MSW DEGREE
Field Education Manual
Developed by the School of Social Work
Master of Social Work Program
University of Victoria
FACULTY AND STAFF ............................................................................................................................ 5
INTRODUCTION TO THE SCHOOL OF SOCIAL WORK ................................................................. 6
MISSION STATEMENT ................................................................................................................................. 6
INTRODUCTION TO THE MSW PROGRAM ....................................................................................... 8
PROGRAM OBJECTIVES ............................................................................................................................... 8
FIELD EDUCATION: WHAT IS IT? ...............................................................................................................10
COURSE OBJECTIVES AND PRINCIPLES ......................................................................................................10
PRACTICE OBJECTIVES ..............................................................................................................................10
THE PRACTICUM ........................................................................................................................................12
SOCIAL WORK 540 FOUNDATION PRACTICUM..........................................................................................13
THE FOUNDATION YEAR PRACTICUM (SOCIAL WORK 540) IS TO BE COMPLETED AFTER THE STUDENT HAS
BEEN ADMITTED TO THE PROGRAM AND COMPLETED ALL PRE-REQUISITES LISTED IN THE CURRENT
CALENDAR. ................................................................................................................................................13
SOCIAL WORK 506 ....................................................................................................................................14
PARTICIPANTS IN THE PRACTICUM PROCESS .............................................................................16
STUDENT ....................................................................................................................................................16
FIELD SUPERVISOR/PRACTICUM SUPERVISOR ...........................................................................................16
FIELD EDUCATION COORDINATOR ............................................................................................................17
FACULTY LIAISON .....................................................................................................................................17
CONSULTANT SOCIAL WORKER ................................................................................................................17
SECURING A PLACEMENT ....................................................................................................................18
GENERAL INFORMATION ............................................................................................................................18
TIPS ON LOCATING POTENTIAL PLACEMENTS............................................................................18
IDENTIFYING LEARNING GOALS .................................................................................................................19
AVAILABILITY ...........................................................................................................................................19
SELECTING A PRACTICUM AGENCY ...........................................................................................................19
SECURING YOUR PLACEMENT ....................................................................................................................20
FIRST DAYS: ORIENTING YOURSELF .........................................................................................................23
THE LEARNING CONTRACT .......................................................................................................................24
THE EVALUATION PROCESS ...............................................................................................................26
EVALUATION ............................................................................................................................................27
MID POINT EVALUATION .....................................................................................................................28
FINAL EVALUATION...............................................................................................................................28
GUIDELINES FOR CONSULTANT SOCIAL WORKERS ..................................................................29
CONTACT WITH SCHOOL FOR CONSULTANTS ............................................................................................30
GENERAL POLICIES ..............................................................................................................................32
CONFIDENTIALITY. ....................................................................................................................................33
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CRIMINAL RECORDS CHECK .......................................................................................................................33
CHANGING AGENCIES................................................................................................................................33
HEALTH, SAFETY AND HUMAN RIGHTS .....................................................................................................34
INABILITY TO SECURE A PLACEMENT ........................................................................................................34
WORKPLACE PRACTICUM (PAID OR UNPAID) ............................................................................................34
REQUESTS FOR EXCEPTIONS TO PRACTICUM POLICY ................................................................................35
SICK TIME .................................................................................................................................................36
STRIKES, JOB ACTION AND POPULATION HEALTH DIRECTIVES .................................................................36
UNIVERSITY CONTRACTS AND LIABILITY INSURANCE ..............................................................................36
DENIAL OF PRACTICUM .............................................................................................................................36
PROBLEMS WITH PRACTICUM PLACEMENTS ..............................................................................................37
WITHDRAWAL/TERMINATION OF PLACEMENT ..........................................................................................37
DIRECTED PLACEMENTS ............................................................................................................................38
REQUEST FOR PLACEMENT FORM ..............................................................................................................41
PRACTICUM FORMS AND LINKS .................................................................................................................43
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GENERAL INFORMATION
SECTION I
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Faculty and Staff
Please consult the School of Social Work website (www.socialwork.uvic.ca ) for a
current list of faculty and staff.
Contact Field Education via swfield@uvic.ca or call 250-472-5109.
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Introduction to the School of Social work
Mission Statement
The emerging vision of the School of Social Work commits us to social justice, antioppressive social work practices, and to promoting critical enquiry that respects the
diversity of knowing and being.
Our educational mission is to prepare generalist social work practitioners skilled in
critical self-reflection and in working with individuals, families, groups and communities.
In particular, we endeavour to prepare Indigenous social workers and child welfare
practitioners and we emphasise structural, feminist, Indigenous and anti-oppressive
analyses.
Our scholarly mission is to share and create collective knowledge and understanding
through engaging in critical enquiry, and by supporting research and innovative
curriculum development at the undergraduate and graduate levels.
Our practice mission is to act on social justice issues through community change
initiatives and anti-oppressive social work.
In all our activities, we aspire to create a supportive environment that promotes equity,
respect, responsibility, curiosity, collaboration, flexibility, risk-taking and creativity. We
support inter-disciplinary collaboration.
We seek to provide accessible and flexible
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social work education and we are committed to working across differences, such as
gender, age, race, ethnicity, class, abilities, and sexual orientation.
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Introduction to the MSW Program
The School of Social Work offers a graduate program leading to the degree of Master of
Social Work that is fully accredited by the Canadian Association of Schools of Social
Work.
MSW Degree
The program is designed to provide BSW graduate students and non-BSW graduate
students with the opportunity to reflect on their practice experience in the context of the
School’s mission statement and to develop critical skills and their application to practice
and/or research. The School offers three options to complete an MSW:
I.
BSW entry to MSW degree:
Qualified BSW degree holders enter an advanced year of the MSW
II.
Non-BSW entry to MSW degree:
Qualified non-BSW degree holders enter a foundational year of studies
prior to joining the BSW degree holders for their Advanced Year. Those
who are qualified may also request permission to complete their Advanced
Year with the MSW Indigenous Specialization.
III.
BSW entry to MSW degree with an Indigenous Specialization:
Qualified BSW degree holders enter this Specialization for social workers
working in Indigenous social settings.
