Field Orientation Learning
Contracts
Title of presentation
umanitoba.ca
Welcome to the Field Orientation Session
Please feel free to ask any questions throughout the
presentation If you do not have microphones please
use the chat to ask questions.
 Joan Churley
Field Manager, Distance Delivery Program
Field Instruction SWRK 3150 Concurrent
with Field Focus SWRK 4200
Field Instruction SWRK 4120 Concurrent
with Field Focus SWRK 4300
Your Field Focus is a seminar that teaches social work practice skills in
the context of a field or focus of practice. The course you are taking
doesn’t have to match where you are placed placed in your field.
Student in the accelerated program take 2 sections of Field/Focus during
the regular session from September to April.
Please ensure that you are registered:
• You must be registered in Field and
your Field Focus course
Field Instruction 1: SWRK 3150 (12 credit hours)
• This is your first educationally directed Field
experience in which the student will have the
opportunity to assume responsibility for social work
engagement, assessment, planning, intervention and
evaluation, integrating theory from class.
• The required hours are calculated as:
• 28 weeks X 2 days per week x 7.5
hours= 420 hours
12 Credit HOURS
• This is a reminder that this Field is counting as 12
credits.
• This is a very important part of your Social Work
degree.
• You will be required to put in a great deal of time and
energy into Field and Your Field Focus course.
• A reminder that you must pass both / if you fail one
you do NOT get credit for the other.
Field Instruction 1: SWRK 4120 (12 credit hours)
• An educationally directed practice
experience building on SWRK 3150.
• The required hours are calculated as:
• 28 weeks X 2 days per week x 7.5
hours= 420 hours
12 credit hours
• Your 3150 final evaluation follows you
to your next Field placement.
• It is important to use this evaluation and
build on your strengths and develop the
areas requiring improvement.
So what will I do in FIELD?
There are many things that
will happen while you are in
Field.
Time management, self care,
Good communication with
family members and support
networks and your Field
Placement team are all very
important
Orientation to the Agency is very important. Orientation should include:
• Introduction of student to the key
program staff with whom they will be
working with, particularly the resource
person who may, in some models be
providing them with day to day
supervision.
• Policies and procedures of the agency
need to be discussed :
 Dress code
 Hours of operation
 Confidentiality and signing oaths of
confidentiality
 How to handle absences due to
illness or other reasons
•
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DO you require a car?
Who can Drive the agency car?
How do you book a car?
Do you need to be accompanied on
home visits?
DO you have to work “off hours”
Is mileage reimbursed?
How do you identify yourself as a
student?
Emergency contacts?
Safety issues/concerns?
Each agency is unique and have
their own policies and procedures.
We strongly suggest
That you familiarize yourself
with all of the agency policies
and procedures at the
beginning of practicum.
Spend several hours/days
whatever it takes to feel
somewhat comfortable with
the policies and go back and
re read them once you are
working in the placement for
awhile.
Time away from placement
•
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•
•
Must be made up by the student.
If you are sick you must make up the time.
If you take a few days off you must make up the time.
You must ok all time off with your Field instructor.
It is between you and your Field instructor to ensure
that you complete 420 hours……..
• We will be discussing time logs in more detail.
Confidentiality is important:
• Students can be FAILIED for breeching
confidentiality
• A student can be deemed professionally
unsuitable if they Breech confidentiality
• If you are not sure who you can share
information with please discuss with your
supervisor. When writing your journals
please ensure they are vetted.
Guidelines
• The following guidelines are based on
general best practices. The Faculty
recognized that circumstances can vary
and encourages consultation with your
field instructor, field liaison, advisor or
course instructors
confidentiality
• The issue of confidentiality will be discussed by
student and instructor during orientation to field. The
student is required to review the Code of Ethics
regarding Confidentiality in Professional Practice
prior to assignment of clients
• The confidentiality policy of the field site will be
shared with the student who is required to review and
sign, where applicable, to confirm understanding and
compliance
• Students that will come in contact with personal
information or personal health information will be
provided with training on The Freedom of Information
and Protection of Privacy Act (FIPPA) and The
Personal Health Information Act (PHIA)and will sign a
pledge of confidentiality.
