THE
SCHOOL OF
SOCIAL
WORK
Okanagan Campus
FIELD
INSTRUCTOR
HANDBOOK
Revised January 2011
By: Amy Fulton, MSW, RSW
Dear Field Instructors,
I am pleased to welcome you to our field education programs at the UBC
Okanagan School of Social Work. I am excited by the partnership of students, field
instructors, faculty, and staff, all working together to train and educate the next
generation of social workers. We consider field work to be one of the most
important aspects of social work education. It is in the field placements that
students are provided an opportunity to develop, apply, and test knowledge and
skills from the classroom under the supervision of a practicing human service
professional and we value your part in making this goal a reality. The School is
proud of our many agency partnerships throughout the Okanagan Valley and
beyond, which provide a diverse range of quality learning opportunities for our
students.
This manual is designed as a guide to help you gain a better understanding of field
education at the UBC Okanagan School of Social Work and to address questions
or concerns that you may have about your role as a Field Instructor. We hope that
this manual will be a helpful tool for you and we welcome and encourage your
feedback for future improvements.
On behalf of the UBC Okanagan School of Social Work I wish to thank you for your
participation in field education. We hope to provide you with whatever assistance
or support you may need to ensure that the practicum experience is positive and
productive. Please do not hesitate to contact me if there is anything I can do to
help you. I can be reached by email at amy.fulton@ubc.ca or by phone at
250.807.8811.
You are an essential component of our student’s success. I look forward to
working with you.
Sincerely,
Amy Fulton, MSW, RSW
Field Education Coordinator
2
Contents
SCHOOL OF SOCIAL WORK DIRECTORY .......................................................................................... 5
THE NEED FOR EXPERIENTIAL EDUCATION IN SOCIAL WORK ........................................................ 6
Philosophy ................................................................................................................................... 6
UBC Okanagan School of Social Work’s Standards ..................................................................... 7
BEGINNING EXPECTATIONS & ORIENTATION OF YOUR STUDENT(S) ............................................. 8
Planning Ahead: Successful Starts............................................................................................... 8
Student Orientation Checklist ..................................................................................................... 8
FIELD PRACTICE COURSE REQUIREMENTS.................................................................................... 11
Faculty Liaison Meetings ........................................................................................................... 11
Field Placement Learning Contract ........................................................................................... 11
Field Placement Learning Plan (Learning Goals) ....................................................................... 11
Time Requirements ................................................................................................................... 11
Absences.................................................................................................................................... 12
Transportation........................................................................................................................... 12
Confidentiality ........................................................................................................................... 12
Professional Conduct for Social Work Students........................................................................ 13
Medical Coverage ...................................................................................................................... 13
Accident Insurance .................................................................................................................... 13
Student Acknowledgement ....................................................................................................... 13
Intern Placement Tracking (IPT) ................................................................................................ 13
PRACTITIONER AS TEACHER: PROMISING PRACTICES IN FIELD INSTRUCTION ............................ 15
Developmental Stages of a Practicum ...................................................................................... 15
Tasks of a Field Instructor ......................................................................................................... 17
Establishing a Climate for Learning ........................................................................................... 18
Kolb’s Leaning Theory ............................................................................................................... 19
Your Field Instructor Style ......................................................................................................... 20
Key Components of Educational Supervision ........................................................................... 21
Positive Qualities of Field Instructors ....................................................................................... 22
Solution-Focused Supervision - Some Guiding Assumptions.................................................... 23
Principles of Teaching for Field Instruction ............................................................................... 24
3
Supporting Student Journaling.................................................................................................. 24
Supervisory Meetings ................................................................................................................ 26
Tips for Providing Constructive Feedback ................................................................................. 26
Student Satisfaction .................................................................................................................. 28
Troubleshooting Practicum Issues ............................................................................................ 30
Mid-Term Check-In: Refocus & Reenergize .............................................................................. 31
Termination and Evaluation ...................................................................................................... 35
Frequently Asked Questions (Field Instruction FAQ) ................................................................ 36
Appendix I Field Placement Learning Contract ......................................................................... 39
Appendix II Student Confidentiality Policy ................................................................................ 40
Appendix III Student Acknowledgement Form ......................................................................... 42
Appendix IV Professional Conduct for Social Work Students ................................................... 44
4
SCHOOL OF SOCIAL WORK DIRECTORY
DIRECTOR OF THE SCHOOL OF SOCIAL WORK
Edward Taylor
ART 304
(250) 807-8740
Email: edward.taylor@ubc.ca
ADMINISTRATIVE ASSISTANT
Sandra Robinson
ART 344
(250) 807-8738
Email: s.robinson@ubc.ca
FIELD EDUCATION COORDINATOR
Amy Fulton
ART 341
(250) 807-8811
Email: amy.fulton@ubc.ca
ASSISTANT FIELD EDUCATION COORDINATOR
Shauna Gagnon
Art 342
Email: shauna.gagnon@ubc.ca
STUDENT EDUCATION COORDINATOR
Corinne Dolman
ART 335
(250) 807-9437
Email: corinne.dolman@ubc.ca
FACULTY
Rachelle Hole
ART 337
(250) 807-8741
Email: rachelle.hole@ubc.ca
Judy Gillespie
ART 345
(250) 807-8745
Email: judy.gillespie@ubc.ca
Brian Rasmussen
ART 339
(250) 807-8743
Email: brian.rasmussen@ubc.ca
Daniel Salhani
ART 340
(250) 807-8744
E-mail: daniel.salhani@ubc.ca
Dixon Sookraj
ART 303
(250) 807-7803
Email: dixon.sookraj@ubc.ca
Shirley Chau
ART 339
(250) 807-8739
Email: shirley.chau@ubc.ca
Susan Hillock
ART301
(250) 807-8701
Email: susan.hillock@ubc.ca
Mary Ann Murphy
ART 305
(250) 807-8705
Email:mary-ann.murphy@ubc.ca
FIELD LIASONS (NON FACULTY)
In order to best serve our students and community partners the School of Social Work may hire
additional social work professionals to act in the role of liaison between the University,
students and the community during practicum. Both regular faculty and sessional liaisons may
fulfill the official role of “faculty liaison” from January – April. Please contact the Field Education
Coordinator for the contact details for the additional field liaison personnel.
5
THE NEED FOR EXPERIENTIAL EDUCATION IN SOCIAL WORK
“Teach you? I cannot teach you. Go, experience for yourself” ~ Gautama Buddha
Experiential education is recognized as an essential component in education at all levels. There
are several reasons for this: The influx of adult learners in higher education has forced
educators to take students’ past experiences and knowledge into account when preparing
curricula. There is an increased demand to use previous knowledge and experience in new and
different ways (Lewis & Williams, 1994). Experiential education differs from classroom learning
because it reverses the sequence of how one learns. In a classroom lecture, information is
presented to the student, who must organize the information, assimilate it, and "learn" it by
acting on it in some way. “Experiential education takes just the reverse track. The learner is
presented with the opportunity to carry out an action and see the effects of that action. This
reversal is extremely important, as it is the basis for a level of intrinsic motivation and learnercentered responsibility that is difficult to achieve through the use of traditional methods”
(Gager, 1982, pp. 31–32).
Philosophy
Practicum, whether at the third year, fourth year, or master’s level is often considered to be the
heart of social work education. Essentially, practicum allows the student to integrate course
content and practical experience. Practicum agencies are “training sites” that provide a field
instructor who will support and guide a student in developing skills and knowledge congruent
with the student’s learning plan. Practica allow students the opportunity to engage with clients,
agency staff, and community partners on multiple levels. Students also apply their developing
knowledge of oppression, diversity, social justice, and privilege to their experiences and
examine how these issues surface in real-life contexts. Additionally, practicum provides a venue
for further development of cultural competence and self-awareness.
It is the UBC Okanagan School of Social Work’s intention to provide our students with the best
possible experience during the practicum phase of their education. In order to accomplish this,
it is essential that high quality institutions, capable of providing equally high quality supervision,
be utilized as off-campus learning environments. It is imperative that a mutuality of
understanding exists among all parties concerned: the field instructor, the faculty, and the
student.
Students arrive in the field prepared to be regularly evaluated in terms of their performance in
practicum, and their impact on the agency and client systems. Being receptive to feedback and
embracing change are additional key areas of learning that students benefit from during the
practicum experience. It is important for the field instructor to provide a critique of the
student’s work so that the student can continue to grow their skills and knowledge. Feedback is
best received when it is well timed, when it relates specifically to the student’s learning goals,
6
and when it focuses on behaviours rather than personality. Practicum is a learning opportunity
so it is often helpful to identify areas of strength and areas that require further work.
Students should be active participants in their supervision sessions. Supervision should help the
student to engage in reflective practice and generate deeper self-awareness and insight.
UBC Okanagan School of Social Work’s Standards
We believe that supporting field instructors to become confident and comfortable in their
abilities as supervisors for our students is critical. Evidence suggests that many social workers
have little preparation for assuming the role of a practicum supervisor and may have little
supportive assistance from within their organization as they take on this role (NASW, 2003).
This manual is intended to provide field instructors with the information they are most likely to
require. However, the field education office is also available to address any additional needs,
questions or concerns field instructors may have.
It is important to have boundaries around supervision and to be clear that supervision is not
therapy. At the same time, field instructors are encouraged to be warm and empathic with their
students. Field instructors are encouraged to respect the difference and diversity of their
student, and to find the time and energy to provide constructive feedback on a regular basis. It
is recommended that a time is scheduled every week for supervision and that a focus or agenda
for each supervision session be planned in advance.
Indeed, effective field instruction involves a high level of commitment and formality. Field
instructors are encouraged to familiarize themselves with UBC Okanagan School of Social Work
practicum requirements and the sections of the Code of Ethics that pertain to supervision and
education. Furthermore, field instructors are encouraged to document their field instruction
activities and to be mindful that responsibility for services students provide to clients is shared
between the student and the field instructor. Field instructors should take the necessary
precautions to guard against conflict of interest and dual relationships. The content of
supervision should have a primary focus on the student’s performance and professional
development. It can be useful to use tools for supervision including: case recordings, written
reflections, process recordings, shadowing, and role play.
