Field Orientation Title of presentation umanitoba.ca
Adobe Protocol X • Check microphones to ensure they are working (check help wizard in the top left hand corner) • Turn microphones OFF if you are not speaking • If you do not have a microphone use the chat to communicate • Please do NOT touch the power points at any time throughout the presentation. Moving items on your screen moves everybody’s screen. There are copies of the presentation on our website at http://umanitoba.ca/faculties/social_work/programs/distance/662.html
Welcome to the Field Orientation Session • Please feel free to ask any questions throughout the presentation. • Joan Churley • Field Manager, Distance Delivery Program • University of Manitoba • 204-474-6812 • 1-800 432-1960/ex 6812
Field Instruction SWRK 3150 Concurrent with Field Focus SWRK 4200 • Field Instruction SWRK 4120 Concurrent with Field Focus SWRK 4300 • You must be registered in both the Field and Field Focus course. Please check Aurora to ensure this is the case. • Your Field Focus is a seminar that teaches social work practice skills in the context of a field or a focus of practice. The course you are taking doesn’t have to match where you are placed placed in your field.
12 Credit Hours • Field counts as 12 credits hoursand is a very important part of your Social Work degree. • You will be required to put in a great deal of time and energy into Field and Your Field Focus course. • Your Field Focus Instructors maintain communication with the Field Liaison/Field Coordinator to attempt to identify problems early, make progress checks and so forth • You must pass both 3150 and 4200 and both 4120 and 4300. If you fail one ‘half’ you do not get credit for the other and will have to take both courses again.
Field Instruction 1: SWRK 3150 (12 credit hours) • This is your first educationally directed Field experience in which you 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= 420 hours • Your 3150 final evaluation follows you to your next Field placement. • It is important to use this evaluation and build on your strengths and develop the areas requiring improvement.
Field Instruction 1: SWRK 4120 (12 credit hours) • An educationally directed practice experience building on SWRK 3150. • The required hours are calculated as: 28 weeks X 2 days per week x 7.5 hours= 420 hours
So what will I do in FIELD? • There are many things that will happen while you are in Field. • Time management, self care, good communication with family and social support networks and your Field Placement team are all very important Tier Building
Orientation to the Agency is very important. It should include: • Do you require a car? • Who can drive the agency car? • How do you book a car? • Do you need to be accompanied on home visits? • Do you have to work “off hours” • Is mileage reimbursed? • How do you identify yourself as a student? • Emergency contacts? • Safety issues/concerns? • Each agency is unique and have their own policies and procedures. • Introduction of student to the key program staff with whom they will be working with – particularly the resource person who maybe providing them with day to day supervision. • Policies and procedures of the agency need to be discussed : • Dress code • Hours of operation • Confidentiality and signing oaths of confidentiality • How to handle absences due to illness or other reasons
We strongly suggest That you familiarize yourself with all of the agency policies and procedures at the beginning of practicum. Spend several hours/days whatever it takes to feel somewhat comfortable with the policies and go back and re read them once you are working in the placement for awhile.
Time away from placement • Time away must be made up by the student. • If you are sick or take a few days off you must make up the time. • You must pre-approve all time off with your Field Instructor. • You are your Field Instructor are responsible to ensure that you complete 420 hours • We will be discussing time logs in more detail.
Confidentiality is important: • Students can be FAILED for breeching confidentiality • A student can be deemed professionally unsuitable if they breech confidentiality • If you are not sure who you can share information with please discuss with your supervisor. When writing your journals please ensure they are vetted.
