledge and seeks additional relevant knowledge, including professional literature

INSTRUCTOR

STUDENT

Demonstrates an understanding of and commitment to anti-oppressive, participatory, community-centred practice and/or social justice activities

INSTRUCTOR

STUDENT

SKILLS: To develop ability and capacity to effectively engage in macro social work practice

MID

TERM

FINAL

Demonstrates ability to collect, organize, and interpret relevant data (i.e., research findings, literature reviews, ethics proposals, interview guidelines) in carrying out assignments and in informing and shaping practice

INSTRUCTOR

STUDENT

Demonstrates problem-solving skills at the organizational, community and/or policy levels (i.e., defining the issue, gathering information, identifying alternative options, evaluation of alternatives and development/implementation of action plans)

INSTRUCTOR

STUDENT

267

APPENDIX C: PROFESSIONAL UNSUITABILITY BY-LAW

273

APPENDIX D: STATEMENT OF STUDENT AND FACULTY OBLIGATIONS

274

Statement of Student and Faculty Obligations – Preparedness for Field Placement The student is responsible for the following:

• The successful completion of prerequisite courses to field placement; • The review of field-related written materials and participation in sessions to assist in

preparation for the field placement application and referral process; • The submission of a complete application form (including résumé) in request of field

placement by the specified due date; • Professional conduct during the interview process; • Prompt follow-up with field placement site and/or field program staff as required in the

period preceding confirmation of field placement; • The completion of all site-specific field requirements (such as the Child Abuse

Registry, Criminal Record Check, Driver’s Licence, Driver’s Abstract and the WRHA Immunization policy) prior to the commencement of field placement; and

• Registration in Field Instruction 1 and/or Field Instruction 2 in addition to the Field Focus of Social Work Practice corequisite course(s) prior to the commencement of field placement.

The Faculty of Social Work is responsible for providing students with the following: • Curriculum expectations including learning objectives; • Field Information Resource Booklet; • Field Student Manual; • Field Program Staff contact information and consultation; • Materials regarding preparation for and orientation to field placement; and • Requirements of field application, referral and confirmation process.

The Field Coordinator is the Instructor of Record for Field Instruction 1 (SWRK 3150) and Field Instruction 2 (SWRK 4120). While the Faculty is responsible for assisting in securing a reasonable placement for the student, it is important to note that a student is not guaranteed confirmation in a field placement setting on the sole basis of the completion of prerequisite courses. Students must demonstrate readiness for practice in the process of securing a placement. If concerns are raised regarding the student’s behaviour, judgment or practice and/or if the student demonstrates difficulty in his or her attempts to attain confirmation as a result of his or her performance in the field interview process, the Field Coordinator and Associate Dean of Undergraduate Programs will determine what additional steps may be taken to resolve this matter, or may determine the student is unprepared for meeting the requirements of field placement at this time. Approved by Faculty Council – October 29, 2010

275

APPENDIX E: FIELD INSTRUCTION AT PLACE OF EMPLOYMENT – POLICY

AND GUIDELINES

276

FIELD INSTRUCTION

A. Field Instruction and Field/Focus Course Students are encouraged to register for a Field/Focus of Social Work Topic (SWRK

4200 or SWRK 4300) that corresponds with their field placement area. All students requesting a field placement are required to complete a Field Preference Form (FPF) along with an updated electronic and paper copy of their résumés. The FPF and the résumé are due at least 75 calendar days prior to the term that the student will be commencing field. Students requesting a summer field placement must request the field placement 40 calendar days prior to summer field commencement. Students who do not meet the deadline are not guaranteed a field placement in that term.1

B. Field Instruction Taken at Place of Employment2

Purpose of Field Instruction: Field education is a critical component of the social work curriculum and gives students the opportunity to learn to apply the knowledge they have garnered in the classroom to actual practice situations with individuals, families and/or communities, under the supervision of a field instructor. The purpose of field instruction includes: a) providing opportunities for students to develop specific practice skills; b) providing opportunities for students to successfully integrate theory into practice; c) preparing students with the necessary knowledge and values-based skills for

social work practice; d) facilitating increased professional development and self-awareness; and e) preparing students to apply the knowledge, skills and values from one field

setting in social work to a variety of settings with a range of clients and identified issues.

1.0 Eligibility Criteria for Field Instruction Courses to be Taken at their Place of

Employment Requests to take the field instruction course, SWRK 3150 or SWRK 4120, at a student’s workplace will be considered in accordance with specific criteria.

1.1 A student must have completed all pre-requisites for the field course for which s/he is registering.

1.2 A student is to be registered in all of the required co-requisite courses.

1 Approved by Faculty Council – February 24, 2006. 2 Approved by Faculty Council – June 25, 2008

277

1.3 A student is ineligible if s/he has previously failed any field course.

1.4 A student must have a minimum GPA of 2.5.

1.5 The work setting must provide the student with the opportunity to use a range of knowledge and skills, in accordance with the Faculty of Social Work curriculum requirements of the BSW program.

1.6 The student’s proposed field roles and responsibilities and field education

learning goals must be separate and distinct from his or her paid employment duties.

1.7 The student must have a different field instructor (BSW minimum

requirement) from his or her employment supervisor.

