Field Placement Manual
Community Services and Health Sciences
SOCIAL SERVICE WORKER PROGRAM
TABLE OF CONTENTS
PART ONE-OVERVIEW ................................................................................. 3
CONTACT INFORMATION SHEET .......................................................................................... 4
WELCOME FROM GEORGE BROWN COLLEGE ............................................................................ 5
THE CENTRE FOR COMMUNITY SERVICES AND EARLY CHILDHOOD .................................................. 7
KEY CONTACTS ............................................................................................................. 7
PART TWO-THE PROGRAM ........................................................................... 8
INTRODUCTION TO THE PROGRAM........................................................................................ 9
PROGRAM FORMAT ....................................................................................................... 10
FIELD/CLINICAL PLACEMENT POLICIES AND PROCEDURES .......................................................... 16
Purpose of Field Work Practice .................................................................................. 16
Criteria for Field Placements ..................................................................................... 16
Selection and Assignment of Field Placements ............................................................ 18
International Placement Opportunities ....................................................................... 19
Hours of Placement ................................................................................................. 19
Vocational Learning Outcomes .................................................................................. 20
Criteria for selection of Field Placement Supervisors .................................................... 23
Student Performance Evaluations .............................................................................. 24
Responsibilities for the Supervisor ............................................................................. 24
Responsibilities of the Student .................................................................................. 27
Responsibilities of the Faculty Advisor ........................................................................ 29
Procedures for Students in Difficulty and for Termination of Placement .......................... 30
Legal Considerations ............................................................................................... 31
PART THREE – APPENDIX/STUDENT PERFORMANCE EVALUATIONS ......... 33
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PART ONE-OVERVIEW



Contact Information Sheet
Welcome from George Brown College
The School of Community Services and
Early Childhood
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CONTACT INFORMATION SHEET
George Brown College
200 King Street East
Toronto, Ontario
M5A 3W8
SOCIAL SERVICE WORKER PROGRAM
CONTACT INFORMATION SHEET
Felice Markowicz
Coordinator
416-415-5000 ext. 2696
416-415-2646
Email: fmarkowi@georgebrown.ca
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WELCOME FROM GEORGE BROWN COLLEGE
George Brown College is a non-profit crown corporation established by the
Government of Ontario in 1967 to serve the City of Toronto as part of a province
wide system of colleges.
The College was created from a nucleus of existing educational institutions: the
Provincial Institute of Trades and Occupations, four adult education centres of the
Toronto Board of Education and later, five schools of nursing that were affiliated
with downtown hospitals were added. As a result, the College inherited a number of
older properties, many of which lacked specific requirements for educational and
training purposes.
For almost 40 years George Brown has provided high-quality, applied education
programs for students from across Canada and abroad. All three campuses are
located in the heart of the Greater Toronto Area, the economic driver of the nation
and one of the most diverse, dynamic urban centres in North America: St. James
Campus, the largest, located downtown on King Street between Jarvis and
Sherbourne; Casa Loma Campus, located at Davenport and Spadina; and Ryerson
Campus, located in Ryerson University, Gerrard Street. Our newest campus located
in the Historic Distillery District will open in September 2005. The Young Centre for
the Performing Arts will be the new home of the college’s renowned Theatre School
and its partnership with Soulpepper Theatre Company.
Economic growth in the GTA is increasingly dependent on the quality of it labour
force. In response to this need, George Brown educates approximately 14,000
fulltime and 50,000 part-time students each year to be job-ready graduates in a
wide variety of programming areas including business and financial services,
hospitality and tourism, microelectronics, information systems, mechanical
engineering, communications, community health, digital media, performing arts,
building and environmental systems, and dental sciences among many others in a
total of 112 diploma, 29 certificate and 8 bachelor’s degrees programs. Our delivery
of these programs stresses flexibility and innovation, with multiple points of access
to enable continuous learning.
We strive to ensure our graduates understand of new and emerging
technologies, adapting well to changing circumstances, working well with others,
while learning to think and act independently. Students at George Brown are
developing the skills employers need to support one of the most advanced
economies in the world.
George Brown College continues to receive national awards for innovations in
program and services and international awards in student competitions.
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Enrolment: Provincial leader in application and enrolment growth since 2002.
Current Full-time students: 24,000
Continuing Education students: 36,000
Campuses: Three in downtown Toronto along with 10 other training facilities.
Programs:
 Bachelor's degrees: 6
 Diplomas: 65
 Post-Graduate Programs: 30
 Certificate/Apprenticeship Programs: 47
Total programs: 148
Continuing Education credit courses: 1600
Student Success
Our students are prepared for careers in the sectors that will shape the city region's
future. Job-ready graduates achieve a high degree of success meeting career goals
after graduation.
Employer Satisfaction
90 per cent of employers are very satisfied/satisfied with graduate job
performance.
Established
1967 by the Government of Ontario to serve the population of the City of Toronto.
Financial Performance
Ontario college system leader in financial efficiency, with outstanding
operating financial performance.
Academic Affiliations and Credentials Member:
 Association of Colleges of Applied Arts and Technology of Ontario
 Association of Canadian Community Colleges.
Board of Governors
For a current list of our board of governors please go to:
http://www.georgebrown.ca/board/index.aspx
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THE CENTRE FOR COMMUNITY SERVICES
& EARLY CHILDHOOD
The School of Community Services and Health Sciences is made up of three
centres:
Center for Community Services & Early Childhood Education, Centre for Nursing and
the Centre for Health Sciences. Within these centre’s, there are seven program
Clusters:
Social & Community Services: Community Worker, Social Service Worker,
Child and Youth Worker, Career and Work Counsellor, Behavioural Science and
Technology
Deaf & Deaf blind Studies: Intervenor for Deaf-Blind Persons, ASL
English Interpreter, Pre-Interpreter
Health Promotion: Fitness and Lifestyle Management, Activation and
Gerontology
Oral Health: Dental Assisting, Dental Hygiene, Denturism, Dental
Technology, Restorative Dental Hygiene
Health Services Management and Technology: Dental Office Administration,
Medical Office Administration, Health Information Management, Health
Informatics
Nursing: Personal Support Worker, Registered Practical Nurse,
Baccalaureate in Nursing
Early Child Development: Early Child Assistant, Early Childhood Educator
and Early Childhood Development (Degree)
KEY CONTACTS
Dean: Lorie Shekter Wolfson 416-415-5000 x 2855
Associate Dean: Lori Cranson 416-415-5000 x 2434
Director, Community Services & Development: Patricia Chorney Rubin x2762
Chair, Early Child Development: Patricia Chorney Rubin x 2762
Chair, Health Sciences: Doug Stulla x 4540
Director, Centre for Nursing: Rivie Seaberg x 4454
Chair, PSW and RPN:: x 3191 Deana Lunn
Chair, BSCn: Dianne Diniz x 3094
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PART TWO THE PROGRAM
•
•
•
Introduction to the Program
Program Format
• Overview of the Program
• Overview of Field Placement Requirements
• Police Reference Check and Other Requirements
• Academic Standing
• Minimal Requirements for Field Placement
Field placement Policies and Procedures
• Purpose of Field Work Practice
• Criteria for Field Placement Agencies
• Selection and Assignment of Field Work Placements
• International Placement Opportunities
• Hours of Placement
• Vocational Learning Outcomes
• Criteria for Selection of Field Work Supervisors
• Field Work Supervision
• Student Performance Evaluations
• Responsibilities for the Supervisor
• Responsibilities of the Student
• Responsibilities of the Faculty Advisor
• Procedures for Students in Difficulty and for Termination of Placement
• Legal Considerations
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INTRODUCTION TO THE PROGRAM
INTRODUCTION TO THE PROGRAM
The Social Service Worker program, introduced in September 2004, is
representative of the Centre for Community Services and Early Childhood's
longstanding commitment to innovation and responsiveness in the social services
education sector. The Social Service Worker program provides graduates with
the skills, knowledge and attitudes required to work in the diverse and complex
field of social services. The Social Service Worker program maintains the high
standards and excellence of the previous programs. Students are eligible for
international field placements in Jamaica and Cuba. The purpose of the Social
Service Worker Program is to train individuals seeking employment as Social
Service Workers in the field of social services and to provide further training to
those already employed in the field. The program is based on a philosophy of selfdirected learning, personal growth and enhanced awareness while developing skills
and knowledge relevant to social services and the clients we serve. The college
maintains relationships with well over 200 agencies operating in a wide range of
community, formal, informal and international social service settings.