General Guidelines • The following guidelines are based on general best practices. The Faculty recognizes that circumstances can vary and encourages consultation with your field instructor, field liaison, advisor or course instructors
Confidentiality • The issue of confidentiality will be discussed by student and instructor during orientation to field. The student is required to review the Code of Ethics regarding Confidentiality in Professional Practice prior to assignment of clients • The confidentiality policy of the field site will be shared with the student who is required to review and sign, where applicable, and to confirm understanding and compliance
Confidentiality continued… • All students will be provided with training on The Freedom of Information and Protection of Privacy Act (FIPPA) and The Personal Health Information Act (PHIA) before entering their Field Placement and will sign a pledge of confidentiality. • The student is expected to possess a basic understanding of confidentiality and its limits and to demonstrate transparency with clients in communicating these limitations • Additional training and contracts may be required by your field placement as well
Confidentiality continued…. • Limits to confidentiality include matters as required or permitted by relevant laws, court order or when a clear threat to the safety of the client or others is evident • Case studies must not contain any identifying information • Documents with identifying information from field agencies must be treated in accordance with the agency’s policies
Confidentiality continued…. • Disposal of documents with identifying information, including electronic records, must be carried out according to Agency protocols. • Identifying information is not to be used in the classroom or in other context aside from Faculty approved supervision meetings. • Confidentiality guidelines will be observed, when using social media
Social media • The Canadian Association for Social Work Education (CASWE) Standards for Accreditation (May, 2012) state that: The academic unit has a policy regarding ethical use of all forms of social media to ensure the privacy, confidentiality, and interests of the academic unit and its field practicum community and demonstrates how the policy and procedures are consistent with the relevant human rights legislation, with the mission of CASWE- ACFTS, and with the mission of the academic unit concerned • The following guidelines for social media interactions with current and past clients are based on general best practices. The Faculty recognizes that circumstances can vary and encourages consultation with your field instructor, advisor or field liaison.
Social Media continued…. • Do not “friend” clients or accept requests to be “friended” from current or previous clients • Do not use messaging websites such as Twitter or Facebook to contact clients or to respond to clients. • Use your professional email address to communicate with clients • Use caution when discussing your work or studies with clients • Remember that all email communication are retained in the logs of both your and your clients’ internet providers • Remember that information that you provide about yourself on websites can be accessed by clients
Course Objectives Field Instruction 1: 3150 • Students are expected to interact with the key people (administration, other discipline programs, other professionals, clients) in the field setting appropriately and sensitively. • Students will demonstrate an understanding of the agency’s structure, mandate, mission and objectives as well as the service delivery system. • Students will demonstrate a commitment to the importance of self awareness as a means to effective professional involvement. Professional Reflective journaling will be used to consciously reflect self awareness throughout the placement.
Important dates: 2013 August 27 Field Orientation Adobe Session 11am CST September 3 Field Placement begins September 10 Learning Contract Adobe session 11am CST September 27 Learning contracts due November 19 Mid-term Evaluation Adobe session 11am CSTDecember 6 Last day of Field – Sessional break begins December 13 Mid-term evaluations due 2014 January 6 Field instruction begins March 11 Final Evaluation Adobe session 11am CST April 11 Field instruction ends April 18 Final term evaluations due
Students will develop the ability to respect clients’ rights through an understanding of the CASE Code of Ethics 2005:
During the year, students in Field Placement will: • Begin to link classroom knowledge with Field placement experience and take initiative to seek and make the appropriate use of supervision. • Have a working knowledge of community resources
Refer to the Field Instruction Manual for a full list of expectations of students in field • Our manual is presently under construction and is being updated. • http://umanitoba.ca/faculties/social_work/media/Field_Instruction_Manual2011.pdf
Field Instructional Roles * Please refer to the online manual for further information:http://umanitoba.ca/faculties/social_work/media/Field_Instruction_Manual2011.pdf
University Expectations: • All Field instructional staff 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. • Please refer to manual for further Information http://umanitoba.ca/faculties/social_work/media/Field_Instruction_Manual2011.pdf
It is very important to know what is expected in Field….. SO WHAT IS EXPECTED?
It is important to sit down with your Field Instructor and discuss what he/she expects of you the student as well as what you can expect from the instructor, the Liaison and the resource person. • It is important to read over the Agencies policies and procedures manual within the first week of Field to ensure you understand the “rules” of the agency. • It is important to understand mutual expectations regarding preparation for student/instructor supervision this is where you will be assigned cases and receive feedback.