Program objectives
Objectives of the MSW degree include:
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Develop critical self-reflection and analysis of their role as social workers;
Build on their experience and understanding of practice conditions and effective
practice models;
Analyze and critique social work theories and approaches to practice, using
difference-centered theories;
Develop skills for developing and applying critical social work theories and
approaches to practice;
Conceptualize, critique and develop their own practice framework;
Develop and apply skills in research and critical inquiry within community
contexts;
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Address the current impact of funding and program policies, organizational
policies and structures and community dynamics on practice in their communities;
Explore the challenges, opportunities and strategies for critical social work
practice in inter-professional contexts;
Cultivate practice approaches for working across differences of gender, age, race,
ethnicity, class, ability and sexual orientation;
Identify the leadership roles and distinctive contributions that social work can
make to policy and practice in the human services and locate themselves as
leaders in relevant practice and policy contexts within their communities.
Additional objectives of the MSW program within the Indigenous
specialization:
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“centering” Indigenous culture, knowledge and understanding;
building on students' own knowledge as experienced practitioners in Indigenous
service settings;
developing critical awareness and capacity for analysis and applying these skills
to practice and policy development in Indigenous service settings;
developing the capacity to conduct research and contribute to Indigenous
knowledge building and transmission;
identifying racism, colonization and oppression and contributing to liberating
policies and practices;
contributing to the development of culturally appropriate child welfare policies
and practices;
contributing to the development of healthy Indigenous communities;
identifying international connections between Indigenous peoples and their
knowledge and experience;
developing leadership skills in policy development and administration in the
context of Indigenous governance.
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Field Education: What is it?
Field education aims to provide opportunities to apply what students have learned in
their social work courses to practice situations.
At the graduate level advanced Field education is intended to build upon practice and
previous experience, and to provide opportunities to strengthen skills, knowledge, and
understanding of current values and attitudes. The field education practicum is not just
another work experience. It should provide the opportunity to be reflective about one’s
practice framework and identity as a social worker, and to apply theory to practice in
an evaluative, disciplined manner.
Course Objectives and Principles
1. Principles
The principles of field education practice are that:
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The service needs of the consumer must take precedence over the learning
needs of students, when the two are in conflict.
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Within the limitations of a field education placement, students are
expected to carry a reasonable workload and are not to be unduly protected.
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Equal importance must be given both to the acquisition of knowledge and
to the practice of skills. Students will be expected to learn from the wisdom of
colleagues and consumers as well as from academic sources.
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Field practice should be an individualized course, with particular
opportunities for students to develop self-initiated learning. Students should
identify their learning needs and optimum learning methods and seek to achieve
personal and professional learning objectives.
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The agency accepts the student as a developing professional social worker
and will not use students to meet staffing needs nor withhold appropriate
assignments because of student status.
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Field education agencies are selected by the agency’s congruence with the
goals of the School of Social Work and by the ability of the agency to offer the
student the variety, range, and intensity of experience to achieve these goals.
Practice Objectives
The following course objectives are reflective of the general aims and mission of the
MSW curriculum.
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Students will also develop their own individual learning objectives for the practicum
reflecting the unique context of the setting in which they are placed.
PRACTICE OBJECTIVE 1: STUDENT IN CONTEXT
Student will be an engaged community and organizational member, demonstrating the ability to
engage in practices that are client, family, group and/or community centered and emphasize
application of core social work values and ethics.
- cultivate the opportunity to work in inter-professional contexts
-contribution to the well-being of community members leaving a positive legacy in the community
-demonstrate an advanced understanding of the integration of values and ethics in practice
-examines their role as a social worker in organizational context/member of community of interest/ roles
and responsibilities
PRACTICE OBJECTIVE 2: STUDENT IN ACTION
Student will demonstrate through interactions how they apply Indigenous, feminist and critical social
theory to practice, policy and community development tasks in keeping with appropriate laws, agency
mandates and organizational expectations.
- acknowledge Indigenous ways of knowing and contributes to the building of mechanisms to foster
research and practice by Indigenous peoples
-contribute original approaches to social justice in action through demonstrating synthesis of ideas and
creativity
PRACTICE OBJECTIVE 3: STUDENT AS KNOWER/LEARNER
Student will demonstrate the ability to use existing knowledge; integrate new knowledge; analyse,
apply and synthesize local knowledge in the practice environment through the use of critical reflection,
inquiry, and drawing new theory from practice experiences
- build on student’s own knowledge as experienced practitioners
-analyze and critiquing social work theory
-build skills in research and critical inquiry
-Engage in practice driven ethical research
- contribute to building and application of new social work theory, critical and anti-oppressive practice
PRACTICE OBJECTIVE 4: STUDENT AS SOCIAL JUSTICE ADVOCATE
Student will demonstrate the application of social justice advocacy through individual, organizational
and community actions aimed at reducing the inequities that exist within the service users’ experiences
of social structures, policies and processes.
- contribute to building and application of new social work theory, critical and anti-oppressive practice
-promote social justice and human rights
-strive to end injustice based on difference through engaged practice
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The practicum
Each practicum course (Socw 506, 506A, and 540) is comprised of 450 hours. An
Integrative Practice Seminar may take place online or in person with your faculty liaison
and generally begins in the fourth week of the semester.
Students must have the necessary co- or pre-requisites in place prior to commencing their
field placements. Please see the University Calendar to determine pre-requisites.
Placements may be located in a wide range of community and government agencies
under the direction of an experienced supervisor with an MSW. Students work closely
with their field education coordinator to find and plan their placement.
The School of Social Work is accredited by the Canadian Association Social Work
Education (CASWE). In addition to the School’s mission statement, the standards of the
CASWE guide the policies for Field Education.
Field education placement policies and procedures are developed to meet the standards
set by the accreditation body for schools of social work in Canada (Canadian Association
of Social Work Educators) and regulations set by the University of Victoria and the
Faculty of Human and Social Development; and the School Council of the School of
Social Work.