At George Brown College students are well-prepared to work in diverse urban
communities. Students develop the abilities to respond to individual and community
issues of homelessness, poverty, substance abuse, mental health concerns,
oppression, crisis and other determinants of health and areas of social justice.
Family work, group facilitation, advocacy and proposal writing are integral
components of the program of study. The College's history of preparing thousands
of addiction and mental health workers is maintained within the SSW program as
well as in the unique Concurrent Mental Health and Substance Abuse Recovery
course.
Students in the Social Service Worker Program come from a wide variety of
backgrounds and range in age from 18 - 60. Some have Bachelor of Arts degrees
and are looking for specific social service skills while others are secondary school
graduates or mature students with extensive life experience. Many represent the
range of ethno-cultural communities evident in Toronto and throughout Ontario.
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PROGRAM FORMAT
The Social Service Worker Program is a two-year program delivered in the
7 and 14-week timetabled format. In addition to the theoretical models, methods
and skills of social work practice, students will receive training in group work, life
skills methodology, community organizing and development, as well as 700 hours
of field experience supervised by qualified professional practitioners in two different
placements. Graduates will be qualified to work in a variety of agency settings
including addiction and mental health services, residential group homes, day
treatment programs, case management services, shelters, drop-in and community
centres, family service organizations, hospitals, governmental and
nongovernmental services.
A fast track version of the program is available as a one-year full-time option
to graduates of a baccalaureate program in the social or health sciences at a
university or to graduates of a college diploma program such as the following:
●
●
●
●
●
●
Assaulted Women’s and Children’s Counsellor/Advocate
Child and Youth Worker
Community Worker
Behavioural Science Technology
Early Childhood Education
Developmental Service Worker
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Overview of the Program
Graduates will meet the educational requirements for registration as a Social
Service Worker in the Ontario College of Social Workers and Social Service
Workers. The courses delivered during the two-year program include:
SEMESTER 1 (Year 1)
Program Courses:
GSSC 1109 Life Span Development
LIFE 1012 Life Skills 1A
SWRK 1026 Canadian Social Welfare
SWRK 1041 Preparation for Field
SWRK 1042 Values, Ethics and Professional Practice
SWRK 1043 Group Dynamics
Interdisciplinary Courses:
COMM1003 English Skills
COMM1007 Extended College English
COMP1082 Computer Skills and Applications
SEMESTER 2 (Year 1)
Program Courses:
GSSC1064 Introduction to Sociology
SWRK1034 Working in a Diverse Urban Community
COUN1030 Communication and Interviewing Skills 1
LIFE1012 Life Skills B
SWRK1036 Mental Health: Fundamentals in Policy and Practice
SWRK1035 Substance Abuse: Fundamentals in Policy and Practice
SWRK1037 Fieldwork Practice I
SWRK1038 Integrative Seminar I
Interdisciplinary Courses:
COMM1007 Extended College English (if not yet completed)
SEMESTER 3 (Year 2)
Program Courses:
SWRK 2055 Special Studies in Mental Health and Substance Abuse
PROGRAM ELECTIVE 1
COUN1032 Communication and Interview Skills II
SWRK2085 Case Management and Consumer Advocacy
SWRK2052 Group Facilitation
COUN2075 Fieldwork Placement II
SWRK2076 Integrative Seminar Ii
Interdisciplinary Courses:
GNED General Education Elective
SEMESTER 4 (Year 2)
Program Courses:
PROGRAM ELECTIVE II
SWRK2087 Radical Social Work
SWRK2053 Concurrent Disorders
SWRK2084 Traditional and Non Traditional Family Systems
SWRK2073 Community Development
SWRK2075 Fieldwork Placement II
SWRK2076 Integrative Seminar II
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Overview of Field Placement Requirements
Students enrolled in the full-time two-year program will complete a total of 700
hours of supervised, evaluated field work. These hours comprise 2 different field
work placements. The first field work placement consists of a total of 230 hours
and is completed in a 7-week block. The second placement consists of 470 hours
and is completed in 2 7-week blocks.
Students require approval from their Faculty Advisor in order to complete Field
Work I and Field Work II at the same agency. (This would only be permitted if the
second placement were done in a different area of the agency with a different
supervisor.)
While in placement, students are required to attend an Integrative Seminar class at
the college. The Integrative Seminar is a co-requisite of the field placement course.
With the exception of the Integrative Seminar class, students are expected to be in
placement for the full 7 week blocks for each of the two field work placements. It is
important to note that the Integrative Seminar class accounts for three hours per
week of placement time In all, students are required to complete a total of 700
hours of supervised, evaluated field work in order to graduate from the Social
Service Worker Program.
Students need to be in good academic standing prior to negotiating a field work
placement. Please note that there can be no “carry over” of hours from one
placement to another without faculty approval. If the placement hours are
incomplete, students will be required to repeat the Field Work course in order to
meet the requirements for graduation. Students with disabilities can arrange to
meet with the Coordinator of the Social Service Worker Program to discuss the
possibility of a different schedule or reduced workload for field work placements.