2.0 Procedures to Apply for Field Instruction at their Place of Employment The student will apply to the Field Education Coordinator to take his or her field

instruction, SWRK 3150 or SWRK 4120, at his or her place of employment and submit a proposal, along with the other field placement administrative requirements (as outlined in the preceding section) by the deadline date for all field applications. The proposal will include the following information items and will be submitted to and reviewed by the Field Education Coordinator who will assess the suitability of the placement for field learning.

2.1 The student is to provide a summary of his or her paid work experience,

roles and responsibilities in the current work setting; 2.2 The student is to identify and provide contact information regarding his or

her current employment supervisor;

2.3 The student is to provide names of two references from the current work setting who are in agreement with being contacted for additional information regarding the applicant’s work performance;

2.4 The student is to draft a summary of the proposed field placement

including specific learning objectives, goals and activities to be undertaken in SWRK 3150 or SWRK 4120. The proposed learning must be distinct and unique from the student’s paid employment duties;

2.5 The student is to provide contact information, along with confirmation of

qualifications (i.e. BSW, MSW) pertaining to the individual who has agreed to assume the role of field instructor. This individual cannot be the same individual who supervises the student in his or her paid employment duties; and

278

2.6 The student is responsible for negotiating the use of his work setting for

field instruction with his or her employer. The student will provide material, if required, to confirm the employer’s acceptance of these terms.

3.0 Additional Guidelines

3.1 An interview with the student and representatives of the workplace may be held prior to the decision regarding acceptance or denial of the proposed practicum.

3.2 A student who receives remuneration (i.e., stipend, wage, subsidy) in their

field placement (SWRK 3150 or SWRK 4120) should not have been employed in that position prior to accepting the field placement. However, in the event that a student is employed in a paid position in the agency and is requesting placement, the student must ensure the criteria as specified under 1.0, and the procedures as specified under 2.0, are satisfied.

3.3 The Faculty reserves the right to review individual contracts and

arrangements and to determine whether any additional requirements need to be addressed.

3.4 Where questions arise regarding the suitability or acceptance of the

proposed workplace field practicum, the Field Education Coordinator will consult with the BSW Program Committee in arriving at a final decision.

C. Immunization Policy3

Since 2007, all social work field students in WRHA placements have been required to provide documentation confirming immunization or demonstrated immunity to the following communicable diseases prior to entry into the setting:

• Rubella • Measles • Hepatitis B • Varicella/Chicken Pox • Tuberculin Mantoux Screening

As well, students are encouraged (but not required) to maintain other Immunizations on their own:

• Diptheria/Tetanus • Mumps • Polio

3 WRHA Immunization Policy – Student Placement Requirements August 2007.

279

Students are asked to speak with their agency field instructor to determine, as early as possible in the process, the specific immunization requirements and to

take the necessary steps to comply with this policy. Students are required to submit the WRHA Student Immunization and Communicable Disease Record to the Field Education Program Assistant six weeks prior to the commencement of field instruction.

D. Voluntary Withdrawal Policy on Field Instruction Courses

A student is allowed one voluntary withdrawal from field instruction SWRK 3150 and one voluntary withdrawal from the SWRK 4120.4

4 Approved by Senate - June, 2007

280

APPENDIX F:

WRHA FAST FACT FORM

281

Winnipeg Regional Health Authority (WRHA) Immunization and Tuberculin Testing Policy

Student Placement Requirements Information Sheet

Effective 2007, all social work field students in WRHA placement settings are required to provide documentation confirming immunization or demonstrated immunity to the following communicable diseases at entry into a position or clinical placement in a healthcare practice setting:

• Rubella • Measles • Hepatitis B • Varicella/Chickenpox • Tuberculin Mantoux Screening

As well, students are encouraged to maintain these other immunizations on their own:

• Diptheria/Tetanus • Mumps • Polio

Students are encouraged to speak with their agency field instructor as early as possible in the process to discuss specific immunization requirements and to take the steps necessary to comply with this policy. This form is to be completed and forwarded to the Field Program Assistant, Faculty of Social Work, 521 Tier Building, Winnipeg, MB R3T 2N2 prior to the start of field placement.

OESH Imm Record Oct 2006 282

IMMUNIZATION & COMMUNICABLE DISEASE RECORD To be COMPLETED for all HEALTH CARE WORKERS (see definition on reverse). Compliance with the WRHA Immunization Policy is a condition of employment.

