Field Orientation Title of presentation umanitoba.ca
Adobe Protocol X Check microphones to ensure they are working (check help wizard) Turn microphones OFF if you are not speaking If you do not have a microphone use the chat to communicate Please do NOT touch the power points at any time throughout the presentation (copies are on our website)
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 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 • 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 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 recognizes 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
confidentiality • 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 INSTRUCTIONAL ROLESin an Agency Based model Manager, Distance Delivery Field Program 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, Distance Delivery Field ProgramsCommunicates and provides support to students and Field instructional site.Develops formal Faculty/agency legal arrangementsEnsures all agreements are in place for all studentsOrients students and Field Instructors on AdobeRefer to manual (online) for further duties.
Roles of the Faculty Field Liaison:Provides support consultation, mediation and negotiation to for the student and Field InstructorMonitors students progress through use of Professional Reflective Journals, Time logs,Adobe sessions.See manual online for more detail
Roles of the Field InstructorResponsible for orienting the student to the Practicum site.Develops a Learning Contract in conjunction with student.Assumes responsibility for supervising the student on a day to day basis.Takes responsibility for evaluating student at Mid term and FinalProvides 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 SupervisorAssists Field Instructor in providing student Field experience and assumes day to day responsibility and supervision of student.Provides feedback for evaluation purposes. Refer to manual for further information on roles of the on –site Agency Program Supervisor (online)
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.
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 • Sept 3rd Field placement begins • Sept 10th Learning Contract ADOBE SESSION • Sept 27th Learning contracts are Due • Nov 19th Mid term ADOBE session • Dec 6th Last Day of Field Seasonal Break • Dec 13th Mid term evaluations Due • Jan 6/2014 Field Instruction Begins • March 11, Final Evaluation ADOBE session • April 11 Field Instruction Ends • April 18th Final Term Evaluations Due
Dates to Remember for Accelerated Program Sept 3 Field placement begins Sept 11 LEARNING CONTRACT ADOBE SESSION Sept 20 Learning Contracts SWRK 3150 Due Oct 2nd MID TERM EVALUATION ADOBE SESSION Oct 18th Mid term evaluations SWRK 3150 Due Nov 20 FINAL TERM EVALUATION ADOBE SESSION Dec 6th Field instruction ends December 13 Final Term Evaluations 3150 Due Jan 6/2014 Winter term Field Begins 4120 Jan 8th 4120 PRACTICUM REVIEW/LEARNING CONTRACT A
Dates to Remember for Accelerated Program Sept 3/ 2013 Field placement begins Sept 11 LEARNING CONTRACT ADOBE SESSION Sept 20 Learning Contracts SWRK 3150 Due Oct 2nd MID TERM EVALUATION ADOBE SESSION Oct 18th Mid term evaluations SWRK 3150 Due Nov 20 FINAL TERM EVALUATION ADOBE SESSION Dec 6th Field instruction ends December 13 Final Term Evaluations 3150 Due Jan 6/2014 Winter term Field Begins 4120 Jan 8th 4120 PRACTICUM REVIEW/LEARNING CONTRACT ADOBE Jan 17 Learning Contracts Due 4120 Feb 12 4120 PRACTICUM REVIEW/MID TERM ADOBE Feb 21 Mid term evaluations 4120 DUE March 12 4120 PRACTICUM REVIEW/ FINAL EVALUATION ADOBE April 11 Field instruction ends April 18th Final Term Evaluations 4120 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
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)
Student/Instructor individual supervision conferencesThe 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 JournalsJournaling 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 skills that they are developing • Identify feelings and stressors arising from the practicum experiences with clients. • Connect theory to practice and • Remind students to discuss issues/experiences during supervision • Identify any assumptions that you have made during the day/ethical dilemmas 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/programs/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……