Policies are developed to guide students, faculty and staff and the agencies during the
field education placement process to ensure fair and equitable treatment of all students
during this important part of their social work program.
In order to provide an educational experience of the depth required, the practicum is
normally completed in one agency unless other arrangements have been approved by the
Field Education Coordinator prior to the commencement of the practicum.
The practicum courses, SOCW 506, SOCW 506A and SOCW 540 are offered throughout
the calendar year, so consult the University of Victoria calendar for details. In order to
provide continuity of experience for the student, agency personnel and service users, we
require 2-5 days per week be available for practicum.
Typically practicum starts the first week of a semester and is completed over one
semester. Extended practica can be arranged in consultation with your Field Education
Coordinator.
The practicum is a student-led project that builds on individual student learning goals. In
determining their goals, students may elect to build on existing practice skills or explore
new practice skills in a field of work.
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In planning a placement, each student is expected to develop his/her own specific
learning objectives based on her/his own learning needs. The student may decide to build
on existing practice skills or explore practice skills in a new area. In the practicum a
student is supervised by an experienced practitioner known as a field supervisor (see
Roles for further information about the role of the field supervisor). It is expected that
the field supervisor will have a graduate degree in social work. In addition a faculty
liaison is assigned through a university based faculty member to facilitate the formal
evaluations of practicum learning. The foundation practicum (Social Work 540) is a
required course to be completed after the student has been admitted to the program and
completed all pre-requisites listed in the current calendar.
Each practicum is normally completed in one agency only. This is based on the principle
that the student needs the time to observe and practice in order to gain competence and a
sense of confidence.
The School will attempt within its mandated area to arrange for appropriate field
education practicum to meet student’s personal circumstances.
Social Work 540 Foundation Practicum
The foundation practicum is a requirement for all students with an undergraduate degree
in a discipline other than social work who have been admitted into the Foundation year of
the MSW program.
The purpose of the fieldwork experience is to promote critical self-reflection and inquiry
and to examine, critique, and integrate theory from course work in order to enhance one’s
development as a social work practitioner.
The course objectives are reflective of the general aims and mission of the MSW
curriculum. Students will also develop their own individual learning objectives for the
practicum.
The foundation year practicum (Social Work 540) is to be completed after the student has
been admitted to the program and completed all pre-requisites listed in the current
calendar.
For information about the practicum course that applies to all courses (Socw 506, 506A
and 540), please see general information about practicum in the previous section.
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Social Work 506
The advanced practicum is for students who are in their advanced year of the Standard
MSW program and have elected for the practicum/project-based option. The fieldwork
component of the MSW program (SW 506) is an opportunity for students to build on
existing knowledge and practice in the human services. SW 506 provides advanced level
learning opportunities in community settings. The purpose of the fieldwork experience is
to promote critical self-reflection and inquiry and to examine, critique, and integrate
theory from course work. It can be distinguished previous practicum experiences in that
students are expected to apply new knowledge and experiences acquired in both the
classroom and field, as they progress toward a more highly evolved, critically reflective
level of practice. Students at the graduate level are expected to demonstrate qualities of
leadership and excellence in their practice and to make a significant contribution to the
practicum setting.
The course objectives are reflective of the general aims and mission of the MSW
curriculum. Students will also develop their own individual learning objectives for the
practicum.
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FINDING A PRACTICUM
SECTION II
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Participants in the Practicum Process
Student
The practicum student is expected to:
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take an active part in defining her/his learning objectives
participate in locating a field placement which can best meet those
objectives.
negotiating a learning contract which reflects her/his specific learning
needs/goals;
engaging in ongoing consultation with the practicum supervisor;
practicing in a critically reflective, anti-oppressive, ethical manner;
prioritizing, organizing and managing a work load;
challenging self;
actively participate in the evaluation process
immediately consult with the faculty liaison should there be unresolved
issues in the practicum.
Field Supervisor/Practicum Supervisor
An on site practicum supervisor will provide the student with daily supervision
throughout the field placement. Specifically, this person will provide the student with an
orientation to the agency:
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negotiate the learning contract with the student;
providing learning opportunities for students
facilitate contact with colleagues;
provide ongoing support and feedback with respect to student strengths,
challenges and progress;
engage with the student and faculty liaison in a mid point and final
evaluation process
make a final recommendation regarding the student's completion of the
practicum.
Accreditation standards require that a practicum supervisor in a graduate level field
placement hold a MSW degree. In the case where the practicum supervisor does not have
a MSW, a consultant social worker with a MSW will be assigned to the student (see
below).
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Field Education Coordinator
The Field Education Coordinator is responsible for:
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coordinating the negotiations of all MSW student placements,
explaining policies and regulations
approving each practicum placement,
approving the initial contract proposal
ensuring that a faculty liaison is assigned to each student,
providing resources and information to faculty liaisons,
arranging a consultant, if required,
assisting students and faculty liaisons in addressing and resolving any
serious conflicts and disputes that might arise.
Faculty Liaison
The faculty liaison is the instructor of record and whose responsibilities include:
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Approving the final learning contract
facilitating an initial orientation meeting or teleconference between all parties
facilitating a mid point and final evaluation meeting between all parties
maintaining contact with the student and practicum supervisor;
mediating any differences which may arise between the parties;
assigning the student's final grade.
Consultant Social Worker
Accreditation standards require that a practicum supervisor in a graduate level field
placement hold a MSW degree. In the case where the practicum supervisor does not have
a MSW, a consultant social worker with a MSW will be assigned to the student.
The primary role of the consultant social worker is to assist the student in examining the
complexities of social work and to link social work theories, values and ethics to practice.
We recommend that the student arrange to meet with the consultant social worker within
the first week of practicum to determine the format (i.e.) face to face meetings or
telephone contact, and frequency of contact that will meet both sets of needs. The
consultant may or may not choose to be directly involved in the student's evaluation. The
student, consultant and supervisor should determine the consultant’s role respecting
evaluation at the outset of the practicum.