Signature of Physician/Nurse: Address: Phone #:

Name: Date of Birth:

REQUIRED - READ INFORMATION ON REVERSE 1. MEASLES e History of Measles OR Measles Titre OR Measles Vaccine MMR II Vaccine (Red Measles / Rubeola) Immune if born before 1970 Date: Result: Date: Dose #1

(Required: 2 doses as a child or adult) Date:

Date:

2. RUBELLA e

History of Rubella OR

Rubella Titre OR

Rubella Vaccine

Dose #2 (German Measles)

Date: Result: Date: Date: (Required: 1 dose as a

child or adult) Date:

3. CHICKENPOX Chickenpox History Details: (Required: Immune status, i.e. History - If unreliable: Do Titre; If susceptible; May Give

Chickenpox Titre Result:

Date of Titre:

2 doses of vaccine) Vaccine (Date): Dose 1 Dose 2 4. HEPATITIS B (Required: 3 doses with dates received and/or

Dose 1 Dose 2 Dose 3

a positive antiHBs titre; Dose 4 Dose 5 Dose 6 If negative antiHBs titre, 3 more doses required and an antiHBs titre)

HB Titre Result (anti HBS):

Date of Titre:

5. TUBERCULOSIS If record available, please insert, if not Occ & Env S& H will do.

BCG VACCINE Yes: No:

Scar Present:

Yes: No:

Site:

(Required: 2 step TST) (# 2 TST to be done 7 to 28 days from #1 TST)

Tuberculin Skin Test (TST) (MMR not to be given with 1st TST,

2 STEP TST DATES: MMR okay with 2nd)

MOST RECENT TST: (A TST is required within 6 months for new health care workers)

#1 Date: mm Result: Date: #2 Date: mm Result: mm Result:

CHEST X-RAY (only required for positive TST)

Yes: No:

Date:

Result:

WRHA recommends health care workers/ students maintain the following immunizations on their own but is not a condition of employment: Tetanus, Diphtheria, Polio, Mumps, Influenza, Varicella (chickenpox).

Occupational and Environmental Safety & Health (OESH) Corporate & Community Health Services (CCHS)

385 River Ave. Winnipeg, MB. R3L 0C3 Ph # 940-8386 Fax # 944-8417

OESH Imm Record Oct 2006 283

PLEASE READ Health Care Worker: A person who is employed by, or under a service agreement/contract with the WRHA, in a full time, part time, or casual position and that provides health services directly to patients, clients and residents. Health services include those functions that bring the health care worker in direct physical contact with patients or materials associated with patient care. • Students in clinical practice who provide health services directly to

patients/clients/residents in healthcare practice settings within the WRHA.

Immunizations:

• Immunizations or records that are required for health care workers can be obtained from a: 1) family physician; 2) primary care or access center in your area; 3) rural Provincial Public Health Units; or

4) Travel Health Clinic.

REQUIRED IMMUNIZATIONS – Health Care Workers are to provide Immunization/Immunity Documentation

1. Measles (Rubeola or red measles) Immunity against measles may be a: 1) documented immunization or ; 2) lab-confirmed immunity (titre); or 3) history of previous disease documented by a doctor. Individuals born before 1970 are considered to be immune. Immunity against red measles (rubeola) requires two doses, usually supplied as MMR II vaccine. 2. Rubella (German measles) Documented immunization with rubella vaccine, one dose, usually supplied as MMR II vaccine, or lab-confirmed immunity (titre) is required. 3. Chickenpox (Varicella) History of disease will be accepted if diagnosed by physician, parent or self-reported. If uncertain re history, lab-confirmed immunity (antibody titre) is required. If susceptible, may give two doses of “chickenpox” vaccine. This vaccine is not required for employment, although non-immune health care workers may choose to access this vaccine from their physician. 4. Hepatitis B Required for all health care workers who may be exposed to blood or blood products or who may be at increased risk of sharps injury, bites or penetrating injuries. Considered immune if documentation of 3 doses of Hepatitis B vaccine, given over a six-month period, and/or documentation of HBV-specific antibodies. Titre should be done approximately one month after 3rd dose. If no antibodies after 3 doses, repeat series and measure antibody titre.

OESH Imm Record Oct 2006 284

5. Tuberculosis History of BCG vaccine and/or evidence of a BCG scar should be documented.

A two-step tuberculin screening test or TST, should be given every 10 years, if no subsequent TST given in that time period. The results are to be recorded in millimeters of induration. A TST update should be done if no TST has been done in last 6 months. A PA chest x-ray is done if TST is 10 mm or greater. No further TST will ever be necessary. A TST cannot be given if the individual has received any live or attenuated vaccine within the previous 6 weeks, as results of the TST will be unreliable.

Immunization information provided above can be found in the following reference documents. t Canadian Immunization Guide, National Advisory Committee on Immunizations, Health Canada, Sixth

Edition, 2002. t Tuberculosis – Canadian Tuberculosis Standards, Fifth Edition, 2000 t WRHA Immunization and Tuberculin Testing Policy, June, 2006

OESH Imm Record Oct 2006 285

APPENDIX G: WRHA BED BUGS POLICY

Page 1 of 11

Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

PROTOCOL FOR BED BUGS IN CLIENT’S AND STAFF HOMES

WRHA/WIS COMMUNITY HEALTH SERVICES

PREAMBLE Bed bugs have been found in the homes of some clients visited by staff from various

ssist staff and tations.

th America. anada are s, nymphs and

ently found in dwellings with a high rate of occupant turnover, such as hotels, tment complexes, tenements, and prisons.