• The student is expected to possess a basic
understanding of confidentiality and its limits and to
demonstrate transparency with clients in
communicating these limitations
• Limits to confidentiality include matters as required or
permitted by relevant laws, court order or when a
clear threat to the safety of the client or others is
evident
• Case studies must not contain any identifying
information
• Documents with identifying information from field
agencies must be treated in accordance with the
agency’s policies
• Disposal of documents with identifying information,
including electronic records, must be carried out
according to Agency protocols.
• Identifying information is not to be used in the
classroom or in other context aside from Faculty
approved supervision meetings.
• Confidentiality guidelines will be observed, when
using social media
Social media
• Preamble
•
The Canadian Association for Social Work Education (CASWE)
Standards for Accreditation (May, 2012) state that:
•
The academic unit has a policy regarding ethical use of all forms of
social media to ensure the privacy, confidentiality, and interests of the
academic unit and its field practicum community and demonstrates how
the policy and procedures are consistent with the relevant human rights
legislation, with the mission of CASWE- ACFTS, and with the mission
of the academic unit concerned
• The following guidelines for social
media interactions with current and past
clients are based on general best
practices. The Faculty recognizes that
circumstances can vary and
encourages consultation with your field
instructor, advisor or field liaison.
Social media
• Do not “friend” clients or accept requests to be “friended” from
current or previous clients
• Do not use messaging websites such as Twitter or Facebook to
contact clients or to respond to clients.
• Use your professional email address to communicate with
clients
• Use caution when discussing your work or studies with clients
• Remember that all email communication are retained in the logs
of your and your clients’ internet providers
• Remember that information that you provide about yourself on
websites can be accessed by clients
Course Objectives Field Instruction 1: 3150
• Students are expected to interact with the key people
(admin, other discipline programs, other
professionals, clients) in the field setting appropriately
and sensitively.
• Students will demonstrate an understanding of the
agency’s structure, mandate, mission and objectives
as well as the service delivery system.
Students will:
• demonstrate a commitment to the
importance of self awareness as a
means to effective professional
involvement. Professional Reflective
journaling will be used to consciously
reflect self awareness throughout the
placement.
Students will develop the ability to respect clients’ rights through an
understanding of the CASE Code of Ethics 2005
During the year, students in Field Placement will:
• Begin to link classroom knowledge with Field placement
experience and take initiative to seek and make the appropriate
use of supervision.
 Have a working knowledge of community resources:
 Health Care
CFS
 Child care
Education System
 Criminal justice
Aging
 Mental Health
Other………….
 Addictions
 Youth Programs
 Women’s resources
Field Instruction 2: 4120 Objectives
• Students will build on the skills identified in SWRK 3150
• Students will initiate and sustain supportive and responsive
relationships and facilitate effective communication.
• Students will be able to assess, plan and intervene in
increasingly complex situations.
• Students will place a high value on providing relevant
information and service to clients.
• Students will demonstrate an understanding of the conflicting
expectations in placement.
• Students will demonstrate a range of contracting skills;
• Students will take responsibility for their ongoing professional
development.
Refer to the Field Instruction Manual for a full list of
expectations of students in field.
• Our manual is presently under
construction and is being updated.
Field manager and
Liaison for the summer
Student
Field Instructor
Site Resource Person
University Expectations: Please refer to manual for
further Information (On Line)
• All Field instructional staff are University- Appointed instructors.
As such they are required to meet the standards of practice
required of all University teachers in their relationships with
students.
•
Roles of the manager of Field :
Communicates and provides support to students and Field instructional
site.
Develops formal Faculty/agency legal arrangements
Ensures all agreements are in place for all students
Orients students and Field Instructors on Adobe
Refer to manual (online) for further duties.
Roles of the Faculty Field Liaison:
Provides support consultation, mediation and
negotiation to for the student and Field Instructor
Monitors students progress through use of
Professional Reflective Journals, Time logs,
Adobe sessions.
See manual online for more detail
Roles of the Field Instructor
Responsible for orienting the student to the Practicum
site.