The student is taught that their educational objectives are to be their primary concern during
their practicum. However, the School also aims for our students to be proactive and helpful in
working with the agency to meet its goals and fulfill its responsibilities to clients and the
community. Nonetheless, issues in practicum may emerge. Supervisors are sometimes prone to
feeling caught in the middle between the student’s priorities and the agency’s priorities or may
struggle to find a balance with the volume of their workload and their teaching and supervision
commitment. Communication is central to resolving such dilemmas. Students aim to perform
well and to receive your recommendation by the end of their practicum. It is always helpful to
specify for the student from the beginning of the practicum what it will take for them to meet
expectations and what your priorities are for the coming days, weeks, and months.
7
BEGINNING EXPECTATIONS & ORIENTATION OF YOUR STUDENT(S)
Planning Ahead: Successful Starts
The following are some steps to consider before the placement begins:
Step 1: Determine what the student needs to know about your agency. Many agencies have a
personnel or agency policy manual; this is a good place to start! Note: Students are instructed
to request a copy of the manual from their field instructor for review.
Step 2: Create a written plan to follow for orientation of your student. Ask yourself, when the
student arrives on their first day what will you do first? What will come next? Remember, the
student may be anxious and therefore may be more prone to forgetting or mixing up detailed
information. How can you deliver the information in a way that will be most easily understood
by the student?
Step 3: Determine the timeframe for the orientation. Many students come into their first day at
practicum expecting their supervisor will immediately begin orientating them to the agency and
their role. However, this is not always possible for a variety of reasons. Schedule a time in your
calendar for orientation of your student and inform the student of when you will be available
and how long orientation is likely to take. Being organized around the orientation will help build
an open and trusting relationship with your student.
Step 4: Prepare to participate in a discussion on supervision. Many students and field
instructors begin the practicum having never talked about how the supervision process will take
shape. Think ahead about your understanding of your role as the field instructor and your
supervision style. Reflect on successes and challenges with your previous supervision
experiences, what worked and what did not?
Step 5: Logistics. Will the student need keys, computer access, voicemail, an inbox? If possible,
complete the requisition forms or set-up access in advance of the student’s arrival so that he or
she is not waiting to get started while arrangements are made.
Student Orientation Checklist
If possible, inform your student(s) of the orientation plan and schedule, including when/where
the student(s) can access the personnel manual. During orientation session(s) it is
recommended that the following areas are covered:
Supervision
 Role of field instructor and role of the student
 Learning and supervision styles
 Previous experiences with supervision
 Guidelines around what will be discussed during supervision
 Determine who will set the agenda for supervision meetings (student, field
instructor, or both)
8
 Set a weekly time for supervision meetings
 Discuss goals for the supervisory relationship and any anticipated issues
Professional Conduct & Boundaries
 Attendance, punctuality, dress code, lunch & other breaks
 Process for calling in sick or taking time off for appointments
 Acceptability of time for reading, self-care, and journaling during practicum hours
 Agency policy on accepting gifts from clients
 Agency policy on driving clients in student’s personal vehicle
 Other behaviours that are and are not acceptable for students at your agency
Agency Function, Purpose, Mission & Structure
 Mission statement
 Website/brochures
 Governance (ex. is there a Board of Directors?)
 Organizational Chart
 History of the agency
 Annual report
Physical Orientation
 What space will the student have to work in?
 Where do meetings take place?
 Where are the washrooms?
 Where is the lunch room?
 Where is the photocopier?
 Where is the supervisor’s office?
 Ensure the student has keys to the places they need keys for
Who’s Who in the Agency?
 Introduce the student to as many staff as possible
 Ensure the student understanding who this agency serves, who the clients are,
and how they are to be interacted with
Information Flow & Systems
 Telephone (Do you need to dial 9 to get an outside line? Does the student need a
long distance code? How do you transfer calls? Voicemail?)
 Computer & Email (passwords, email account, etc.)
 Staff meetings and other required meetings
Documentation
 Confidentiality and computer access policies
9




Statistics (where required)
Safety violation or workplace hazard reporting
Requisition or other forms the student may need to use
Expectations regarding quality and timeframes for recordkeeping or reporting






Is there a staff safety plan?
Are there regular fire or other drills?
What is the building evacuation plan?
What is the protocol if a client becomes violent?
What if a client is verbally abusive or inappropriate?
Is there an alarm system? Will the student ever need to arm or disarm it?
Safety
Referral
 Is there a referral process or protocols?
 Where do referrals to your agency come from and go to?
Community
 Major community issues impacting the clients/agency
 Social service agencies/groups this agency regularly partners/works together with
 Social policies or laws that impact the agency’s work or operations
“If your not sure where you’re going you’re liable to end up some place else” ~ Robert Mager
10
FIELD PRACTICE COURSE REQUIREMENTS
Faculty Liaison Meetings
Faculty Liaisons are responsible for a minimum of two visits to the field with the student and
her/his field instructor (usually an initial visit during the first few weeks and then again at final
evaluation time); and more frequent meetings as necessary.
Field Placement Learning Contract
A formal contract (Field Placement Learning Contract) is completed by the approved agency
and the Field Education Coordinator on behalf of the University of British Columbia. Practica
will not be permitted to commence until the contract is fully executed (Appendix I).
Field Placement Learning Plan (Learning Goals)
Students work with their field instructor and faculty liaison to design a learning plan that builds
on their current level of mastery.
By the end of the third (3rd) week in the placement, the student and the field instructor should
have identified appropriate, specific learning assignments and have completed the learning
plan for review by the faculty liaison. This learning plan, which is updated and revised as
needed, becomes the guide for the practicum experience. The student is evaluated on evidence
which demonstrates that progress toward the goals in this plan has been successfully made.
Time Requirements
The student completes a required number of hours in a practicum setting. The number of
practicum hours required is set by UBC and depends upon the course level of the student (third
year, fourth year, or Master’s level).
Statutory Holidays and Other Breaks
All students are strongly encouraged to take a break during the winter university break
(Christmas) and regular statutory holidays, but to attend their regular practicum days through
reading break in February in order to provide consistency of service to clients and agencies. The
general expectation is that students will not take time off during reading break or spring break
for personal or family vacations. If students wish to take time off at reading break, spring break,
or some other time, they may do so if it is arranged with their field instructor and causes no
complications or hardships for their clients or agency work. It is suggested that students who
wish to take time off make these arrangements prior to commencing their placement and get
an agreement on this in writing from their field instructor, including a plan for how the missed
hours will be made up. The faculty liaison may request a copy of this written agreement and/or
plan.
Holy Days
UBC recognizes the diversity of religious practices among its students. UBC will review requests
from students to absent themselves from regularly scheduled classes, field placement hour
11
and/or examinations on formal holy days of a recognized religion actively practiced by the
requester. Consideration of such requests will be subject to operating constraints. Students will
be required to make up missed hours or fulfil other such requirements as may be deemed
necessary and appropriate in granting the request.
Students shall inform their field instructor on the first day of the practicum of the holy days
on which they wish to be absent during a semester, and shall discuss possible alternative
arrangements with the field instructor. Field instructors shall make reasonable efforts to
accommodate such requests. In some instances, consultation with the Field Education
Coordinator or Director of the School of Social Work may be advisable.
Absences
Students are expected to make appropriate and professional decisions regarding absences and
notify their field instructor immediately, or leave a message if the field instructor is unavailable.
If it is considered that the student has made unprofessional decisions in this respect, the field
instructor and faculty liaison will meet to discuss the implications.
The student is expected to make up any missed time. When the time lost in field placement due
to illness exceeds that which can be reasonably recovered within the academic year, a medical
deferment may be obtained upon approval of the Dean of the Faculty of Health & Social
Development. A doctor’s note or other documentation may be required. The faculty liaison, in
consultation with the Field Education Coordinator, will then decide when the practicum can be
completed, whether it can be completed by the student at the same agency, or at a new
placement site, and how much time will be required to adequately evaluate the student's
practice.
Transportation
Students are required to provide their own means of transportation to and from their assigned
placements.
UBC does not provide any form of insurance for private vehicles, nor does UBC insure any
personal items that may be damaged or stolen while located in private vehicles. If the student is
using a private vehicle for practicum purposes it is the student’s responsibility to ensure that
they have and maintain the appropriate class of insurance and appropriate level of liability
coverage.
If the student will be consistently transporting multiple individuals in a private vehicle they may
wish to increase their insurance above this amount. An insurance agent should be consulted by
the student if there are any questions.
Confidentiality
Students are required to be aware of, and follow, any agency policies regarding confidentiality.
The School of Social Work also provides all students, in the Field Placement Handbook, with
general guidelines to follow with respect to confidentiality (Appendix II).
12
Professional Conduct for Social Work Students
The School of Social Work is charged with ensuring that all of its graduates have the requisite
skills and can meet the professional practice standards to be eligible for professional
registration as Registered Social Workers in the Province of British Columbia. Professional social
work behaviour requires adherence to the BC Association of Social Workers Code of Ethics and
the Board of Registration Standards of Practice (2002).The professional conduct of social work
students is directed by these standards, as well as by UBC policy(see Appendix II). Professional
social work ethics and standards are taught in the School’s social work curriculum.
Medical Coverage
All students registered at UBC should have basic BC Medical Plan coverage or the equivalent
from another province. UBC students performing course work in environments where the risk
of injury is greater than that in a classroom (e.g., labs, certain field work, and practicum) are
advised to purchase additional extended medical insurance.