WRHA/WIS programs. The following information and algorithm is to atheir supervisors to understand and deal with these occasional infes In the past decade, bed bugs have been making a comeback across NorInternational travel, commerce and changes to pesticides registered in Cthought to facilitate the spread of these insect hitchhikers. Adult bed bugeggs, are readily transported in luggage, clothing, bedding, and furniture. Bed bugs are most frequmotels, hostels, dormitories, shelters, aparSuch infestations are not necessarily a reflection of poor hygiene or bad housekeeping. DEFINITIONS Bed Bugs (Cimex lectularius): Small, reddish-brown insect. In the adult stage it is about the size of a wood tick that

on the blood of humans and will feed on other animals to survive. e bugs’ such as the plant bug. The adult is

rusty brown in color, oval in shape and has no wings. It is about ¼ inch (6 mm) long, broad and flat body. Body grows and swells after a blood

ug Precautions: bugs.

Home Care Case

Client :

An individual who may have the potential to acquire or transmit an infectious agent during the course of his or her work in the health care workplace, i.e. nurses, Mental Health workers, direct service staff, Family First home visitors, Case Workers, volunteers and emergency responders. Injury/Near Miss Form (INM): To be completed by WRHA Health Care Workers/WIS employees in consultation with their supervisor to report the occurrence of any actual or potential occupational incidents.

feeds preferentiallyComes from the family of six-legged ‘tru

has a short broad head and ameal, and color changes from brown to dull red. Bed BPrecautions implemented for a case of bed

Case Coordination in community: Professional that provides coordination of community based care, i.e.Coordinator, Community Mental Health Coordinator.

The individual receiving care in a community setting. Health Care Worker (HCW):

Page 2 of 11

Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

Bed Bugs acquired from own personal contact, not related to work duties, i.e., hotel

ployees): of illnesses and

injuries related to the work environment. Occupational Health is governed by legislated ealth and safety standards and guidelines. Consultation with

t shall be done in

vices & Housing (FSH) employees: ned with the promotion of health activities and prevention of illnesses and

nt. Occupational Health is governed by legislated laws, occupational health and safety standards and guidelines. Consultation with SHU

ational hazards.

Care Worker reports. WIS – Winnipeg Integrated Services (WIS): Integrated services between Family Services and Housing and WRHA that are person/family focused and recognize the principles of population health and primary health care.

Non occupational exposure:

stay, visiting a friend. Occupational and Environmental Safety & Health (OESH) (WRHA emIs concerned with the promotion of health activities and prevention

laws, occupational hOESH is required for any exposure to occupational hazards. Occupational exposure: Bed Bugs acquired from duties of work. Determination of this contacconsultation with OESH. Safety and Health Unit (SHU), Family SerIs concerinjuries related to the work environme

is required for any exposure to occup Supervisor: Person to whom Health

Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

WRent of Bed Bugs

see – FACTS About BED BUGS & Definitions)

HA ALGORITHM – CLIENT Community Health Services BED BUGS

(For detailed information and managem

REPORT OF SUSPECTED BED BUGS IN CLIENT’S HOME

Notification to Supervisor

ManitoHousing

ba is

notified if building or home is part

Report to building or home infestation owner of possible

of their jurisdiction

Bed bug identificatinfestation confirmed wi

control special

ion and th pes

ist t

Page 3 of 11

Supervisor informs all staff and ttend infested

location and provide training and equipment as required

Supervisor notifies OESH (FSH – SHU) for direction and education if needed

relevant programs who a

Implement bed bug precautions

Client may require additional services for

management of bed bug infestation

Maintain bed bug precautions until monitoring indicates no bed

bug activity

Page 4 of 11

Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

1. FACTS ABOUT BED BUGS

1.val in shape and all head and the

to dull red.

nding on he rate of 3 to 20

ay during their lifetime. Eggs have a sticky coating and adhere to to 17 days to

ely if a host is

. They become a rusty brownish colour s, and under ys for nymphs to nd the colour

nditions, the adult's lifespan ranges from year. There are

t at the same time. ral weeks and up to 12 months or more

d as “breakfast, ther, are produced following a

feeding (varies from person to person). f faecal matter (known as ‘frass’) or blood on bed sheets,

hell – exoskeleton –shed and left behind hal stages of growth.

ds may be

1.3 FEEDING HABITS

Bed bugs emerge from hiding spots to feed when a host is present and may feed when it’s dark or in light.

Bed bugs prefer to feed on the blood of humans. Bed bugs (adults and nymphs) use their sharp beak to pierce the skin

of the host; they inject saliva containing an anticoagulant that helps

1 DESCRIPTION

The adult bed bug (Cimex lectularius) is rusty brown, ohas no wings. It is about ¼ inch (6 mm) long has a smbody is broad and flat. When engorged with blood, its body becomes elongated and swollen, and its color changes from brown Eggs are white and about 1/32 inch (.75 mm) long. Depeconditions, the female bed bug lays about 200 eggs at tper dobjects on which they are laid. It usually takes the eggs 6hatch and the newly emerged nymphs will feed immediatavailable. The newly hatched nymphs are almost white or clear, similar in shape to the adult except much smallerafter feeding as they mature. There are 5 nymphal stagenormal environmental conditions it usually takes 35-48 damature to the adult stage. The nymph becomes swollen achanges to dark red when full of blood. Depending on environmental co12-18 months and multiple generations can occur eachoverlapping generations and all stages may be presenAdult bed bugs may live for sevewithout feeding.

