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presentationumanitoba.ca

Field Orientation Learning Contracts

Welcome to the Field Orientation SessionPlease 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 4200Field Instruction SWRK 4120 Concurrent with Field Focus SWRK 4300Your 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 •

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 suggestThat 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 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 INSTRUCTIONAL ROLESin an Agency Based model

Field manager and Liaison for the summer

Field InstructorSite Resource Person

Student

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 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 studentProvides 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.

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 REMEMBER2013 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

OBJECTIVESOBJECTIVES

ACCOMPLISHED

1.

2.

3.

4.

5.

WHAT is to be learned

HOWWill you learn

this? What activities are

required?

WHO/WHERE will you go/ask

for help?

HOW do you prove

that you have successfully achieved the

objective

WHENtimelines

LEARNING

OBJECTIVES(Professional &

Personal)

LEARNING ACTIVITIES

RESOURCES(Resource Aids)

METHODS TO MEASURE

OBJECTIVESOBJECTIVES

ACCOMPLISHED

Familiarize myself with the

mandate,structure, and legislation that

govern the agency.

WHAT HOW

o Discuss with Field Instructor

o CFS Act,o Adoption Act o Discuss

interventions as related to mandate

o Attend monthly social work conferences

o Attend court

• Read CFS Act

• Read Adoption Act• Attend Provincial

Family Court• Talk to Field

Instructor,lawyer,Crown Attorney

WHO/WHERE will you

go/ask for help?

HOWObservables

, hard proof

• To be able to identify how a case decision relates back to the mandate:

• Case notes, • Process

notes• Journaling• Supervision

WHENtimelines

Sept/read acts

Oct attend court

Nov case presentation re above

to field instructor

LINK to evaluation

2.12.1

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal OrInconsistentPerformance

Has Understanding OfAnd Is Beginning To

Undertake Action

Usually Consistent AND Reliable Performance,Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY MIDTERM FINAL

2.1 Understands the purpose, mandate, and function of the agency. (1)

    INSTRUCTOR

    STUDENT

2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)

    INSTRUCTOR

    STUDENT

2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)

    INSTRUCTOR

    STUDENT

2.4 Understands the strengths and limitations of the service delivery system. (2)

    INSTRUCTOR

    STUDENT

2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)

    INSTRUCTOR

    STUDENT

2.6 Develops effective working relationships with agency personnel. (2)

    INSTRUCTOR

    STUDENT

2.7 Can describe linkage between agency and community. (2)

    INSTRUCTOR

    STUDENT

2.8 Demonstrates a sound knowledge of community resources. (2)

    INSTRUCTOR

    STUDENT

2.9 Refers people appropriately and effectively to community resources.(3)

INSTRUCTOR

STUDENT

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)

INSTRUCTOR

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)

LEARNING OBJECTIVES (Professional & Personal) This is where you set your goals. What it is you would like to learn in your placement. What skills would you like to develop?Ensure that you connect your learning goals to your 3150 placement experience. Anything that was identified as an area for development in your 3150 could be identified in your new learning goal for 4120

LEARNING ACTIVITIES (Tasks & Experience) Time Lines What is it that you will need to do, read, attend (conferences, training) to achieve the goal that you have just set. How long will it take to achieve the goal? Learning about Policy and procedures of the agency will take you the full term, reading the policies and procedures may take 2 hours. Identify time lines; what would you like to learn by mid term?

RESOURCES (Resource Aids) What is it that you will need?Who will you have to meet with? Do you have to visit agencies to learn about their resources?

METHODS TO MEASURE OBJECTIVES (Date/Comments) Time Lines

How will you know that you are achieving the goals that you have set? The goals should be tied into your evaluation. If you look on the evaluation form, the competencies identify skills that will be evaluated. How many reports do you need to write before you feel competent writing reports? How will you be given feedback? How will you measure improvement?

OBJECTIVES ACCOMPLISHEDWhat will this look like? How will you know that you have accomplished the goal you just set?

Comply with the standards in the code of ethics

Read the Code of ethicsUnderstand the difference between competency and capacity as it relates to right of choice.

Code of ethicsConsultation 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

5. Learning ContractField Instruction SWRK 4120Administrative 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_______

LEARNING OBJECTIVES

(Personal)WHAT is to be learned

LEARNING ACTIVITIES

(Tasks, Projects,Timelines)

How will you learn this

RESOURCES(Resource Aids)

METHODS TO MEASURE

OBJECTIVES(Date/Comments

Timelines)

OBJECTIVES AACCOMPLISHED

(Outcomes/Timelines)

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

- 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/orjournals-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

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

-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)

-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

Sample 1 - Learning Contract (Evaluation Form Format)

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal orInconsistentPerformance

Has Understanding Of

And Is Beginning ToUndertake Action

Usually Consistent and Reliable Performance,

Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES MIDTERM FINAL

1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1)

INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)INSTRUCTOR

STUDENT

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)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (2)INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination and respects individuality. (3)

INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3)

INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (3)

INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (4)

INSTRUCTOR

STUDENT

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal orInconsistentPerformance

Has Understanding OfAnd Is Beginning To

Undertake Action

Usually Consistent AndReliable Performance,Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES MIDTERM FINAL

1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1)

INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)

INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)

INSTRUCTOR

STUDENT

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)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (2)

INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of social workers from other helping professionals. (2)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination and respects individuality. (3)

INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3)

INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (3)

INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (4)

INSTRUCTOR

STUDENT

3150

4120

How is progress Monitored?

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…………………..

3.

4.

5.

IDENTIFY/Reflect on the skills that they

are developing

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

Connect their learning to the

evaluation process

Identify feelings and stressors arising from the practicum experiences with clients.

Reflective Professional Journals.

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……

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)

onlineAll 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.

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