Accident Insurance
UBC Okanagan School of Social Work requires all practicum students to purchase Student
Accident Insurance. This coverage is of benefit to those UBC students performing course work
in environments where the risk of injury is greater than in a classroom, e.g., laboratories,
certain field work, practicums. It provides a $50,000 maximum benefit for death or
dismemberment, $100,000 for injury resulting in paralysis and a $10,000 excess medical
coverage, e.g., ambulance, prescription drugs. For full details on what the coverage provides
visit
http://www.treasury.ubc.ca/assets/pdf/sai_form.PDF
Student Acknowledgement
All students are required to read and sign a Student Acknowledgement for Standard Domestic
Student Placement form (Appendix III) provided by UBC’s legal department. This form provides
confirmation that the student understands and acknowledges some of the important
conditions, policies and risks regarding their participation in practicum.
Intern Placement Tracking (IPT)
Intern Placement Tracking (IPT) was developed in close association with the Brigham Young
University (BYU) School of Social Work. BYU has been effectively using IPT for the last seven
years in managing their BSW and MSW Field Placement Programs. In 2010-2011 UBC Okanagan
School of Social Work is launching this program as well.
There are many advantages to using Intern Placement Tracking software. The primary benefit is
that the software easily organizes and "tracks" essential fieldwork information, including:
Practicum students (with colour photos, addresses, phone numbers, e-mail and mailing
addresses, as well as other demographic data), field agency, and field instructor information,
active and inactive practicum placements, notes and comments regarding field experiences and
documents such as evaluations and learning agreements.
Intern Placement Tracking includes the following features (and more):
13
Simple Data Entry
Allows easy assignment of students to agencies and supervisors
Data import and export capabilities
Web based. Field information from anywhere you have the internet
Extensive reporting & report customization capabilities
Allows for students, field instructors, and agencies to access and update their own
information as needed
All that is needed is internet access and a web browser to access your information
Each student, agency, and field instructor will receive account log-in details via email. The log-in
page for UBC Okanagan’s IPT account can be found at www.runiptca.com. UBC Okanagan
School of Social Work’s organization ID is: ubcosw
The first time you login to IPT you will use your default User Name and Password provided by
the School of Social Work. Once you login using your default password, you are required to set
a new User Name and Password. Your User Name and Password may be anything you like, just
make sure to write down the information. For security reasons, we cannot retrieve either your
User Name or Password. If you forget your User Name and or Password please contact the Field
Education Coordinator who can re-set these for you. After you enter your User Name and
Password you will be re-directed to UBCO’s IPT homepage. At the homepage a number of links
are provided along the top of the page, as well as on the left hand side. Please contact the Field
Education Coordinator with any questions about the IPT system, or with any comments or
suggestions on how to make the site more useful or informative.
14
PRACTITIONER AS TEACHER: PROMISING PRACTICES IN FIELD INSTRUCTION
Developmental Stages of a Practicum
Stage
Anticipation
Associated Concern
Positive expectations
Anxieties
Self
o
o
o
o
Disillusionment
Role
Appropriate disclosure
Self in authority role
Competence
Supervisor
o Supervisory style
o Expectations of disclosure
o Perception and acceptance
o Assessment/Evaluation
Co-Workers
o Organizational structure
o Standards of behaviour
o Acceptance and inclusion
Agency
o Philosophy, norms, values
o Workload
o Hiring potential
o Reputation
Clients
o Acceptance and perception
o Needs and presenting problems
o Identifying strengths
o Exploring/controlling reactions
o Building rapport
Life Context
o Family, work or other responsibilities
o Support system
o Grief/loss, relationship difficulties
o Health/mental health
o Balance
Unexpected or difficult to address emotions
o Frustration
o Disappointment
o Anger
o Confusion
Concern about adequacy of helping skills and
15
Response Strategies
Establish realistic, clear,
specific learning goals
Orientation to agency
Review personnel manual
Clarify and assess expectations
Make an informed
commitment
Participate in integrative
seminars
Establish and implement selfcare plan
Acknowledge gap between
expectations and reality
Acknowledge, clarify, and
normalize feelings and
behaviours
Seek validation from field
Confrontation
Competence
Culmination
relationships with clients
Disappointment with supervisor or coworkers
Feeling overwhelmed by multiple demands
instructor and student
colleagues
Pinpoint specific concrete
issues
Increased level of confidence
Gaining greater independence
Experiencing some successes and feeling
effective
Expectations or learning opportunities may be
adjusted or changed
Interpersonal issues with colleagues may
emerge
High level of accomplishment has been
attained
Feel invested in the work and that tasks are
worthwhile
Concern about future career prospects/job
hunt
Personal issues may interfere with practicum
Ethical issues may emerge
Generally satisfied with quality of supervision
and supervisory relationship
Termination with clients
Address transitional issues with file/case
transfers, discharge planning or case
management as student prepares for
departure
Redefine relationships with
o Field Instructor
o Colleagues/coworkers
o Faculty Liaison
o Peers
Anticipate and adjust to ending studies for the
summer (3rd year) or graduation (4th year)
Focus shifts to post-practicum plans
Reassess learning goals and
expectations
Seek support from support
system
Discuss during integrative
seminar
Develop strategies to improve
relationships with colleagues
Share ethical or client related
concerns openly
Continue to work on self-care
and establishing work/life
balance
Develop coping strategies that
work for you
Identify feelings
Participate in integrative
seminar discussions on ending
practicum
Go for lunch with colleagues or
find some other way to
celebrate ending your
practicum
Continue meeting with Field
Instructor for supervision right
until the end of your practicum
Recognize and address any
unfinished business
Ensure final evaluation is
prepared for, including writing
any required reflection papers
Adapted From: Sweitzer, H.F., & King, M.A. (2004). The successful internship: Transformation
and empowerment in experiential learning. Brooks/Cole.
16
Tasks of a Field Instructor
“The real voyage of discovery consists not in seeking new landscapes but in having new eyes” ~
Marcel Proust (1871-1922), French novelist.
Successful field instruction includes the following tasks:
 Create and maintain an open and trusting learning environment
 Provide the student with an orientation to agency, clients, community and learning
expectations
 Provide educationally orientated formal supervision a minimum of 1.5 hours per week,
and ongoing informal supervision as needed
 Model professional skills, behaviours, and social work values
 Introduce students to practice issues and ethical decision-making, helping them learn
the stages of recognition, exploration, and resolution of dilemmas and other issues
 Support student in the development of his/her own professional social work identity:
o Discuss the profession’s perspective on societal and community problems
o Model an ethical stance on social justice issues, as well as client selfdetermination and human dignity
o Model respect for diversity – cultural, ethnic, racial, gender, ability, age, sexual
orientation, etc.
o Discuss and set professional boundaries
o Discuss the realities and restrictions of practice within your setting
 Demonstrate the importance of and engage in your own self-care practices and selfreflection exercises
 Participate in the student’s learning goal development and evaluations
What to Teach
 Probe for assumptions and biases underlying case assessments and interventive
strategies
 Discover the student’s belief systems about self, clients, the practicum experience, and
course assignments. Does the student feel confident? Does he/she worry she is making
mistakes or errors? Is he/she feeling lost or anxious?
 Diversity: If you and the student are willing, talk with him/her about your personal
backgrounds. Learning about diversity is about understanding the influences that our
backgrounds have on each of us. This is an opportunity for teaching and learning about
history, diverse lifestyles and experiences of diverse groups. It can help both the student
and the field instructor understand the systemic and structural causes and implications
of racism, sexism, discrimination and oppression.
17
 Refrain from involving the student in workplace controversies that the student would
not otherwise be directly involved in, such as agency politics. Although most workplaces
have these problems and the student may observe such issues, it is important for the
student’s focus to stay on the important business of their learning and professional
development.
Establishing a Climate for Learning
(Adapted from Jorgensen, J.P, & Keplinger, B.W. (1979). The social worker as a staff trainer, Public Welfare, 43-44).
The degree to which I can create relationships which facilitate the growth of others as separate persons is a
measure of the growth I have achieved in myself” ~ Carl Rogers
Field instructors aim to be supportive of student learning. Often support for the student’s
learning is best achieved through promoting the following elements in the relationship or
environment:
Openness: The field instructor’s actions and behaviours will go a long way toward creating
the learning climate. Instructors who themselves display an open attitude toward new
learning demonstrate to students that being receptive to the contributions of others is a
good quality to possess. This includes openness to input and ideas from other people, as
well as openness to more structured professional development and education.
Mutual trust: Openness and trust are closely related. Students need to feel secure knowing
they will not be hurt or judged by their field instructor or co-workers. When trust exists the
student will feel comfortable taking appropriate risks and trying out new skills. The student
will feel good about asking questions or seeking the field instructor’s opinion without fear
of ridicule. At the same time, the student is expected to demonstrate that he or she is also
trustworthy. For positive results to be achieved mutual trust is considered a must-have
within the learning context!
Mutual concern: The element of concern in the learning relationship is usually not evident
until individuals or groups have been together for a period of time. You as a field instructor
can facilitate concern by promoting a sense of belonging for the student. This is important
because students will manifest concern for their instructor, agency, and even to some
extent for clients based on the extent to which they feel that they are an integral part of the
agency’s work (at least for the time that they are in practicum). This means that the field
instructor should make the effort to reach out to the student and include him or her in what
is happening in the agency.
Mutual respect: This element requires that diverse opinions and ideas be tolerated and
even welcomed, even when they are not immediately seen as valid. Each student comes to
the practicum with different life experience behind him or her. Often practicum students
are trying to make sense of their past experiences and develop fresh perspectives as they
develop their “life view”. Field instructors can help students to respect diverse viewpoints
by demonstrating this form of respect to their students.
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Challenge: Practicum should be challenging for the student, however it should also be fair.
Field instructors should inform students of what is expected of them from the outset and
then students can rise to the challenge of meeting those expectations! Expectations should
be reasonable and set within the student’s reach. When students know they are likely to
succeed they will usually put forth extra effort in order to achieve or surpass their goals
(and your expectations)!