The agencies approved by the program for field work placements are very similar to
those that would employ our graduates. In some instances, employers hire
graduates because of contact and experience with them during the field work
experience. Students are not restricted to completing their placements in the GTA
but must complete their placements within weekly commuting distance of the
College so that they can attend their weekly Integrative Seminar.
Police Reference Check and other Requirements
It is common for placements to require a vulnerable person’s police reference check
from students. Therefore in compliance with this requirement all students in this
program must have a police reference check completed before each of the field
placements. These reference checks, which can take several weeks, are done to
protect the service users of these agencies, who are considered "vulnerable
persons" under the law. The fees for the reference checks vary and must be paid by
the student.
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Students are responsible for ensuring that the police check covers appropriateness
for "individuals being employed and/or volunteering who will be working with
vulnerable person(s)."
Students who are unable to provide a clear police reference check may be unable to
complete their field placement and, therefore, be unable to complete the program.
At some agencies Students may be required to have a full medical examination to
adhere to the health and safety policies at an agency.
Academic Standing
Students are responsible for monitoring their academic performance to ensure the
required academic criteria are met. The Course Flow Chart (see Appendix)
provides an overview of the pre-requisites and co-requisites courses required in the
program.
1. First Year Placement:
The Student’s academic status will be considered before permission is granted to
enter the field. Failures in certain courses may result in a student being unable to
pursue a field placement. In the event that Students have to attend additional
classes during placement, Students need to negotiate the hours with their Agency
Supervisor to accommodate attending the required class. In the event that a
Student has been removed from their first field work placement, the Student may
be granted permission to continue to attend the Integrative Seminar 1 course.
However, the Student will not receive a credit for the completion of the course. The
Student will be required to attend the Integrative Seminar 1 course for credit once
a new field placement has been negotiated.
2. Second Year Placement:
Any Student with two or more failures from their first year may be prevented
from proceeding into their second field work placement.
Minimal Requirements for Field Placement
The following is intended to familiarize both Students and
Field Work Supervisors of the key minimal expectations for the field work
placement. It may be referred to throughout the placement as a means of ensuring
that these requirements are being met. Detailed information on each component is
available in the following sections and sample forms are included as Appendices.
Although effort has been made to address all the concerns and issues a Student or
Field Work Supervisor may encounter, there are sure to be situations that do not fit
exactly into the guidelines suggested. In this event, please contact the Faculty
Advisor to discuss the situation.
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1. Requirements for the Field Work Agency, Organization or Institution:
•
The agency, organization or institution will be able to provide an appropriate
Field Work Supervisor.
•
The agency, organization or institution will have an adequate Field Work
Supervisor to Student ratio to ensure that the time will be available to
maximize the learning experience.
•
The agency, organization or institution will hold values, policies, and practices
compatible with those being taught in the Social Service Worker Program.
•
The agency, organization or institution will have a minimum of one year of
successful operation to demonstrate stability.
2. Requirements for the Field Work Supervisor:
•
Will have graduated with a degree in Social Work or a diploma in a Social
Service Worker Program or have equivalent education.
•
Will have sufficient experience in the area of generalist practice and a
minimum of one year’s experience in their current position in order to instruct
a Student on the work of the specific agency, organization or institution.
•
Will be willing to commit to a minimum of 1 hour per week for meeting
formally with the Student to discuss progress.
•
Will review and approve the Student Learning Contract.
•
Will review and evaluate Student’s progress.
•
Will agree to advise the Student and Faculty Advisor of any changes to
supervision before they occur.
•
Will agree to advise the Student and Faculty Advisor as soon as possible of
developments and/or difficulties at the placement agency, organization or
institution which may impact the Student’s learning experience.
3. Requirements for the Student:
•
Students will advise their Field Work Supervisor of the number of hours to be
completed, whether these hours represent a first or second placement, the
days and hours they will be attending the placement on a weekly basis, and
the time period over which it will occur.
•
Students will conduct themselves professionally and will advise their Field
Work Supervisor and Faculty Advisor of any changes to their agreed-upon
placement schedule well in advance.
•
Students will provide all documentation to their Field Work Supervisor in a
timely manner and negotiate suitable times for their completion.
•
Students will provide a Learning Contract to be reviewed and approved by the
Field Work Supervisor.
•
Students will agree to advise their Faculty Advisor and Field Work Supervisor
as soon as possible of developments and/or difficulties at the placement
agency, organization or institution which may impact their learning experience.
•
Students will not adjust or terminate their placement without consultation
with, and approval by, their Faculty Advisor and Field Work Supervisor.
•
Students will ensure that they are meeting the required academic
requirements to continue in placement.
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4. Documentation Required During A Field Work Placement: (see
Appendix) Social Service Worker Program Placement Agreement and the
Work/Education Placement Agreement Form/ Post-Secondary is to be
completed by the Field Work Supervisor and the Student and presented to the
Faculty Advisor for approval. The original is to be submitted to the Faculty Advisor
with copies to the Student and the Field Work Supervisor.
The Learning Contract is completed by the Student in consultation with the Field
Work Supervisor. The early completion of this document is intended to ensure
that the expectations of both parties are clearly articulated thereby preventing
future misunderstandings regarding the suitability of the learning objectives or
availability of suitable learning opportunities.
The Field Work Activity Log is to be completed daily by the Student and signed
weekly by the Field Work Supervisor as approval of the noted hours and activities.
Original copies of the Field Work Activity Logs are to be submitted to the Faculty
Advisor on a weekly basis during the Integrative Seminar class, or as requested
by the Faculty Advisor. Students are encouraged to keep photocopies of all Field
Work Activity Logs or their records.
Year 1
The Final Evaluation form is to be completed by the Field Work Supervisor in
consultation with the student by the final week of placement. The original is to be
signed and dated by both the Student and the Field Work Supervisor. It is the
Student’s responsibility to submit the Progress Report to the Faculty Advisor.
Year 2
Progress Report is to be completed by the beginning of the 7th week of
placement. This assessment is to identify the Student's strengths as well as areas
requiring development. Also included should be clearly stated expectations for
improvement so that Students may use the remaining field placement hours to
develop these weaker areas of skill and knowledge. The original is to be signed
and dated by both the Student and the Field Work Supervisor. It is the Student’s
responsibility to submit the Progress Report to the Faculty Advisor.
A Final Evaluation is to be completed within the last week of the agreed upon
field placement hours. It is recommended that this process involve both the
Student and the Field Work Supervisor and that the Final Evaluation reflect both
their views of the work completed. The original form, signed by both, is to be
submitted to the Faculty Advisor.
5. Requisite Hours for Graduation in the Social Service Worker Program:
•
Students will complete 700 hours of supervised field work in order to
graduate.
•
The first placement will provide the Student with a 7 week block consisting
of 230 hours of supervised field work experience.
•
The second placement will provide the Student with a 14 week block
consisting of 470 hours of supervised field work experience.
•
Students are required to successfully complete each placement in
chronological order as a pre-requisite for the next one.
