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  1. Field Orientation Learning Contracts Title of presentation

  2. Welcome to the Field Orientation Session • Please feel free to ask any questions throughout the presentation If you do not have microphones please use the chat to ask questions. • Joan Churley • Field Manager, Distance Delivery Program

  3. Field Instruction SWRK 3150 Concurrent with Field Focus SWRK 4200 Field Instruction SWRK 4120 Concurrent with Field Focus SWRK 4300 Your Field Focus is a seminar that teaches social work practice skills in the context of a field or focus of practice. The course you are taking doesn’t have to match where you are placed placed in your field. Student in the accelerated program take 2 sections of Field/Focus during the regular session from September to April.

  4. Please ensure that you are registered: You must be registered in Field and your Field Focus course

  5. Field Instruction 1: SWRK 3150 (12 credit hours) This is your 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= 420 hours

  6. 12 Credit HOURS This is a reminder that this Field is counting as 12 credits. This 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. A reminder that you must pass both / if you fail one you do NOT get credit for the other.

  7. 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

  8. 12 credit 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.

  9. 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 members and support networks and your Field Placement team are all very important

  10. Orientation to the Agency is very important. Orientation should include: • Introduction of student to the key program staff with whom they will be working with, particularly the resource person who may, in some models be 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 • 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.

  11. 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.

  12. Time away from placement Must be made up by the student. If you are sick you must make up the time. If you take a few days off you must make up the time. You must ok all time off with your Field instructor. It is between you and your Field instructor to ensure that you complete 420 hours…….. We will be discussing time logs in more detail.

  13. Confidentiality is important: Students can be FAILIED 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.

  14. Guidelines The following guidelines are based on general best practices. The Faculty recognized that circumstances can vary and encourages consultation with your field instructor, field liaison, advisor or course instructors

  15. 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, to confirm understanding and compliance

  16. Students that will come in contact with personal information or personal health information will be provided with training on The Freedom of Information and Protection of Privacy Act (FIPPA) and The Personal Health Information Act (PHIA)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

  17. 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

  18. 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

  19. Social media Preamble 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

  20. 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.

  21. Social media • 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 your and your clients’ internet providers • Remember that information that you provide about yourself on websites can be accessed by clients

  22. Course Objectives Field Instruction 1: 3150 Students are expected to interact with the key people (admin, 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.

  23. 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.

  24. Students will develop the ability to respect clients’ rights through an understanding of the CASE Code of Ethics 2005

  25. 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: • Health Care CFS • Child care Education System • Criminal justice Aging • Mental Health Other…………. • Addictions • Youth Programs • Women’s resources

  26. Field Instruction 2: 4120 Objectives Students will build on the skills identified in SWRK 3150 Students will initiate and sustain supportive and responsive relationships and facilitate effective communication. Students will be able to assess, plan and intervene in increasingly complex situations. Students will place a high value on providing relevant information and service to clients. Students will demonstrate an understanding of the conflicting expectations in placement. Students will demonstrate a range of contracting skills; Students will take responsibility for their ongoing professional development.

  27. 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.

  28. FIELD INSTRUCTIONAL ROLESin an Agency Based model Field manager and Liaison for the summer Student Field Instructor Site Resource Person

  29. University Expectations: Please refer to manual for further Information (On Line) 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.

  30. Roles of the manager of Field :Communicates and provides support to students and Field instructional site.Develops formal Faculty/agency legal arrangementsEnsures all agreements are in place for all studentsOrients students and Field Instructors on AdobeRefer to manual (online) for further duties.

  31. Roles of the Faculty Field Liaison:Provides support consultation, mediation and negotiation to for the student and Field InstructorMonitors students progress through use of Professional Reflective Journals, Time logs,Adobe sessions.See manual online for more detail

  32. Roles of the Field InstructorResponsible for orienting the student to the Practicum site.Develops a Learning Contract in conjunction with student.Assumes responsibility for supervising the student on a day to day basis.Takes responsibility for evaluating studentProvides a minimum of one and half hours of direct supervision.Refer to manual for further information on roles of the Field instructor (on line)

  33. Roles of the on-site Agency Program SupervisorAssists Field Instructor in providing student Field experience and assumes day to day responsibility and supervision of student.Provides feedback for evaluation purposes. Refer to manual for further information on roles of the on –site Agency Program Supervisor (online)

  34. It is very important to know what is expected in Field…..SO WHAT IS EXPECTED?

  35. 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.

  36. This summer you will be required to fill out one form, that includes your time sheet and your reflective journal. This Journal will note the main activities and connect theory to practice.It is important to let Joan know as soon as possible if there are any concerns and we will address them as a team. Your field instructor, you, the student and I will discuss and decide what needs to be done to deal with the concern.

  37. The Learning Contract is 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.

  38. “The learning contract is due” • If you are in placement 2 days a week your learning contract is due 4 weeks after start date • If you are in placement 4 days a week your learning contract is due 3 weeks after start date • Your learning contract can be amended anytime

  39. Ensure you pull out the copy of DATES TO REMEMBER2013 Summer Session • May 6th Field placement begins • May 18th Learning contracts are Due • June 4th Mid term ADOBE session • June 21 mid terms Due • July 24th Final evaluation ADOBE session • August 9th Field Instruction Ends • August 16th Final Term Evaluations Due

  40. 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

  41. WHAT is to be learned WHEN timelines WHO/WHERE will you go/ask for help? HOW Will you learn this? What activities are required? HOW do you prove that you have successfully achieved the objective

  42. HOW Observables, hard proof HOW WHO/WHERE will you go/ask for help? WHAT WHEN timelines • Discuss with Field Instructor • CFS Act, • Adoption Act • Discuss interventions as related to mandate • Attend monthly social work conferences • Attend court • Read CFS Act • Read Adoption Act • Attend Provincial Family Court • Talk to Field Instructor,lawyer,Crown Attorney • To be able to identify how a case decision relates back to the mandate: • Case notes, • Process notes • Journaling • Supervision • Sept/read acts • Oct attend court • Nov case presentation re above to field instructor • LINK to evaluation • 2.1 • 2.1

  43. The Learning Activities Leave room for the student and the field instructor to be innovative. You can read about intervention with children and families but you can do far more..... Meet with the police, lawyers, psychologists, or anyone who is involved in the process of working with children and families. Shadow as many workers as possible and try documenting what you see by applying theory to practice ( this is a great way to learn and a great deal of discussion will occur at supervision between student and instructor.

  44. Resources Networking in the community and the office will provide students with valuable information Bring in your books from field focus and other courses and try to apply the theory to practice. What are you learning?

  45. 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)

  46. 5. Learning Contract Field Instruction SWRK 4120 Administrative Arrangements (a) Scheduled placement days: __identify days and time Tuesday and Thursday from 8:30-4:30_________ (b) Meeting times with field instructor ___Tuesday Morning; Thursday Morning____9:00 to receive cases and debrief_______

  47. Sample 1 - Learning Contract (Evaluation Form Format)

  48. 3150 4120

  49. How is progress Monitored?The Field Instructor is responsible for developing appropriate methods in which your progress can be monitored.This may include verbal reports, logs, summary recordings, two way mirrors, process recording. (more information in manual on line.