Excitement (and dare we say fun!): When excitement and fun are present in the learning
environment everyone is happier and more relaxed. This is important for stress
management and relationship building. A good question for the field instructor is to ask him
or herself: Is there a fun or exciting way I can present this information to the student? Field
instructors are also encouraged to celebrate the student’s progress – maybe its time to
head over to Starbucks for a celebratory latté, or debrief a successful meeting while out for
a pleasant walk together?
An appropriately challenging and supportive learning climate emerges from openness, trust,
respect, and concern. In an open climate all ideas are accepted but they are also scrutinized.
Students are worked with in a non-threatening manner where they are able to explain and
defend their ideas when they feel they need to. At the same time, students are expected to give
their best and not to make excuses for inadequate performance. What they need back is to be
faced openly and honestly, especially if difficulties emerge. Students should always clearly
understand their tasks, as well as why the task they are performing has value and importance.
This will encourage the student to not only complete the task, but to perform well!
Like clients, often students are unable to fully express their appreciation for the opportunity
and experience that their field instructor is providing - know that you are important and
appreciated by the student and that what you are doing is worth it!
Kolb’s Leaning Theory
Excerpts from: Ward, K. & Mama, R.S. (2010). Instructor’s guide for breaking out of the box: Adventure-based field
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instruction (2 ed.). Chicago, IL: Lyceum Books, Inc.
Our traditional learning experience has led us to believe that we learn best by listening to
experts. This formal, abstract presentation of educational material was the standard in the
second part of the nineteenth century (Lewis & Williams, 1994). John Dewey (1938) was one of
the first to posit that learning by doing was a complement to classroom discussion. "Dewey
stressed that the creation of new knowledge or the transformation of oneself through learning
to perform new roles was more fundamental than simply learning how to do something" (Lewis
& Williams, p. 6). However, David Kolb (1984) proposed that learning is a process whereby
knowledge is created through the transformation of experience. Kolb described this learning
process as a four-phase cycle in which the learner (1) does something concrete or has a specific
experience that provides a basis for (2) observation and reflection on the experience and his or
her own response to it. These observations are (3) assimilated into a conceptual framework or
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related to other concepts from which implications for action can be derived and then (4) can be
tested and applied in different situations.
The assumption is that in order to learn a new behaviour, learners must pass through all four
stages. The adult learner (practicum student) then assimilates this information into his or her
personal experience bank to which future learning events will be compared and new concepts
will be related. Unless what is learned can be applied to actual work or life situations, it will not
be effective or long-lasting. Anderson and Adams (1992) have found that Kolb’s theory is an
excellent base for higher education because of the emphasis on life-long learning and cultural
diversity; it recognizes learning differences that could be based on life experience and culture.
Your Field Instructor Style
Origins of Your Style
Your personal past experiences being supervised and your our memories of how you were
supervised will influence your approach
Your practice orientation (do you come from a psychodynamic, feminist, solution-focused,
ecological, etc perspective?)
Your organizational culture and expectations
Your beliefs and assumptions about learning
Your beliefs and assumptions about the social work profession
Questions for Reflection
What are your views of the social work profession?
What are the qualities you are looking for your student to demonstrate?
How would you describe a “difficult” student to supervise?
What are you anticipating regarding how being a field instructor is going to go for you?
What are your strengths as a field instructor?
What do you believe the rights and responsibilities of a practicum student are?
What are your rights and responsibilities as a field instructor?
Approaches to Student Supervision and Evaluation
It is best for feedback to be ongoing throughout the practicum. What is your comfort level
with providing your student with feedback?
The student depends on their field instructor to provide direction. Feedback will help the
student continually work on improving skills and deepening their knowledge
The field instructor should elicit active participation in evaluation from the student. This can
be done through encouraging students to share their self-evaluations
Knowing where he or she is doing well and where improvements can be made helps the
student to focus and reduces performance anxiety
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Field instructors should also be prepared to receive feedback from the student. This
feedback is most appropriately centered around the effectiveness of the field instructor’s
teaching
Field instructors should be supportive of the learning goal development process throughout
the practicum, not just at the beginning. Field instructors should encourage goal revision
and re-contracting in order to ensure the student is meeting his/her learning objectives.
Checking in regularly regarding progress on achieving the learning goals is critical and
should be done frequently, not only at the mid-term and final evaluations
Key Components of Educational Supervision
“We learn by trial and error, not by trial and rightness. If we did things correctly every time, we
would never have to change directions – we’d just continue the current course and end up with
more of the same ” ~ Roger von Oech
 Feedback on performance
 Delivered through dialogue with the student
 Is clear and balanced
 Is constructive and meaningful (feedback can be challenging but not intimidating)
 Is purposeful and facilitates the learning process
 Task/case analysis
 Review and explore actions and reactions and the selected intervention, including
underlying assumptions or biases
 Link the current situation with other experiences and discuss similarities and
differences
 Help the student make linkages between theory and practice. Teach and invite
discussion about the theory or practice model that is informing the decisions made
or path taken in specific cases.
 Discuss what values were employed or challenged and any ethical issues that
emerged
 Identify and evaluate the outcomes of the work performed
 Encourage critical thinking, not only of the student’s work, but also your own
 Support in achieving personal-professional balance
 Listen deeply and attentively to your student and don’t take any perceived
negativity personally, it is likely not actually about you.
 Be fully present during supervisory meetings with your student
 Build a professional relationship with the student and model what this looks like.
Explore the components of the relationship – what similarities and differences do
you and your student possess as individuals (values, attitudes, belief systems, age,
gender, racial/ethnic background, level of experience, etc)? Illuminate how these
factors impact each person’s practice.
 Establish and maintain clear boundaries. Address needs or issues as they emerge.
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 Assist the student in understanding their role and their impact on the organization,
co-workers and clients
 Be wary of attempting to have the student copy your style. Instead encourage the
student to identify his or her own style.
 Where appropriate encourage and facilitate direct student involvement with clients
and other professionals
 Help the student to process (rather than internalize) their emotional reactions to
their experiences in the practicum
 Complete the student evaluations and fully participate in the process
 Provide weekly formal supervision and informal ongoing supervision as needed (and
as is reasonable)
 Encourage student self-care and reflexivity (i.e. Journaling)
 Keep field instruction focused on the student’s education (practicum is not therapy)
Positive Qualities of Field Instructors
“Most of us would rather avoid trying a new behaviour than risk looking foolish. Encourage your
student to try out new skills by reducing the stigma of failure. Emphasize the benefits of learning
and growing over instant achievement and perfect results. Ask what can be gained and learned
simply from trying” – based on Renner’s (1993) adaptation of the a teaching from Lao Tzu
 Be knowledgeable: Demonstrate mastery of knowledge in your field of practice and be
confident in your practice abilities. Also, be open to questions from your student about your
practice and your clinical decisions
 Be available: This includes keeping your commitment to the planned supervision sessions,
as well as throughout the day
 Be approachable: Make your student a priority
 Be a role model: Model respect and fairness. Demonstrate an awareness of the importance
of communication and consciously engage with power differentials within relationships.
This can be accomplished through joint planning, case analysis and/or decision-making with
your student (when appropriate)
 Be forthcoming with feedback: Clear and frequent feedback will earn the respect and
gratitude of your student. It is important that feedback is delivered in a timely manner and
that it balances identification of both strengths and challenges. Students also appreciate
when their supervisor asks for feedback from the student in return.
 Be positive: Focus on strengths and assets rather than dwelling on poor practice habits or
mistakes. Be encouraging of the student supporting him or to reach for positive and
respectful actions and behaviours
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 Be inclusive: Students need a sense of inclusion so that they are comfortable in the
practicum setting. Bring your student into the community with you, whether it is to a
meeting or going out for lunch
 Support your student to develop perspective: Students need to be guided toward
understanding their practice and to see that contradictions and being unable to help are
sometimes part of practice. Students need help in viewing situations contextually and in
developing flexibility in their thinking.
 Develop your skills as a field instructor: Critical field instructor skills include sensitivity,
empathy, timing, intuition, and being generous with explanations
 Develop your own practice: Help your student by growing and improving your own practice,
this will offer your student a sense of progress and demonstrate the need for continued
learning and professional development. Help the student understand the theory base you
practice from, and your reflections and questions about engaging in practice from this
perspective.
Solution-Focused Supervision - Some Guiding Assumptions
“Learning which involves the whole person of the learner, feelings as well as intellect, is the
most lasting and pervasive” ~ Carl Rogers
Practicums are a worthwhile but often challenging experience for everyone involved. Every
attempt should be made to have a strong and positive relationship with your student. Strained
relationships between students and field instructors causes stress and takes away from the
enjoyment of the teaching and learning experiences. It should be acknowledged that every
placement has the potential to go sideways and so preventative care and action needs to be
taken. Here are some tips on how to provide effective and solution-focused supervision for
your student and major issues or communication breakdowns:
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Keep your expectations of your student realistic
Define how successful outcomes will be observed and measured
Create opportunities for small successes and steps in a positive direction
Build on the student’s abilities, resources, and competencies; invite them to learn from
their home runs, not only their strike-outs
Identify and discuss evidence that the student is learning, changing and succeeding
Maintain a cooperative / collaborative approach to field instruction: be respectful,
curious, interested, and optimistic about your student and what he/she can achieve.
Stay focused on the student’s learning and his/her vision of success
Respond respectfully to questions/requests from your student
Demonstrate genuine respect and consideration of your student’s ideas and encourage
creativity in the learning process. Much learning will take place outside of your
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supervision sessions so be sensitive to and mindful of the entirety of the student’s
experience
Encourage students to “try out” their less preferred or less comfortable areas of practice
or practice activities, generate tasks that will involve you being supportive and present
in the beginning until the student gains confidence
Introduce novel perspectives
Require hard work but applaud each small step along the way
Remind the student that we call it “practice” because we don’t (and can’t) always get it
right!