The Learning Contract • This a tool designed to keep the student and the Field instructor focused on goal oriented learning.We will be spending an hour with you in our next adobe session going over the learning contract and its importance. • Your learning contract can be amended anytime • If you are in placement 2 days a week your learning contract is due 4 weeks after start date
What is the Learning Contract? • A “roadmap” to guide the student and instructor in the learning process; • It is a combination of what you want to learn, what the field instructor is willing to teach and what the agency is mandated to allow. • Developed on a template of five categories: • learning objectives; • learning activities; • resources; • methods to measure objectives • timelines
Deadlines, timelines, completions.... • It is important that your learning contract be realistic and your learning goals be achievable and measurable. • Ensure that the deadlines and timelines you incorporate into your learning contract are realistic. • Remember you can always add to the learning contract. • Students and Field instructors should discuss timelines and document when learning objectives have been achieved. (This is very helpful when midterm and final evaluations are due)
Student/Instructor individual supervision conferences • The most common method of providing an opportunity for student growth and professional development is through the individual supervision conference. • While the demands of the student placement and pressures on the instructional staff may suggest that mini sessions –”teachable moments” –are most convenient, experience has confirmed thata 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.
Supervision is very important: • Face to face: weekly: minimum of one to one and a half hours. • Field Instructor/student is familiar with the evaluation form and should link this to the learning contract. • Remember your time logs • Remember your Professional Reflective Journals and the importance of sharing the journals during Supervision.
Professional Reflective Journals • Journaling is a helpful way for students to process what they are learning in their practicum placement • Documenting learning/experiences on a regular basis provides an opportunity to…
Tips… • The electronic version allows for expanding boxes and revisions • One activity may meet several learning objectives • The learning contract should be developed by student and Field Instructor together • All forms are available on our website • http://umanitoba.ca/faculties/social_work/programs/distance/658.html
Journals provide you with an opportunity to: • Identify/discuss and reflect on cultural, economic, political, interpersonal, ethical etc. factors that impacts your experience in placement. • Identify/discuss and reflect on your feelings. • Identify/discuss and reflect on what you did; that is, applying theory to practice. • Identify/discuss and reflect on what you’ve learned • Identify what they need to do to improve……
Journals: • Are not helpful if you simply record activities/activities (these are important to document in the time log) • Are a way to learn how to reflect on activities • Allow you an opportunity to take risks and use reflections to express yourself professionally.
Connecting the Field Focus Course to Field Placement • Important for students, field liaisons, field instructors to talk about what students are doing and learning in their field focus course • This is a co requisite, you must receive a passing grade in both to get a credit. • Ensure you are registered in your field focus courses.
Critical incidents • If a critical incident occurs please contact Joan by telephone or email at 204-474-6812 or 1-800 432-1960/ex 6812; Joan.Churley@umanitoba.ca • Contact your Field instructor, deal with the issue and then contact us. • Examples, you get hurt on the job, bit by a dog, assaulted by a client OR • If you are asked to something that is out of the ordinary, acupuncture, stay over night in an institution, you are being threatened, feel unsafe because of harassment of a client……… please speak to me…..
Expectations of students • Students are expected to complete weekly journals and hand them in to their Field Instructors at supervision. • Students are expected to complete a monthly report and summary of their journals and send in to Joan on a monthly basis. • Students may be asked to hand in ALL of their journals should an issue arise during placement.
During supervision • The journal can be used as a way to: • Compare student-instructor views and perceptions, • Monitor progress • Identify issues, difficulties and areas for work • Assist in evaluating student performance.
Monthly report • The monthly report is to be completed and submitted to Joan by email on a monthly basis. Use the electronic form. Fill in the top part addressing the tasks you have completed and then complete a summary of your journal. • http://umanitoba.ca/faculties/social_work/media/Field_Student_Tasks_Form_Distance.docx
Time log • The time log is a document that identifies the activity of the student and the time spent at the agency. • It will be completed and sent to Joan at the end of every month. • http://umanitoba.ca/faculties/social_work/media/TIME_LOG_Form.docx
Field instructors • Can assign students to work with individuals, couples or families • Are responsible for assigning cases to students and then ensuring they are supervising the student • Ensure that students are applying theory to practice • Ensure students develop case management skills.
Students may: • Be involved with outside community agencies in many different roles • Work on policy and program planning and or research • Once again Field instructors would be responsible for connecting this learning to practice at the placement level.
Students will: • Document: • Opening summaries • Assessments • Policy/program reports • Closing summaries • Agency recordings • Documentation is a very important process that students must receive feedback on from their Field instructor.
Friendly reminder………………. • All documentation belongs to the agency • Students could be called to court many years from now and asked about their documentation • If you are not sure about something please ask your Field instructor • Your professional reflective journals are also considered a document (not a diary)