bsw field practicum & seminar course manual · the canadian association of social work...
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FACULTY OF HEALTHSchool of Social Work http://dal.ca/socialwork
BSW FIELD PRACTICUM & SEMINARCOURSE MANUALA Guide for Distance and Campus Students, Agency Instructors and Faculty Advisors
CONTACT
School of Social Work,Dalhousie University3rd Floor, Campbell BuildingSuite 3201-1459 LeMarchant Street,P.O. Box 15000Halifax, NS B3H 4R2Tel: 902-494-3760Fax: 902-494-6709Email: [email protected]://dal.ca/socialwork
Mailing Address:School of Social Work1459 LeMarchant Street, Suite 3201PO Box 15000Halifax, NS B3H 4R2 Canada
Field Personnel: Cyndi Hall MSW, RSW Field Education Coordinator Direct Line: 902-494-6354 Email: [email protected]
Rose Scott-Lincourt MSW, RSWDistance Field Placement CoordinatorTel: 902-494-4310Email: [email protected]
Sherry LaporteField Education AssistantTel: 902-494-1187Email: [email protected]
The Field Education Coordinator is responsible to manage, innovate and sustain the development and delivery of field education resources, policies, procedures, objectives and new initiatives, and implement all aspects of the BSW and MSW campus and distance field courses. The Field Education Coordinator also co- manages and co-directs all aspects of the Dalhousie School of Social Work Community Clinic and supervises the Distance Field Placement Coordinator and Field Education Assistant.
For the purpose of this manual, Field Coordinators refers to Cyndi Hall (for campus field coordination) and Rose Scott Lincourt (for distance field coordination).
The School of Social Work gratefully acknowledges the significant contribution made by Agency Field Instructors and placement agencies to social work education.
Effective date September 2017.
FACULTY OF HEALTHSchool of Social Work http://dal.ca/socialwork
CONTENTS | BSW Field Education Course Manual
INTRODUCTION ................................................................................................... 1BSW FIELD PRACTICUM AND SEMINAR COURSE OBJECTIVES .......................... 2 COURSE COMPONENTS ...................................................................................... 3 REQUESTS FOR ACCOMMODATION .................................................................... 3
PLACEMENT ......................................................................................................... 4SECTION 1: Role and Responsibilities of Field Coordination .......................... 4SECTION 2: Pre-Placement Processes and Requirements ........................... 5Student Submission ........................................................................................... 5Field Proposal ..................................................................................................... 5Important Dates for Submissions and Placement Schedules .......................... 6Preparing for the Interview ................................................................................ 6Submission and Placement Dates ..................................................................... 7SECTION 3: Difference in Processes Between Distance and Campus Student Placement Coordination .............................................................................. 8Campus ............................................................................................................. 10Distance ............................................................................................................ 10SECTION 4: Block versus Part Time Placements ........................................ 10
ROLES AND RESPONSIBILITIES ......................................................................... 11 SECTION 1: Agency Instructor ................................................................... 11 Training for Agency Instructors ....................................................................... 11Social Work Continuing Education Course Credit .......................................... 12Agency Instructor Responsibilities .................................................................. 12 SECTION 2: Student Responsibilities ......................................................... 13 SECTION 3: Faculty Advisor Responsibilities ............................................. 14
PEDAGOGICAL APPROACH TO BSW FIELD EDUCATION .................................... 15 SECTION 1: Developing Self Awareness and Critical Analysis ................... 15SECTION 2: Integrative Seminars ............................................................... 15SECTION 3: Developing the Learning Contract .......................................... 16 Learning Goals and Objectives ........................................................................ 16Sample Goals and Objectives ........................................................................... 17Approval for Workshops to be Counted as Field Hours .................................. 17SECTION 4: Framework for Practice Paper ................................................ 17 SECTION 5: Evaluation Criteria .................................................................. 18SECTION 6: Evaluation and Grading ........................................................... 20
PROCESS FOR DIFFICULT SITUATIONS .............................................................. 22
EXCEPTIONAL PLACEMENTS ............................................................................. 23SECTION 1: Place of Employment Placements .......................................... 23 Submission for Place of Employment Placement ........................................... 24Process for Review ........................................................................................... 24SECTION 2: International Placements ....................................................... 25
CONFIDENTIALITY ............................................................................................. 26
INSURANCE ....................................................................................................... 26
APPENDICES...................................................................................................... 27
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CONTENTS
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INTRODUCTION | BSW Field Education Course Manual
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INTRODUCTION
The practicum component of social work education has consistently been reported to be one of the most rewarding experiences of the degree as it provides opportunity to practice in the field the concepts taught in the rest of the curricula. Students interface with agency staff and clients in a real setting and develop direct practice skills to prepare for career opportunities after graduation. This manual provides an overview of Field Education, explains how placements are coordinated for BOTH distance and campus students.
The Canadian Association of Social Work Educators (CASWE) Standards for Accreditation states that:
“Field Education is considered a central component of social work education because the integration of knowledge, values and skills in the context of field education is a critical and distinctive aspect of social work education. The purpose of Field Education is to connect the theoretical/conceptual contributions of the academic setting with the practice setting…” (CASWE Standards of Accreditation, August, 2014, p.13).
Students are required to complete 700 hours in a practice setting and demonstrate an entry level ability to understand and carry out the broad objectives of the SSW field course.
The School of Social Work, Faculty of Health and Dalhousie University policies govern the Field Practicum & Seminar Course. Please see the School of Social Work Student Orientation Manuals (campus or distance) for a comprehensive listing. The following policies are provided in the Appendices:
• Appendix I. Faculty of Health Guidelines for the Student Use of Social Media and Electronic Communication in Practice Settings: https://cdn.dal.ca/ content/dam/dalhousie/pdf/healthprofessions/School%20of%20Social%20Work/Social_Media_Guidelines.pdf
• Appendix II. Faculty of Health policy on Suspension or Dismissal from a Program on the Grounds of Professional Unsuitability: https://cdn.dal.ca/ content/dam/dalhousie/pdf/healthprofessions/Current%20Students%20-%20Policies%20and%20Procedures/Professional_Unsuitability_-_University_ Regulations_-_Senate.pdf Procedure: https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/Current%20Students%20-%20Policies%20and%20Procedures/FHP_ Professional_Unsuitablity_Procedural_Guidelines_-_revisi.pdf
• Appendix III. Dalhousie University Sexual Harassment policy and procedure: https://cdn.dal.ca/content/dam/dalhousie/pdf/dept/university_secretariat/policy-repository/SexualHarassmentPolicy.pdf
• Appendix IV. Faculty of Health policy on Grade Reassessment and Appeals of Practice/Fieldwork Experiences: https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/Policies%20-%20Clinical%20Fieldwork%20Placements/gradereassess.pdf
• Appendix V. Sample copy of Dalhousie University Clinical / Fieldwork / Education Agreement
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BSW FIELD PRACTICUM AND SEMINAR COURSE OBJECTIVES
The Dalhousie School of Social Work has access to a wide variety of settings for placements across the region including Government, Community Based Agencies and Health Authorities. We also maintain a database of organizations across Canada that offered placements in past years to assist distance students if they cannot locate a placement independently in their home community. Both distance and campus students must accomplish the following objectives:
BSW Field Course ObjectivesStudents will have successfully completed the field course (placement and seminar) when they have: • Acquired the knowledge and skills required to effectively practice critical social
work with individuals, groups and/or communities by providing a range of services from the simple to the complex
• Practiced in a manner that respects diversity and demonstrates an understanding of the significance of social identity
• Demonstrated the ability to critically analyze the relationships between societal structures, justice and equity, and the role of the placement agency in service delivery
• Demonstrated an understanding of the location of the placement agency in the service delivery system and the appropriate use of community resources
• Developed a personal framework for social work practice which integrates theory, knowledge, values and skills and demonstrates appropriate critical social work interventions
• Developed the ability to effectively and ethically practice social work, especially in situations of conflict, showing good judgment, an openness to learn, an understanding of privilege, critically reflective self-awareness and the appropriate use of the self in practice
• Demonstrated a commitment to practicing social work consistent with a critical understanding of the ethical and professional values and standards contained in the Social Workers Code of Ethics and Standards of Practice
Field Education at the SSW is based on adult education principles which build on existing knowledge and experience. There is an opportunity, under agency and faculty supervision, to develop a broad range of practice knowledge and skills in fields such as individual, group and community work, social policy and research, sufficient to meet the requirements of an entry level professional position. The student becomes proficient in situations requiring intervention, and can recognize the need for influencing policy, program or process within the placement agency in order to carry out professional responsibilities.
The Field Practicum and Seminar course is taken at or near the end of a student’s program. The prerequisites for field are SLWK 2010, 2111, 2222, 2333 (2334/35) and 2444. The co-requisites for this course are SLWK 3030, 3012, 3085, 3220 and 4010.06. For information on registration, please consult the Dalhousie University Calendar. Distance students please direct questions to the SSW Distance Educa-tion Assistant, Josyl Headley, at (902-494-2703) or [email protected]; campus students please direct questions to the Student Services Coordinator, Linda Smith, at (902-494-1343) or [email protected].
BSW FIELD PRACTICUM & SEMINAR COURSE OBJECTIVES | BSW Field Education Course Manual
COURSE COMPONENTS AND REQUESTS FOR ACCOMMODATION | BSW Field Education Course Manual
COURSE COMPONENTS
The BSW Field Practicum and Seminar course consists of:
• Agency-based field work (700 hours) • Participation in an integrative seminar facilitated by the Faculty Advisor.
Students have an opportunity to discuss their placement experiences with other students and to further demonstrate the integration of theory and practice. All students must participate in the seminars. In order to access the seminar students must be registered in the field course.
• A paper on the student’s Social Work Framework for Practice • Presentation of the Framework for Practice at a meeting in the placement
agency attended by the Agency Instructor, other interested agency personnel, and the Faculty Advisor (campus advisors attend and distance advisors can be invited via teleconference). The outline for the presentation must be discussed with the Faculty Advisor prior to the presentation and it is expected that campus based Faculty Advisors attend the presentation.