1.2 EVIDENCE OF BED BUG INFESTATION

Bites, often a series of two or three welts (describelunch and supper” bites), close toge

Dark spots omattresses, etc.

Observation of an outer swhen a nymph goes through its nymp

An offensive, sweet, musty odour from their scent glandetected when bed bug infestations are severe.

Page 5 of 11

Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

blood. The saliva often causes the skin to itch and

within three ds for ten to fifteen

eal. When 2-3 days.

ey do not stay on the host longer than it takes to get a blood meal. t possess any appendages designed for clinging to hair, fur

LACES

s. They prefer fabric, lose to where the

be found about tufts, seams, and folds of d springs.

rs and couches

the bed, such as window and der the wall-to-

gings, drapery iling moldings.

tc. phones and

y occur if no host(s) is/are available of time. The limited mobility of the insects restricts is movement is only y the presence of a potential host in the vicinity.

ed components, bed es the insect to a new

gens, including

2. CLIENT HAS SUSPECTED OR CONFIRMED BED BUG INFESTATION

them obtainbecome swollen.

First instar nymphs may become engorged with blood minutes, whereas a full-grown bed bug usually feeminutes.

They then crawl away to a hiding place to digest the mhungry, bed bugs again search for a host usually every

ThThey do noor skin.

1.4 HIDING P Bed bugs hide in many locations or protected site

sually found cwood, and paper surfaces and are uhost sleeps.

Bed bugs initially canmattresses as well as the crevices in the bedstead an

Hiding locations include (but are not limited to): Behind baseboards, under loose rugs, folds in chai

and farther from the bed. In heavier infestations, farther from

doorframes, electrical outlets, floor cracks, and unwall carpeting.

Bed bugs crawl upward to hide in pictures, wall hanpleats, loosened wallpaper, cracks in plaster, and ce

They may inhabit dressers, linen storage, e Bed bugs have also been found in alarm clocks, cel

other electronic devices Movement to another location ma

for long periods the distance which they travel and it is believed th

stimulated b Most dispersal occurs when the host or the host b

linen, contaminated laundry or equipment relocathost.

1.5 DISEASE TRANSMISSION

Bed bugs are not known to transmit human pathohepatitis B and HIV.

2.1 CLIENT VISITS

1. Try and meet clients outside of infested areas. 2. To minimize transference:

a. Do not bring bags, purses and coats into infested areas. b. Do not store items (e.g. protective gloves, gowns, booties) in

infested areas.

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t of the client’s uch as beds, couches or

port immediately to

mattress, is uickly become

mended because d to problems

y be used to s by reducing

es can reduce d spots and fecal material and is

by trapping bed bugs and subjecting them

ouble-sided n additional preventative measure.

oticed the rash k them to

s soon as bed bug infestation is

dividual most likely ner, homeowner.

location and ed.

ty & Health (OESH) may be (940-8386). FSH staff should

rmed cases of

aff who will have contact with

ns prior to providing care: - Disposable gown - High top booties with pant legs in booties - Gloves - Contact OESH if circumstances require greater protection than

standard bed bug precautions. Bed bug precautions prior to leaving client’s home:

- Remove gowns, booties and gloves, place in plastic bag and seal for disposal.

- Perform hand hygiene.

c. During visits do not place items likely to be taken ousuite in areas likely to harbour bed bugs schairs.

d. Do not bring possibly infested items into another home. 3. Be alert to signs of the presence of bed bugs and re

your supervisor and OESH/SHU. 4. Discarding of the client’s items and furniture, including

another option, although new items and furniture can qinfested if bed bugs are still on the premises.

5. Steam cleaning of mattresses generally is not recomit is difficult to get rid of excess moisture, which can leawith mold, mildew, dust mites, etc.

6. A hypoallergenic mattress cover rated for bed bugs maencase mattresses, preventing infestation from bed bugharbourage spots. Encasement of infested mattressdamage to the mattress from blooeffective in eliminating bugsto starvation, preventing further spread of bed bugs.

7. Legs of bed may be placed in mineral oil or coated in dtape as a

ST2.2 G IN INFESTED HOME 1. If client complains of a rash or bite ask when they first n

sects and as

AFF WORKIN

or bite. Ask client if they have seen any indescribe them.

2. Notify supervisors immediately asuspected/confirmed.

3. Supervisor shall report possible infestations to the into initiate steps to deal with the bugs, e.g. building ow

4. Confirm bed bug infestation with pest control specialist. 5. Supervisor shall inform all staff who attend the infested

provide training and equipment as requir6. Occupational & Environmental Safe

contacted for direction and educationHU (948-3396). contact S

7. Bed bug precautions shall be implemented for all confibed bug infestations. These precautions are used only by st

client’s bedding, clothing or upholstered furniture. Bed bug precautio

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Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

- Dispose of bag in garbage.

ine, put all

ransport to the

e the gloves, gown lastic bag tightly

d dumpster. hand hygiene.

undry directly es and perform

in a tightly sealed container or ntrol services.

S WHO HAVE

bed sheet over the passenger seat. After delivering the client,

outdoors and

Once transport is completed for the day, place sheet in plastic bag to

trunk. ionally. A stiff

dislodge bed vacuuming.