Develops a Learning Contract in conjunction with
student.
Assumes responsibility for supervising the student on a
day to day basis.
Takes responsibility for evaluating student
Provides a minimum of one and half hours of direct
supervision.
Refer to manual for further information on roles of the
Field instructor (on line)
Roles of the on-site Agency Program Supervisor
Assists Field Instructor in providing student Field
experience and assumes day to day responsibility and
supervision of student.
Provides feedback for evaluation purposes.
Refer to manual for further
information on roles of the on –site
Agency Program Supervisor
(online)
It is very important to know what is expected in Field…..
SO WHAT IS EXPECTED?
It is important to sit down with your Field Instructor
and discuss what he/she expects of you the student
as well as what you can expect from the instructor,
the Liaison and the resource person.
It is important to read over the Agencies policies and
procedures manual within the first week of Field to
ensure you understand the “rules” of the agency.
It is important to understand mutual expectations
regarding preparation for student/instructor
supervision this is where you will be assigned cases
and receive feedback.
This summer you will be required to fill out one form, that
includes your time sheet and your reflective journal. This
Journal will note the main activities and connect theory to
practice.
It is important to let Joan know as soon as possible if
there are any concerns and we will address them as a
team. Your field instructor, you, the student and I will
discuss and decide what needs to be done to deal with
the concern.
The Learning Contract
is a tool designed to keep the student and the Field
instructor focused on goal oriented learning.
We will be spending an hour with you in our next
adobe session going over the learning contract and
its importance.
“The learning contract
is
due”
•If you are in placement 2 days a
week your learning contract is
due 4 weeks after start date
•If you are in placement 4 days a
week your learning contract is
due 3 weeks after start date
•Your learning contract can be
amended anytime
Ensure you pull out the copy of DATES TO REMEMBER
2013 Summer Session
•
•
•
•
•
•
•
May 6th Field placement begins
May 18th Learning contracts are Due
June 4th Mid term ADOBE session
June 21 mid terms Due
July 24th Final evaluation ADOBE session
August 9th Field Instruction Ends
August 16th Final Term Evaluations Due
What is the Learning Contract?
• A “roadmap” to guide the student and instructor in the
learning process;
•
It is a combination of what you want to learn, what the field instructor is willing
to teach and what the agency is mandated to allow.
Developed on a template of five categories:
learning objectives;
learning activities;
resources;
methods to measure objectives;
timelines
LEARNING
OBJECTIVES
(Professional &
Personal)
LEARNING
ACTIVITIES
RESOURCES
(Resource Aids)
METHODS TO
MEASURE
OBJECTIVES
OBJECTIVES
ACCOMPLISHED
1.
2.
WHAT
is to be learned
3.
WHEN
timelines
WHO/WHERE
will you go/ask
for help?
4.
5.
HOW
Will you learn
this?
What activities are
required?
HOW do
you prove
that you have
successfully
achieved the
objective
HOW
WHAT
LEARNING
OBJECTIVES
(Professional &
Personal)
Familiarize
myself with the
mandate,
structure, and
legislation that
govern the
agency.
LEARNING
ACTIVITIES
o
o
o
o
o
o
Discuss with
Field Instructor
CFS Act,
Adoption Act
Discuss
interventions as
related to
mandate
Attend monthly
social work
conferences
Attend court
HOW
WHO/WHERE
will you
go/ask for
help?
