1. Field Orientation
Title of presentation
umanitoba.ca

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3. Welcome to the Field Orientation Session
Please feel free to ask any questions throughout the presentation.
Joan Churley
Field Manager, Distance Delivery Program
University of Manitoba
/ex 6812

4. Field Instruction SWRK 3150 Concurrent with Field Focus SWRK 4200
You must be registered in both the Field and Field Focus course. Please check Aurora to ensure this is the case.
Your Field Focus is a seminar that teaches social work practice skills in the context of a field or a focus of practice. The course you are taking doesn’t have to match where you are placed placed in your field.

5. 12 Credit Hours
Field counts as 12 credits hours and 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.
Your Field Focus Instructors maintain communication with the Field Liaison/Field Coordinator to attempt to identify problems early, make progress checks and so forth
You must pass both 3150 and 4200 and both 4120 and If you fail one ‘half’ you do not get credit for the other and will have to take both courses again.

6. Field Instruction 1: SWRK 3150 (12 credit hours)
This is your first educationally directed Field experience in which you 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
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.

7. 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

8. 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 and social support networks and your Field Placement team are all very important
Tier Building

9. Orientation to the Agency is very important. It should include:
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.
Introduction of student to the key program staff with whom they will be working with – particularly the resource person who may 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

10. 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.

11. Time away from placement
Time away must be made up by the student.
If you are sick or take a few days off you must make up the time.
You must pre-approve all time off with your Field Instructor.
You are your Field Instructor are responsible to ensure that you complete 420 hours
We will be discussing time logs in more detail.

12. Confidentiality is important:
Students can be FAILED 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.

13. General 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

14. 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, and to confirm understanding and compliance

15. Confidentiality continued…
All students will be provided with training on The Freedom of Information and Protection of Privacy Act (FIPPA) and The Personal Health Information Act (PHIA) before entering their Field Placement 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
Additional training and contracts may be required by your field placement as well

16. Confidentiality continued….
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

17. Confidentiality continued….
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

18. Social media
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.

19. Social Media continued….
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 address to communicate with clients
Use caution when discussing your work or studies with clients
Remember that all communication are retained in the logs of both your and your clients’ internet providers
Remember that information that you provide about yourself on websites can be accessed by clients

20. Course Objectives Field Instruction 1: 3150
Students are expected to interact with the key people (administration, 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.

21. Important dates:
2013
August 27 Field Orientation Adobe Session 11am CST
September 3 Field Placement begins
September 10 Learning Contract Adobe session 11am CST
September 27 Learning contracts due
November 19 Mid-term Evaluation Adobe session 11am CST December 6 Last day of Field – Sessional break begins
December 13 Mid-term evaluations due
2014
January 6 Field instruction begins
March 11 Final Evaluation Adobe session 11am CST
April 11 Field instruction ends
April 18 Final term evaluations due

22. Confidentiality & Privacy
Students will develop the ability to respect clients’ rights through an understanding of the CASE Code of Ethics 2005:
Code & Ethics
Honesty
Polite and Courteous
Knowledge Practice
Equity
Confidentiality & Privacy
Respect
Integrity
Safety
Responsibility
Competency

23. 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
Community Resources
Mental Health
Addictions
Youth Programs
Womens’ Resources
Child Welfare
Education System
Aging
Child Care
Criminal Justice

24. Field Instruction 2: 4120 Objectives
Students will:
Build on the skills identified in SWRK 3150
Initiate and sustain supportive and responsive relationships and facilitate effective communication.
Assess, plan and intervene in increasingly complex situations
Place a high value on providing relevant information and service to clients
Demonstrate an understanding of the conflicting expectations in placement.
Demonstrate a range of contracting skills
Take responsibility for their ongoing professional development.

25. 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.

26. Field Instructional Roles
Manager, Distance Delivery Field Programs
Communicates and provides support to students and Field Instructional site
Develops formal Faculty/Agency legal arrangements
Orients students and Field Instructors on Adobe
Faculty Field Liaison
Provides support, consultation , mediation and negotiation for the student and Field Instructor
Monitors students progress through the use of Professional Reflective Journals, Time logs, Adobe sessions and so forth
Field Instructor
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
Evaluates student at Mid-term and Final
Provides a minimum of one and half hours of direct supervision
On-Site Agency Program Supervisor
Assists Field Instructor in providing the student field experience
Assumes day-to-day responsibility and supervision of student
Provides feedback for evaluation purposes
* Please refer to the online manual for further information:

27. University Expectations:
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.
Please refer to manual for further Information

28. It is very important to know what is expected in Field…..
SO WHAT IS EXPECTED?

29. 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.

30. The Learning Contract
This 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.
Your learning contract can be amended anytime
If you are in placement 2 days a week your learning contract is due 4 weeks after start date

31. 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

32. 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)

33. 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 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.

34. 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.

35. 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 an opportunity to…

36. Reflective Professional Journals
Identify and reflect of the skills that you are developing
Identify any assumptions you may have made during the day.
Examine ethical dilemmas
Connect theory to practice and remind yourself to discuss issues and experiences during supervision
Connect learning to the evaluation process
Identify feelings and stressors arising from the practicum experience with clients

37. 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

38. Journals provide you with an opportunity to:
Identify/discuss and reflect on cultural, economic, political, interpersonal, ethical etc. factors that impacts your experience in placement.
Identify/discuss and reflect on your feelings.
Identify/discuss and reflect on what you did; that is, applying theory to practice.
Identify/discuss and reflect on what you’ve learned
Identify what they need to do to improve……

39. Journals:
Are not helpful if you simply record activities/activities (these are important to document in the time log)
Are a way to learn how to reflect on activities
Allow you an opportunity to take risks and use reflections to express yourself professionally.

40. 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?

41. Connecting the 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
This is a co requisite, you must receive a passing grade in both to get a credit.
Ensure you are registered in your field focus courses.

42. Critical incidents
If a critical incident occurs please contact Joan by telephone or at or /ex 6812;
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…..

43. 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.

44. During supervision The journal can be used as a way to:
Compare student-instructor views and perceptions,
Monitor progress
Identify issues, difficulties and areas for work
Assist in evaluating student performance.

45. Monthly report
The monthly report is to be completed and submitted to Joan by 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.

46. 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.

47. 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.

48. 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.

49. 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.

50. 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)

51. Online All of this information including this PowerPoint is on line.
Our manual and all forms are also on line.

52. Submitting Documents
All time logs and journals must be submitted through the D2L web service
There are separate drop boxes for each journal and time log
Access D2L here:
Paper (mailed or faxed) copies will not be accepted
Signature pages should be scanned and included. Keep a copy of the signature page in your own files, you could be required to produce it if there are problems

53. Submitting Evaluations
Learning Contracts, Mid-term Evaluations and Final Evaluations can be submitted via drop box OR via to
Signature pages should be scanned and included. Keep a copy of the signature page in your own files, you could be required to produce it if there are problems

54. 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.

55. Important dates:
2013
August 27 Field Orientation Adobe Session 11am CST
September 3 Field Placement begins
September 10 Learning Contract Adobe session 11am CST
September 27 Learning contracts due
November 19 Mid-term Evaluation Adobe session 11am CST December 6 Last day of Field – Sessional break begins
December 13 Mid-term evaluations due
2014
January 6 Field instruction begins
March 11 Final Evaluation Adobe session 11am CST
April 11 Field instruction ends
April 18 Final term evaluations due

56. Title of presentation
umanitoba.ca