Please Note: Coordinating placements involves many people and documents, whether locally or at a distance so it is CRITICAL that deadlines are respected and communication is effective and timely. Students are required to check Dal email and voice mail and respond to messages promptly and professionally.
Advisors in the Student Accessibility Centre serve as Dalhousie’s experts on student accessibility and accommodation (www.dal.ca/access). Their work is governed by Dalhousie’s Student Accommodations Policy to support student learning: https://cdn.dal.ca/content/dam/dalhousie/pdf/dept/university_ secretariat/policy-repository/StudentAccomPolicy_Nov252014-V3(2017Sept).pdf. Jen Davis is the Accessibility Advisor for students in the Faculty of Health and can be contacted by social work students regarding their specific questions ([email protected]). She works with students who request accommodation as a result of:• (dis)Ability • religious obligation • an experienced barrier related to any other characteristic protected under
Canadian Human Rights legislation
Whenever possible the request for accommodation should be made in advance of the start of the Field Practicum & Seminar course so that a decision can be made as to what is needed and available and roper supports can be accessed. We strongly advise any student who might need accommodation and/or advising to contact Jen Davis as early as possible.
The School of Social Work’s Accommodation Policy (https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/School%20of%20Social%20Work/ Accessibility_and_Accommodation_Policy.pdf) designates an Accommodations Officer each year. The Accommodations Officer is available to discuss student accommodation needs and also consults with the Field Coordinators regarding student accommodation needs.
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REQUESTS FOR ACCOMMODATION
PLACEMENT
Section 1: Role and Responsibilities of Field CoordinationCyndi Hall ([email protected]) is responsible for field placement coordination for BSW campus students. Rose Scott-Lincourt ([email protected]) is responsible for field placement coordination for BSW distance students. The SSW supports an approach that, wherever possible, students’ interest and preferences for particular agencies or sites are explored. The Coordinator negotiates field placements by matching student learning needs with placement settings and learning opportunities.
In every case (both distance and campus) students are contacted to discuss their submission and request any revisions. Potential Agency Instructors are contacted to verify interest and availability, confirm what learning opportunities are available and ensure supervision standards can be met. It is expected that distance students will identify up to three options in their home community, to assist efforts of the School.
Specifically, the Field Coordinators:
1. Review the student field submissions after the due date and notifies studentsof any revisions needed.
2. Evaluate individual learning needs in the context of prior student experiences,education and the overall objectives of the Field Practicum and SeminarCourse.
3. Approve all placements (Place of Employment proposals are reviewed andapproved by both Field Coordinator and BSW Chair).
4. Ensure all Agency Instructors meet the criteria established by the School andthe CASWE Standards of Accreditation by providing orientation and training(please see Agency Instructor role section for details and access to onlinemodules)
5. Ensure confirmation materials (that include contact information for eachperson) are received by the Student, Agency Instructor and Faculty Advisor.
6. Negotiate Affiliation Agreements with sites locally and across Canada for dis-tance delivery as every site must have these contracts in place in order to hosta student.
7. Liaise with various Affiliate Placement Offices of Health Authorities tocommunicate site specific requirements to students and ensures compliancewith these policies and procedures.
8. Resolve complex issues that occur in a placement that cannot be addressedthrough typical methods and consults with the Agency Instructor, FacultyAdvisor and others as deemed appropriate in these matters.
PLACEMENT | BSW Field Education Course Manual
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PLACEMENT | BSW Field Education Course Manual
PLACEMENT
Section 2: Pre-placement Processes and Requirements
Student SubmissionThe following four documents must be received on the appropriate due date (please see page 7 for due dates for each category of field placement):
1. Student Information Form - a fillable PDF available at https://www.dal.ca/faculty/health/socialwork/programs/field-education/bsw-field-placements.html
2. Current resume - in MS Word or PDF
3. Field proposal (see description below) - in MSWord or PDF
4. SIGNED Student Acknowledgement Agreement - available to download at:https://www.dal.ca/faculty/health/socialwork/programs/field-education/bsw-field-placements.html; please print, sign and scan.
This Field package is submitted electronically to [email protected]. Please attach each of the 4 components as its own document (i.e. 4 attachments to the email). Do not merge the documents into one file.
Please note: Due to the volume and time sensitivity of arranging placements, late or incomplete submissions cannot be accepted.
Field ProposalThe field proposal has two main purposes: 1. The Field Coordinator needs to have information to assist in securing the best
fit for each student’s learning needs and the potential agency’s requirementsand expectations.
2. The agency gets to know about the student placement candidate, their writingstyle and ability and why the agency has been approached to offer a placementfor a particular student.
The Proposal must:
• be typed, 3 to 4 pages (regular font, double spaced)• have good structure, syntax and use of language• have clarity in expression of ideas• be broad and general enough to apply to more than one site as the student’s
first option may not be possible
Introduction:
• write a clear, concise introduction to why you decided to study social workand what your interests are within the profession and introduce your areas ofinterest
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PLACEMENT | BSW Field Education Course Manual
PLACEMENT
Field Proposal (continued)Body:
• describe highlights of your experience that have contributed to your social work-related knowledge, skills and social issues of interest
• describe your strengths, abilities and areas for further development • discuss social issues of interest and relate to your experience if applicable • describe the broad contexts of social work practice within which you seek to
be placed and do not narrow it to one site • include initial learning goals and objectives (without being too specific) so the
Field Education Coordinator and prospective field agency can determine whether these can be met in a particular setting
• include reference to the course objectives for BSW Field (listed on page 2)
Conclusion:
• summarize and conclude with repeating the areas of practice that are of interest and reflect the 3 choices reported on the Student Information Form
Proposals that do not meet the above requirements will be returned for revision prior to work beginning on coordination of your placement.
Important Dates For Submissions and Placement SchedulesThis information applies to both distance and campus student placement coordination.
After the student submission (see above for instructions and criteria for student submission) is reviewed and it is determined that the proposed agency(ies) are accepted, the Field Coordinator or designate contacts the agency to gauge interest and availability of a placement and verify learning offered. The supervision requirements are discussed as well as any other needs distinct to the particular site (for example criminal record checks, child abuse registry checks, vulnerable sector check, immunizations requirements and insurance issues).
An interview must always take place for both distance and campus students before a placement is confirmed. Faculty Advisors are assigned and informed of the placement details and students are organized into seminars through the registration process.
Preparing for the Interview It is advisable to research the potential placement agency so you can be familiar with its structure and mandate. It is also helpful to have your general learning goals in mind as that is often the first question the agency asks of a potential student. Bring a copy of your resume and proposal for discussion.
Please Note: It is the student’s responsibility to contact the Field Coordinator and report the results of the meeting. The Coordinator will contact the agency for their feedback on the meeting and the placement is either confirmed or the next agency is approached.
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Submission and Placement Dates
BSW Placement Type Submission Due Date General Start / Finish Dates
Campus Part time (3 days per week)
April 30 September - May
Campus full time (5 days per week)
January 15 April - August
Distance Part time (3 days per week)
August 30 January - August
Distance Full time (5 days per week)
January 15 April - August
PLACEMENT
PLACEMENT | BSW Field Education Course Manual
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PLACEMENT
Section 3: Difference in Processes Between Distance and Campus Student Placement Coordination
Over time it has become evident that more clarity and support is needed for distance students who are completing the field course, SLWK 4034/35. This section is meant to provide clarity regarding how distance students prepare and plan for the field placement of their Social Work education, what needs to be considered in the planning process, and how to communicate effectively with the School to achieve success.
SLWK 4034/35 is different from all of the other courses taken online in that the student must be in an agency under the supervision of a qualified Agency Instructor. Students must comply with hours and scheduling of the agency’s work and most social service agencies can only provide supervision during a regular work week (some exceptions exist). Typically studying by distance allows for time flexibility and readings/assignments can be completed after regular work hours. Field placements generally do not fit with the rest of the education experience of online learning and that must be accounted for in planning.
The other main point to make clear is the pre-placement planning that is required for distance versus campus students. Both groups submit the same information and the due dates are planned in such a way that there is ample time to identify and secure a placement. What is different is distance students are able to make the initial contact with perspective agencies of interest to gauge availability and collect the contact information for the Field Coordinator and Field Assistant. We need this because we do not have relationships with all of the agencies distance students are approaching.
However, it is not recommended to do too much planning prior to the due date because the School must approve the placement only after reviewing the student submissions. Once the student’s plan is approved, distance students submit their resume and proposal directly to the desired agency and arranges an interview. In contrast, campus placement agencies (and local distance placements) are initially approached by the Field Coordinator and the student information is sent by the School. During this phase of the process all students need to communicate effectively with the School and provide any information requested in a timely way.
Lastly, there are differences with competition dynamics that campus and distance students experience. Campus students are competing with a large group of fellow students in a defined geographic area in the same social service and health systems, often vying for the same sites. While distance students do not have that concern they are in competition with other local universities and community colleges and there can be restrictions in the number of placements as a result. Regardless of delivery mode, the Field Coordinator, Field Assistant and distance education staff are available to provide accurate information, guidance and support.
PLACEMENT | BSW Field Education Course Manual
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PLACEMENT
The following table highlights the similarities and differences between Campus and Distance Field Coordination.
Distance Campus
Make contact with preferred sites to gather all contact information required by the school and gauge interest/ availability of site. Be available to discuss placements with Field Coordinator.
Do not make contact with preferred sites. Be available to discuss placements with Field Coordinator.
Student sends student submission to site for review.
Coordinator sends student submission to site for review.
Interview takes place prior to approval of placement. Once initial contact has been made by the School, the student and perspective agency staff organize the meeting.
Interview takes place prior to approval of placement. Once initial contact has been made by the School, the student and perspective agency staff organize the meeting.
Communication between agency, school and student to confirm placement or approach a new agency.
Communication between agency, school and student to confirm placement or approach a new agency.
Student is responsible for keeping coordinator apprised of all developments in securing placements.