Observables
,
hard proof
METHODS TO
MEASURE
OBJECTIVES
RESOURCES
(Resource Aids)
•
•Read CFS Act
•Read Adoption
Act
•Attend
Provincial
Family Court
•Talk to Field
Instructor,lawyer
,Crown
Attorney
•
•
•
•
To be able
to identify
how a case
decision
relates back
to the
mandate:
Case notes,
Process
notes
Journaling
Supervision
WHEN
timelines
OBJECTIVES
ACCOMPLISHED
Sept/read
acts
Oct attend
court
Nov case
presentation
re above to
field
instructor
 LINK to
evaluation
2.1
2.1
1
2
3
4
5
N/A
Unsatisfactory
Performance
Marginal Or
Inconsistent
Performance
Has Understanding Of
And Is Beginning To
Undertake Action
Usually Consistent AND Reliable Performance,
Beginning To Initiate
Action Independently
Exceptional Performance
That Shows Consistent
Initiative And Analytic
Abilities
Not
Applicable
UNSATISFACTORY (FAIL)
SATISFACTORY (PASS)
PERSONAL AND PROFESSIONAL ATTRIBUTES
2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY
MID
TERM
FINAL
INSTRUCTOR
2.1 Understands the purpose, mandate, and function of the agency. (1)
STUDENT
INSTRUCTOR
2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)
STUDENT
INSTRUCTOR
2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)
STUDENT
INSTRUCTOR
2.4 Understands the strengths and limitations of the service delivery system. (2)
STUDENT
INSTRUCTOR
2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)
STUDENT
INSTRUCTOR
2.6 Develops effective working relationships with agency personnel. (2)
STUDENT
INSTRUCTOR
2.7 Can describe linkage between agency and community. (2)
STUDENT
INSTRUCTOR
2.8 Demonstrates a sound knowledge of community resources. (2)
STUDENT
INSTRUCTOR
2.9 Refers people appropriately and effectively to community resources.(3)
STUDENT
INSTRUCTOR
2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients,
agency, and community. (4)
STUDENT
The Learning Activities
• Leave room for the student and the field instructor
to be innovative.
• You can read about intervention with children and
families but you can do far more.....
• Meet with the police, lawyers, psychologists, or
anyone who is involved in the process of working
with children and families.
• Shadow as many workers as possible and try
documenting what you see by applying theory to
practice ( this is a great way to learn and a great
deal of discussion will occur at supervision
between student and instructor.
Resources
• Networking in the community and the
office will provide students with
valuable information
• Bring in your books from field focus and
other courses and try to apply the
theory to practice. What are you
learning?
Deadlines, timelines, completions....
• It is important that your learning contract be
realistic and your learning goals be achievable and
measurable.
• Ensure that the deadlines and timelines you
incorporate into your learning contract are realistic.
• Remember you can always add to the learning
contract.
• Students and Field instructors should discuss
timelines and document when learning objectives
have been achieved. (This is very helpful when
midterm and final evaluations are due)
5. Learning Contract
Field Instruction SWRK 4120
Administrative Arrangements
(a) Scheduled placement days: __identify days and time Tuesday and Thursday from 8:30-4:30_________
(b) Meeting times with field instructor ___Tuesday Morning; Thursday Morning____9:00 to receive cases and debrief_______
OBJECTIVES ACCOMPLISHED
LEARNING ACTIVITIES
METHODS TO
LEARNING
RESOURCES
What will this look like? How will you
(Tasks & Experience)
MEASURE OBJECTIVES know that you have accomplished the goal
OBJECTIVES
(Resource Aids)
Time Lines
(Date/Comments)
you just set?
(Professional &
What is it that you will
Time Lines
What is it that you will
Personal)
need?
How will you know that
need to do, read, attend Who will you have to
This is where you set
(conferences,
training)
your goals. What it is
you are achieving the
meet with?
you would like to learn in to achieve the goal that
Do you have to visit
goals that you have set?
you have just set. How
your placement. What
agencies to learn about The goals should be tied
long will it take to
skills would you like to
their resources?
achieve the goal?
develop?
into your evaluation. If
Ensure that you connect Learning about Policy
you look on the
and procedures of the
your learning goals to
evaluation form, the
agency will take you the
your 3150 placement
full term, reading the
competencies identify
experience. Anything
that was identified as an policies and procedures
skills that will be
area for development in may take 2 hours.
evaluated. How many
Identify time lines; what
your 3150 could be
reports do you need to
would you like to learn
identified in your new
by
mid
term?
learning goal for 4120
write before you feel
competent writing
reports? How will you
be given feedback? How
will you measure
improvement?
Comply with the standards in the code
of ethics
Read the Code of ethics
Understand the difference between
competency and capacity as it relates to
right of choice.