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FIELD PLACEMENT POLICIES AND PROCEDURES
Purpose of Field Work Practice
The purpose of field work is to aid the Student in acquiring knowledge of the social
services community in general and the practices of selected agencies, organizations
or institutions in particular. The field training provides the opportunity for the
Student to relate to field practitioners in a meaningful way over an extended period
of time and to relate and apply classroom learning to practical situations in the
workplace.
It is the Social Service Worker Program policy that a Student is best prepared for
employment in the field through training experiences at two different settings. The
first placement consisting of 230 hours gives the Student the opportunity to
become familiar with a social service agency, organization or institution and to
develop their micro skill set. The second placement consisting of 470 hours enables
the Student to gain experience at the micro, mezzo and macro levels of social
service work.
Criteria for Field Placement Agencies
The Faculty of the Social Service Worker Program of George Brown College believe
that there are mutual advantages for the program and agencies, organizations or
institutions that are willing to collaborate in social service education. The College
gratefully acknowledges this collaboration.
The following criteria for selection of field work settings are suggested:
1. The agency, organization or institution is interested in participating in social
service work education. This includes the board, the executive and
professional and administrative staff.
2. The agency, organization or institution's philosophy of service is
compatible with the values and ethics of social service workers and with
the educational objectives of the Social Service Worker Program.
3. The setting and organizational structure is such that Students can
be allowed a fairly wide range of learning experiences and social service
functions.
4. A qualified Field Work Supervisor is available. The Field Work
Supervisor has relevant education (Social Service Worker
Diploma or equivalent), and/or experience in the area of social service
practice and a minimum of one year's experience in their current position in
order to instruct a Student on the work of the specific agency, organization
or institution. The Field Work Supervisor must have demonstrated
competency as a social service worker/helping professional and must have an
interest in Students and social services education. In some settings where
the value and expertise of the staff are fully recognized, field supervision
may be shared by more than one staff member depending on the needs of
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the Student and the agency, organization or institution. In the event of
multiple supervisors, one person is the primary Field Work Supervisor for
purposes of communication with the Faculty Advisor.
5. Sufficient time can be allocated to the Field Work Supervisor to select
assignments for the Student, provide individual supervision and
instruction, prepare for conferences or meetings with the Student and the
Faculty Advisor as well as the completion of evaluations.
6. Suitable space and working facilities should be available for Students.
These may include desk space, privacy for interviewing, necessary
phones, office supplies, transportation costs for out-of-office interviews,
meetings, etc. where such compensation is indicated. The College
recognizes that Students may have to share space and sometimes desks
because of the lack of space in some settings. Where possible, it is hoped
that Students can be included in professional development activities that
are available to staff and this time would count as placement hours.
The Social Service Worker Program values the expertise and welcomes the
participation of many multi-cultural and non-traditional agencies,
organizations and institutions where the opportunity for grass roots work,
community development, advocacy and other social service work experiences
are plentiful.
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Selection and Assignment of Field Work Placements
Year 1: First Field Work Placement
With support from the program, Students are expected to secure a suitable first
year field work placement. Following an interview and offer from a social service
agency students are required to submit for approval the placement agreement from
which they have completed with the field work supervisor at the agency. Please
note an offer of placement must be approved by full time faculty. The deadline for
securing an approved placement is 2 weeks prior to the start date for field
placements. It is important to note that Students are expected to attend and
remain with the agency assigned for the duration of the 230 hours.
Requests for switching to a different agency will not be considered without
justifiable cause. The first field work placement consists of 230 hours over a 7 week
block and will enable the Student to gain experience at the micro and/or mezzo
level of social service work. It is expected that Students will complete 230 hours by
the last day of each academic term. In the event that a Student has 40 hours or
less outstanding at the end of each academic term, the Student may finish the
hours by attending placement one extra week. Students may negotiate with their
Field Work Supervisor the possibility of completing hours on evenings and
Weekends provided appropriate supervision is available. Students should inform
their faculty advisor of any variation in their regular placement hours.
In the event that a Student has not completed their required hours at the end of
the academic term, faculty will determine a plan for completion of hours. The
Student may be required to repeat the placement.
Students are encouraged to find their own first year placement. The final decision
regarding suitability of the match requires the approval of the Faculty Advisor.
Students are advised to seek field work placements in settings where they have not
previously worked as an employee and/or volunteer; have not been a client
themselves or utilized the services; do not have a family member working in the
specific agency, organization or institution.
Year 2: Second Field Work Placements
The second field work placement is obtained by Students and should correspond to
their specific learning objectives in relation to their areas of interest. Students need
to select an agency which best provides the opportunity to meet their learning
objectives and the standards of the Social Service Worker profession. The deadline
for securing an approved placement is 2 weeks prior to the start date for field
placements.
The second field work placement consists of 470 hours over two 7 week
blocks and should enable the Student to gain experience at the micro/mezzo
level of social service work. It is recommended that Students have
experience in at least two of the micro/mezzo/macro levels of intervention.
It is important to note that there are two evaluations in the second year placement,
a progress report submitted by the 7th week and the final evaluation by end of the
14th week. It is the responsibility of the faculty to assign a final grade.
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International Placement Opportunities
Social Service worker students have the option of participating in one of two
international placement opportunities, Jamaica and Cuba.
Student Eligibility/Academic Requirements:
Students who are in good academic standing may, with the approval of their
Faculty Advisor and the International Coordinator, qualify to do an International
Practicum in lieu of one of their field work placements.
The final approval of suitable Students will be based on a faculty team decision.
Students are required to have successfully completed Life Skills Methodology &
Coaching 1 and be available for orientation sessions in accordance with the
Coordinator of the specific international program.
Liability:
Students will be covered by George Brown College insurance while in placement but
will be responsible for any liability or subsequent expenses incurred outside the
placement.
Hours of Placement
Students work at their placement for the hours that the field supervisor and student
agree on (usually the regular business hours that the agency or organization is
open). Lunch hours may be counted as part of the students’ placement hours only if
students are working through their lunch hour as a necessary or expected part of
their placement. Students are encouraged to take lunch hours as part of a
professional approach to managing self-care.
Students are allowed to take a personal day (7.5 hours) during their year one
placement and 2 days (15 hours) in year 2 without penalty. This personal day is
inclusive of sick days. Student who miss placement hours beyond the personal time
approved due to sick time or other absences must make
up the time in order to complete the number of hours to receive credit for the
placement. Students who miss a field seminar class must make up the equivalent
number of hours in the placement.
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Vocational Learning Outcomes
The following vocational learning outcomes are reproduced from “Social Service
Worker Program Standard,” published by the Ministry of Training, Colleges and
Universities in March 2007. © 2007, Queen’s Printer for Ontario. These are the
Program Standards for all Social Service Worker programs of instruction leading to
an Ontario College Diploma delivered by Ontario colleges of applied arts and
technology (MTCU funding code 50721):
1. The graduate has reliably demonstrated the ability to
develop and maintain professional relationships which adhere to
professional, legal, and ethical standards aligned to social service work.