Student is responsible for keeping coordinator apprised of all developments in securing placements.
Field Coordinator ensures all health authority site requirements are completed and the institution notified.
Field Coordinator ensures all health authority site requirements are completed and the institution notified.
Field Coordinator provides orientation/training to all agency instructors and faculty advisors.
Field Coordinator provides orientation/training to all agency instructors and faculty advisors.
The School provides confirmation documents to all involved.
The School provides confirmation documents to all involved.
PLACEMENT | BSW Field Education Course Manual
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PLACEMENT
CampusCampus students and local distance students must not make contact with potential placement agencies or personnel unless directed to do so by the Field Coordinator. The Coordinator ensures the agency receives the student submission for review. This is due to a high volume of placements and the importance of maintaining a single point of contact to retain positive working relationships with community agencies. Many larger organizations also have specific protocols in place in response to planning for student placements. Numerous requests are made from various educational institutions, both locally and nationally, so it is very important to respect the operational requirements.
Campus students: Await contact from the Field Coordinator regarding results of requests and whether there is possibility of placement with the agencies identified on the Student Information Form. Be available to attend an interview to determine if it is a fit for both student and agency. Notify the Coordinator of the results of the meeting and await confirmation of the placement.
DistanceIn direct contrast, distance students are required to make initial contact with potential field agencies, explore interests, opportunities and availability with agency personnel, and communicate with the Field Coordinator the relevant con-tact information (See Student Information Form) and planning as it occurs. The distance student sends their information to the agency for review. Distance stu-dents know their community and much more about the social service systems in their geographic area so can best identify a suitable placement site. If a student is having difficulty the Field Coordinator should be notified to discuss the situation.
Distance students: Include all of the information requested on page 2 of Student Information Form; make the initial contact with prospective placement agencies to discuss placement opportunities. Distance students arrange the interview and notify the Field Coordinator of the outcome of meeting with the prospective agency and await approval of the placement.
Section 4: Block versus Part Time PlacementsStudents have two options to complete the Field Practicum and Seminar Course: on a part-time basis, 3 days per week, or full time 5 days per week within the designated placement period. The decision to complete a block versus part time placement is based on a number of factors: the nature of the placement, agency needs, academic planning for the student and the learning appropriate to a BSW placement. There are also some sites that prefer block placements and some that do not specify.
Students seeking a block placement are advised to consult first with the Field Coordinator to fully discuss the placement context and the individualized learning goals. The Field Coordinator may consult with the BSW Program Coordinator on any academic considerations which influence the selection of a part-time or full-time placement. The BSW Program Coordinator and Field Coordinator may advise the student on the merits of each in relation to the student’s academic needs, any individual challenges and how they may impact on choosing block versus part time.
PLACEMENT | BSW Field Education Course Manual
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ROLES AND RESPONSIBILITIES | BSW Field Education Course Manual
ROLES AND RESPONSIBILITIES
Section 1: Agency Instructor
Selection Criteria for Agency InstructorsAgency Instructors (AI) must meet the criteria as stipulated in the CASWE Standards for Accreditation (2014) and approved by the BSW Committee. The criteria are outlined below.
Taken from the CASWE Standards for Accreditation (2014) and endorsed by the BSW Committee, selection of Agency Instructors adheres to the following criteria:
“SB 3.2.21 - Field Instructors at the BSW level ... normally hold, at a minimum, a BSW degree from an accredited social work program, have two years of social work practice experience after graduation with a degree from an accredited social work program; are interested in social work education and have support from the setting to permit adequate time for assuming field instruction responsibilities (page 16).”
If the Agency Instructor does not have a BSW degree, there are two options:
1. A second Agency Instructor, who meets the above requirement, is secured.With this option, there are two instructors who carry distinct responsibilitiesfor supervision and evaluation of the student. The experienced, agency-based,non-social work prepared instructor is responsible for the day-to-daysupervision and assignment of work. The non-agency based, BSW socialworker is responsible for consulting with the student on a regular basis inperson, by telephone and/or by email to ensure a social work perspective.These arrangements must be made prior to confirmation of the placement.
2. The School-assigned Faculty Advisor can play an enhanced role, taking on theresponsibility to have additional contact with the student and facilitatediscussion to deepen a social work practice perspective.
Please Note: A person currently undertaking MSW studies at Dalhousie University is not eligible to be the Agency Instructor for a Dalhousie BSW student.
Training for Agency InstructorsField Coordinators provide orientation to prepare for the role and discuss student learning needs, either in person or by telephone. In addition, we offer Agency Instructors/preceptors online training that consists of four main modules: 1. Role of the preceptor;2. Teaching and Learning Styles;3. Evaluation and Feedback;4. Supporting Students’ Learning needs.
These materials can be found at: http://preceptor.learningandteaching.dal.ca/. We strongly encourage Agency Instructors to complete this training to support the role and enhance the student experience. The password for the video listed in the Related Resources section of the training modules is 1818#.
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ROLES AND RESPONSIBILITIES
Social Work Continuing Education Course CreditIn recognition of the contribution of the Agency Instructors we offer a Social Work Continuing Education Course Credit to the maximum amount of $300.00. If an Agency Instructor selects a course which costs more than this amount, they must pay the difference.
A current course listing of the Social Work Continuing Education Courses can be found online at: http://socialwork.dal.ca/Continuing%20Education/ Current%20Programs/ or by contacting the Continuing Education Office at [email protected] and requesting the current brochure.
Agency Instructor ResponsibilitiesThe Agency Instructor is responsible to:
1. Arrange and conduct an interview with the prospective student to determine if the placement is an appropriate teaching and learning match for the agency, agency staff and student. The site must be able to meet the student’s learning goals and the objectives of the BSW Field Course (see page 2).
2. Communicate the results of the interview to the Field Coordinator.
3. Prepare for the student coming to the agency by providing a thorough orientation: • ensuring that work space is available • arranging for attendance at relevant meetings • planning work assignments • arranging for other staff to be involved with the student placement by job shadowing, co-facilitating groups or other joint activities with the student • introducing the student to agency staff and clients (where applicable) • making relevant policy and program manuals available • discussing the organizational structure of the agency, the services provided and the profile of the population served • ensuring that the student is aware of other agencies with which the field agency interacts on a regular basis
4. Provide an opportunity and encourage the student to visit other agencies and become familiar with community resources.
5. Oversee the completion of the Learning Contract (see page 14) in collaboration with the student and the Faculty Advisor. Assist the student in drafting learning goals and objectives specific to the placement. There will be a meeting (campus) or teleconference (distance) to discuss and finalize the Learning Contract with Faculty Advisor and student.
6. Hold regular supervisory sessions with the student as specified in the Learning Contract. Be available as needed to offer consultation and support to the student.
7. Have primary responsibility for overseeing the student for the duration of the placement and arranging for another supervisor if absent either temporarily or permanently.
8. Follow the procedure outlined in this manual for Dealing with Difficult Situations.
9. Maintain ongoing liaison with the Faculty Advisor.
10. Contribute to the final evaluation process.
ROLES AND RESPONSIBILITIES | BSW Field Education Course Manual
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ROLES AND RESPONSIBILITIES | BSW Field Education Course Manual
ROLES AND RESPONSIBILITIES
Section 2: Student ResponsibilitiesThe Student is responsible to:
1. Submit the Field Proposal (see page 5), Student Information Form and a current resume by the applicable due date (see schedule on page 7). The Field Coordinator reviews all submissions and then contacts each student to discuss and clarify goals, interests and the proposed sites to determine availability of placement and the best fit for each student’s learning needs.
2. Be available to attend meetings or interviews and respond to all requests from the school in a timely manner.
3. Inquire about and comply with the health regulations and other policies and procedures as required by the agency (for example: immunizations, criminal record checks).
4. Assist the Faculty Advisor in arranging a meeting with the Agency Instructor to finalize the Learning Contract. This should be done within the first two weeks of a block placement and the end of the first month of a part-time placement.
5. Maintain contact with the Faculty Advisor for ongoing consultation and support. If difficulties arise the student and/or the Agency Instructor are expected to contact the Faculty Advisor as soon as possible (see page 22).
6. Participate in all integrative seminars offered online for distance students and in the classroom for campus students. All seminars must be attended as they comprise part of the overall evaluation of the Field Practicum and Seminar course.
7. Prepare for supervision with the Agency Instructor (weekly or bi-weekly) to ensure that the learning goals and objectives are being met and there is time for feedback and discussion.
8. Notify the Agency Instructor and other appropriate personnel in the event of absence. This should be done as far in advance as possible to minimize the impact on clients and colleagues.
9. In preparation for the mid-placement evaluation prepare a written summary of progress in the field placement for discussion with the Agency Instructor and the Faculty Advisor.
10. Prepare and submit the Framework for Practice paper and present it to the placement agency (See Page 18 for detailed explanation).
11. Maintain conduct in keeping with the current Canadian Association of Social Workers Code of Ethics, the relevant provincial social workers’ Code of Ethics and the Standards of Practice and agency expectations.
12. Consider student membership in the appropriate provincial regulatory body.
13. Register for the BSW Field Practicum and Seminar course (SLWK 4033 for campus and SLWK 4034/35 for distance) before the placement begins. Questions related to registration for distance students should be addressed to the Distance Education Assistant, Josyl Headley at (902) 494-2703 or [email protected] and for campus students to the Student Services Coordinator, Linda Smith at (902) 494-1343 or [email protected].
14. Read the BSW Field Manual carefully. The manual and all forms are available at: http://socialwork.dal.ca/Educational%20Programs/Field%20Education/.