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Securing a Placement
General information
Locating a practicum placement, which meets each student’s unique learning, needs will
take time. It is advisable that students begin their search early and work closely with their
Field Education Coordinator in order to secure a placement. The final deadline for
submitting your practicum application and learning goals is:
August 15 for placements commencing in January;
December 15 for placements commencing in May;
April 15 for placements commencing in September;
You are invited to submit these forms early.
All practicum placements must be approved by the Field Education Coordinator prior to
commencement of the placement.
Tips on Locating Potential Placements
Students entering the foundation year of their MSW will be looking for their first
practicum in Social Work. On the other hand, students bring in a wide range of
education and work experience to this program. This is taken into account when
planning a foundation year placement. Placement opportunities can vary greatly
depending on the learning needs and prior experience of students.
Students completing their advanced year practicum are usually looking for advanced
practice opportunities. In doing so they may complete a practicum in a field of work that
is new to them and/or or available to graduate level social workers OR they may wish to
deepen and expand knowledge and experience they already have.
Initially if you don’t have this knowledge of community already, you may want to get a
broad overview of the potential field education placement sites in your community by
checking out the social service and health agencies and institutions that exist in your
community.
You may find it helpful to think about the connections you already have through your
own social work/human service experiences (past and present).
People in your personal or professional network may also be able to provide ideas or
leads.
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The School of Social Work keeps a record of agencies that have taken BSW and MSW
students in the past. It might be useful to look these agencies up on Social Work IPT
database. You will be able to access this data base once you have submitted your
application to complete a practicum.
Once you have a good sense of the range of human service agencies in your
community, you will need to narrow down the list to those which interest you as
possibilities for your field education placement. Ideally the agencies you select should
provide you with an opportunity to meet your learning goals.
Identifying learning goals
Before you select the agencies you will consider for placement you first want to
consider your experience, current knowledge and skills, your learning needs, and your
personal circumstances.
i. consider the experience you already have (paid and unpaid);
ii. knowledge and skills you have already developed;
iii. the skills and/or knowledge you would like to develop.
Availability
How many hours a week can you do over how many weeks? What hours of work can
you do—are you available on weekends or evenings? Do you have a car if that is
required? Do you have any special needs that must be considered?
Selecting a Practicum Agency
Once you have some ideas about what you bring with you to a practicum, and what
you want from your practicum, create a short list of agencies that you would like to
consider.
Call your field education coordinator to discuss your learning goals and the agencies
you hope to apply to.
The field education coordinator will help you apply to several agencies at once, as
many delays and hitches can occur between first contact and negotiating a practicum
contract.
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Depending on the agency/institution and your location, either you or the Education
Coordinator will make the initial contact with agencies by email or telephone.
We ask that students work closely with their Field Education Coordinator in securing
practicum placements to alleviate some of the challenging aspects of practicum-finding,
and to allow us to respect the time and resources of community and government staff and
agencies. For this reason, we ask that you not contact agencies directly to discuss
practicum, without checking in with the appropriate practicum coordinator for your
region first. This is especially important for students seeking practicums in Victoria and
the Lower Mainland, where higher numbers of students may be contacting a limited
number of agencies. Students from programs other than social work will also be
contacting your community agencies, so planning well in advance is important.
If you make the initial contact it should indicate that you have a reasonable knowledge of
and interest in what the agency does, you are clear about your learning goals and you
have skills and knowledge to offer. The goal for initial contract is to arrange an
exploratory interview.
If the Field Education Coordinator makes the initial contact she/he will let you know the
next steps.
When you contact an agency in writing you should include an introductory cover letter.
This should begin by stating that you are a graduate student, when your practicum will
begin, how many hours you will be in placement, and why you are interested in this
agency in particular. Your next paragraph might briefly outline what you would hope to
learn in their agency; this could be followed with a brief overview of what you will bring
to the practicum in the way of relevant skills, knowledge and personal attributes. The
final paragraph should state how you can be reached. Be sure to attach a copy of your
resume. You may wish to take sections of your Field Education Manual to an interview,
in case there are procedural questions. Although you are unlikely to write up a contract
on the spot both you and the interviewer should be clear about the expectations and
possibilities. (Here’s where having read the manual earlier is essential!)
Securing your placement
When an agency offers you a placement it is important to contact your Field Education
Coordinator right away and complete the MSW Request for Placement Form. The
Field Education Coordinator must contact the prospective Field Education Coordinator in
order to approve the placement.
Prior to starting your placement, please ensure that you have completed all requirements.
This includes any agency requirements such as a criminal reference check, proof of
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immunization, signing a confidentiality form, etc. It also includes any requirements from
the School of Social Work– this means that you must have completed your course prerequisites, if you reside in BC and/or are completing your practicum placement in BC
you must apply for your criminal records check in accordance with the BC Criminal
Record Review Act; and you have provided your Field education coordinator with up-todate information about your supervisor’s contact information.
Also confirm your start date with your supervisor. Figure out how many hours you will
be required to complete per week in order to finish your practicum by the end of the
semester.
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SECTION III
GETTING STARTED
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First Days: Orienting yourself
The first weeks of placement are crucial in terms of orienting oneself to the organization,
constructing a learning contract, and developing relationships with the supervisor, other
staff, and the community.
Graduate students are expected to take initiative in terms of their own learning needs.
Students have found it useful to have a checklist of those things to be considered when
starting a practicum.
Checklist for starting a practicum:
1. Find out as much as possible about the organization:
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History
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Mandate
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Funding
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Organizational goals
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Organizational structure
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Personnel
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Operational Policies
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Values
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Service Users
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Partnerships and role in the community
Much of this information will be contained in documents that already exist. Students can
ask for copies of policy documents, mission statements, brochures, and/or any other
information that is handed out in the community.
2. Find out as much as possible about the work the agency does and what will help
facilitate that student learning by:
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Reading files
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Meeting with other staff
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Reading policies
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Attend meetings
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Attend other events that arise such as retreats,
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Observe others working whenever possible.
3. Meet as early as possible with your supervisor and come prepared to the
meetings:
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find out what the plans are for your orientation/introduction ; suggest
some ideas that you might have;
Request any relevant information to help you familiarize yourself to the
agency and the work you will be doing;
find out the legislation(s) that you should familiarize yourself with;
establish supervision times
confirm work hours
Find out from the agency supervisor who is “back-up supervisor” when
s/he is absent.