Principles of Teaching for Field Instruction
“Ideally students remember what they have learned, not what their teachers told them” – based
on the teachings of Lao Tzu
 Involve the student as a participant in what you are doing as much as possible
 Present your ideas in a way in which the student sees that you are open to being
respectfully challenged
 Provide structured opportunities for using and applying skills and information: role
plays, simulations, process recordings, etc
 Discuss your students strengths, as well as areas that are problems or need further
development
 Look for themes and patterns in the way your student uses him or her ‘self’ in practice
and point these out
 Review cases with your student with a focus on teaching rather than simply to review
the file for administrative or planning purposes
 Plan ahead for meetings or discussions with your student and limit the number of items
on the agenda so that no one gets overwhelmed
 Link theory and practice in your teaching
 Plan to teach your student in a way that acknowledges learning is a stepped process,
plan to be sequential and progressive, guide your student from the familiar to the
unfamiliar, the obvious to the more obscure
 Concentrate on the learner and the concept or skill to learned, rather than on
accomplishing a task
Supporting Student Journaling
“By journaling, day after day, surprises and clues began to show up on the page. I wanted to
dance more…I wanted to move to another country. I wanted to become a writer...Through my
journal, the real me found her voice and told the day-to-day me who she was and what she
dreamed of doing. She turned my life upside down and I've never been happier since she finally
had the guts to show up!” (From inspirational speaker, physician, life coach and UBC alumna Dr.
Susan Biali’s blog)
While journaling is optional, it is encouraged, and many students do decide to pursue it. This is
because most students have an ability to and interest in engaging in self-reflection processes.
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Journaling provides an appropriate venue for this important task. While reflective processing
can and does occur apart from writing, journaling is a standard practice in many social work
practica, as well as in education in other fields at universities around the globe.
The UBC Okanagan School of Social Work encourages field instructors to allow 30-60 minutes
(on most practicum days) for students to journal or to engage in other forms of reflective
practice. Journaling should be counted as practicum hours and is not intended to be an “addon” done at home, just as reflection is part of professional practice for social work
practitioners done throughout the workday.
Many students will also list their journal as a piece of “evidence” in their learning goals. While
the content of the student’s journal is private, when journaling is being used as evidence
students are requested to find excerpts of their journal they would be comfortable sharing with
their field instructor and/or liaison. The student is expected to photocopy these excerpts and to
provide samples of their reflections at the final evaluation.
Why Journaling?
“So the point of my keeping a notebook has never been, nor is it now, to have an accurate
factual record of what I have been doing or thinking…How it felt to me: that is getting closer to
the truth about a notebook” ~ Joan Didion, On Keeping a Notebook
The writing process is known to facilitate self-reflection. Richardson (2001) views writing as
a method of discovery about the self and the world. Indeed, to write about your
experiences is to write about yourself in relation to the world around you.
Students are free to do the type of writing that works best for their personal style. This can
include standard journal entries, poetry, narratives, or other exercises
It should be noted that journaling can sometimes force students to address subjects they
have been avoiding or to explore multiple and complex realities and emotions. In this way,
it can be transformational and liberating (Furman, Coyne, & Negi, 2008)
Journaling helps students increase their ‘self-knowledge’ through exploration of their
strengths, limitations, interests, biases, vulnerabilities, role, power, privilege, and potential.
It also helps to develop empathic understanding of clients life circumstances (Schon, 1983)
Self-reflection can lead to actions and skill development that will benefit clients, including
becoming less emotionally reactive and being more present (Teyber, 2000). It also helps
students to be more creative and to think critically (Ringel, 2003)
A formal self-reflection process like journaling helps to refine self-reflection skills and
abilities more than informal ad-hoc or one-off efforts (Furman, Coyne, & Negi, 2008)
For further information on student journaling see, for example:
Furman, R., Coyne, A., & Negi, N.J. (2008). An international experience for social work students:
Self-reflection through poetry and journal writing exercises. Journal of Teaching in Social
Work, 28(1/2), 71-85.
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Supervisory Meetings
The task-centered model for field instruction provides a suggested format for structuring
supervisory meetings. Literature in this area shows that structured meetings are important for
reducing anxiety as well as for providing a clear outline of how learning objectives will be
achieved. Additionally, many students favour having a clear list of tasks set out on a weekly
basis. This model has been found to be empowering for students because they are able to gain
a sense of goal achievement and accomplishment. The suggested format is as follows:
a) Social stage: Establish rapport or engage in ‘small talk’ with your student. This provides an
opportunity to process feelings of anxiety.
b) Explain supervision/set the agenda: Many students have never experienced clinical
supervision before their practicum commenced and they may not know what to expect
from a supervisory meeting. The field instructor can have an agenda in mind, the student
can set the agenda, or it can be developed collaboratively, the important thing is that an
agenda is stated (or even written out) so that everyone feels heard and knows what to
expect. The Field Instructor should review any time constraints, principles, guidelines or
procedures that will be used to guide the session.
c) Educational stage: This is time specifically for didactic teaching, including emotional support
and case review (if applicable).
d) Goal review and setting targets: Review how the student has done on working toward
accomplishing their learning goals. Set mini-goals or develop strategies if needed. The
student may need assistance prioritizing goals so that he/she does not try to focus on all of
them at once.
e) Generate tasks: For each goal there should be a maximum of 3 tasks that the student will
carry out between supervisory meetings. The tasks should represent specific actions that
will lead to the attainment of the chosen target goals.
f) Identify obstacles: Real or potential obstacles should be anticipated prior to task
implementation. If the student is unable to think of what obstacles might stand in the way
of accomplishing the task identified then the Field Instructor should pose some “what if…?”
probing questions to generate deeper thought. This is particularly useful in a clinical setting
where students have direct client contact.
g) Contracting: At the end of each supervisory session the student and field instructor should
review the goals and tasks to be completed and set a date and time for the next supervisory
session.
Tips for Providing Constructive Feedback
It is often assumed that complete honesty is always the best policy. Many believe that being
totally honest in all that we do is a highly held value and desirable human
condition, this idea is sometimes captured in the phrase “tell it like it is”.
However, many of us have also experienced times when working with
students (and co-workers) that it is better (or easier) not to tell it like it is.
Sometimes responding with absolute unfiltered openness is inappropriate or
harmful. This can be particularly true in educational contexts, where constructive feedback and
encouragement are essential.
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What is most important is that whatever does get communicated is genuine and prevents the
field instructor-student relationship from being damaged or destroyed. When there is a
concern or even an identified need for further development on the part of the student, the field
instructor does not want to appear insensitive or like they are failing to recognize the progress
the student is making. However, students and field instructors should always remember that
learners, at all levels, need ongoing constructive and systematic feedback in order to grow.
Tip #1: Be descriptive rather than judgmental
Descriptions should be limited to what was said and done. By avoiding assumptions about
motive and intent and using non-judgmental language the recipient of the feedback is less likely
to become defensive.
Example: Do not say: “Do you not like that client, or were you having some sort of you trouble
in there - you appeared disinterested in her”. Instead say “I noticed you have been quiet today
Linda, is there something going on for you?”
Tip #2: Be specific rather than general
To be told “you have a dominant personality” or that you are a “shy person” is not as effective
or useful as being told that “in the discussion that just took place you did not appear to listen to
the client as well as you could have because you took up a lot of the air time in the interview. If
I were the client I may have felt pressured to accept your view of the situation”. Or another
good example of being specific is: “the client indicated she could not afford to pay for her
child’s medication and you did not respond I am wondering what happened?”
Specific feedback is best provided after having observed the student firsthand. Second-hand
feedback is often of little use and can sometimes be harmful or misguided so it is best to be
avoided.
Tip #3: Focus on behaviours rather than personality
It is important to focus on the student’s actual performance, not what we think of the student,
or what we imagine the student to be. A concrete example is “the student spoke up at an
inappropriate time during the staff meeting” rather than “the student is an inappropriate
loudmouth”. As with clients, we should work with students presuming they have the ability to
change for the better. It may be useful to remember that unlike some personality
characteristics, behaviours are not considered fixed traits.
Tip #4: Don’t be overly critical – Everyone makes mistakes
This may seem obvious, but sometimes the student can perform quite poorly when put in a
‘pressure-cooker’ type situation and the field instructor can then become concerned that this
could be interpreted as a reflection of him or herself, and very occasionally a field instructor
may lose his or her cool and lash out.
Criticism such as “You seemed so uncaring when the patient was upset. You just ignored her
feelings and changed the subject, how could you do that?” are inappropriate and will upset
most students (and anyone else within earshot). Even when disappointed with a student’s
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performance it is best to deliver helpful commentary such as “I noticed that the client was
weepy and upset when she spoke of her father’s illness. What were you feeling at that point in
the interview? I was concerned when you changed the subject at a time when the client was so
emotional, that is not the approach I would have taken and here is why…” Chances are the
student was upset too, or could not separate out her emotional response and empathy for the
client from the task at hand, such as completing an intake form. The student may not have
known what to do in such a situation and so reverted to a functional task like completing the
intake form. Taking the second approach will facilitate the student processing what happened
in the interview, as well as his or her own feelings. The field instructor can then assist the
student in understanding what could have been done better and consider other approaches to
interviewing.
Tip #5 – Avoid collusion
Collusion is characterized by an unwillingness on the field instructor’s or the student’s part to
take the risk of giving or receiving genuine feedback regarding the performance or actions of
the other party. Field instructors and students collude by remaining silent at times when both
could benefit from open communication. A further example is when the student requests
feedback and the field instructor is dishonest (saying the student did a fine job when internally
they were concerned about the quality of the student’s work). What is important to know is
that the student will often be self-evaluating, thinking (no that really wasn’t very good).
Through such a process each party doubts him or herself and trust in the relationship can be
damaged.
Tip #6 – Move toward authenticity
Giving and receiving constructive feedback opens the way to a richer relationship with your
student. When done correctly it actually facilitates trust building, honesty, and the
development of genuine concern. Through such a relationship the student and field instructor
experience rewarding learning and growth.