15. Check the website and list serve regularly for announcements. 13
ROLES AND RESPONSIBILITIES
Section 3: Faculty Advisor ResponsibilitiesThe Faculty Advisor oversees and monitors the process and content of student learning in the field placement, facilitates the integrative seminar and confers the final grade. It is important to maintain contact with both the Agency Instructor and student throughout the course of the placement. The Faculty Advisor (FA) is responsible to:
1. Review seminar syllabi and the Student Acknowledgement Agreement content with all students during the first seminar.
2. Meet/teleconference with the student and the Agency Instructor a minimum of three times during the placement:
• At the beginning of the placement to finalize the Learning Contract (important to be done during the first two weeks of block placement and by the end of the first month in a part time placement). It is expected that the student circulate the Learning Contract for feedback prior to this meeting. Minor changes may be made to the learning goals and objectives during the placement with the agreement of all parties;
• At mid placement to review progress toward the learning goals and make necessary changes to the Learning Contract if required; concerns related to successful completion of the Field Education Course should be discussed at this time.
• At the end of the placement to participate in the final evaluation meeting/ teleconference and assign a grade (see page 21).
3. Comply with the process and documentation provided by the Field Assistant for tracking required paperwork.
4. Notify the Field Coordinator of problems/issues which may affect the outcome of the placement.
5. Submit all documentation (the Learning Contract, mid placement check in and the Final Evaluation) to the Field Assistant at the end of term.
6. Provide guidance and support to students throughout the placement including the development of the Framework for Practice paper and presentation.
7. Coordinate tasks associated with the completion of the Final Student Evaluation, including:
• Receive the evaluation completed by the student and Agency Instructor, complete the FA portion and submit the signed copy to the Field Assistant.
• Review the outline of the Framework for Practice presentation and attend the presentation (distance FAs are exempt from this expectation but could arrange teleconference to listen).
• Grade the Framework for Practice paper in accordance with the criteria (page 18).
• Confer the final grade and enter the grade into the DalOnline system.
• Ensure that all final evaluation documentation is received by the Field Assistant.
ROLES AND RESPONSIBILITIES | BSW Field Education Course Manual
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Section 1: Developing Self Awareness and Critical AnalysisProfessional programs require students to become self-aware and use their critical analysis and awareness to inform professional practice. Furthermore, the program goals of the BSW at the Dalhousie School of Social Work state that we facilitate graduation of students who “have learned and internalized principles and processes of critical reflection and analysis.”
Becoming proficient in critically reflective analysis involves learning both from academic knowledge and through personal and professional experience to develop the skills that embody the following:
• standing back from one’s own taken-for-granted assumptions, biases, beliefs and values in order to assess and act on practice situations
• expanding one’s understanding and options by framing practice situations from multiple perspectives
• critiquing and reframing problems within broader socio-political and moral perspectives considering and taking action that is informed by this reframing
• being able to articulate the above concepts in language free of jargon and ‘clinical’ identities
Section 2: Integrative SeminarsThe Integrative Seminars are facilitated by the Faculty Advisor and are intended to provide discussion of issues encountered by students in the field experience. Students must participate in an integrative seminar concurrent with the placement. The seminar is accessed through the Brightspace Learning System for distance students and onsite in a classroom format for campus students. For campus students, the seminar schedule will be communicated to students prior to the beginning of the term; students must be registered for the Field Practicum and Seminar course in order to be assigned to a seminar. The underlying premise of the seminars is that each person in attendance has important information to share and contribute. The integrative seminars are:
• a required part of the BSW Field course. Full attendance and participation are expected.
• an opportunity for peer support and the integration of practice issues and critical social work theory by discussing placement experiences with an experienced social work practitioner.
• facilitated with a focus on the integration of critical social work theory in practice and reflective use of self in practice. It is expected that students will dialogue about their experiences in placement.
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PEDAGOGICAL APPROACH TO BSW FIELD EDUCATION
Section 3: Developing the Learning ContractPlease Note: It is the student’s responsibility to print and bring the Learning Contract Template (cover page) to the first meeting so all the arrangements can be agreed to and signed off.
The draft learning goals and objectives must be specific to the placement and written in consultation with the Agency Instructor. In preparation for the meeting it is often useful for the student to e-mail a draft of the learning goals and objectives to the Faculty Advisor and the Agency Instructor.
During the meeting, the Learning Contract is finalized and signed by the Student, Agency Instructor and Faculty Advisor. For distance placements, the Agreement is sent to the Faculty Advisor by e-mail or fax. The Faculty Advisor is responsible for ensuring that a signed copy of the Learning Contract is in the Student’s file at the School of Social Work.
Learning Goals and ObjectivesLearning goals and objectives form the basis of the Learning Contract, which must be finalized within the first month of a part-time placement and within the first two weeks of a (full-time) block placement. The Student leads the process of its development, with consultation and input from the Agency Instructor and Faculty Advisor. The following section on goals and objectives is based on material from the book entitled: Field Instruction: A Guide for Social Work Students.1
• A goal provides a general sense of direction – the target for which you are aiming. An example would be: To develop skills to work with adolescents in groups. Consider the goal the ‘what’ that you want to learn.
• An objective is an activity that helps you achieve your goal. You may have several objectives to achieve one goal. Consider the objectives the ‘how’ for reaching your goal. Objectives should be:
~ thought of as stepping stones ~ easy to monitor whether or not they are achieved ~ measurable ~ attainable
After listing the goals, think of each active step, activity, or responsibility that should be undertaken or performed in order to reach the goals. These form the objectives that should be listed under each learning goal. Of these tasks or activities, choose the ones that are most directly observable and whose feedback will be essential to evaluation. For each objective ask, “How will my Agency Instructor and/or Faculty Advisor know that I have achieved this objective?”
Generally you should have no more than six goals with two to six objectives attached. Keep the following in mind when developing objectives:
• If it is difficult to assess when you have completed an objective then it needs to be rewritten
• If a particular goal will take more time than is available to you then discard or revise it
• The objectives should be able to be accomplished over the time period of the placement and not all clustered at the beginning or end
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PEDAGOGICAL APPROACH TO BSW FIELD EDUCATION
Learning goals and objectives form the basis of the Learning Contract, which must be finalized within the first month of a part-time placement and within the first two weeks of a full-time (block) placement. The student leads the process of its development, with consultation and input from the Agency Instructor and Faculty Advisor.
It is important to factor in the overall objectives of the course (on page 3 of this manual) as they need to be reflected in the overall placement achievements and documented in the final evaluation and the Framework for Practice Paper/ Presentation.
Sample Goals and Objectives: Goal 1: To improve counseling skills. Objective 1: To observe two counseling sessions conducted by agency staff during
the first month of the placement Objective 2: To discuss the counseling sessions with the social worker involved Objective 3: To conduct two counseling sessions, early in the placement, which are
observed by the Agency Instructor Objective 4: To audiotape at least one counseling session with a client
Goal 2: To improve advocacy skills. Objective 1: To read two articles on advocacy and discuss them with the Agency
Instructor by the end of the 1st month of the placement Objective 2: To identify an issue that is having an adverse effect on clients in the
agency Objective 3: To demonstrate an understanding of the issue by written reflection and discussion at seminar
Approval for Workshops to be Counted as Field HoursWith the approval of the Agency Instructor and the Faculty Advisor or Field Coordinator, workshops that students attend during the academic year in which the placement occurs may be counted as part of the required hours. These requests can be submitted by email and must include a description of the workshop, the number of hours and how it relates to the field placement setting.
Section 4: Framework for Practice PaperAs the final assignment in the BSW Degree, this paper and presentation are considered essential and significant components of the student’s education. This assignment is a culmination of the direct practice experience at the agency, group discussions from seminar, interprofessional learning, and knowledge from other course content. The paper is submitted and graded by the Faculty Advisor. Students provide an outline to the Faculty Advisor for approval before submitting the final paper so guidance and support can be provided.
The student presents their Framework at their field placement site and the Agency Instructor and other staff at the agency attend the presentation. The paper and presentation should highlight the development of an explicit approach to Social Work practice, which integrates personal ideology, theoretical grounding, practice strategies and professional ethics, and understanding of inter-professional dynamics. This assignment enables students to demonstrate the achievement of the overall goals of the BSW Program. Students will integrate theoretical analysis and proficiency in Social Work skills enabling engagement with services users in a variety of practice contexts (excerpted from the BSW Curriculum Manual, July, 2017). 17
Evaluation and grading are based on the following criteria:
Section 5: Evaluation CriteriaThe following are the bases for evaluation of the paper:
• clear articulation and integration of ideologies, theories, practices and ethics, and analysis of inter-professional dynamics
• demonstration of the use of the framework in a specific practice setting, indicating familiarity with the current issues in the field of practice (for example addictions, child welfare, corrections, advocacy, policy analysis)
• locating the practice framework within an understanding of systemic inequalities in resources and power, rooted in diverse factors such as class, gender, sexual orientation, race, ethnicity, ability/disability and age
• demonstrated ability to critically reflect on one’s practice, including a discussion of strengths and areas for further development
• evidence of critical thinking and analytical ability
• effective integration and analysis of relevant social work literature
• good structure, syntax and use of language; clarity in expression of ideas and appropriate citation
• length of 4000 to 6000 words
The following explanation provides some guidance in preparing for this assignment:
“…a practice framework consists of a set of beliefs and assumptions about how, when and under what conditions people and systems change and what a social worker can do to facilitate desired and needed change…A practice framework should meet the following criteria:
• it should be consistent with the purpose, values and ethics of the profession
• capable of being communicated to others (i.e., its concepts, principles, and assumptions should be clearly described and defined)
• it should make sense to laypersons (i.e., most clients and volunteers should be able to understand the framework’s connection to their concerns and life experiences)
• help the worker analyze and understand complex and often chaotic situations
• provide guidance and direction during the various phases of the change process
• it should rest on an empirical foundation “(i.e., be based on facts and careful and systematic observation)” 1
Students need to have analyzed the development of their own approach to Social Work from a number of related perspectives: ideology and values, theoretical knowledge, practice strategies, professional ethics, and analysis of interprofessional dynamics. 1 Sheafor, B.W., Horesji, C.R. (2015). Techniques and Guidelines for Social Work
Practice (10th Ed.), p. 69. Toronto: Allyn and Bacon/Pearson Education Inc.