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Discuss learning opportunities – develop a plan for completing your
learning contract by the end of the second week.
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Let your supervisor know you will be contacting the faculty liaison to set
up a meeting – find out available times
The Learning Contract
Every student is expected to complete a learning contract in consultation with the field
supervisor within the first two weeks of placement (or within the first 70 hours if the
placement is not full-time). It must be signed off by the student, the supervisor, and the
faculty liaison. This learning contract may or may not change within the orientation of
the placement as the student
The learning contract signifies an agreement between the practicum supervisor, student
and faculty liaison regarding the parties' expectations of one another and the work to be
completed in the placement (see appendices for the Learning Contract form). The
contract also highlights the student's identified learning objectives and how they are to be
achieved. It is critical that the items in the contract are specific and measurable as they
will form a part of the student's mid point and final evaluations. One of the expected
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outcomes of the MSW practicum is that the student will add to the resources of the
agency, staff and clients. This ‘legacy’ should be noted in the learning contract under
potential contributions.
The Learning Contract will also include administrative information (see the Learning
Contract form) such additional any additional information or requirements the agency
has, the hours of work, agency resources available to the student, the beginning and
ending dates of the practicum, etc.
The process of developing the practicum contract is very useful, as it allows the student
and supervisor an opportunity to engage in a discussion of the student’s interests and
learning goals and the range of opportunities that are available within the practicum
agency. Clearly articulating your learning goals and the tasks/activities that will help you
accomplish those goals can be helpful in establishing some clarity about the student’s
role in the agency, focusing the student’s learning, and guiding and directing the
practicum. This contract is not intended to be rigid—additions and changes can be made
later on if new opportunities or interests arise.
The practicum contract also becomes part of the student’s evaluation in practicum.
Because the contract becomes part of the evaluation process, it is important to make the
objectives as specific, measurable and concrete as possible.
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The Evaluation Process
Section V
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Evaluation
There are two points of evaluation in SW 506- the mid-point and the end. The student
and practicum supervisor are responsible for jointly completing the mid point and final
evaluation forms which document the student's growth and areas of practice strength and
challenge. In order to successfully complete the practicum the student must have
achieved a 'pass' in all key areas on the final practicum evaluation. The grade will be
assigned by the faculty liaison in consultation with the student and practicum supervisor
once the final evaluation is complete.
In an open learning environment feedback between student and practicum supervisor is
ongoing. The parties will engage in weekly meetings to discuss the student's progress,
what is working, and any changes either would like to make to the practicum. There
should be no surprises at the time of the mid point and final evaluations. Concerns should
be addressed immediately by both parties. The faculty liaison is available to assist in
mediating any unresolved concerns.
In an effort to minimize the power differential within the student/supervisor relationship,
and to facilitate critical self-reflection, the student is encouraged to be an active
participant in the evaluation process. One suggestion is that both the supervisor and
student complete the evaluation forms separately and then come together to share their
findings. Past students have indicated that this process fosters a feeling of partnership.
Many supervisors choose this process as they find it distributes the responsibility of
evaluation and encourages the student to be explicit in the evidence they provide about
their work. Pedagogically a shared evaluation models power sharing and supports critical
self-reflection - a foundation of anti-oppressive social work practice.
There are evaluation forms to be completed on two occasions during the practicum: at the
mid-way point and at the end of the practicum. The evaluation provides the major input
for the practice portion of the student’s grade for the course. There are descriptors
provided to enable you to assess performance for each category.
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Mid Point Evaluation
Once the mid point evaluation form is complete and the student and supervisor have had
an opportunity to discuss its contents, the faculty liaison will meet with the parties to
confirm the student's strengths and contributions within the practicum as well as the
specific challenges s/he will want to address in the second part. This is also an
opportunity to revisit the learning contract and to specify next steps.
Final Evaluation
A final meeting will be held between the faculty liaison, student, and practicum
supervisor at the end of the placement. This meeting provides an opportunity for the
student to reflect on her/his learning and for all parties to assess the practicum
experience. At this time a final recommendation is made as too the student's success in
completing the practicum
The faculty instructor (liaison) assigns the final grade. The practicum is evaluated on a
pass/fail basis (see Appendix C for pass/fail descriptors).
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Guidelines for Consultant Social Workers
Purpose
The role of the consultant social worker is introduced to provide additional social
work support to students and agencies in those placements where supervisors do not
have a social work degree. This is in no way meant to question the competence of the
agency supervisor. Each profession, however, comes with its own world view and it is
critical that students in a School of Social Work have access to consultation from a
BSW or MSW. This is also the view of the Accreditation Board of CASSW (the
Canadian Association of Schools of Social Work).
Role
The consultant social worker may engage in one or more of the following roles within
the practicum. All of these roles will not be appropriate in all settings.
•
Teacher: assisting the social work student in making connections between social
work theory/concepts/principles.
Providing educational opportunities for agency staff.

Support Person: providing support to new supervisors.
•
Resource Person: providing information on community resources, written
materials, etc.
•
Feedback Person: providing ongoing feedback to student based on observations
within the consultant/student relationship.
•
Evaluator: participating in student evaluations either through written submissions
or active involvement in evaluation meetings.
•
Supervisor: providing temporary supervision to the student in the case of
supervisor’s absence.
•
Interviewer: involved in placement interview to assist in determination of student
suitability for agency.
It is recommended that the specifics of the role of the consultant social worker be
negotiated by all parties within the first two weeks of practicum. A face to face
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meeting of the supervisor, student and consultant social worker is strongly
recommended at this time.
Once the consultant’s role and the nature of the contact have been negotiated this
should be included in the student’s practicum contract. This can be renegotiated at any
time.
Contact with School for Consultants
It is the responsibility of the School of Social Work to support the consultant social
worker in his/her role.
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POLICIES
Section VI
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General Policies
Field education placement policies and procedures are developed to meet the standards
set by the accreditation body for schools of social work in Canada (Canadian Association
of Social Work Educators); regulations set by the University of Victoria and the Faculty
of Human and Social Development and the School Council of the School of Social Work.