Student Satisfaction
A meta-analysis of numerous studies determined the following elements of the practicum are
correlated with student satisfaction with their practicum:
a) A supportive student-field instructor relationship: This is defined as a relationship where
the supervisor demonstrates certain characteristics including reliability, trustworthiness,
honesty, likeability, expertise, sociability, warmth, sincerity, being well prepared, and
being a skilful practitioner. These characteristics are especially valued by students who are
in their first practicum. Students who are in their second or third practicum experience
report that they highly value ongoing support and dialogue with their field instructor in
addition to the above qualities. Above all, the literature reveals that the relationship
should be collaborative and egalitarian. It should also guide the process of self-discovery
while adhering to ethical and professional standards.
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b) Frequent and (reasonably) lengthy supervision sessions: Studies show that students who
receive frequent and long supervision sessions rate their field experience more positively
than students who do not receive this level of supervision. It has been found that it is ill
advised to lessen the amount of supervisory time toward the end of practicum.
c) Role modeling and other specific learning activities: Research shows that there are three
(3) specific learning activities that are associated with higher positive perceptions of the
quality of the field instruction to a significant degree. These 3 learning activities are 1)
conducting co-therapy, 2) receiving explanations from field instructors and 3) feedback on
process recordings.
Students respond positively to structure in their learning activities, especially when it provides
opportunities to observe and work with professional role models. Working with and observing
a role model provides the student with a conceptual framework for understanding their own
experiences and activities in their field placement, and has been shown to be a more effective
teaching method than lecturing or reading written materials. Practicing skills immediately
after modeling is considered to be helpful in enhancing learning. Students appreciate
discussions with their Field Instructor where field instructors are able to apply theory to reallife situations, or where the Field Instructor is helping the student to understand how the
agency functions.
d) Balanced, honest feedback: Researchers have found that students value a positive learning
environment where there is a balance between identification of strengths and areas that
require improvement. Students appreciate brainstorming solutions together, not just
being told what to do. Students also benefit from being encouraged to engage in selfcritique.
e) Understanding the developmental stages of a practicum: Social work studies reveal that
students value support that is specific to the developmental stage of practicum that they
are in. They want and need supportive supervision at the beginning, middle, and even until
the very end of their practicum. As the practicum progresses most students wish to take
on an increasing level of responsibility. Students appreciate a thorough orientation at the
start of their practicum and like to be well-informed about the agency and the
performance expectations. It is better received by students if they are encouraged to
become self-critical about their practice in the later phases. Similarly, students are better
able to enhance linkages between coursework and field learning from the second half of
the practicum onward.
f) Orientation of a Third Year Student: Third year students will require the most through
orientation as not only are they new to your agency, they also likely have never
participated in field education before. The most useful behaviours for a Field Instructor to
demonstrate when their third year student starts practicum (as identified by students) are
partializing concerns, encouraging autonomy, discussing role and purpose, and informing
the student of taboo subjects. Third year students appreciate the Field Instructor inquiring
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about the student’s individualized learning objectives and offering assistance with learning
goal development. In addition, in clinical placements they appreciate being guided through
case reviews early on in their experience.
g) Orientation of a Fourth Year Student: Fourth year students will likely be a bit more
comfortable coming into practicum than a third year student will be. Therefore, the Field
Instructor behaviours that are found to be useful are somewhat different. A fourth year
student will be more interested in the Field Instructor’s thoughts and feelings about the
agency, the clients, and his/her own practice. The student will also want the Field
Instructor to understand his or her feelings. The student will desire to know what the
expectations of him/her are, and to engage with the Field Instructor about what was
learned through the student’s coursework. Additionally, the student will look for guidance
around learning goal development and information on how to link theory and practice.
h) Supervisory characteristics in the latter phase of practicum: Field Instructor characteristics
that all students appreciate in the latter phase of their practicum include encouragement
of open discussion, encouragement of self-reflection, maintenance of realistic
expectations regarding the student’s performance, help with integrating theory and
practice, and review of the student’s learning goals. Students actually want more
supervision later in the practicum experience; however in reality often the opposite
occurs.
Troubleshooting Practicum Issues
“Experience is a hard teacher because she gives the test first, the lesson after” ~ Vernon Sanders
Law, American baseball player.
Issues of dependency and autonomy
 Expect the student to initially be dependent upon you. Practicum supervision demands a
solid amount of upfront investment of time and energy, however the amount of time the
student needs to spend with you should dissipate within the first 3-5 weeks. The student
should become less dependent with more experience and should be demonstrating
increased confidence in their skills and knowledge.
 As the student’s confidence increases he/she will likely seek more autonomy from you. A
lack of autonomy can create tension. The field instructor needs to be clear about what the
student can and cannot do independently. Ultimately there needs to be a balance among
the various elements of the practicum experience including supervision, skill development,
and growth in confidence and independence.
Issues of power and authority
 The student-field instructor relationship is an unequal power relationship because of the
field instructor’s greater knowledge of social work practice and agency services, as well
as the field instructor’s power to evaluate the student
30
 Help the student to recognize the unequal power relationship and create a parallel
between the student-field instructor power dynamic and the student-client power
dynamic, then explore the implications for the practicum learning experience, and for
the student’s practice
 Help the student understand connects between client’s presenting problems and
societal power imbalances and/or minority or ‘other’ status and discuss how the agency
helps to ameliorate problems or issues faced by minority groups
Responses to supervision and feedback
 Both the field instructor and the student should be able to provide and respond to
feedback from one another. However, the focus should be on the student’s learning.
Both parties should be respectful and professional.
 Students should be helped to explore their own biases, experiences and attitudes, and
should be encouraged to move beyond their typical patterns of communication or
relating to others when warranted. Students can sometimes be resistant to such
teaching and that too should be explored.
 Any emotional issues should be recognized and addressed. Stress can have an impact on
both the student and the field instructor and if there are concerns about the practicum
both the field instructor and student will likely be impacted on an emotional level.
Students should be encouraged to seek additional supports outside of the practicum
setting, such as UBC’s on-campus counselling services, when required. The Field
Education Coordinator or Student Education Coordinator from the School of Social Work
can also refer to the student to other community resources, as needed.
Mid-Term Check-In: Refocus & Reenergize
Is your energy level dropping? Do you feel burdened with too much work and too
little time to do it? Do you sense that your student(s) may be becoming lethargic or
bored? Then you and your student(s) may be experiencing midcourse droop--an
insidious yet common syndrome. Why? When enthusiasm wanes the ability to
cope with stress decreases and the joys of learning and teaching are sometimes lost.
Thoreau reminds us that "none are so old as those who have outlived enthusiasm”, and
"nothing great was ever achieved without enthusiasm," says Emerson.
At the start of practicum energy levels were high as you and your student envisioned the
mountaintop of growth and possibilities inherent in the learning experience to come. Now at or
near midterm the storm clouds of academic and personal problems may have obscured the
summits of success.
Midcourse letdown strikes students when they have underestimated the time required to learn
the content of their courses or the effort it would take to be fully engaged in their practicum.
Sometimes poor time management skills cause students to delay the completion of major
31
assignments until the deadline approaches and then panic sets in while they try to maintain
their busy practicum schedule and do well on assignments. Disappointments occur when
students fail to achieve the level of success they envisioned. Lower than expected marks on
papers or exams, poorly received contributions to class discussions, rejection by student
colleagues assigned to a group project and the frustration often experienced when writing
papers have taken their toll. What was first perceived as an enjoyable learning adventure may
have become a struggle for survival by midterm for some students. On the flip side perhaps you
as the field instructor have found that some days having a practicum student work with you is
not all you thought it would be, or perhaps you have concerns about your student’s
performance and you are finding this more stressful to deal with than anticipated.
So, what can you do? Survival experts tell people caught in quick sand to stop struggling -uncoordinated effort only causes the victim to sink deeper. Only by calm, purposeful and
coordinated actions can the victim save themself by swimming through the muck or sand to the
safety of a solid shore. How can you extricate yourself from the ooze of a midcourse sinkhole?
Try a REFOCUS strategy. REFOCUS means:
Recognize
Empower
Focus
Objectivize
Commit
Unburden
Surprise
First, consider that a likely cause of midcourse letdown is a slow change of the thought focus
from achievement to deficiency. Each time someone realizes that what is happening in the real
world is not measuring up to an envisioned ideal, emotional energy is drained, self-esteem is
lowered and feelings of being in control are diminished. The result is burnout. Here is a
prescription that can help you rebuild your enthusiasm:
Recognize your achievements as a field instructor thus far. Remind yourself of the well
organized student orientation you provided, remember how well the student received it; note
how you have helped the student work through some complex issues; remember when you
sparked a moment of critical thinking or reflection in action and the innovative ways in which
you actively involved your student in the learning process. Give yourself a pat on the back for
learning about your student as a person, being responsive to your student’s questions, meeting
with your student for supervision even though you have a cramped schedule and very
importantly, for taking the time to develop the individualized feedback designed to help your
student improve his or her performance.
Recall the work that your students have completed despite the demands of his or her other
classes, a job and perhaps a family. Acknowledge the progress your student(s) have made.
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Empower: Create a list of your strengths as a field instructor. Are you an excellent
communicator, manager, coach or leader? When are you at your best -- leading a discussion
with a group of practicum students, debriefing your student’s casework, working collaboratively
with your student to problem solve, being shadowed during a client interview? Maybe you're
an outstanding motivator? List your five greatest professional achievements in the past year.
Can you remember how you felt during these moments? Reliving these peak experiences can
empower you to teach with greater enthusiasm and sense of purpose.