Elements of the Performance:
• recognize the legislative framework governing social service work and take
into account the implications for professional responsibility and accountability
• establish working relationships that adhere to professional standards, codes of
ethics, relevant legislation, and agency guidelines
• promote individual's strengths and right to self-determination when engaging
in processes of collaboration, consultation, and advocacy
• use skills, such as, but not limited to, active listening; validating; reframing;
confrontation; clarifying; and empathizing, to build and strengthen
professional relationships in face-to-face, telephone, and electronic
communication situations
• establish and maintain clear and appropriate boundaries between personal and
professional relationships, in accordance with professional, legal, and ethical
standards of practice
• maintain privacy of individuals and confidentiality of information, in accordance
with professional, legal, and ethical standards of practice and organizational
requirements
• recognize the impact of governance on professional relationships
2. The graduate has reliably demonstrated the ability to
identify strengths, resources, and challenges of individuals, families,
groups and communities to assist them in achieving their goals.
Elements of the Performance
• facilitate and advocate for appropriate access and referral to a continuum of
formal and informal services and resources to support individual goals
• work collaboratively with individuals, families, groups, and communities to
set and achieve goals, utilizing a holistic strengths-based approach
• produce written and electronic documentation which describes facts,
observations, and recommendations, in accordance with legal, ethical, and
professional standards and agency protocols
• recognize and affirm natural support systems and networks within
Communities as a vehicle to facilitate positive change
• assist individuals in accessing community resources such as supportive
counselling, group work, and community work as appropriate to their needs
and goals
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3. The graduate has reliably demonstrated the ability to
recognize diverse needs and experiences of individuals, groups, families,
and communities to promote accessible and responsive programs and
services.
Elements of the Performance:
• develop effective helping relationships, identifying integration of variables
such as ethnicity, age, ability, developmental stage, race, religion, gender,
sexual orientation, social and economic class, and family structure
• determine biological, sociological, economic, political, environmental,
spiritual, cultural and psychosocial variables that affect human development
and behaviour
• contribute to collaborative plans of action within the changing
demographics, social, political, and economic composition of the
community, through the use of advocacy and consultation tools and
strategies
• recognize the history, culture, traditions, norms, and values of individuals
and their communities to promote the development of responsive programs
and services
4. The graduate has reliably demonstrated the ability to
identify current social policy, relevant legislation, and political, social,
and/or economic systems and their impacts on service delivery.
Elements of the Performance:
• use a structural analysis process that identifies underlying social
structures to describe issues affecting individuals, families, groups, and
communities
• describe the impact of relevant legislation, mandated policies, and
regulations on service delivery
• review social welfare system policy initiatives from government funding
Bodies and service delivery organizations, and identify the effects of major
policy shifts on service delivery
• identify presenting challenges of individuals, groups, families, and
communities in the context of larger structural issues
• describe social problems such as violence, poverty, homelessness, mental
illness, and addictions within a larger social, political, and economic context
5. The graduate has reliably demonstrated the ability to
advocate for appropriate access to resources to assist individuals, families,
groups and communities.
Elements of the Performance:
• use major helping systems such as natural support, mental health, social
assistance, community information, and justice systems to support
individuals, groups and families in the achievement of their goals
• identify and utilize informal helping networks and other individual resources
in the creation of action plans
• identify and link with relevant community resources to facilitate referrals
and to meet individual goals
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• advocate with individuals, families, and groups, through effective
communication and the use of technology, to problem solve, access current
resources, and address gaps in service
6. The graduate has reliably demonstrated the ability to
develop and maintain positive working relationships with colleagues,
supervisors and community partners.
Elements of the Performance:
• work collaboratively as a member of a team, program partnership, and/or
multidisciplinary group
• consult and collaborate with relevant partners to ensure an integrated
understanding of the individual's situation and to improve quality of
community resources and services
• maintain accountability to colleagues, peers, and supervisors while working
collaboratively and independently as required
• utilize effective problem-solving and conflict-resolution strategies within
service delivery systems
7. The graduate has reliably demonstrated the ability to
develop strategies and plans that lead to the promotion of self-care,
improved job performance, and enhanced work relationships.
Elements of the Performance:
• seek and utilize ongoing formal and informal supervision as required
• seek and utilize support and feedback, related to one's own performance,
strengths, challenges, and limitations, from colleagues, peers, supervisors,
and other professionals as appropriate
• employ effective self-care techniques and secure appropriate support and
resources as required
• develop awareness of self in terms of values, beliefs, and experiences and
determine how this impacts upon the development of professional
relationships with individuals, colleagues, and supervisors
• identify tools and processes for engaging in reflective practice and critical
inquiry
8. The graduate has reliably demonstrated the ability to
integrate social group work and group facilitation skills across a wide
range of environments, supporting growth and development of individuals,
families and communities.
Elements of the Performance:
• integrate theoretical and practice models of group work pertaining to social
service work
• utilize group facilitation strategies to promote change and address needs of
group participants
• develop effective group leadership skills to facilitate and address the needs
and strengths of diverse groups
• research, plan, evaluate, and develop proposals and strategies to establish
new groups
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• monitor and facilitate group process and implement appropriate
interventions and group-building strategies
9. The graduate has reliably demonstrated the ability to
work in communities to advocate for change strategies that promote social
and economic justice and challenge patterns of oppression and
discrimination.
Elements of the Performance:
• identify and use community development models to determine community
needs, risks, and assets and to promote positive social change
• contribute to action plans, funding proposals, and community capacity
building and assessment strategies to influence and promote positive social
change
• identify and monitor advocacy and change strategies that promote
inclusion, equity, equality, and participatory democracy
• engage in community education efforts that promote social justice
Criteria for Selection of Field Work Supervisors
The Field Work Supervisor will have graduated with a degree in Social Work or a
diploma in a Social Service Worker Program or have equivalent education.
The supervisor is expected to have sufficient experience in the area of generalist
practice and a minimum of one year’s experience in their current position in order
to instruct a Student on the work of the specific agency.
The Field Work Supervisor must have an interest in Students and social services
education. In some settings field supervision may be shared by more than one staff
member depending on the needs of the Student and the agency.
Field Work Supervision
Field work supervision is one of the most crucial aspects of the Student's learning
experience. It provides the framework for Students to begin to examine their own
practice and to grow and develop in professional expertise. In recognizing that
each setting, and indeed each Student, requires a different style of supervision, the
faculty is aware that some flexibility is necessary. At the same time, some uniform
standards must be recognized in order to guarantee a quality learning experience
for all Students in field.