Policies are developed to guide students, faculty and staff and the agencies during the
field education placement process to ensure fair and equitable treatment of all students
during this important part of their social work program.
All students are expected to review and follow the UVic calendar guidelines for
professional conduct in the Faculty of Human and Social Development, Social Workers
Codes of Ethics and all relevant UVic policies. It is each student’s responsibility to be
familiar with the calendar and school policies
Students may also be asked to provide additional documentation to agencies that are
considering them for a placement (criminal records check, health information, etc). It is
the student’s responsibility to check with the agency to find out the requirements prior to
starting your placement.
The required practicum hours are 450 (430 at the practicum site and 20 hours in practice
seminar) and can be completed over one semester (called a block) or part-time over two
semesters (generally available from Sept – April only). The minimum number of hours
per week at your placement is 14 hours.

Practica are arranged through the Field Education Coordinator. Early exploration
of options will help to increase the likelihood of a successful placement. A
practicum cannot commence until the Field Education Coordinator has approved
the placement and a draft contract.

A final contract will be completed by the student and supervisor in the first 10
working days of the placement and submitted to the faculty liaison for
signature by the student to the faculty liaison. This contract will be used in
subsequent mid term and final evaluations.
Mid-term and final evaluations
grading
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Confidentiality.
Must protect Confidentiality of service users, settings, social workers, and students in any
learning situations.
Code of ethics
Discuss with supervisor – clear about guidelines for specific organization – sign
documentation required.
Criminal records check
In accordance with the BC Criminal Record Review Act ALL MSW students residing
in BC and/or completing a practicum placement in BC will be required to consent to a
criminal record check administered by the BC Ministry of Public Safety and Solicitor
General. The criminal record check must be completed prior to the student proceeding
to a practicum placement, and only the Ministry’s record check (not a local police or
RCMP check) will satisfy this regulation. Please check with your Field Education
Coordinator about how to apply for this criminal record check. If you do not reside in
B.C. and do not plan to complete your practicum in B.C. your agency will likely require
you to complete a criminal records check prior to beginning your placement. Please ask
your agency for the best procedure to complete this requirement.
It is important to start early so that your placement is not delayed.
Changing Agencies
After practicum commences, changes are only made when the placement is clearly not
meeting the student’s learning needs. This could occur when there is:
-
a previously unidentified learning need which cannot be met in the
agency
-
inadequate supervision
-
inadequate or inappropriate workload
-
personal difficulty of either the student or supervisor which precludes
a satisfactory learning experience
-
any form of workplace harassment or discrimination
This change must be discussed and approved by the faculty liaison.
If a change in practicum is required, the first placement must be properly and
respectfully terminated before any negotiations begin for a second placement. Any
change in placement may also require that the student complete extra hours in order to
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allow sufficient time to demonstrate competence in the new setting and be evaluated
on the current learning.
Health, Safety and Human Rights
Students have a right to a safe working environment, free of discrimination and
harassment. The University policy regarding discrimination and harassment, including
sexual harassment of its students and employees, applies to students in the practicum
setting. The School of Social Work supports this policy and encourages any student
who feels that they have been the subject of discrimination or harassment, to discuss
the situation. The Discrimination and Harassment Policy and Procedures are
administered by the Equity and Human Rights Office. Persons who experience or
know of harassment or discrimination may contact the Office by phoning 250-4724121 for confidential advice and information. Definitions are included in the
Discrimination and Harassment Policy and Procedures (Policy GV0205) which can
be found on the office website, www.uvic.ca/eqhr. Any concerns may also be
discussed with the faculty liaison.
Students and supervisors should also be aware that the University’s policy on religious
observance applies to students in practicum. With respect to religious observances,
the University of Victoria policy applies to students on practica. Students are asked to
notify their supervisor in advance of anticipated leaves (see www.uvic.ca/eqhr .)
Inability to Secure a Placement
From time to time placements are not available for the semester students register in
their practicum. This can be due to the location where students live and/or changes in
placement availability. If the student is unable to secure a placement she/he will be
allowed to withdraw without penalty from the course and advised on how to pursue a
placement in the next semester.
Workplace Practicum (Paid or Unpaid)
In general, a social work practicum is an unpaid educational experience in an agency
other then a student’s place of employment. Placements that are in a student’s place
of employment and/or paid must comply with the policies of the School of Social
Work and CASWE accreditation standards. In particular, the workplace practicum
must show that it focuses on the learning needs of the student and that the student will
be evaluated as a learner.
Any student who is interested in a workplace placement must consult the Field
Education Coordinator and complete a proposal (see Appendix: Proposal for
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Practicum in the Place of Employment form) that is signed by the prospective field
supervisor and the current workplace supervisor.
A proposal for an employment practicum must address the following points:

How the practicum experience is different from the student’s
regular workplace and previous volunteer or work experience.

How the practicum will be focused on new learning since the
student must be able to leave the “worker” role and step into a new
role as a learner.
This difference in roles should be reflected in:
a change in program or department
a change in supervisor
AND a change of responsibilities.


How the student and agency supervisor will:
ensure that the student’s learning needs will remain a priority
throughout the course of the practicum

address any difficulties-- such as performance problems

AND ensure that student’s learning goals are evaluated.
Completed proposals should be submitted the Field Education Coordinator for review.
All workplace placements must be approved by the Field Education Committee before
a student can accept this opportunity.
Requests for Exceptions to Practicum Policy
Any requests for special exceptions to practicum policy should be brought by the
student to the Field Education Coordinator. The Field Education Coordinator will seek
advice and guidance from the practicum circle and senior administration. Exceptions
may be granted in circumstances of specific educational need or extreme personal
circumstances. All exceptions must meet the standards set by the School of Social
Work and CASWE.
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Sick Time
Students are responsible for completing the required number of hours in their
practicum. Two sick days (14 hours) per practicum are allowed without a make-up
requirement. If more than two days are missed due to illness, this time needs to be
made up. This should be negotiated between the student and the agency supervisor.