You can also ask your student(s) to share what they have considered to be a significant learning
experience in their practicum with you. Encouraging them to remember their achievements
helps motivate and energize learners. Also, many students don't appreciate what they have
learned while engaged in the process of reaching an academic goal. Therefore, help your
students identify the skills, attitudes and knowledge they have acquired in only a few short
weeks of practicum. Don't assume that students realize all they have learned or will learn in this
practicum. They may not be able to see the value of this education to bettering their lives while
they are “in the moment”.
Focus your attention on the knowledge and skills to be learned in the second half of the
practicum and select the most effective teaching style possible. Take a few moments to
visualize the students' increased skills and changed behaviours or improved performances that
you hope to see by the end of practicum. Are you on track? Will there be enough time? No?
Then you have a bit of a management problem. Use a triage system to gain control of the
situation. Triage is a strategy used in medicine under emergency conditions to put patients into
treatment categories. The number one priority is to treat those who will benefit the most and
who require the easiest treatment. Then move to those who require more difficult treatment
but will benefit greatly. Last, attend to those who require difficult treatments and probably will
not benefit from it. In other words, in difficult situations work to achieve the highest benefit
with the least amount of time and effort.
When time is short and learning is proceeding slowly, work on what will bring the greatest
reward with the least effort. Plan to accomplish first the learning tasks that will bring the
highest reward for your students. When you assign the easy, important tasks first, you often
motivate them to continue working until even more difficult responsibilities are completed.
Triage thinking can help you more effectively manage the second half of the practicum.
Objectivize: In the intervening weeks since the student’s learning goals were formulated, the
practice realities may have caused the practicum to veer away from the learning plan as
originally agreed to. If you have refocused the learning and teaching priorities, it's important to
create a revised set of learning goals in order to guide post-midterm efforts. Learning goals are
targets written in a series of statements that describe levels of performance increases that are
required for your students to advance.
Commit: After specific, measurable learning goals have been confirmed for the second half of
the practicum, the next step is to commit to achieving them. To support the student in reaching
their goals you'll also need to be strongly committed to teaching the student; and this
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commitment has to be one that will not waver as you encounter difficulties. In teaching nothing
goes completely as planned or as expected. The numbers of variables in the learning process
are too great to permit complete control. A strong resolve to be the best teacher you can be
enables you to persevere through tough times, and it builds self-esteem. Ask your student(s) to
recommit to success in learning. Their initial commitment may have weakened and they may
need to re-energize for the second half of the practicum. Remind them of the benefits of
making short-term sacrifices to obtain long-term rewards.
Unburden: You don't have to be perfect; you just have to be yourself. You may hold the
expectation that as a field instructor you should know all the answers. Once you accept the fact
that successful teachers emphasize the roles of learner, presenter, guide, coach, facilitator,
designer, evaluator, manager and leader and minimize the role of expert, you unburden
yourself from unrealistic expectations. Then teaching becomes much easier and more
enjoyable. Your student(s) will appreciate knowing that you and they are on the same learning
path.
Unburden your student(s) by applying good management techniques to your teaching. Look for
barriers to learning that hold your student(s) back or cause them to devote time to unnecessary
work. Align your expectations of the student with his/her learning goals.
Surprise During the second half of the practicum variety is often desperately needed in order to
keep your student(s) motivated. This surprise teaching technique may be helpful:
Tell a story. It is said, "A good story can touch something familiar in each of us and yet show us
something new about our lives, our world, and ourselves. Stories can also be powerful tools for
growth and learning." However, there are several things you should consider before choosing
to tell stories as a teaching strategy. Before telling a tale experienced storytellers consider these
aspects -- purpose, practice and priority.
Purpose. Stories should be used to fulfill a definite instructional purpose. They help students
visualize and internalize complex issues or concepts. Anecdotes draw students into the learning
process by activating their imaginations.
Practice. Storytelling takes practice to master. Effective communicators practice by developing
narratives in three parts: context, challenge and climax. Begin the account by setting the stage;
describe when and where it happens and introduce the characters. Next, add the dilemma and
explain how each of the characters is affected. Resolve the problem in words that convey the
kernel of learning contained in the story.
Priority. There are times when excessive storytelling can get in the way of learning. To prevent
this situation, prioritize your strategies according to their effectiveness and time-benefit. Brief
stories can serve as introductions to new topics or as mental rest spots during a long day or
week.
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This REFOCUS strategy will help you to reenergize and renew, and it will help you to continue to
teach for success!
Adapted from University of Hawaii Faculty Development Teaching Tips Index. (2010).
Termination and Evaluation
Ending Well
Hess and Hess (1989) state that “one of the distinctive characteristics of social work process is
its temporary nature. Thus, termination is a natural conclusion…” (p. 646). The same can be said
of the student-field instructor relationship. Indeed, the end of practicum can be hard in many
ways and it can bring with it a sense of loss, ambivalence, and emotionality for both sides. The
student and the field instructor may each be experiencing very different feelings from one
another (example, one is feeling a strong sense of loss and the other is feeling relief).
It is important to recognize from the start of the practicum that it is time-limited, that the
educational process will eventually cease and that the student will be expected to practice selfsufficiently (for the most part). The field instructor needs to remember that they are modeling
an approach to termination for the student and that how this is done could influence the
student’s practice with clients and with their own practicum students in the future. The field
instructor should ask him or herself – how can I assist the student to terminate relationships
with both clients and co-workers in a positive way? It is important to support the student in
thinking about the kind of closure they are going to want and need at the end of their
experience and then determine how to proactively ensure this happens. This is often based on
how the student has dealt with other endings they have experienced and determining how
sensitive or vulnerable the student may feel when the practicum ends.
It is quite common for there to be a ritual such as taking the student out for lunch on his/her
last day, and/or exchanging thank-you cards. Sometimes there is a celebration with clients or a
small group of colleagues, or special mention of the student at their last staff meeting. Some
agencies make a conscious choice not to engage in any rituals when their student leaves. If
something is going to happen to honour the student the field instructor should take the
initiative to organize it so everyone who is invited can schedule it. Finding closure and ending
well involves four main tasks:
1) Acknowledging and accepting the impending ending prior to it taking place
2) Evaluating and understanding the outcomes (educational and otherwise) of the
practicum experience for both the student and the field instructor. Identify and
recommend any future learning needs or opportunities for the student.
3) Supporting the student in the sometimes difficult task of ‘letting go’ of clients and
colleagues and saying good-bye to these individuals
4) Finalizing any unfinished business – reports, client files, referrals, final presentations
Final Evaluation
The end of practicum also involves the final evaluation of the student’s performance. The field
instructor is relied upon to help determine whether the student has met program expectations.
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It is most effective if the evaluation process and paperwork are used as a tool to promote
dialogue and learning, rather than being seen as just a bureaucratic exercise. The evaluation is
about determining whether or not the student reached the minimum level of competence
required in order to achieve a passing grade. It can be challenging if the field instructor
interprets the evaluation outcome as a reflection on themselves (i.e. If the student does well I
will look good, and vice versa). This is not the intent or purpose of the evaluation.
While giving feedback can often be challenging, it is best not to leave difficult to deliver
feedback until the very end of the practicum. It is better to balance support and
encouragement, with clear communication about areas needing improvement. It is normal for
both the student and the field instructor to feel heightened anxiety prior to and during the final
evaluation. For the student being evaluated may feel like a threat to self-esteem. Therefore, the
field instructor should put thought and effort into carefully presenting their feedback and
commentary. The final evaluation should not contain surprises however it may reveal new
perceptions of the student’s progress and their approach to practice. It is also important to
maintain a distinction between the student’s personality and his or her knowledge and skills.
Assessment of the student’s personality is not appropriate during the educational evaluation
process. However, when there are specific examples of where a personality factor interferes
with performance in the practicum, this should be addressed and a concrete example should be
provided to the student in order to demonstrate the specific area of concern.
In preparing for the final evaluation it is useful to critically reflect on the entire practicum
experience, right from the beginning, as well as the many highlights along the student’s
educational journey. In preparing the written narrative think about what is important for the
next field instructor or job supervisor to know about the student. Another tip is to remember
that it is important to evaluate the student based on his or her actual performance (it is
sometimes easy to confuse enthusiasm, effort, and motivation with actual competence).
Another issue to be aware of is the “recency error” by which a recent particular incident overinfluences the evaluation. Further issues to guard against include the “error of central
tendency” which occurs when supervisors are in doubt, leading them to rate specific aspects of
the student’s performance as fair or average, as well as the “halo effect” where the field
instructor makes a global judgment about the student’s work and then perceives all aspects of
his or her performance as consistent with that general impression. A final point to remember is
that the student must be evaluated against the standards for their program as set out by UBC;
the student is not to be evaluated using other standards, whether they are the performance of
other students (past or present) or criteria from other higher learning institutions.
Frequently Asked Questions (Field Instruction FAQ)
1. If my agency has two or more practicum students can we do group supervision?
Group supervision is acceptable, but should not be the sole method of supervision provided.
The student should also have an opportunity for some one-on-one supervision and support
from their Field Instructor. Few academic studies have been completed on the topic of group
supervision however there is some available evidence that suggests that a group supervision
method can inhibit learning as a result of discomfort or anxiety around the student feeling
vulnerable in a group format, or the student not wanting to expose personal information or
36
self-reflections in the group. On the flip side, a perceived benefit of group supervision is that
the students can learn from one another, as well as from the supervisor. However, in order for
this to be effective there needs to be strong leadership of the group supervision sessions and
the students need knowledge of how to function as a constructive member of a learning group.
This model is only advisable where the Field Instructor has competencies working with groups.
2.
I do not have a social work degree but agreed to take a practicum student. How can I
ensure my student is learning what they are supposed to?
It is important that social work students receive the appropriate form of field instruction. An
important distinction exists between task supervision and field instruction. No matter what the
qualifications of the Field Instructor are, the purpose of the practicum remains the same.