DAY

one bag or hould be brought to the unit, and if possible,

and transported to

t clothing should be removed from their hine. Plastic bag is to be

disposed of in waste receptacle. If washing machine is not available, place contents of plastic bag into

clean plastic bag, being careful to tie it off. Store in client storage area for duration of client visit.

If the client is using a luggage bag, the bag should be placed in a plastic garbage bag, tied off, and placed in client storage area for the duration of the admission.

Provide the client with clean clothing.

2.3 LAUNDRY

If laundry needs sorting before placing in washing machlaundry into the bathtub to sort.

Place sorted laundry inside separate garbage bags for tlaundry room. Rinse excess bugs down the drain.

When leaving, at the door of the client’s suite removand bootees and discard in a plastic bag. Seal the pand dispose outdoors in the garbage or in a designatePerform

Once at washing machine, put on gloves and dump lainto washing machine from plastic bag. Remove glovhand hygiene.

Launder all linen in hot water and dry in hot dryer. After linen is cleaned and dried, place

bag until the client’s home has been treated by pest co

2.4 STAFF TRANSPORTING IN THEIR VEHICLE CLIENTKNOWN BED BUG INFESTATION IN THEIR HOME If you are transporting a client in your car: Place a

roll the bed sheet into itself. If transporting additional clients, shake the bed sheet

replace.

be laundered. Avoid storing bags, purses, and coats inside car or Vacuuming of car upholstery should be done occas

brush can be used to scrub the seams and crevices tobugs and eggs prior to

2.5 CLIENTS COMING INTO RESIDENTIAL FACILITIES OR

PROGRAMS Inform clients and individuals referring clients that only

piece of luggage schange(s) of clothing should be kept to a minimumthe unit in a sealed plastic bag.

Upon arrival to the unit, clienbag and placed directly into the washing mac

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ry toiletries,

eing careful to

shed at a high y dried at high ould be bagged

worn during

and outdoor in client storage

kin indicative of bed bug laced on their file (chart) indicating the time

erral source.

rson or who have a a room designated

re bags, etc. on

rds around d and flooring,

across top of door frame and across threshold of entryway tape should be applied to legs of tables and chairs

or sealed in

er client leaves and bag and sealed

1. Information on specific supplies required/approved for bed bugs shall be provided by OESH/SHU.

2. An adequate amount of appropriate supplies shall be maintained in each community office and After Hours Unit for emergency use.

3. Once a specific client has been identified, supplies are ordered for that specific client for delivery to the office site and are picked up at the office site by the Direct Service Staff.

4. Do not store items (such as gowns, gloves and bootees) in infested areas.

If shower facility is available provide client with necessaand ask the client to take a shower, placing all clothing on their person into a plastic bag, being careful to tie it off.

If no shower facility available, ask client to change to clean clothing,placing all clothing on their person into a plastic bag, btie it off.

If washing machine available, all clothes should be wawater temperature and ensure clothes are completeltemperature. Clothing requiring sensitive washing shand stored in the client storage area and should not beadmission.

Outdoor clothing should not be laundered. All footwearclothing should be bagged in a plastic bag and storedarea for the entire admission.

Should the client have visible marks on their sbites, a note should be pframe when the bed bug bites were noted by staff or ref

2.6 CLIENTS VISITING PRIMARY CARE SITES OR ATTENDING

INTERVIEW TYPE APPOINTMENTS Clients with visible evidence of bed bugs on their pe

history of bed bug infestation should be placed infor interviewing bed bug infested clients

Room should be prepared as follows: Room should not contain any upholstered furnitu A hall tree should be available for hanging coats, Double sided tape should be applied to baseboa

perimeter of room to seal opening between baseboarand baseboard and wall.

Double sided tape should be applied along sides of door frame,

Double sided Items stored in room should be kept to a minimum

plastic bags Flooring and furniture should be vacuumed aft

vacuum bag or contents of hopper placed in plastic for disposal

2.7 ORDERING SUPPLIES

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Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

ptions for alternative major

ld not be stored in common

ack bed bug supplies. 7. Do not bring items that may be infested into another home.

upplies (WRHA programs):

SAP

5. Community sites will be responsible to identify ostorage and emergency access storage when there areinfestations in large blocks. Supplies shouarea without special packaging.

6. Supply utilization committee will tr

8. Current specific s

Item Disposable gloves As per gloves guidelines Disposable gowns 11059 Disposable bootees 11177 Disposable bootees – high top 39871

For FSH employees – contact SHU for order information. 3. M NT OF BED BUGSANAGEME

3.

following information:

inator company instructions

t application.

1 PREPARATION FOR MANAGEMENT Individuals with bed bugs in their home may be given the

In order to enable the service technicians from the extermto apply an effective environmental treatment, the followingmust be performed no more than one day before treatmen

BEDROOMS: ALL BEDDING (linens, sheets, pillowcases, blankepillows, co

ts, mforters) should be removed. ALL CLOTHING AND SHOES

tems that cannot 5-20 minutes on

in closed green oroughly

d placed upright

should be removed from dressers and closets. Launder igo directly into a dryer, in hot water or place in dryer for 1high heat. All washed or dried articles should be placedgarbage bags. The mattress and box spring should be thvacuumed (throw out vacuum bag upon completion) anbeside the bed. LIVING ROOM: All furniture and all items should be mothe walls. Items should not be placed on the couch, chcouch/chair covers should be removed a

ved 2 feet from airs or beds. Any

nd washed. Chairs, couches,

g the used

KITCHEN

stools etc. should be thoroughly vacuumed. Remember to throw out all vacuum bags following vacuuming of these items by placinvacuum bags in the outdoor garbage receptacle.