The following guidelines have therefore been developed:
1. Supervision should reflect the field work objectives as outlined in this manual.
2. The primary focus for all supervision should address the learning needs
and skill development outcomes of the Student (distinguished from those
of the Field Work Supervisor and/or agency, organization or institution).
3. Each Student requires a minimum of 1 hour per week of regularly
scheduled supervision meetings.
4. Supervisory sessions should include regular feedback on the Student's
performance, both the strengths and the areas needing development, and
the Field Work Supervisor's expectations so that the Student has the
opportunity to change or modify accordingly.
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Student Performance Evaluations
Year1: First year Field Placement
In the first year placement one evaluation form is completed at the end of the
seven weeks of placement. The Final Evaluation form is to be completed by the
Field Work Supervisor in consultation with Student. The original is to be signed and
dated by both the Student and the Field Work Supervisor. It is the Student’s
responsibility to submit the Progress Report to the Faculty Advisor.
Year 2: Second Year Field Placement
A Progress Report is to be completed by the beginning of the 7th week of
placement.
This assessment is to identify the Student's strengths as well as areas requiring
development. Also included should be clearly stated expectations for improvement
so that Students may use the remaining field placement hours to develop these
weaker areas of skill and knowledge. The original is to be signed and dated by both
the Student and the Field Work Supervisor. It is the Student’s responsibility to
submit the Progress Report to the Faculty Advisor.
A Final Evaluation is to be completed within the last week of the agreed upon field
placement hours. It is recommended that this process involve both the Student and
the Field Work Supervisor and that the Final Evaluation reflect both their views of
the work completed. The original form, signed by both, is to be submitted to the
Faculty Advisor.
A copy of the Field Work Progress Report and Final Evaluation are included in the
appendices.
Responsibilities for the Supervisor
Field work is a component of the Social Service Worker Program with its own
conceptual base, special skills and unique process. It involves the synthesis of
theory with practice specifically to provide the delivery of effective and responsive
social service work. It is not to be confused with cooperative education,
volunteering and apprenticeship.
The quality of the relationship between Field Work Supervisor and Student will
determine whether optimum learning will occur.
Specific Field Work Supervisor responsibilities will include the following:
1. Completing the Social Service Worker Program Placement Agreement (see
Appendix) which confirms the intent of the agency, organization or institution
and the Field Work Supervisor to provide a first or second placement opportunity
for the Student. The form identifies the days, hours and time span that the
Student and Field Work Supervisor negotiated and briefly details the nature of
some of the activities or experiences that the Student will engage in. Field work
placements must be approved by a full time Faculty member, and the Placement
Agreement requires all three signatures namely the Student, the Field Work
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Supervisor and a faculty member. The College recognizes that many field work
settings may require Students to do some evening/weekend/shift work in order
to maximize their learning opportunities and that there is a need to be flexible
about this. However, it is important to note that the College expects Students to
attend their academic courses on designated days. Students and Field Work
Supervisors are strongly advised to negotiate the actual working hours and
learning opportunities prior to the start of the placement and to submit a revised
Placement Agreement if there are changes to the original agreed upon terms
and conditions.
2. Orienting the Student to the agency and its community should include:
knowledge of the structural organization; the decision making process; policy
and procedures; funding sources and relevant legislation.
3. Reviewing the learning objectives and goals for Students is relevant for the
field work placements. Students in both first year and second year must
complete a Learning Contract in collaboration with their field work supervisor
and faculty advisor within the first 3 weeks of the placement. The Learning
Contract should specify the Student’s learning objectives and the methods by
which these will be accomplished. The early completion of this document is
intended to ensure that the expectations of both parties are clearly articulated
thereby preventing future misunderstandings regarding the suitability of the
learning objectives or availability of suitable learning opportunities. Although the
onus is on Students to complete and submit this document, Field Work
Supervisors are advised of the need for their involvement in its preparation and
approval. Learning Contracts need to be submitted to the Faculty Advisor by the
3rd Integrative Seminar class. Signed Field Work Activity Logs must be submitted
to the Faculty Advisor on weekly basis. Selecting and making practice
experiences available to the Student in the
agency, organization or institution which reflect the range of activities possible
within that specific placement setting.
4. Integrating the Student’s work with that of other agency, organization or
institution personnel only on the agreed-upon days and hours as detailed in the
Placement Agreement. Any requests outside of this time period must be met at
the Student’s discretion.
5. Holding a minimum of at least 1 hour of regularly scheduled weekly supervision
meetings with the Student regarding the learning and practice experience based
on direct observation of the Student's performance or ongoing reports by other
field work supervisory staff. The time for weekly supervision meetings should be
set at the beginning of the placement as scheduled appointments that can only
be changed through mutual negotiation. The Field Work Supervisor should
prepare for supervision sessions in advance with a view of providing feedback
comments and suggestions based on the work that the Student engages in.
6. Providing opportunities for the Student to observe the Field Work Supervisor’s
work and to engage in follow-up discussion based on the observation.
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7. Facilitating observation of, and work experience with other staff.
8. Completing formal evaluations of the Student's performance. Formal evaluations
are to be completed according to the forms provided by the Student and signed
by both the Student and Field Work Supervisor. This will acknowledge that both
the Student and the Field Work Supervisor have read the documents, though
not necessarily agreed with the contents. It is the Student’s responsibility to
submit the original copies of both formal evaluations to their Faculty Advisor
when due.
9. Reviewing the Student's Field Work Activity Logs (see Appendix) on a
weekly basis to confirm completed placement hours and the activities engaged
in. The Field Work Activity Logs are signed by both the Student and the Field
Work Supervisor. It is the Student’s responsibility to submit the original copies
of the Field Work Activity Logs. The Faculty Advisor cannot assign grades for
Field Work until all the required placement hours have been confirmed by the
Field Work Supervisor. It is the faculty’s responsibility to assign a final grade.
10.Reporting immediately to the Student and Faculty Advisor any difficulties that
may arise in the Student/Field Work Supervisor relationship or in the placement
arrangement that may impede the Student’s learning so that a mutually
agreeable resolution may be found as soon as possible.
11.Meeting with the Faculty Advisor and the Student to discuss the Student’s
progress in the field placement.
12.Ensuring that the placement setting does not expect the Student to attend
agency functions that occur during scheduled class time of academic courses or
be view as replacement for staff regardless of circumstances.
Note #1: Be advised that the Student will be responsible for monitoring their
academic performance to ensure requisite academic criteria are
met throughout their placement. In the event that a Student fails to meet
any of the criteria, the Field Work Supervisor can expect the Student to
notify them as soon as possible regarding the possible suspension and/or
termination of
their placement.
Note #2: The Placement Agreement, Learning Contract, Field Work Activity
Logs, Progress Report and/or Final Evaluation must be received by the
Faculty Advisor within the stipulated time frame so that Students
can receive a final grade for field work. Until the Faculty Advisor is
in receipt of all required documentation and assignments, Students
will not be assigned a grade.