The student should also notify the faculty liaison of the arrangements made.
Strikes, Job Action and Population Health Directives
When the practicum setting experiences labour disruption in the form of job action and
strikes, students are expected to honour and respect any picket lines in their setting.
Where this brings undue hardship, students should discuss a plan of action with their
faculty liaison. Should a student be in a placement that is closed due to health
concerns, they should immediately inform their faculty instructor (liaison). Students
are not considered part of essential workplace services during a health crisis.
Credit will not be given for any time lost while agencies are out on strike or closed.
University Contracts and Liability Insurance
The University of Victoria requires a Practicum Agreement with agencies which
provide practicum opportunities for students. The major reason for such an agreement
is to clarify that the University will maintain comprehensive liability insurance, saving
harmless the agency against all liability which may result from any negligent acts of
the instructors, students and staff of the University. The contract between the
University and agency is not student specific but outlines the legal responsibilities of
the university and the agency. This contract is negotiated by the University Secretary’s
Office at University of Victoria, not by the School of Social Work. Each new
affiliation agreement is designed specifically for the host agency and will be sent
directly to the agency for review prior to signing.
Denial of Practicum
A student’s application for a placement may be denied if the field coordinator in
consultation with the faculty and director of the school deem that a student’s
preparatory work is insufficient and/or incomplete to reasonably assure they will be
successful in their placement. Students will be given the opportunity to work with the
school to produce a plan to address gaps in learning which should lead to a greater
likelihood of success in their upcoming placement. The student may appeal the denial
of practicum.
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Problems with Practicum placements
Everyday issues or problems should be discussed at the earliest possible time with the
supervisor and the faculty liaison. Every attempt should be made to resolve differences in
a professional, ethical manner. It is important to share concerns, reviewing the contract,
clarifying expectations, and be specific about issues with your field supervisor, however
if these attempts do not quickly improve the situation, you should consult with your
faculty liaison to review and discuss possible next steps.
There may be occasions where, by mutual agreement it is decided that there just is not a
good fit between what the agency or supervisor has to offer and the student’s needs or
skills. The earlier this is clarified, the better. The faculty liaison, field supervisor and the
student will make decisions about next steps as a team.
Withdrawal/Termination of Placement
There are several ways in which a practicum may end:




The Student may request the right to withdraw from the practicum;
The Supervisor may request the termination of the practicum;
The Faculty Liaison decides that the practicum should be terminated;
All parties may agree that the practicum should end.
The termination of a placement must be documented as quickly as possible.
Documentation is the responsibility of the Faculty Liaison who will write the final
report.
If the student is requesting a withdrawal, she/he must request permission in writing
from their faculty liaison prior to withdrawing from his/her placement in order to
ensure that she/he is eligible to move to another agency. This request must outline
the reasons for withdrawal. Students are not automatically granted permission to
change agencies. This permission must be approved by the Faculty Liaison and Field
Education Coordinator.
The Faculty Liaison should request a report from the Supervisor, if appropriate,
outlining any concerns, issues, etc. This is most important when the Supervisor has
requested the termination of a placement.
The Faculty Liaison is responsible for assigning a final grade. If the grade is an INP,
N, or F, it must be accompanied by documentation that will provide the information
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required by the practicum team to negotiate another placement on behalf of the
student. This includes:
i.
A Directed Practicum if there are practice issues and concerns (a
Directed Practicum is always required with an F grade);
ii.
A recommendation of the number of hours the student should
carry forward (generally a maximum of 20% however it is
negotiable based on agency needs, situations, etc);
iii.
Any other recommendations that might assist the student in
securing a new placement.
All students have the right to appeal decisions that are made. Students who have grounds
for believing themselves unjustly treated within the University are encouraged to seek all
appropriate avenues of redress or appeal open to them. For further information on
appeals, please see University Calendar.
Directed Placements
A directed placement is a statement signed by both the student and the faculty liaison.
This statement should outline the student’s:




strengths, knowledge, and skills
identified learning needs or areas of concern requiring particular attention
during the practicum
specific learning goals
specific requirements
This statement should include (if possible) feedback from the field supervisor.
This statement, signed by both student and faculty liaison, is placed on the student's
file and shared with prospective agencies. Where the student has a different
perspective of his/her learning goals, needs or concerns, the student will be
encouraged to write a statement to this effect which will also be shared with
prospective agencies.
Approval of a possible placement agency and supervisor for a repeat or directed
practicum will be based its ability to meet the student's learning needs. A potential
agency receives the written statement of learning needs along with any regular
documentation for the practicum. The supervisor from the prospective agency then
decides whether or not to accept the student for an interview and, if appropriate,
subsequent placement.
Directed placement are generally required under the following circumstances:
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

Learning needs have been identified in pre-requisite courses by faculty member;
Student was unsuccessful in a previous placement
Following placement, a special contract focused on student learning needs and with
special monitoring of progress is arranged between agency, faculty liaison, and
student.
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APPENDICES
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Request for Placement Form
Share our commitment. Bring justice to life.
Master of Social Work
Request for Placement
SOCW 540
Please check one:
506A
SOCW 506
SOCW
Please fill in all areas of this form then press “submit”. The form will be sent to
your Coordinator.
Date of Request
Student Information
Name
Student number
Address during practicum
City
Postal Code
Phone number during practicum
Research project faculty supervisor
Agency Information
Agency Name
Street Address
City
Phone
Fax
Authorized Signing Authority for the Agency
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Email address of signing authority
Agency Supervisor Information
Supervisor’s name
Supervisor’s email address
Address (if different from above)
City
Postal Code
Phone
Fax
Degree, institution, date of graduation
Days, hours available for phone call
Proposed Contract
Please include an overview of the activities you will engage in (point form) and the
skills you hope to acquire/strengthen during this placement (point form). Please
review the Practice Objectives included in the MSW Field Education Manual for
details on expectations. The text boxes are limited to 150 words.