Code of ethics
Consultation and discussion with other
social workers
Be aware of the code of ethics and feel
comfortable discussing them with my
field instructor
6. Complete a biopsychosocial assessment
on clients
Observe field instructor administering an
assessment from interview to final report
Complete an assessment on five clients.
Weekly field instruction, consultation and
review assessments. April 2012
Sample 1 - Learning Contract (Evaluation
OBJECTIVES A
Form Format)
LEARNING
LEARNING
RESOURCES
METHODS TO
ACCOMPLISHED
OBJECTIVES
(Personal)
WHAT is to be learned
1. Professional Values
-To demonstrate respectful
and ethical behaviour in all
aspects of work at all levels of
the organization and in the
community
-To take responsibility for
professional development
2.Effectiveness with
Agency and Community
-To familiarize myself with
the agency’s policies,
programs, client population,
programs and services
population, programs,
-To learn about immigrant
trends (includes refugees)
and presenting issues
-To increase my knowledge of
community resources for
refugees
-To demonstrate ability to use
appropriate boundaries in my
work
ACTIVITIES
(Tasks, Projects,
Timelines)
How will you learn
this
(Resource Aids)
MEASURE
OBJECTIVES
(Date/Comments
Timelines)
- Reading the CASW
guidelines (Sept.)
-Participating in field
orientation/asking questions,
clarifying understanding
(Sept.)
-Reviewing the agency’s
policy manual (Sept)
-Researching information
about legislation and
procedures governing the
agency’s work (Sept.-Oct.)
-Seeking out training
opportunities
-Field instructor and field
supervisor
-Other agency staff
-Agency policies and
procedures manuals
-Internet search re governing
legislation and procedures
-CASW Code of Ethics
-Client and community
feedback
-Discussions with Field
Instructor – integration of
values and concepts in
discussions, interpersonal
communication, written
reports
-Log recordings and/or
journals
-Reflections with Field
Instructor
-attendance and participation
in training opportunities
-Knowledge of CASW
guidelines (Sept.)
- Demonstration of ethical
and respectful behaviour
(ongoing)
-Attendance & participation
in Workshop on Refugee
issues (Dec.) – contributed
to the discussion and
provided additional
information
-Agency policy and practice
manuals
-Agency’s materials –
annual report, program
reports, files
-Field Instructor, supervisor,
other staff
-Internet search re trends
and issues facing refugees
-Manitoba Labour &
Immigration
-Visits/discussions with
relevant other agencies &
services
-Observation
-Log recordings & reflections
with Field Instructor
-Client and community
feedback
-Materials reviewed
-Knowledge shown in
discussions, in meetings,
with clients, with other
agencies
-Knowledge of community
resources
-Understanding of, and
ability to work within the
agency’s policies
procedures, & governing
legislation,
-Respectful and appropriate
responses to refugees
seeking services
-Appropriate and relevant
referral s and coordination
with other community
workers
-Same as above;
additionally:
-Reviewing the agency’s
last annual report
-Discussing & reflecting on
appropriate boundaries with
my field instructor
-Shadowing staff, asking
questions
-Keeping a log; using it for
reflections with field
instructor
-Observing (case
consultation, committee
meetings, a Board meeting)
(Outcomes/
Timelines)
1
2
3
4
5
N/A
1
2
3
4
5
N/A
Unsatisfactory
Performance
Marginal or
Inconsistent
Performance
Has Understanding
Of
And Is Beginning To
Undertake Action
Usually Consistent
and Reliable
Performance,
Beginning To Initiate
Action Independently
Exceptional Performance
That Shows Consistent
Initiative And Analytic
Abilities
Not
Applicable
Unsatisfactory
Performance
Marginal or
Inconsistent
Performance
Has Understanding Of
And Is Beginning To
Undertake Action
Usually Consistent And
Reliable Performance,
Beginning To Initiate
Action Independently
Exceptional Performance
That Shows Consistent
Initiative And Analytic
Abilities
Not
Applicable
UNSATISFACTORY (FAIL)
UNSATISFACTORY (FAIL)
SATISFACTORY (PASS)
PERSONAL AND PROFESSIONAL ATTRIBUTES
PERSONAL AND PROFESSIONAL ATTRIBUTES
1. PROFESSIONAL VALUES
MID
TERM
SATISFACTORY (PASS)
1. PROFESSIONAL VALUES
FINAL
MID
TERM
FINAL
INSTRUCTOR
