Base Teórica del Estudio de las Formas de Negociaciones Internacionales

The IPT database is a secure online database used to complete administrative tasks related to field placements. Students, field instructors and faculty liaisons use the IPT to electronically complete required field placement forms. Additional information can be found on page 28 of this manual.

Page 39 of 50 Field Instructors will receive an email detailing their username and instructions for using the IPT. The Field Education Assistant is available to provide support to field instructors and students regarding the IPT database and can be reached at 604-504-7441 local 4104 or [email protected]

Agency Criteria

Criteria for Selection of Field Placement Agencies

The School of Social Work and Human Services at the University of the Fraser Valley is

committed to providing a standard of field placement opportunities to Social Work students as per accreditation standards set forth by the Canadian Association of Social Work Education (CASWE). We value the contribution of field placement agencies to social work education. This document is designed to outline the criteria identified for the selection of field placement agencies for the Bachelor of Social Work and Master of Social Work programs at the University. Responsibilities of the Field Placement Agency

o The Agency's mission statement/ philosophy of service should be compatible with the values and ethics of the social work profession, and with the School's mission statement.

o All levels of the Agency should be aware and interested in participating in Social Work education. This would include management, administration, executive boards, professional and clerical staff.

o Each agency must submit an Agency Data Form to the UFV School of Social Work and Human Services Field Education Office.

o Each agency will name a Field Instructor who meets the qualifications outlined by the School of Social Work and Human Services and will have primary

Page 40 of 50 Administration in the Agency must be in agreement that time will be allocated to the Agency Field Instructor and shall be sufficient for:

 Individual supervision and instruction of the student

 Preparation for and participation in meetings with the student and Faculty Liaison

 Completion of an evaluation of student performance

 Participation in field instruction training and development provided by UFV

UFV Expectations of the Field Placement Agency

o Recognition of the relevance and importance of the field instruction/supervisory role

o Support for Field Instructors to attend the Field Instructors' Workshops and Seminars that are required and facilitated by the School of Social Work and Human Services

o Provision of suitable space and working facilities to be available for students. These include desk space, privacy for interviewing, phones and any dictating equipment as needed including office supplies. Note: The School recognizes and accepts that students may have to share space and sometimes desks because of the lack of space and stringent cutbacks in some settings.

Provision of transportation costs for students for out of office travel to interviews, meetings, etc., where such compensation is indicated and provided to Agency Staff Criteria of the Social Work Field Placement

The availability of a qualified Field Instructor is essential in keeping with CASWE Accreditation Standards. The School requires Field Instructors to have a minimum of a Bachelor of Social Work Degree with two years of post-degree professional experience in the area of practice. The setting and organizational structure should be such that students are allowed a fairly wide range of learning experiences and social work functions to support generalist social work practice. Learning opportunities should reflect the micro, mezzo and macro levels of intervention.

Page 41 of 50 Considerations

The School of Social Work and Human Services values the expertise of Field Instructors and also welcomes the participation of many diverse and other 'non-traditional' agencies where the opportunity for community development work and other experiences are plentiful. The

professional qualifications and field experience of potential Field Instructors in these cases will be assessed on an individual basis.

Field Instructor Criteria

The Bachelor of Social Work Program at the University of the Fraser Valley is accredited by the Canadian Association of Social Work Education (CASWE). Field Education is a key component of our BSW program. We believe the role of the Field Instructor is critical to the development of the student’s learning experience and their development as a future social worker.

We are committed to seeking qualified field instructors who demonstrate a commitment to the values and ethics of the Social Work profession.

Requirements of Potential Field Instructor

 Bachelor of Social Work (BSW) or Masters of Social Work (MSW) Degree  Minimum of two years of relevant experience

 Sufficient experience in the specific setting to be able to interpret the work of that agency.

 Interest and enthusiasm to provide field instruction to students  Interest in social work education and teaching

 Eligible for registration with the BC College of Social Workers

UFV Expectations of Field Instructors Willingness to:

o Abide by UFV School of Social Work and Human Services’ policies and procedures

o Coordinate, facilitate and evaluate the student's learning in the practicum

o Be in constant and clear communication with the School at all times and complete all necessary student evaluations and other required paperwork

Page 42 of 50

o Attend and participate in the School’s seminars, workshops, and conferences on Field Education as appropriate

Demonstration of:

o Professional behavior with regard to the University of the Fraser Valley’s statement on Human Rights, Sexual Harassment, the Canadian Association of Schools of Social Work's Standards of Professional Social Work Practice, the Canadian Association of Social Workers' Code of Ethics

o Knowledge and skills essential for competent practice

o Understanding of the field placement education model

o Creativity, flexibility and independence

o Continued professional development Commitment to:

o Anti-oppressive practice with students, clients, and within their organization.

o Provide the student with opportunities to become involved in practice activities

o at the micro, mezzo and macro levels of practice

o Provide an orientation for the student:

 to the agency's total program and its relevant communities

 to the agency's safety policies and procedures and ongoing support to ensure safety in the field

 to legal and ethical issues specific to the agency’s mission and programs.

o To engage the student in learning to apply social work theory to practice with the knowledge base of the profession

o Be prepared and available for ongoing consultation and provide weekly supervision

o Inform the Faculty Field Liaison promptly of performance, administrative or competency issues related to the students.

o Work cooperatively with the School in evaluating the student and the Field Education program

Page 43 of 50 Considerations

 In the absence of the above specified criteria, educational background and field

experience is considered for persons wishing to supervise students in a placement. We recognize that there may be people with a variety of backgrounds, levels of enthusiasm and field practice who would be interested in providing field instruction to social work students. We encourage those people who are interested in supervising student

placements to contact the Field Education Office provided they are able to ensure that a social work perspective is reinforced throughout the educational process. In such cases, a Social Work Consultant model is used.