Likewise, the task of the Field Instructor remains guiding and teaching social work students as
they develop into professional social work practitioners. Relevant learning opportunities can
and do exist in agencies where this is no staff with a social work degree, or where the Field
Instructor is not a social worker. Research demonstrates that in such cases it is important for
the agency to partner closely with the university to ensure that a faculty member or other MSW
level professional from the community can provide telephone or on-site support to the student
in the form of social work – specific knowledge, perspectives, ethics, and values. The agency
needs to be committed to the student learning about the profession of social work and must be
willing to accommodate the time needed for the student to seek additional supervision.
Frequent communication and clarification of roles and division of labour between on-site and
off-site supervisors contribute positively to making this type of practicum succeed.
3. What is the best approach to helping my student learn something new?
According to the task-centered model for field instruction there are two key principles to use
when helping a student learn something new:
Target goals: Set learning goals collaboratively with your student. Remember that goal
development is a process. Take the time to discuss your student’s goals in detail and then
review the goals and the student’s progress frequently.
Partialize learning and development: Only a few skills should be worked on at one time. Help
the student to prioritize their goals and then work on them in a progressive fashion. Evidence
supports this process as an effective way to reduce student anxiety. Encourage students to
complete the simpler easy-to-accomplish tasks first and leave those that are more complex
until later. This helps to ensure that the student will not be pushed beyond his/her limits at the
beginning of the practicum.
4. It is important that my student develops a strong foundational knowledge base about
_______ (this could be a practice model, a diverse population, etc). Can I require him or
her to read up on it?
Yes, you may make knowledge of any practice related issue, model, etc, a co-requisite of doing
a practicum with you or your agency. If you are requiring a student to review certain materials
this should be incorporated into their learning goals and time should be set aside within the
designated practicum hours for this learning to occur. It is helpful if you can provide the student
with copies of any handouts, manuals, or books necessary. In fact, a study by Knight (2001)
37
states that those students who had required reading felt that it enhanced their learning
experience.
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Appendix I Field Placement Learning Contract
The purpose of this form is to outline the details of the field education placement for the field
instructor/agency, the student, and the faculty liaison.
Student’s Name:
Course:
Agency Name
Agency Address:
Agency Phone Number:
Field Instructor(s):
Practicum Start & End Dates:
Practicum Days & Hours:
Scheduled Supervision Time:
Mid-Term Evaluation Date:
Final Evaluation Date:
Driver's License Required: Yes
No
Criminal Record Check Required: Yes
Vehicle Required: Yes
No
No
Other Agency/Practicum Placement Information:
I acknowledge that I have read the most recent version of the field manual and agree to abide
by the outlined field policies and procedures, as well as the policies of the agency. I understand
the evaluation procedure and will conduct myself according to the highest professional
standards and in accordance with the BCASW/CASW Codes of Ethics.
Student
Field Instructor
Faculty Liaison
Date
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Appendix II Student Confidentiality Policy
Student Confidentiality Policy Statement
Confidentiality is a fundamental tenant of social work practice. Practicum students are
expected to uphold professional standards of conduct, including respect for the confidentiality
of client and agency information obtained while in practicum. Students shall exhibit the highest
degree of professional discretion and integrity when encountering confidential data or
materials.
General Guidelines
The information disclosed to a social work student during the course of the relationship
between the student and a client is confidential to the greatest possible degree. However, this
does not preclude the student from sharing information with their field instructor for the
purpose of supervision, nor does it prevent completing necessary documentation.
The client should feel free to make a full disclosure of information to the social work student in
order that the student may most effectively provide needed services. The client should be able
to make this disclosure with the knowledge that the student will respect the confidential nature
of the communication. The student should not reveal confidential communications or
information without the express consent of the client, unless required to do so by law.
The obligation to safeguard client confidences is subject to certain exceptions which are
ethically and legally justified because of overriding social considerations. Where a client
threatens to inflict bodily harm to another person and there is a reasonable probability that the
client may carry out the threat, the client should take reasonable precautions for the protection
of the intended victim, including notification of the police. Similarly, by law, anyone who is
aware that a child is being abused or neglected, or there is a serious threat to a child’s wellbeing, is required to make a report to the Ministry of Child and Family Development. Clients
should be informed of such limits to confidentiality from the outset of any clinical encounter.
Clients should be encouraged to discuss their problems candidly, knowing at the same time,
that their privacy will be respected, and that they will not be discriminated against based on the
information they share. However, confidentiality, like other ethical duties, is not absolute. If
breaching confidentiality becomes necessary, it should be done in a way that minimizes harm
to the client or the agency and that heeds any applicable laws.
Discussion of client’s problems or of “private” problems outside the agency or university
classroom, or in a public place (such as the university hallways, a public washroom, a café, or an
elevator) is unethical and violates confidentiality. Outside of the agency or the university
classroom, discussion of a client (even if the student believes he or she is safeguarding the
client’s identity) is unwise and may impair public confidence in the social work profession.
Within the walls of UBCO classrooms, students must use the utmost care and professional
discretion in discussing, obtaining, and sharing information about clients and agencies.
Discussing a client by name is to be avoided. When inquiring about clients or agencies with
other students remember that in many cases it is considered inappropriate and unprofessional
40
to gain information about parties out of personal curiosity or personal concern when posing
questions as a social work professional or student.
Discussion of client information with client’s family and friends is unethical and is a breach of
confidentiality unless the student has the client’s express permission to do so. Prior consent of
the client must be sought when releasing information to any external parties. Standard practice
is to keep any information you see or hear confidential. Only share information with people
who have a proven “need to know”. Discretion should also be used when you are discussing a
client or private agency information and you may be in earshot of other employees, workers, or
clients who do not have a “need to know” with respect to the confidential information you are
discussing. Generally, identifying information should only be released with the written consent
of the client. Always follow agency protocols regarding confidentiality and the release of
information.
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Appendix III Student Acknowledgement Form
ACKNOWLEDGEMENT
FOR STANDARD DOMESTIC STUDENT PLACEMENTS
Facility:
(“Facility”)
Placement Dates:
(“Facility Experience”)
I, the undersigned, hereby ACKNOWLEDGE, WARRANT, AND REPRESENT THAT:
1.
I am 19 years of age or older, in good health and appropriate physical condition, and I am not suffering from any
physical or mental condition that might be aggravated by my participation in the Facility Experience or that might
pose a danger to myself or others while I am engaged in the Facility Experience.
2.
I have been informed of my obligation not to disclose any confidential information or records, including but not
limited to patient information and medical records to which I may have access or learn about through attendance at
the Facility, to anyone in any manner except as authorized by Facility policy.
3.
I have been advised to become familiar with and observe Facility’s regulations, rules, policies and procedures.
4.
I have been advised that the Facility may require that I submit a current criminal record check prior to
commencement of my first placement in the Facility. Further, if I have a criminal record, the Facility retains the sole
right to immediately terminate my placement or place any restrictions it deems necessary on me during the term of
my placement.
5.
I have been advised of the risks present in the Facility setting, and the fact that the Facility is not responsible for
exposures risks that occur beyond the Facility’s reasonable control. Further, I have been advised that I should have
the vaccinations, screenings and other as listed in Schedule A, if any, and that the Facility may require me to
withdrawal from the Facility Experience if I fail to do so.
6.
I have been advised to arrange for accident insurance coverage on my own account that will cover any expenses
that I may incur as a result of accident during the Facility Experience.
7.
UBC does not assume any liability for any injury, loss, accident or property damage which may occur because of my
participation in the Facility Experience.
8.
I consent to the disclosure by UBC during the period of my participation in the Facility Experience of any personal
information that is in the possession of UBC, other than records of my academic performance, that may be
necessary to a hospital, supervising medical personnel, provider of medical treatment or next of kin where a
representative of UBC is informed that I may require medical attention or treatment.
9.
I acknowledge that the Facility will be providing feedback to UBC as to my performance at the Facility Experience.
10. I acknowledge that the Facility may require me to withdrawal from participation in the Facility Experience if I fail to
meet acceptable health or performance standards.
I have read and understood this form prior to signing it, and am aware that by signing this form I am waiving and
releasing certain legal rights. This form may be delivered by facsimile transmission.
Date:
Participant
(Print Name):
Witness
(Print Name):
Participant
(Signature):
Witness
(Signature):
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This form must be complete in full, signed, dated and witnessed
before participation in the Facility Experience can begin.
SCHEDULE A
1.
Required vaccinations:
(a) No required vaccinations.
2.
Required screenings:
(a) No required screenings.
3.
Other:
(a) None.
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Appendix IV Professional Conduct for Social Work Students
General Policy
Social work students are expected to behave in a professional manner in all aspects of the
program and are responsible and accountable for their actions. Faculty are expected to help
students interpret specific School and/or practicum guidelines and apply them in their conduct.
It is the responsibility of social work faculty and students to familiarize themselves with the
guidelines.
Examples of unprofessional conduct include but are not limited to:
•
Disruptive and inappropriate behaviour;
•
Behaving in a manner which endangers students, faculty, staff, practicum agency staff,
clients and/or volunteers;
•
Harassing or being abusive towards students, faculty, staff, practicum agency staff,
clients and/or volunteers;
•
Breaches of confidentiality;
•
Sexist, homophobic, racist or otherwise discriminatory attitudes and/or behaviours.
In addition, social work students convicted of, or admitting to, serious illegal activities that are
inconsistent with the practice of social work or likely to harm clients (such as assault, sexual
assault, fraud, or trafficking in narcotics) will be subject to a review procedure. Social work
students should also note that the laying of criminal charges, the commencement of civil
proceedings, or the commencement of student disciplinary proceedings does not preclude UBC
from initiating a review procedure.
Advancement
Although satisfactory performance in both academic coursework and in practicum placements
is a prerequisite to advancement, it is not the sole criterion in the consideration of the
suitability of student for advancement or graduation. The School of Social Work reserves the
right to require a student to withdraw from the BSW or MSW programs if the student is
considered to be unsuited to proceed with the study or practice of social work. A student may
be considered unsuited to proceed with the study or practice of social work if she or he engages
in unprofessional conduct.
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