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PEDAGOGICAL APPROACH TO BSW FIELD EDUCATION
PEDAGOGICAL APPROACH TO BSW FIELD EDUCATION | BSW Field Education Course Manual
These components are interdependent, so that exploration and clarification in any one area necessarily involves making connections to the others. The following suggestions are not exhaustive and should not limit the development of an indi-vidual student’s framework paper.
Ideological Perspective
• Present your beliefs about the determinants of social problems
• Draw from your ideology to describe the client population and constituencies represented in your placement, including their diversity
• Analyze your relationship as a social worker with the people you work with (clients, groups, and social activists) and your beliefs about client and worker status and how diversity affects these relationships
• Discuss your short and long-term practice goals and priorities and connect them to your values
• Address what implications your practice goals have for your relationship as a social worker with clients, agencies, other social workers, the profession, the community, and other professionals.
Theoretical Perspective
• Explain what theories will inform your direct practice with individuals, groups, families and communities
Practice Strategies Perspective
• Address the practice strategies, skills and approaches you have used in the practice settings with individuals, small groups, families, community groups, as well as particular groups informed by your placement experiences. Describe the skills you utilize in the areas of analysis, assessment, planning, individual interventions, group work, community development, advocacy (include others if appropriate).
Professional Ethics
• Address the ethical obligations within the CASW Code of Ethics and applicable provincial body in relation to your ideologies, theoretical analyses and practice strategies
• Draw on examples from the placement context
Interprofessional Dynamics
• Discuss examples and stories of what you have learned about how to articulate your social work perspective in an inter-professional/ multidisciplinary team/setting
• Reflect on examples where you took a stand/asserted your position to reflect your social work perspective/framework for practice and the implications to the inter-professional dynamic
• Discuss where and how you have learned with, from, and about other professions and disciplines in your placement
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Keeping a JournalAll students are encouraged to keep a journal. This written account of significant and meaningful events can be useful in assessing progress in the placement and in developing the framework for practice paper and presentation. The placements are lengthy and it is difficult to remember every meaningful encounter. Students’ Agency Instructor or Faculty Advisor may want to review the journal periodically, therefore it is important to be able to explain the content and how it is relevant to the placement context and to Social Work generally.
Suggestions for the Journal:
• Consider writing a summary at the end of the week of what occurred, how you felt, and how the experiences relate to learning objectives, relationships, supervisory sessions with your Agency Instructor, discussions with the Faculty Advisor or in the seminar. Remember not to use clients’ names or identifying features.
• Consider it a place to record disputes or conflicts. Such a record can be helpful in reflecting on what has occurred, under what circumstances and why you believe it occurred. You may be able to use these notes to defuse situations of conflict or explain your perspective and create fuller understanding.
Section 6: Evaluation and GradingThis section provides the criteria for evaluating and grading the student’s progress towards meeting the course objectives and the approved Learning Contract. The student’s critical analysis, reflection, and practice skills demonstrated in the agency and the integrative seminar are evaluated through two formal processes, the midterm and the final evaluation.
Feedback and evaluation should be an ongoing process throughout the placement. The Agency Instructor uses feedback informally as the work occurs and by summarizing during scheduled supervision meetings. The individual learning goals and the course objectives should always be referred to and timelines revisited as needed. The Faculty Advisor offers feedback to the student in seminar sessions, during meetings and provides guidance for written materials including the student’s midterm written summary, Framework for Practice Paper and presentation outlines.
If other employees in the agency have been involved in supervising the student, they should participate in the evaluation, giving written input on those areas of learning for which they are responsible as described in the Learning Contract.
Mid Term Evaluation
The student prepares a written summary for the mid-placement evaluation and reviews it with the Agency Instructor for possible revision. The summary should report on highlights and challenges of the placement to date, revisions to the Learning Contract, and/or areas of learning requiring special attention. The summary document is given to the Faculty Advisor for signature and placement on the student file. If needed, revisions and re-circulation of the Learning Contract for approval and signature may also occur. Any concerns/issues with the student’s learning or behavior must be raised at or before the mid-placement evaluation and documented in writing. Students must be provided with time to work on areas needing improvement.
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PEDAGOGICAL APPROACH TO BSW FIELD EDUCATION | BSW Field Education Course Manual
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Final Evaluation
The final evaluation meeting is led by the Faculty Advisor, using the Learning Contract and the BSW Field Practicum and Seminar course objectives as the bases for discussion. Both the Agency Instructor and the student complete their sections of the Final Evaluation Form and the student sends it to the FA who re-views the agency and student section and completes the faculty section. The last meeting of the placement is dedicated to reviewing this document and assigning the grade. BSW Field is graded on a Pass/Fail basis. A failing grade requires the student to be dismissed from the BSW program. A failing grade may be awarded in circumstances where the student:
• In the course of the Field placement, demonstrates personal unsuitability for the profession according to the Faculty of Health Professions’ statement on unsuitability (see Appendix I)
• Fails to meet, or to make what is judged to be sufficient progress, in relation to the learning goals agreed upon in the Learning Contract
• Does not receive a pass for the Integrative Seminar
• Does not submit and present the Framework for Practice paper
• Submits and/or presents the Framework for Practice paper and it is evaluated as not satisfactory
• Withdraws from a placement without adhering to due process
In all instances, if the Agency Instructor, student or Faculty Advisor begins to consider the possibility that a student may not be meeting the expectations of the BSW Field Course they should immediately follow the process: Dealing with Difficult Situations.
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If problems arise before a placement is confirmed, the Field Coordinator, student and the agency will communicate any concerns and determine the feasibility of the placement in question. Once the placement starts, if problems arise at any time during the placement, the Faculty Advisor should be contacted immediately by either the student or the Agency Instructor and a resolution is attempted. If the issues cannot be resolved during regular supervisory sessions, the person with the concern needs to immediately call a teleconference (distance) or meeting (campus) with the other two parties to achieve a satisfactory resolution.
If a resolution satisfactory to all parties is not achieved, the Field Coordinator must become involved and the Director of the agency will be informed of the situation if deemed necessary and appropriate. The Field Coordinator will inform the Associate Director of the School of Social Work and the Chair of the BSW Program and initiate appropriate action based on the particular situation.
Possible outcomes of discussions might include:
• alterations to the Learning Contract
• a change in Agency Instructor or Faculty Advisor
• change of placement agency
• termination of the placement
• failure of the BSW field course
The Faculty Advisor, Agency Instructor and the student can make alterations to the Learning Contract if all three parties agree. A change in the Agency Instructor or Faculty Advisor, or termination of the placement, requires the involvement of the Field Coordinator. The SSW Associate Director, the BSW Committee Chair and the Director of the field placement agency must be notified and involved to the extent deemed appropriate on a case by case basis.
The School and/or the field placement agency have the right to terminate a placement if, in the view of either, circumstances warrant this action. If a student terminates a placement without following the process outlined above it can result in the student failing the course.
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PROCESS FOR DIFFICULT SITUATIONS
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EXCEPTIONAL PLACEMENTS
EXCEPTIONAL PLACEMENTS | BSW Field Education Course Manual
Section 1: Place of Employment PlacementsThe BSW Committee strongly advises that BSW students complete the agency component of the Field Education Course in a setting outside that of their regular employment.
This policy is based on the principle that the practicum must employ new learning, in a setting where issues can be debated and policies and procedures questioned. The Field Practicum and Seminar course is rooted in a relationship of learning and teaching that is optimized when free from a workplace identity. In an employment situation, the relationship is one of employee and employer and a focus on performing the assigned duties may not coincide with the academic goals of a social work education. It can be more rule-bound and there can be less opportunity for creativity and pursuit of answers to critiques.
The School recognizes that in some exceptional situations the above noted conditions can be met in the student’s place of employment. Students may request approval to do their field placement in their current place of employment if the learning opportunities available meet the criteria listed below. All requests to complete the placement in the student’s current place of employment must be approved by the Field Coordinator, in consultation with the Chair of the BSW Program and meet the following criteria:
1. There must be an opportunity for new learning regarding knowledge, skills and analysis that is well documented and meets the goals of the field course. An example of a proposal that would not be considered as new learning would be moving from one position in health care to another role. It may be different population and issue however it is still considered health care social work.
2. The placement must be supported by the employer as an academic endeavor.
3. A new position does not necessarily qualify. If a new position is being considered for a placement:
• The date of appointment and the beginning of the field placement must coincide
• The current and new job descriptions must be included in the submission and documentation from the employer must detail the new learning in the new position. This is an important issue because people are generally hired in positions because they meet the qualifications and are able to perform the duties; therefore, this is not new learning.
4. The learning opportunities available at the prospective agency must coincide with the goals for the BSW Field Practicum and Seminar course (see page 2).
5. The Agency Instructor cannot be the same person who normally supervises the day to day work of the student. As well, the Agency Instructor must meet the qualifications set out in this manual and be approved by the Field Coordinator. The Agency Instructor must be willing to fulfill the expectations outlined in this manual.
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Submission for Place of Employment Placement The proposal to do a placement in one’s place of employment must include:
1. Resume
2. Proposal
3. Student Information Form
4. Student Acknowledgement Agreement signature page
It must also include the following information that can be submitted after the due date if the initial proposal is being considered a possibility by the Field Coordinator.
5. The current job description
6. The proposed activities in the placement and anticipated new knowledge, skills and analysis to be acquired
7. The new job description, if the proposed placement is an entirely new position
8. Clear articulation as to why the learning opportunities are only available in this setting (must go beyond financial considerations in maintaining employment)
9. Letter from the director or manager of the workplace, which must include the following:
• Name and contact information for the Agency Instructor and clarify that this person does not normally supervise the student
• Assurance that time will be made available for the student to participate in meetings, workshops, seminars and other activities which would enhance the learning experience. As well, sufficient time must be set aside for regular supervisory sessions with the Agency Instructor.
• Explanation of how the placement being proposed is new learning and the student will not be doing the same work that s/he has performed in the past.