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Responsibilities of the Student
All Students in field work placements will be required to observe the following:
1. Students are required to submit a completed Social Service Worker Program
Placement Agreement (see Appendix) and Work/Education Placement
Agreement Form/ Post-Secondary for approval by the Faculty Advisor.
Each Placement Agreement confirms the intent of the agency, organization
or institution and the Field Work Supervisor to provide a placement opportunity
for the Student. The Placement Agreement outlines the days, hours and time
span that the Student and Field Work Supervisor have negotiated and briefly
identifies the nature of some of the experiences the Student will have at the
agency.
2. For first year Students the Student must submit a Placement Agreement by the
2nd week of February at the latest. The Agreement is conditional upon full time
faculty approval that the placement meets required conditions as outlined in this
manual.
3. To recognize that they are to consider themselves as Students within the
agency, organization or institution and not a replacement for a paid worker,
volunteer or apprentice. All Students in placement are subject to the rules,
regulations, and standards of professional conduct placed on other workers
within that setting. In the event that a Student contravenes the ethics and/or
policies and procedures of the agency, organization or institution, the Student's
field placement may be terminated immediately.
4. In the first placement, students are required to define 3 learning goals in
negotiation with their supervisor within the first 2 weeks of placement. In
second placements, students are required to complete Learning Contract within
the 3rd week of placement with the assistance of the Field Work Supervisor and
after they have been oriented to the placement setting. Learning Contracts are
due in the 3rd Integrative Seminar class. The purpose of the early completion of
the Learning Contract is to ensure that both the Student and Field Work
Supervisor have clear and mutually agreed-upon learning objectives and
methods by which they can be achieved. Students and Field Work Supervisors
are advised to note that field work hours may not be accepted by the Faculty
Advisor beyond the 3rd week without the completion of a
Learning Contract. Students are responsible for submitting Learning Contracts to
their Faculty Advisor during their Integrative Seminar class.
5. To consult the Faculty Advisor immediately about any problems or questions that
arise regarding the placement or supervision that cannot be resolved with the
Field Work Supervisor. Also, to advise the Faculty Advisor of any significant
changes in the placement or supervision that may impact their learning
experience. Students are expected to monitor their placements and take
responsibility for ensuring that they are in an optimal learning situation.
Students cannot terminate a placement without prior consultation with their
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Faculty Advisor. In the event of a placement termination, Students should be
aware of the potential consequences of not being able to graduate within the
two year academic program.
6. To work the schedule that was negotiated with their Field Work Supervisor as
detailed on the Placement Agreement. Any and all adjustments to the Placement
Agreement must be negotiated in advance with the Field Work Supervisor. The
Student is responsible for informing their Faculty Advisor immediately of any
changes or adjustments to the original Placement Agreement. Depending on the
degree of changes or adjustments to the Placement Agreement, the Faculty
Advisor may request that a revised Placement Agreement be submitted that
more accurately details the field work arrangement.
7. Students are expected to attend regularly and be punctual and to demonstrate
their professionalism and commitment to the agency, organization or institution.
In the event of illness or personal emergency, Students are expected to notify
their Field Work Supervisor and Faculty Advisor as soon as possible. In order to
prevent undue disruption to the setting, the staff and clients, Students are
expected to communicate before the start of their shift.
8. Students are entitled to take any scheduled College holidays and relevant
religious holidays that occur on field work days. However, the Field Work
Supervisor and Faculty Advisor must be informed in advance if a Student plans
to be away at these times.
9. To accept and use supervision which includes attending regularly scheduled
supervision meetings. Students are advised to prepare any documentation (e.g.
process records, reports, audio-visual tapes, etc.) that is requested by the Field
Work Supervisor for discussion at supervision meetings and to be receptive to
the feedback provided.
10. In consultation with the Field Work Supervisor, to undergo evaluation of their
performance in the field work setting on an ongoing basis and to submit the
required formal evaluations to their Faculty Advisor. Evaluations are to be
completed according to the forms provided by the Student and signed by both
the Student and the Field Work Supervisor acknowledging that each has read,
though not necessarily agreed with the other person's comments. The Student is
responsible for submitting both formal evaluation reports to their Faculty Advisor
by the date required.
11. To complete and submit Field Work Activity Logs (see Appendix) that
accurately document placement hours and a brief description of activity. All Field
Work Activity Logs must be signed by the Field Work Supervisor and submitted
on a weekly basis as required by the Faculty Advisor. Grades for field work will
not be assigned until all required placement hours are confirmed by receipt of
the signed and original Field Work Activity Logs. Students are advised to
photocopy the Field Work Activity Logs prior to submitting them to their Faculty
Advisor.
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12. Students are required to attend Integrative Seminar courses concurrently with
their field work placements as part of their academic/theoretical education. It is
expected that these seminars will provide an opportunity for Students to discuss
common concerns, to gain practical insights and to practice effective problem
solving, resource sharing, group membership and facilitation skills. The
Integrative Seminars are co-requisites for the two field work placements.
Students are required to complete all work assigned in their Integrative Seminar
courses and in the field work settings within the required time frames.
13. To be responsible for monitoring their own academic performance to ensure
that pre-requisite and co-requisite academic criteria is met throughout their
placement. In the event that Students fail to meet any of the criteria, they must
notify the Field Work Supervisor as soon as possible regarding the possible
suspension and/or termination of their placement. Additionally, it is the
Student's responsibility to notify their Faculty Advisor of any failures that would
jeopardize their continuation in the field. Failure to do so will result in immediate
withdrawal from the agency, organization or institution and the loss of all hours
accumulated to date.
Note: The Placement Agreement, Learning Contract, Field Work Activity Logs,
Progress Report and Final Evaluation must be received by the Faculty Advisor within
the stipulated time frame so that Students can receive a final grade for field work.
Until the Faculty Advisor is in receipt of all required documentation and
assignments, Students will not be assigned a grade.
Responsibilities of the Faculty Advisor
The role of the Faculty Advisory is viewed as an integral component of the field
work experience. The Faculty Advisor provides the link between the college and the
field work setting and is specifically responsibility of the Faculty Advisor include the
following:
1. To support Students in their field placement search for an agency, that will
provide a learning experience consistent with the standards of the OSWSSW.
2. To assess the suitability of the agency in which student’s complete their
placement and assess that the learning experience is consistent with the
Student’s learning goals and objectives and the standards set by OCSWSSW.
3. To initiate contact with the Field Work Supervisor at the beginning of the
placement in order to:
a) make sure that the Field Work Supervisor has received and understood
all the required forms and their submission deadlines: Placement
Agreement, Progress Report, Field Work Activity Log and Final
Evaluation (see Appendices);
b) verify start date, days and hours of placement, expected completion
date and field work supervisory time for the Student;
c) inform the Field Work Supervisor of future evaluative consultations;
d) ensure that the Field Work Supervisor has been provided with the
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Faculty Advisors’ telephone number in the event of inquiry, concern or
need of information. It is important to remind both the Student and
the Field Work Supervisor of the need to keep the Faculty Advisor
informed of any changes to the original Placement Agreement and any
problems that arises in placement.