: Ensure all food is kept in the fridge or in sealed plastic containers. All dishes, silverware, cooking utensils should be removed from the countertops, stoves and table tops and washed in hot soapy water and returned to the cupboards and drawers. STORAGE AREA AND CLOSETS: All items should be removed from the shelves in the storage area and closets and covered with plastic.

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Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

BIRDS AND PETS: Birds and pets must be removed from the premises and fish tanks must be covered to prevent any possibility of poisoning. PLANTS: Remove plants from suite or cover with plastic to protect during

g. sprayin GENERAL: 1. All towels and bath rugs should be removed and w

or placed in hot dryer for 30 minutes. 2. All floors shou

ashed in hot water

ld be thoroughly vacuumed and cleaned behind tes and wall hung

be discarded in

(s). a pest control

. Mattresses should be sealed in

nded because to problems

to ensure safe,

carried out

ated and treated with a

list can provide

s, it is advisable ch side, above, across and

below, since bed bugs can travel relatively long distances. paper glued

cticide prior to ed bugs. Chemical exposures are an occupational

the chemical

3.3 RE-OPENING THE SITE/ROOM FOLLOWING APPLICATION OF PEST

CONTROL TREATMENT After the site/room has been treated the following measures shall be taken prior to admitting clients: Walls, bed frames, dresser tops, etc. should not be washed down for

fourteen days, as this will remove the residue that will kill bed bugs that were not killed by the initial spraying.

baseboards, cracks, electrical plugs, switch plapictures. All garbage and used vacuum bags shouldsealed garbage bag.

3. Upon re-entry fresh clean linens should be used on bed4. Mattress may be sprayed with a product approved by

specialist for this purposehypoallergenic mattress cover after spraying.

5. Steam cleaning of mattresses generally is not recommeit is difficult to get rid of excess moisture, which can leadwith mold, mildew, dust mites, etc.

3.2 CONTROL

A professional pest control specialist should be enlistedeffective control of a bed bug infestation.

A thorough inspection of the area of infestation must bebefore proceeding with control procedures.

All potential daytime hiding spots must be loclow hazard insecticide registered for this purpose.

If the use of chemicals is an issue, a pest control speciainformation regarding non-chemical control methods.

In hotels, apartments, and other multiple-type dwellingto also inspect adjoining units, units on ea

Cracks should be repaired in plaster and loosened walldown to eliminate bed bug hiding locations.

It is not advisable to spray pant legs and shoes with inseexposure to bhazard and some employees may become sensitized tocomponents causing distressing physical symptoms.

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Winnipeg Regional Health Authority Community Infection Prevention & Control Manual

ay be vacuumed, as this will not affect the residual effect of

as normal.

pecialist for re-treatment.

CTS Data Sheets

ring the treated ds and protective

asures they are to follow. ent as required

training.

4. STATION IN

Floors mthe treatment.

Fourteen days after treatment all rooms may be cleaned If another live bed bug is found after treatment, it should be reported to

the building site manager or the pest control s

3.4 N AND PEST CONTROL PRODU The pest control company shall provide Material Safety

(MSDS) for insecticide used.

SAFETY INFORMATIO

The employer shall ensure all workers who will be enteareas have received training regarding the hazarme

The employer shall provide personal protective equipmincluding proper fitting, training in care and use and any related

STAFF WHO HAVE SUSPECTED/CONFIRMED BED BUG INFETHEIR HOMES

4.1 STAFF:

1. This section is currently under construction. Contact OESH for further directions.

OESH Imm Record Oct 2006 297

APPENDIX H : STUDENT RESPONSE TO COURSE AND INSTRUCTOR – FEEDBACK

FORM

STUDENT RESPONSE TO AGENCY FIELD SETTING - FEEDBACK FORM

OESH Imm Record Oct 2006 298

The use of these forms is primarily designed for the administration of the faculty to accumulate information on the level of instruction and the field setting, individually and collectively. It also provides an opportunity for instructors and agencies to learn how they have been perceived by their students. STUDENT RESPONSE TO COURSE AND INSTRUCTOR FORM

1. Please hand this form out to your student near the end of term. Students are to complete the form anonymously.

2. It is important that the student identify the level of the course and the field instructor’s name on

the complete form.