Process for Review• Only after all of the above information is received will the placement be
approved or denied
• The Field Coordinator, in consultation with the Chair of the BSW Program, will review complete requests for placement in the student’s current place of employment
• The decision will be communicated to the student in writing
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EXCEPTIONAL PLACEMENTS
EXCEPTIONAL PLACEMENTS | BSW Field Education Course Manual
Section 2: International PlacementsThe BSW Program offers international field placements in exceptional circumstances only, and only when the following criteria are met:
• When the student has substantial experience in the social work field prior to beginning the BSW
• With agencies with which an International Affiliation Agreement is already in place
• In a full-time block after all other courses for the BSW are completed
• When the student has met with personnel at International Student Exchange Services regarding international travel as a student
Students are required to submit the following package a minimum of 8 months prior to potential departure:
• Student Information Sheet for international placements (see website for all forms)
• Student Proposal, addressing:
• Why an international placement is relevant to the learning needs of the student • How the learning opportunities are specific to the international site • How the international placement will expand preparation for social work practice • Rationale for how/why a local placement cannot meet the student learning needs
• Statement regarding the student’s ability to live and cope while undertaking an international placement, including what they need to prepare for.
• Resume
• Recommendation from the Instructor of the Beginning Social Work Practice course
• One letter of reference from an outside source who can comment on suitability for a professional international learning experience (for example a past or current supervisor in volunteer or paid work; past or current professor.)
Student submission packages are reviewed by the Field Coordinator and Undergraduate Program Coordinator for approval. Individual meetings may also be required. The student will be notified of the decision in writing.
Due to the volume of placements arranged locally during any one term, if a student cancels the request for an international placement within 4 months of the date of intended travel, there is no guarantee that the School can secure a local field placement for the upcoming term.
Students are required to participate in a field seminar equivalent, a central component of the field course. Where the technology exists, students can do this online; where technology does not exist, alternate arrangements will be made. Each student is assigned a Faculty Advisor. During the placement the student keeps a journal and is required to communicate with the Faculty Advisor on a regular basis to discuss issues related to the placement experience. 25
7PARTIn accordance with the Canadian Association of Social Workers Code of Ethics, SSW students, faculty and staff will protect the privacy of clients and hold in confidence all professionally acquired information concerning them. The student will follow the field agency’s policies and procedures regarding confidentiality insofar as they do not contravene the professional code of ethics.
Where client information is used in supervision, seminars or courses the student will follow the policies and procedures of the individual field agency. The student must discuss the particular situation with the Agency Instructor and approval must be given. Names and other identifying information will not be used. In the case of written material, names and other identifying data will be removed and where video or audiotapes are used, written permission must be obtained from the client specifying the way in which the video or audiotapes will be used and for what purpose. Students must always consult the Agency Instructor, Faculty Advisor, or Field Coordinator when in doubt to ensure confidentiality is protected at all times.
When students go out on placement they are interacting with the site’s clients, patients and families along with the regular staff. Students and all organizations they are placed with must have sufficient insurance to cover liability on behalf of the individual student, the university and the organization. This is done through Affiliation Agreements that must be signed by both parties (organization head and university). Depending on which province you live there are also issues of Workers Compensation Coverage (legislation referring to student fieldwork is different in each province). These issues are dealt with by the Field Coordinator and the proposed sites. Please see a sample of the Dalhousie University Clinical/Fieldwork Education Agreement in Appendix V.
Dalhousie University agrees to maintain adequate liability insurance to cover any loss, damage or injury of any nature whatsoever caused by the acts of its employees in the course of their employment or the acts of students in the course of their studies at the School of Social Work or at their field placement location.
If an agency does not carry sufficient liability insurance the amount of coverage can be negotiated or an agreement may not be accepted. The student is also required to sign the Student Acknowledgement Agreement – Appendix A of this agreement. This must be signed, witnessed and be received by the school’s Field Assistant prior to starting any fieldwork.
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INSURANCE
APPENDICES
APPENDICES | BSW Field Education Course Manual
1. Appendix I. Faculty of Health Guidelines for the Student Use of Social Media and Electronic Communication in Practice Settings: https://cdn.dal.ca/ content/dam/dalhousie/pdf/healthprofessions/School%20of%20Social%20Work/Social_Media_Guidelines.pdf
2. Appendix II. Faculty of Health policy on Suspension or Dismissal from a Program on the Grounds of Professional Unsuitability: https://cdn.dal.ca/con-tent/dam/dalhousie/pdf/healthprofessions/Current%20Students%20-%20Poli-cies%20and%20Procedures/Professional_Unsuitability_-_University_ Regulations_-_Senate.pdf Procedure: https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/Current%20Students%20-%20Policies%20and%20Procedures/FHP_Profession-al_Unsuitablity_Procedural_Guidelines_-_revisi.pdf
3. Appendix III. Dalhousie University Sexual Harassment policy and procedure: https://cdn.dal.ca/content/dam/dalhousie/pdf/dept/university_secretariat/policy-repository/SexualHarassmentPolicy.pdf
4. Appendix IV. Faculty of Health policy on Grade Reassessment and Appeals of Practice/Fieldwork Experiences: https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/Policies%20-%20Clinical%20Fieldwork%20Placements/gradereassess.pdf
5. Appendix V. Sample copy of Dalhousie University Clinical / Fieldwork / Education Agreement
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Dalhousie University Faculty of Health Professions
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Guidelines for the Student Use of Social Media and Electronic Communication in Practice Education Settings
Overview The following guidelines provide a general overview of the professional responsibilities of Faculty of Health Professions students during practice education experiences. Although these guidelines are specific to social media and electronic communication, the general guidance applies to all forms of communication about practice education experiences, whether electronic or not. In Nova Scotia, the collection, use, disclosure, retention, disposal and destruction of personal health information is governed by the Personal Health Information Act (PHIA). This Act is foundational for all health professionals and it is a requirement for all Faculty of Health Professions students to read and understand the Act. These guidelines are intended to complement the PHIA as well as the Dalhousie Student Code of Conduct, Dalhousie’s Social Media Guidelines, applicable School/College directives for professional behaviour while on placement and individual practice education employer policies on privacy, harassment, media relations and social media use. Students are expected to familiarize themselves with applicable legislation, rules, regulations and guidelines. Failure to do so will not be an acceptable excuse for inappropriate behaviour during practice education experiences. Students must be aware that behaviour contrary to the requirements of those documents could lead to disciplinary action by Dalhousie, termination and failure of your placement or even legal action (in the case of breaching health information legislation). Definitions For the purposes of these guidelines: Electronic Communication and Social Media includes interaction between students and preceptors/clinical instructors, students and patients/clients, students and other health professionals, students in public or semi-public fora and between students before, during or after practice education experiences. Practice Education includes all instances where Faculty of Health Professions students are employed or engaged to undertake work for an employer as part of their degree. This includes both direct patient/client care and observational experiences. Practice Education Employer refers to any organization in which a student of the Faculty of Health Professions completes an internship, clinical or co-operative education experience as part of their educational program with Dalhousie University.
Dalhousie University Faculty of Health Professions
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Social Media is defined as any web-based fora where users interact online and share information. Social media sites include, but are not limited to, Facebook, twitter, Instagram, Google+, blogs, Youtube, LinkedIn etc. Electronic Communication refers to the use of any personal electronic communication mediums (such as email) and personal mobile devices (such as cell phones, smart phones, tablets) for sending and receiving messages, texts, emails or other information. Guidelines for Responsible Student Use of Social Media and Electronic Communication in Practice Education Settings1 General Guidelines 1. Consider the privacy of patients first. Everything that is written and spoken about a
patient is confidential. 2. Be respectful. When communicating electronically, conduct yourself as you would in
a professional face-to-face environment: with a respectful demeanor and attention to proper etiquette and language.
3. No social media. Students are prohibited from posting photos or discussing any
aspect of their practical education experience on social media (students should check with their School regarding posting practice education sites on their LinkedIn resume).
4. Not at work. During work hours, ensure that any personal mobile devices are put
away and on silent mode. Do not engage in personal business during work hours – this includes taking or making phone calls, texting and using social media.
5. Think before you send. Before engaging in online communication or posting photos,
ask yourself if it would reflect poorly upon you, Dalhousie or your profession. If so, refrain from doing so.
6. Once something is public, you can’t take it back. All information sent or posted
electronically is permanent and may be accessible to the public even after it is deleted. Also, consider that it is always possible to find the author of information posted in electronic interactions and fora.
7. Protect your privacy. Ensure that all privacy settings in your accounts are set at a high level. This is for your own privacy, but also to protect others.
1 These guidelines have been informed by those in place in other health professions’ education programs across Canada, including the British Colombia Institute of Technology (BCIT) School of Nursing, the University of Saskatchewan School of Physical Therapy, and the University of Manitoba Medical School.
Dalhousie University Faculty of Health Professions
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Guidelines for Interacting with Patients/Clients
1. Always maintain professional boundaries in all workplace relationships. Do not contact patients/clients on a personal mobile device or via social media. While a Faculty of Health Professions’ student, developing non-professional relationships on social media sites with patients/clients or their families is prohibited.
2. Do not post photos or information or discuss specific details about patients/clients or patient/client-based learning experiences, even if unnamed or seemingly anecdotal.
3. Do not comment upon or criticize patients/clients (even if unnamed) in online fora.
4. Do not exchange private emails (nor email addresses), text messages or photos with or about patients/clients. All electronic correspondence with patients/clients should be done from a work or school email (as determined by your employer).
Guidelines for Interacting with Preceptors, Colleagues and Employers 1. Do not post content or otherwise speak on behalf of your practice education
employer unless you are authorized to do so. 2. Maintain professional boundaries in all workplace relationships. You should not
exchange private emails, text messages or photos with or about preceptors, colleagues or employers. For the duration of your practice education program you are a representative of Dalhousie University and your profession and all interactions with preceptors, colleagues and employers should be respectful and professional.
3. Do not criticize fellow health care professionals, preceptors/clinical instructors or
fellow classmates – even if unnamed – in online fora. If you have concerns, these can be addressed through official university or employer channels.