 The School is continuously developing links with a wide range of placement settings to provide diverse learning experiences for our students. Placements will vary from large to small organizations and grassroots agencies where the value and expertise of staff are recognized. Potential Field Instructors who are interested in providing a valuable social work educational experience work in a number of different social service settings, including community justice programs, hospitals, child and youth services, shelters and mental health agencies are encouraged to complete an application for Field Instructors or contact the Field Education Office at the UFV School of Social Work and Human Services.

 Many agencies adopt a team approach to field instruction. The principal members of the team are the Field Instructor and Student; however, there are many others who play an important role in the field education experience. Agency staff from other disciplines may also contribute to the field education process and, indeed, the School of Social Work supports and encourages a multi-disciplinary field education experience.  If the field instructor and the student have had a pre-existing professional or social

relationship, this information should be shared with the Field Education Office so that the appropriateness of the placement can be determine

Training and Orientation

We recognize and value the contribution of our field instructors and strive to keep them informed and oriented to the UFV Field Placement Social Work program. We offer training sessions throughout the year in various locations across the Fraser Valley and the Lower

Page 44 of 50 Mainland. We also host a Field Practice Conference every second year in January for Field Instructors and students.

Supervision of Students

Our program requires that students receive a minimum of one hour of direct, scheduled supervision each week. There is flexibility in how this supervision is scheduled, given that it is agreed upon by the student and the field instructor. There is an expectation that students are prepared for the supervision sessions. This is an opportunity to reflect on cases and integrate theory to practice.

Potential Field Placement Difficulties

At certain times in the course of the field placement, difficulties or concerns may arise with respect to the learning experience or the field instruction process.

At the earliest possible time, the Field Instructor, the student, and the Faculty Liaison have a responsibility to identify and deal with issues, concerns, or potential issues.

The school has a policy in place to deal with difficulties in the field. This policy can be found in the policy section of this manual.

Harassment and Discrimination

Incoming UFV students are informed of their right to study in an environment free from harassment and discrimination at Student Orientation events held every September.

Information regarding harassment and discrimination is published in the New Student’s Guide to UFV as well as the University Calendar. Bachelor of Social Work students in particular are apprised of their rights under BC’s Human Rights Code while enrolled in SOWK 312: Legal Knowledge for Social Work Practice.

Information from the UFV Human Rights and Conflict Resolution webpages http://www.ufv.ca/hrcro.htm

The University of the Fraser Valley is committed to providing an environment supportive of working, teaching, scholarship and research, and the fair treatment of all members of the University community. The basis for interaction among all members of the University is mutual respect, co-operation, and understanding.

Harassment of any kind violates fundamental rights, personal worth, and human dignity. All members of the University community are entitled to an atmosphere free of harassment while pursuing university-related activities.

Page 45 of 50 The Human Rights and Conflict Resolution Office provides confidential services to

students, faculty, staff, and administrators at the University of the Fraser Valley, who seek advice, assessment, and assistance in the resolution of interpersonal conflicts between members of the University community.

The Office is responsible for ensuring that the University's Harassment Prevention Policy is enforced and that members of the University community comply with British

Columbia's Human Rights Code.

The Human Rights and Conflict Resolution Office will assist complainants to determine whether their request falls within the jurisdiction of the Office and, if not, where they might be referred in order to address their concern. If the issue does fall within the jurisdiction of the Office, the Officer will offer services to assist the individual to seek redress for his or her concerns.

The Harassment Prevention Policy applies to all members of the University community. The University community includes individuals who are either students or employees of the University, or who have been students or employees of the University within the previous six months prior to any complaint being made.

Service providers, contractors, independent societies, and associations operating on campus, and their employees, agents and visitors, must conduct themselves in a manner consistent with UFV's Harassment Prevention Policy.

What If The Behaviour Takes Place Off Campus?

Harassment is prohibited either on campus or off campus if university-related activities are taking place. Harassment prohibited under this policy may occur on campus or off campus during university-related activities.

For additional information, or to schedule a confidential appointment, please contact: Kim S. White, Cert.Con.Res., M.A., R.C.C.

Human Rights Advisor

Office: Abbotsford Campus, Building A, Room 273 Telephone: 604.864.4660

Page 46 of 50 Vicarious Trauma in The Field Placement

Vicarious trauma is a normal reaction to stressful and sometimes traumatizing work with clients. (Grobman, p. 102)

Given the nature of the situations that social work clients often experience, students can and do experience symptoms of vicarious trauma while in field placement.

It is important for students to educate themselves in this area and make themselves aware of the symptoms. It may be helpful to plan for counseling support through UFV Student Services http://www.ufv.ca/counselling/ or other resources to allow for emotional health while in the field placement.

We strongly suggest Field Instructors and Students discuss secondary trauma prior to and during the field placement to ensure there is an awareness of its existence, symptoms, prevention, and treatment.

SECTION 8: GUIDELINES AND POLICIES RELATED TO FIELD