ActivitiesSkills-
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Practicum Forms and Links
MSW students use an online form for their learning agreement and evaluations whenever
possible. These forms are electronically linked to a student’s profile and available only to the
faculty liaison , agency supervisor and student during their practicum. Information is sent
directly to all parties at the beginning of the semester.
In case a student does not have access to reliable internet access or if there is an agency
preference to use a paper based evaluation the following form can be utilized, scanned and sent
to the School of Social Work after it is completed and signed by all parties.
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Share our commitment.
Bring justice to life.
MSW Alternate Evaluation Forms
“Field education is considered a central component of social work education because the
integration of knowledge, values and skills in the context of field education is a critical and
distinctive aspect of social work education. The purpose of field education is to connect the
theoretical/conceptual contributions of the academic setting with the practice setting, enabling
the student to acquire practice skills that reflect the learning objectives for students identified in
the Standards. “
Canadian Association of Social Work Educators, Standards for Accreditation, May 2012
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Part 1. Introduction to the mid-point and final Practicum
Evaluations
a) Purpose
The purpose of the mid-point evaluation is to confirm the student’s areas of practice strength
in the placement, as well as the challenges the student will want to address in the second half
of the practicum. In order to successfully complete the practicum the student must achieve a
‘demonstrated’ in all areas on the final practicum evaluation. It is critical therefore, that at the
mid point any areas for work be clearly highlighted and that a plan be identified to implement
the required changes/growth. The final evaluation will take place toward the end of the
student’s placement and will provide summative comments regarding the student’s overall
learning and development during their practicum.
b) Grading: Pass/Fail
SOCW 506 and 506A (Advanced Practice Practicum) and SOCW 540 (Foundation
Practicum) are graded on a Pass/Fail basis. All areas of the final evaluation must be rated as
demonstrated in order for the student to successfully complete the practicum.
c) Process for Completing the Evaluation
The student should take the lead in the evaluation process. The exact process should be
negotiated between the supervisor and the student; however it is important that both parties
have the opportunity to discuss the evaluation together before a draft is sent to the Faculty
Liaison. Normally the student and the supervisor meet to discuss the evaluation, the student
then writes the evaluation, they review it together and send it off to the Faculty Liaison.
The Faculty Liaison will meet with the parties after the student and supervisor have
completed their process of meeting and writing up the evaluation. This meeting may take
place by telephone or in person. The Faculty Liaison must receive a copy of the written
evaluation at least a day prior to the meeting.
d) Feedback Regarding Evaluation Forms
These forms were developed in consultation with social work faculty, students and staff as
well as experienced practicum supervisors from a variety of settings. We welcome your ideas
about what works well and what we might do to improve the forms.
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PRACTICE OBJECTIVE 1: STUDENT IN CONTEXT.
Student will be an engaged community and organizational member demonstrating
the ability to engage in practices that are client, family, group and/or community
centered and emphasize application of core social work values and ethics.
Please reflect on the learning component/activity you provided in this area and comment
on your progress to date. If you have not met your targets for completion date, need to
change the objective substantially and/or wish to make specific references to learning that
was significant to you, please do so below. Provide an assessment (demonstrated, in
progress, on hold) for each component/activity you provided in your learning agreement
under Practice Objective One.
(Write in the component/activities)
1a. _____________________________________________________________
Demonstrated
In Progress
On hold
1b. _____________________________________________________________
Demonstrated
In Progress
On hold
1c. _____________________________________________________________
Demonstrated
In Progress
On hold
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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PRACTICE OBJECTIVE 2: STUDENT IN ACTION
Student will demonstrate through interactions how they apply indigenous, feminist
and critical social theory to practice, policy and community development initiatives
in keeping with appropriate laws, agency mandates and organizational expectations.
Please reflect on the learning component/activity you provided in this area and comment
on your progress to date. If you have not met your targets for completion date, need to
change the objective substantially and/or wish to make specific references to learning that
was significant to you, please do so below. Provide an assessment (demonstrated, in
progress, on hold) for each component/activity you provided in your learning agreement
under Practice Objective One.
(Write in the component/activities)
2a. _____________________________________________________________
Demonstrated
In Progress
On hold
2b. _____________________________________________________________
Demonstrated
In Progress
On hold
2c. _____________________________________________________________
Demonstrated
In Progress
On hold
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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PRACTICE OBJECTIVE 3: STUDENT AS KNOWER/LEARNER
Student will demonstrate the ability to use existing knowledge; integrate new
knowledge; analyse, apply and synthesize local knowledge in the practice
environment through the use of critical reflection, inquiry, and drawing new theory
from practice experiences.
Please reflect on the learning component/activity you provided in this area and comment
on your progress to date. If you have not met your targets for completion date, need to
change the objective substantially and/or wish to make specific references to learning that
was significant to you, please do so below. Provide an assessment (demonstrated, in
progress, on hold) for each component/activity you provided in your learning agreement
under Practice Objective One.
(Write in the component/activities)
3a. _____________________________________________________________
Demonstrated
In Progress
On hold
3b. _____________________________________________________________
Demonstrated
In Progress
On hold
3c. _____________________________________________________________
Demonstrated
In Progress
On hold
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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PRACTICE OBJECTIVE 4: Student as Social Justice Advocate
Student will demonstrate the application of social justice advocacy through
individual, organizational and community actions aimed at reducing the inequities
that exist within the service users’ experiences of social structures, policies and
processes.
Please reflect on the learning component/activity you provided in this area and comment
on your progress to date. If you have not met your targets for completion date, need to
change the objective substantially and/or wish to make specific references to learning that
was significant to you, please do so below. Provide an assessment (demonstrated, in
progress, on hold) for each component/activity you provided in your learning agreement
under Practice Objective One.
(Write in the component/activities)
4a. _____________________________________________________________
Demonstrated
In Progress
On hold
4b. _____________________________________________________________
Demonstrated
In Progress
On hold
4c. _____________________________________________________________
Demonstrated
In Progress
On hold
Comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Mid-point Evaluation Signatures
__________________________________
__________________________________
__________________________________
Date _____________________________
Final Evaluation Signatures
________________________________
_________________________________
_________________________________
Date ____________________________
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