4. Do not post photos or information or discuss confidential details about colleagues,
employers or workplace practices online, even if unnamed or seemingly anecdotal. Guidelines for Using Electronic Devices for Learning Purposes 1. It is your responsibility to familiarize yourself with your practice education employer’s
policy for the use of personal electronic devices for learning purposes. Some employers do not allow the use of personal electronic devices even for learning purposes such as accessing web enabled reference texts and library resources. Always ask your preceptor before using personal devices.
2. You should never collect patient/client information on a personal mobile device. Only
employer-provided mobile devices should be used for the collection of patient/client information (such as updated electronic health records or conducting intake assessments, etc).
UNIVERSITY REGULATION ON: SUSPENSION OR DISMISSAL FROM A PROGRAM ON THE GROUNDS OF PROFESSIONAL UNSUITABILITY -- FACULTY OF HEALTH PROFESSIONS (Approved by Senate September 9, 1996) The Faculty of Health Professions, acting through its Committees on Studies/Graduate Studies at the School/College and Faculty levels, and in consultation with the Directors and Dean, may suspend or terminate a student from a program if the student is judged to be unsuitable for the profession in which s/he is studying. Because of the nature of the study and practice of the various health professions, which places caregivers in a position of special trust, certain impairments or some types of conduct unbecoming to a member of a health profession may be grounds for suspension or dismissal. The following list includes examples of behaviours that might indicate unsuitability for the various health professions. The nature of these behaviours is such that, should any of them ever be repeated, grievous harm could be caused to patients/clients/consumers. This list should not be considered to be all inclusive: 1. a criminal act (e.g., assault, sexual assault, fraud, drug trafficking) which according to the
established Faculty processes was determined to be of such a nature as to bring disrepute to the profession, or by which in the opinion of the Faculty, the student demonstrated poor judgment, lack of integrity or (other) unsuitability for the profession; or evidence that, on the balance of probability, the student had committed such an act;
2. being under the influence of alcohol or drugs while participating in client care, any other
professional activity, or any activity related to the practice of the health profession; 3. in accordance with provisions of the Nova Scotia Human Rights Act, the occurrence of a
health condition that impairs essential performance required for the health profession; 4. unethical behaviour as specified by the code of ethics/standard of practice of the health
professions. The student's situation will be considered with discretion throughout the investigation of the allegation of unsuitability and these deliberations shall determine whether suspension, dismissal or neither is recommended. The principles of natural justice and due process will be observed in all investigations. Any member of the University community can bring to the attention of the Director behaviours that are deemed unsuitable. These behaviours will be investigated and allegations heard. Appeals will follow the appeal procedure for academic matters within the Faculty of Health Professions notwithstanding that the criteria are different. At the University level, appeals will require formation of an ad-hoc Senate committee.
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Faculty of Health Professions Allegation of Professional Unsuitability: Procedural Guidelines
Introduction Dalhousie University Regulations1 clearly outline responsible student conduct. Students are expected to conform to University Regulations and relevant codes of conduct governing all students. The purpose of this document is to provide information on the procedures to follow regarding an allegation of professional unsuitability where consideration is being given to suspending or terminating a student from a program if the student is judged to be unsuitable for the profession in which s/he is studying. Any member of the University community can bring to the attention of the Director of a School/College or her or his designate, behaviours that are considered professionally unsuitable. These behaviours shall be investigated and allegations heard and these deliberations shall determine whether suspension, dismissal or no action is recommended. Definitions: In these procedural guidelines the ‘Respondent’ refers to the student against whom there is a complaint. The ‘Complainant’ refers to the member of the University community who made the original complaint. The ‘Director’ refers to either a School or College Director. The ‘Presenter’ represents the School/College in the Hearing, presenting the case, evidence, witnesses and argument. Procedures The Complaint
1. A complaint about alleged professional unsuitability of a student can be made by any member of the University community.
2. The complaint shall be in written form, signed, delivered to and received by the Director or, in
the absence of the Director, by the Director’s designate. The complaint shall include a detailed description of the student behaviour which has given rise to the complaint and with specific reference to the University Regulation on Suspension or Dismissal from a Program on the Grounds Of Professional Unsuitability.
3. Within two (2) working days of receiving the complaint of professional unsuitability, the
Director shall provide: a. a copy of the complaint to the student who is the subject of the complaint (hereinafter
called the Respondent), b. a copy of the University Regulation on Suspension or Dismissal from a Program on the
Grounds Of Professional Unsuitability; c. details of any specific process and availability of support for the student, and d. a copy of these procedural guidelines.
1 See current Dalhousie University calendar, University Regulations
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Interim Suspension
1. Shortly after the receipt of a complaint, or at any time subsequent to the receipt of the complaint where circumstances warrant, the Director and two other faculty members will meet to decide if a recommendation of interim suspension of the Respondent’s participation in all or part of the Program should be made, pending delivery of the results of the complaint process.
2. A recommendation of interim suspension will be made in writing and normally only to:
a. ensure the safety and well-being of patients/clients/consumers with whom the student has had or may have contact;
b. ensure the safety and well-being of members of the University community; c. ensure the preservation of University property; d. ensure the student's own physical or emotional safety and well-being; or e. prevent a real threat of disruption or of interference with the operations of the
School/College and/or its Programs.
3. The recommendation, which shall include reasons, will be sent to the Dean of the Faculty of Health Professions or designate for consideration who in turn forwards his/her recommendation to the President of Dalhousie University or designate for consideration.
4. In the event that an interim suspension is approved by the President, the Respondent and the
Complainant will be advised in writing by the Dean or designate, of the suspension. The Investigation Committee
1. Within seven (7) working days of receipt of the complaint, the Director will convene an Investigation Committee, consisting of three members:
a. one faculty member appointed by the School/College Committee on Studies (or equivalent);
b. one faculty member appointed by the Director; c. one student member selected by the School/College student society;
2. The Director will provide the Investigation Committee with the complaint and a recommended timeline.
3. In addition to reviewing the complaint, the Investigation Committee shall gather evidence.
They may conduct separate interviews with: a. the Respondent; b. the Complainant; and c. other persons with knowledge of the relevant circumstances.
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4. Upon completion of the investigation, the Investigation Committee shall file a written report
with the Director, which shall include: a. a recommendation to either dismiss the complaint or to proceed to a hearing; b. reasons for the recommendation; c. a summary of the evidence in support of the recommendation; d. a list of all individuals interviewed and those who agree to be interviewed at the
hearing; and e. a list of additional individuals who might be invited to be interviewed at the hearing.
Decision to have a Hearing or Dismiss the Complaint
1. Within five (5) working days of receipt of the Investigation Committee’s recommendation, the Director shall examine the recommendation and shall make the decision as to how to proceed.
2. If the Director finds that the matter should not proceed to a hearing, the Complaint shall be
dismissed and no further action will be taken against the student.
3. If the Director finds that the matter should proceed to a hearing, the Director shall convene a Hearing Panel of the School/College’s Committee on Studies/Graduate Studies (see below for composition and role). The Director shall forward only a copy of the complaint, the policy and a copy of these procedural guidelines to the Hearing Panel. No other evidence shall otherwise be transmitted to the Hearing Panel except as set out in these procedures.
4. The Director shall appoint a person (the ‘Presenter’) other than the Complainant to present the
complaint and evidence to the Hearing Panel.
5. The Director will provide the Presenter with a copy of the Investigation Committee report (which will include the complaint) and any other information to support their role.
6. The Director shall notify the Respondent and the Complainant in writing of his/her decision to
either dismiss the complaint or to proceed to a hearing and shall include a brief written statement outlining the reasons for the decision.
The Hearing Panel
1. The Hearing Panel shall be comprised of three members from the Committee on Studies/Graduate Studies: two faculty and one student member. The following individuals will not be permitted to serve on the Hearing Panel:
a. members of the Investigation Committee; b. any members whose presence on the Hearing Panel may create a reasonable
apprehension of bias; and, c. any member whose other commitments would not permit a timely scheduling of the
hearing. 2. In the event that the required number of members is not available, the Chair of the Committee
on Studies/Graduate Studies, in consultation with the Director of the School/College shall find a suitable replacement member.
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3. The Panel will choose a Chair from among its faculty members. The Chair will communicate
with the Panel, the Respondent and the Presenter; make arrangements for the hearing; and address any concerns about apprehension of bias.
4. The Chair of the Hearing Panel shall determine procedures for the hearing in a manner that is
consistent with these procedures and with the principles of natural justice.
5. The Chair shall provide written notice to the Respondent and Presenter that a hearing will be held, including:
a. the date, time, place and anticipated duration of the hearing. Normally, the hearing will be held within twenty (20) working days of the Director’s decision to submit the complaint to a hearing;
b. deadlines for pre-hearing written submissions.
6. The Presenter shall provide the Hearing Panel with a brief summary of relevant evidence to be presented to the Hearing Panel within ten (10) working days of the hearing in support of the complaint including a list of witnesses who agree to be interviewed at the hearing.
7. The Respondent, who shall receive a copy of the complaint from the Chair, may make written
submissions to the Chair of the Hearing Panel within five (5) working days prior to the hearing.
8. Immediately upon receipt of each submission pursuant to 5. & 6. above, the Chair shall forward
copies to the Respondent and Presenter respectively.
9. The Respondent may attend any portion of the hearing where the evidence is being presented or submissions are being made to the Hearing Panel.
10. Witnesses may attend only the portion of the hearing where their evidence is being presented. 11. The Respondent is entitled to be accompanied and/or represented at the hearing.
12. If called, the Complainant’s role during the hearing is limited to that of a witness.
13. The Respondent shall be permitted the opportunity to present evidence, conduct examinations
and make submissions, in the order and the manner set out by the Chair of the Hearing Panel.
14. If at any time during the course of the hearing, the Hearing Panel determines that additional evidence is required for a fair determination of the complaint, the Hearing Panel may adjourn the hearing for the purpose of accepting the additional evidence:
a. any additional evidence provided to the Hearing Panel shall be made available to the Respondent and Presenter; and
b. each party shall be given the opportunity to respond within the time allotted by the Hearing Panel.