1.1 Verbalizes understanding and knowledge of Social Work
principles and values. (1)
INSTRUCTOR
1.1 Verbalizes understanding and knowledge of Social Work
principles and values. (1)
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
1.2 Strictly complies with confidentiality guidelines. (1)
1.2 Strictly complies with confidentiality guidelines. (1)
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
1.3 Is able to provide information about services to the client. (1)
1.3 Is able to provide information about services to the client. (1)
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural
1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural
norms, value systems, ethics, and moral beliefs in interaction with client groups,
co-workers, and collateral systems. (2)
norms, value systems, ethics, and moral beliefs in interaction with client groups, coworkers, and collateral systems. (2)
STUDENT
INSTRUCTOR
1.5 Is committed to ongoing professional development. (2)
STUDENT
INSTRUCTOR
1.5 Is committed to ongoing professional development. (2)
STUDENT
INSTRUCTOR
1.6 Demonstrates the ability to differentiate the role and activities of
social workers from other helping professionals. (2)
1.7 Focuses on client empowerment, self determination and
respects individuality. (3)
1.8 Demonstrates sensitivity to ethical issues, seeking consultation
as necessary. (3)
STUDENT
INSTRUCTOR
1.6 Demonstrates the ability to differentiate the role and activities of
social workers from other helping professionals. (2)
1.7 Focuses on client empowerment, self determination and
respects individuality. (3)
1.8 Demonstrates sensitivity to ethical issues, seeking consultation
as necessary. (3)
INSTRUCTOR
1.9 Demonstrates ability to use and become comfortable with
authority when appropriate; (a) agency purpose & program; (b)
professional role. (3)
1.10 Knows how to plan and organize field placement
responsibilities. (3)
1.11 Takes initiative and responsibility for all aspects of own
professional role. (4)
STUDENT
STUDENT
INSTRUCTOR
1.10 Knows how to plan and organize field placement
responsibilities. (3)
STUDENT
INSTRUCTOR
INSTRUCTOR
STUDENT
STUDENT
INSTRUCTOR
1.9 Demonstrates ability to use and become comfortable with
authority when appropriate; (a) agency purpose & program; (b)
professional role. (3)
INSTRUCTOR
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
STUDENT
STUDENT
INSTRUCTOR
INSTRUCTOR
STUDENT
STUDENT
1.11 Takes initiative and responsibility for all aspects of own
professional role. (4)
STUDENT
The Field Instructor is responsible for developing
appropriate methods in which your progress can be
monitored.
This may include verbal reports, logs, summary
recordings, two way mirrors, process recording. (more
information in manual on line.
Student/Instructor individual supervision
conferences
The most common method of providing an opportunity for student
growth and professional development is through the individual
supervision conference.
While the demands of the student placement and pressures on the
instructional staff may suggest that mini sessions “teachable”
moments are most convenient, experience has confirmed that,
beyond these “teachable moments, a student’s learning is best
served if pre-planned regular scheduled times are established on a
weekly basis, in privacy, with a minimum of interruptions, and in a
comfortable environment.
Supervision is very important:
• Face to face: weekly: minimum of one to one and a
half hours.
• Field Instructor/student is familiar with the
evaluation form and should link this to the learning
contract.
• Remember your time logs
• Remember your Professional Reflective Journals
and the importance of sharing the journals during
Supervision.
 Professional Reflective Journals
Journaling is a helpful way for students to process
what they are learning in their practicum placement.
Documenting learning/experiences on a regular basis
provides them an opportunity to…………………..
Reflective Professional Journals.
IDENTIFY/Reflect on
the
3. skills that they
are developing
4.
5.
Identify any
assumptions
that you have
made during
the day/ethical
dilemmas
Connect theory to
practice and
Remind students to
discuss
issues/experiences
during supervision
Identify feelings and
stressors arising from
the practicum
experiences with
clients.