3. These forms should be submitted to the Field Program Assistant, General Office, 521 Tier Building.

4. This information will be shared with the instructor individually after evaluations are completed

and the grades have been submitted. STUDENT RESPONSE TO AGENCY FIELD-SETTING FORM Please also find a student response to agency field-setting form for each student to whom you are providing field instruction. 1. Follow instructions as in number (1) above. 2. As in number (2) above. 3. These forms should be submitted to the Field Program Assistant. 4. This information will be shared with the appropriate agency/department contact, subsequent to student grades having been assigned. This will provide a frame of reference for planning with the agency for the field placement in the subsequent year. Thank you for your cooperation in this important matter. Attention All Field/Focus Course Instructors: Please provide an opportunity for students to complete these forms. Have a student collect all of them from every student and return them to the Field Program Assistant, General Office. Remind them that you will not have access to the forms until after you have completed their evaluations.

299

I. Student Response to Course and Instructor - Feedback Form

This personal information is being collected under the authority of The University of Manitoba Act. It will be used for sharing with field instructors for self-evaluation and professional development purposes only. Information provided will not be used or disclosed for any other purposes, unless permitted by The Freedom of Information and Protection of Privacy Act. Although personal information will not be included in the disclosure, due to student group size in particular agency placement settings, student identity may be presumed. If you have any questions about the collection of your personal information, please feel free to contact the FIPPA/PHIA Coordinator’s Office at (204) 474-8339, University of Manitoba Archives and Special Collections, 331 Elizabeth Dafoe Library, Winnipeg, MB., Canada, R3T 2N2. Please give your reaction to the following statements by checking the category that reflects your views.

STUDENTS: Please Make Sure You Fill Out The Following IMPORTANT Information: CIRCLE: Course: SWRK 3150 SWRK 4120 SWRK 6050 FIELD INSTRUCTOR: ________________________________________________ ________________________________________________ (Please be specific)

DATE: _________________________ TO BE RETURNED TO: Field Education Coordinator Faculty of Social Work 521 Tier Building University of Manitoba Winnipeg MB R3T 2N2

Strongly Agree Agree Not

Certain Disagree Strongly Disagree

Not Applicable

Standards for student performance were made clear. Instructor helped develop opportunities for learning experiences at a suitable pace and level for the student.

The instructor’s choice and organization of teaching methods and materials were appropriate to the content and circumstances of the course.

The instructor was available to meet with students on a regular and mutually agreed upon basis.

The instructor demonstrated a working knowledge of contemporary professional practice.

The instructor was able to help the student integrate theoretical content with the field experiences.

Instructor’s input in individual discussion was helpful. Instructor’s input in field unit sessions was helpful

(where appropriate).

The instructor encouraged the student’s development of creativity and autonomy in practice and learning.

The instructor helped in the development of the student’s professional identity.

300

Overall, I would rank the field experience:

Excellent Good Average Poor Inadequate

Overall, I would rank the instructor’s ability to help me learn:

Excellent Good Average Poor Inadequate

Please make any additional comments regarding the field experience and field instruction, such as:

1. Things that were effective and should be maintained. 2. Things you would like to see changed. 3. Other suggestions.

As a field instructor and considering only this course: A. In your opinion, what are the field instructor’s strengths?

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

301

II. Student Response to Agency Field Setting - Feedback Form

This personal information is being collected under the authority of The University of Manitoba Act. It will be used for sharing with field agency staff for internal review and field planning and development purposes only. Information provided will not be used or disclosed for any other purposes, unless permitted by The Freedom of Information and Protection of Privacy Act. Although personal information will not be included in the disclosure, due to student group size in particular agency placement settings, student identity may be presumed. If you have any questions about the collection of your personal information, please feel free to contact the FIPPA/PHIA Coordinator’s Office at (204) 474-8339, University of Manitoba Archives and Special Collections, 331 Elizabeth Dafoe Library, Winnipeg, MB., Canada, R3T 2N2. This section of the form is to describe your experience with the agency field setting itself.

STUDENTS: Please Make Sure You Fill Out The Following IMPORTANT Information: PLEASE CIRCLE: Course: SWRK 3150 SWRK 4120 SWRK 6050 NAME OF PROGRAM OR AGENCY FIELD SETTING: ________________________________________________ (Please be specific)

DATE: _________________________ TO BE RETURNED TO: Field Education Coordinator Faculty of Social Work 521 Tier Building University of Manitoba Winnipeg MB R3T 2N2

Strongly Agree Agree Not

Certain Disagree Strongly Disagree Not Applicable

The agency personnel were helpful in orienting the student to the placement.

The agency setting made the student feel comfortable/accepted in the placement.

The agency setting provides transportation/reimbursement of transportation and out of pocket costs, when student is providing agency services.

The agency setting provides the student with opportunities to attend agency activities (i.e., staff meetings, board meetings, consultations, in-service training sessions, workshops etc.)

The agency setting has a sufficient range of learning experiences to allow the student to meet his or her learning objectives.

Agency activities assigned to the student are clearly related to student learning needs (as well as service needs of the agency).

Agency staff, other than the field instructor, were available for consultation as required.

Alternate agency personnel were assigned to the student, when the field instructor was not available.

302

Overall, I would rank the agency field placement site as:

Excellent Good Average Poor Inadequate

Please make any additional comments regarding the field setting, such as:

1. Things that were effective and should be maintained. 2. Things you would like to see changed. 3. Other suggestions.

B. In your opinion, in what areas or ways could the field instructor improve? 1. ________________________________________________________________________ 2. ________________________________________________________________________