4. To visit the agency as required ensuring that Students are aware of the
expectations of their placements and to monitor their progress. It is
important for the Faculty Advisor to familiarize new Field Work Supervisors
with the culture and curriculum of the program.
5. To facilitate a co-requisite Integrative Seminar class and provide instruction
in field work issues and concerns.
6. To attempt to resolve difficulties, conflicts, concerns or barriers to successful
planning between the Field Work Supervisor and the Student.
7. To withdraw the Student if the placement is not satisfactory or if the Student
is not performing satisfactorily. Students who are found in contravention of
the College policy on non-academic behaviour while on campus could be
immediately withdrawn from field placements.
8. To ensure that the Student continues to meet the academic criteria required
for the field work placement.
9. To determine the Student's final grade, which is based on the Learning
Goals/Contract, Progress Report, Final Evaluation and completion of the
required placement hours as detailed on the Field Work Activity Logs. To
ensure that the Final Evaluation is signed by the Student and Field Work
Supervisor acknowledging that each have read, though not necessarily
agreed with, the other person's comments.
Procedures for Students in Difficulty and for
Termination of Placement
Field placement is a three-way understanding or contract among Student, Field
Work Supervisor and Faculty Advisor. While the Student's performance is
monitored jointly, the Faculty Advisor evaluates whether the Student has met the
requirements that determine a passing grade and what the grade should be.
If there is a problem relating to a Student’s performance while in placement that
cannot be resolved by the three principals, the Faculty of the Social Service Worker
Program will be consulted. If resolution by the faculty team is not possible, the
Director of the Centre for Community Services and Development shall be asked to
attempt a resolution.
In the event that the Student contravenes the ethical standards and/or the policies
and procedures of the agency, organization or institution, the College recognizes
the authority of the Field Work Supervisor to terminate the placement immediately.
It is expected that the College will be immediately advised of such an occurrence
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and provided with a written report documenting the particulars of the incident.
The Faculty Advisor is available to both the Student and Field Work Supervisor
when difficulties arise. Both parties are encouraged to contact the Faculty Advisor
at the first sign of a problem as early identification is extremely important.
The following procedure can be initiated by the Student, the Field Work Supervisor
or the Faculty Advisor:
1. The Faculty Advisor should be notified immediately if the Student, Field
Work Supervisor or agency, organization or institution fall below expected
standards of performance or outcomes.
2. The Student and the Field Work Supervisor may be asked to prepare a
written report for the Faculty Advisor that will be discussed in a
subsequent meeting.
3. The Faculty Advisor will arrange to call a meeting with the Student and
Field Work Supervisor. An assessment of the problem will be made and a
plan for resolution will be established.
4. If the plan fails to resolve the problem, or a plan cannot be agreed upon,
the Faculty Advisor will consult the faculty team of the Social Service
Worker Program. Failing resolution at this level, the Director of the
Centre for Community Services and Development may be involved in
further action. All outcomes at this level will be communicated in writing
to the Student and Field Work Supervisor.
Legal Considerations
(e.g., Liability, confidentiality, equity, police checks, health records, student use of
personal vehicle, administration of medication, Universal Precautions, Sexual
Harassment and other human rights violation, labour disruption, insurance
coverage )
Liability:
George Brown College provides insurance coverage for students involved in
field work activity. The Centre for Community Services and Development can
provide details. However, the agency, organization or institution should
understand its own liability position when accepting students for placement.
Confidentiality:
In courses such as Preparation for the Field and Integrative Seminar, Students
participate and learn by discussing their work at their placement setting and the
subsequent issues that arise. Guidelines regarding professional standards of
confidentiality are clearly established and closely observed to ensure the privacy
of all clients interacting with Students at the agency, organization or institution.
Any breach of confidentiality by the Student at placement, in their Integrative
Seminar class, etc. would be viewed as a serious ethical violation that could
jeopardize their field work placement.
Equity Statement:
George Brown College values the talents and contributions of its Students, staff
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and community partners and seeks to create a welcoming environment where
equity, diversity and safety of all groups are fundamental. Language or
activities that are inconsistent with this philosophy violate the College policy on
the Prevention of Discrimination and will not be tolerated. The commitment and
cooperation of all Students and staff are required to maintain this environment.
Information and assistance are available through the Chair, Student Affairs, the
Student Association or the Human Rights Advisor.
Use of Students’ Personal Vehicles for Agency, Organization or Institution
Business:
Students are not permitted to use their own cars or the vehicle of the
agency, organization or institution to transport clients.
Administration of Medication:
Students are not permitted to handle or administer medications or provide
treatments (e.g. change dressings, apply ointments, etc.) to clients of an
agency, organization or institution.
Physical Intervention or Restraint:
Students are not permitted to intervene or apply restraint to clients of an
agency, organization or institution.
Use of Universal Precautions:
The use of universal precautions is expected in every field work placement to
ensure client and worker safety. Students can use supervisors, health and
safety committee members or procedure manuals as resources to clarify any
questions or concerns. Discussions with the Field Work Supervisor should
focus on relevant safety and legal considerations and the expectations for
Student behaviour to ensure the safety of both Student and clients.
Sexual Harassment & Other Human Rights Violations:
Situations of sexual harassment and other human rights violations will not be
tolerated. The ethics governing behaviour in a professional relationship between
a Student and Field Work Supervisor should be the same as the ethics governing
the worker-client relationship. If Students feel uncomfortable or under pressure
in their field work setting, they should immediately consult with their Faculty
Advisor so that appropriate action can be taken. A copy of the George Brown
College Policy on Sexual Harassment will be available through the main office of
the Centre for Community Services and Development.
Strikes:
Should a strike, walkout or lockout occur at the field work site, Students should
contact their Faculty Advisor immediately. A decision must be made about
whether the Student wishes to remain in the field work setting until the dispute
is settled. In those instances where the Field Work Supervisor is on strike, a
Student may elect to withdraw and negotiate a reassignment. Under no
circumstances is a Student to be advised to cross a picket line or to be asked to
perform duties of striking workers.
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PART THREE – APPENDIX
See website for Field
Placement Documents and
Forms:
http://www.georgebrown.ca/
current_students/community
services/C119-C135/
FIELD WORK ACTIVITY LOG
THE LEARNING CONTRACT
SUPERVISOR’S GUIDE TO COMPLETING THE WRITTEN
EVALUATION
SKILLS AREAS (RUBERVISOR’S COMMENTS
STUDENT/FACULTY COMMENTS
SUPERVISION SUMMARY
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