Connect their
learning to the
evaluation process
Tips…
The electronic version allows for expanding
boxes and revisions!
One activity may meet several learning
objectives;
The learning contract should be developed by
student and Field Instructor together.
• All forms are available on our website
• http://umanitoba.ca/social_work/progra
ms/ddfieldinfo.html
Journals provide the student with an opportunity to:
• Identify/discuss and reflect on cultural, economic,
political, interpersonal, ethical etc. factors that impact
their experience in placement.
• Identify/discuss and reflect on their feelings.
• Identify/discuss and reflect on what they did ie.
Applying theory to practice.
• Identify/discuss and reflect on what they learned
• Identify what they need to do to improve……
Journals:
• Are not helpful if students just record
activities/activities are important to document
in the time log
• Are a way to teach students how to reflect on
the activities
• Allow the students an opportunity to take risks
and use their reflection to express
themselves professionally.
Questions you may answer in your journal?
•
•
•
•
Where have you made progress this week?
What theories have you applied to practice?
What would or could you do differently?
Are you feeling more confident in Your placement
setting?
• How has your skill set improved?
Connect Field Focus Course
• To Field Placement
• Important for students, field liaisons, field
instructors to talk about what students are
doing and learning in their field focus
course………………….
• Remember this is a co requisite, you must
receive a passing grade in both to get a
credit. Are you all registered in your field
focus courses?
Critical incidents
•
•
•
•
If a critical incident occurs please contact Joan by telephone or email
Contact your Field instructor, deal with the issue and then contact us.
Examples, you get hurt on the job, bit by a dog, assaulted by a client
OR
If you are asked to something that is out of the ordinary, acupuncture,
stay over night in an institution, you are being threatened, feel unsafe
because of harassment of a client……… please speak to me…..
Expectations of students
• Students are expected to complete weekly journals
and hand them in to their Field Instructors at
supervision.
• Students are expected to complete a monthly report
and summary of their journals and send in to Joan on
a monthly basis.
• Students may be asked to hand in ALL of their
journals should an issue arise during placement.
During supervision
• The journal can be used as a way to:
• Compare student-instructor views and
perceptions,
• Monitor progress
• Identify issued, difficulties and areas for work
• Assist in evaluating student performance.
Monthly report
• The monthly report is to be completed
and submitted to Joan by email on a
monthly basis. Use the electronic form.
Fill in the top part addressing the tasks
you have completed and then complete
a summary of your journal.
Time log
• The time log is a document that
identifies the activity of the student and
the time spent at the agency.
• It will be completed and sent to Joan at
the end of every month.
Field instructors
• can assign students to work with individuals,
couples or families
• Are responsible for assigning cases to
students and then ensuring they are
supervising the student
• Ensure that students are applying theory to
practice
• Ensure students develop case management
skills.
Students may:
• Be involved with outside community
agencies in many different roles
• Work on policy and program planning
and or research
• Once again Field instructors would be
responsible for connecting this learning
to practice at the placement level.
Students will:
• Document
 Opening summaries
 Assessments
 Policy/program reports
 Closing summaries
 Agency recordings
 Documentation is a very important process that
students must receive feedback on from their Field
instructor.
Friendly reminder……………….
• All documentation belongs to the agency
• Students could be called to court many years
from now and asked about their
documentation
• If you are not sure about something please
ask your Field instructor
• Your professional reflective journals are also
considered a document (not a diary)
online
All of this information
including this PowerPoint is
on line.
Our manual and all forms are
also on line.
http://umanitoba.ca/social_work/
programs/ddfieldinfo.html
Please use online forms as
much as possible.
Keep a copy of the signed sheets in your office
• Send Joan the online forms without the
signed off signatures (time logs) if a
problem occurs you will be asked to
provide the signed copies to us…..
• Online is faster and easier and the
forms are user friendly.
Joan and the Distance delivery team
Would like to welcome you to
your Field Practicum and
hope that you have a
wonderful experience.
We would like to thank all
Field Instructors for accepting
and supervising our students,
Please feel free to contact us
at any time if you have
questions or concerns.
Title of presentation
umanitoba.ca