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15. After all the evidence has been presented to the Hearing Panel and within a timeframe set by
the Chair, the Respondent shall be permitted to provide written summary statements of his/her position.
16. Deliberations of the Hearing Panel shall be conducted in camera. A decision shall be made by a
majority of the Hearing Panel. The Decision
1. Within ten (10) working days of receipt of the last written submission (or the expiry date of the deadlines for submissions), the Hearing Panel shall determine if the allegation of professional unsuitability is proven.
2. If the Hearing Panel determines that the student has not acted in a manner that demonstrates
professional unsuitability, then the Hearing Panel shall dismiss the complaint.
3. If the Hearing Panel determines that the student has acted in a manner that demonstrates professional unsuitability is upheld, then the Hearing Panel shall impose one of the following sanctions:
a. suspension of the Respondent from the Program for a prescribed period of time with conditions, if any, to be met by the Respondent before an application for readmission by the Respondent will be considered, or
b. dismissal of the Respondent from the Program.
4. The Hearing Panel shall prepare a report that shall include: a. the decision; b. any sanction imposed; c. any procedural issues that arose during the course of the hearing; and d. reasons for each of the foregoing.
5. The Hearing Panel shall submit the report to: a. the Chair of the Committee on Studies/Graduate Studies at the School/College level, b. the Dean of the Faculty of Health Professions c. the Director and d. the Respondent
6. This report constitutes a final report of the Hearing Panel. 7. The Director may discuss the final report and the reasons for the decision with the Respondent. 8. All documentation in possession of Committee members shall be returned to the Chairperson
and the official records will be kept in the School/College office.
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Appeal of the Decision
Within fifteen (15) days of receipt by the Respondent of the report of the Hearing Panel, the Respondent may appeal the decision of the Hearing Panel by giving written notice to the Secretary of Senate and the Director. The appeal would be heard by an ad hoc Senate committee.
Confidentiality
1. All aspects of this procedure, including the final report, shall remain confidential except to the extent that disclosure is reasonably necessary to implement the terms of any sanction imposed or as required by law.
2. The final report shall be considered a permanent record.
3. Upon delivery of the final report of the Hearing Panel, all documents relating to the complaint
at any level shall be forwarded to the office of the Director where they shall be kept for a period of two years or longer if circumstances warrant.
a. Such documents include, but are not limited to: i. the written complaint
ii. all reports of all committees involved in this procedure iii. all evidence iv. all written submissions and v. all correspondence
Approved by Faculty Council February 21, 2002 Revision approved by Faculty Council December 11, 2003 Revision approved by Faculty Council September 23, 2010
Faculty of Health ProfessionsAllegation of Professional Unsuitability: Procedural Guidelines FlowchartJune 2010
The Complaintto Director
Director: • advises Respondent within 2 days • convenes Investigation Committee
within 7 days and recommendstimelines
Investigation CommitteeDecision
Director: • informs respondent and
complainant
Director: • informs respondent and
complainant
Director: • appoints a Presenter
Director: • convenes a Hearing Panel of the
Committee on Studies/Graduate Studies Committee
Chair of Hearing Panel: • provides written notice of Hearing
to Presenter and Respondent within 20 days
Hearing PanelProcess and Decision
within 10 days
Chair of Committee on Studies/Grad Studies
Committee
Respondent: • pre-hearing submission 5 days
prior to hearing
Presenter: • pre-hearing submission 10 days
prior to hearing
Director:Decision within 15 days
To dismiss To proceed to hearing
Dalhousie University’s Sexual Harassment Policy
Part One
Policy Statement
1) The University occupies a special place in society as an intellectual community with a responsibility
for the discovery and sharing of knowledge. This aspiration demands a commitment to an atmosphere
of reciprocal respect among all members of the university community. Sexual harassment potentially
undermines the full and free participation of all members of the community by negatively impacting
on an individual’s employment conditions or academic status or performance or by creating an
intimidating, hostile or offensive working or academic environment.
Dalhousie University does not tolerate sexual harassment of any kind. Indeed, the University regards
sexual harassment as unacceptable behaviour that is subject to a wide range of disciplinary measures,
including dismissal or expulsion from the University.
All members of the University community have a responsibility to ensure that the University’s working
and learning environment is free from sexual harassment. Administrative Heads, as defined in section 27
of this policy, bear the primary responsibility for encouraging and maintaining a working and learning
environment free from sexual harassment. They are free to act, and should act, on this responsibility,
whether or not they are in receipt of individual complaints. It is the obligation of Administrative Heads to
be familiar with this policy and, where appropriate, to undertake training, in order to ensure that they are
able to fulfill these responsibilities.
Part Two
Purpose
(2) The purposes of this policy are:
(a) to be educational, in that its existence will increase awareness of and sensitivity to the
negative impact of sexual harassment;
(b) to prevent sexual harassment by indicating the seriousness with which Dalhousie University
views this issue;
(c) to provide fair procedures for handling complaints when they do occur.
Part Three
Application of the Policy
3) This policy prohibits sexual harassment by any member of the University community. Any student or
employee may make a complaint of sexual harassment against another student or employee. Students
and employees include former students and employees raising allegations of sexual harassment which
occurred while they were still members of the university community, respecting time limits as defined
in section 49.
4) This policy applies to incidents of sexual harassment that occur in the course of work or study or
participation in university-sponsored organizations, activities and programs, whether they occur on-
campus or off-campus. Examples of off-campus settings include, but are not limited to, field trips,
athletic team road trips, conferences or training events, and university-sponsored social functions.
5) Persons who are not employees or students of the University (hereafter called “Third Parties”) may
have concerns about sexual harassment and are encouraged to express their concerns to the Advisor,
Harassment Prevention/Conflict Management. The Advisor, Harassment Prevention/Conflict
Management will advise the person raising the concern and, where appropriate, refer the matter to the
appropriate individual or unit within the University. In appropriate circumstances, these procedures
may be used where a Third Party makes a complaint against a student or employee who was involved
in the course of her/ his work or study or participation in University-sponsored organizations,
activities and programs. Third Parties include, but are not limited to, contractors, their employees and
agents; vendors of goods and services to the University, their employees and agents; visitors to the
University; volunteers; grant-paid employees; post-doctoral fellows; chaplains; persons in the
community guiding practicum and internship placements, and others with similar connections to the
University.
6) The procedures referred to in sections 15 and 17-40, inclusive, of this policy do not apply to Third
Parties against whom a complaint is made. However, such persons are expected to conduct
themselves in any University-related activity in a manner consistent with this policy. Allegations of
sexual harassment against a Third Party will be dealt with by the University as unacceptable
behaviour that may result in suspension of University privileges, such as access to campus, or other
appropriate action. Such allegations should be reported to the Advisor, Harassment
Prevention/Conflict Management.
7) This policy will not be applied or interpreted in such a way as to detract from the right of those in
supervisory roles to manage and discipline employees and students in accordance with normal
University practices, or from any existing rights or obligations contained within any existing code of
student conduct, collective agreement or other approved employee agreement.
8) This policy is to be interpreted and administered in a way that is consistent with the principles of
academic freedom. Neither this policy in general, nor its definitions in particular, are to be applied in
such a way as to detract from the right of faculty, staff, and students to engage in the frank discussion
of potentially controversial matters, such as age, race, politics, religion, sex, sexual orientation and
gender identity. These are legitimate topics and no University policy should have the effect of
limiting discussion of them or of prohibiting instructional techniques, such as the use of irony, the use
of conjecture and refutation, or the assignment of readings that advocate controversial positions,
provided that such discussion and instructional techniques are conducted in a mutually respectful and
non-coercive manner.
9) Notwithstanding the existence of this policy, every person continues to have the right to seek
assistance from the Nova Scotia Human Rights Commission or, where a criminal act is involved, the
police, even when actions are being taken under this policy.
Part Four
Definition
10) Sexual harassment is defined as any sexually-oriented behaviour of a deliberate or negligent nature
which adversely affects the working or learning environment. It may involve conduct or comments
that are unintentional as well as intentional. It includes, but is not limited to:
a) sexual solicitation or advance of a repeated, persistent or abusive nature made by a person
who knows or ought reasonably to know that such solicitation or advance is unwanted;
(b) implied or expressed promise of reward for complying with a sexually-oriented suggestion;
(c) actual reprisal or denial of opportunity, or an expressed or implied threat of reprisal or denial
of opportunity, for a refusal to comply with a sexually-oriented suggestion;
(d) sexually-oriented remarks or behaviour by a person who knows or ought reasonably to know
that such remarks or behaviour may create a negative psychological or emotional
environment for work, study or participation in a University-related activity or program. Such
remarks or behaviour may include, but are not limited to, suggestive and/or derogatory
comments, sounds or gestures emphasizing sex or sexual orientation; suggestive staring;
inappropriate displays or distribution of sexually suggestive pictures, objects, writing or
graffiti, including electronic and hard copy forms; persistent unwanted contact after the end
of a consensual relationship; unnecessary or unwanted physical contact of a sexual nature
such as patting, touching, pinching or brushing against; and sexual assault.
11) Sexual harassment can occur between individuals of the same or different status, and both women and
men can be the subject of sexual harassment by members of either gender. Sexual harassment can
involve individuals or groups; can occur during one incident, if of sufficient severity, or over a series
of incidents involving single incidents, which, in isolation, would not necessarily constitute sexual
harassment.
Part Five
Procedures for Complaints
12) Anyone may anonymously seek the advice and assistance of the Advisor, Harassment
Prevention/Conflict Management in the Office of Human Rights, Equity & Harassment Prevention
(“Advisor”) regarding this Policy.
13) For the purposes of addressing allegations of sexual harassment, the Advisor’s role is to provide
information on the Policy to persons bringing forward a complaint and persons named as respondents
during all stages of the process. The Advisor will also assist Administrative Heads and others seeking
direction in the handling of Complaints.
For example, the Advisor shall assist individuals in identifying concerns, and in considering the
applicability of various options. The Advisor shall provide individuals seeking advice with information
on and access to the policy and shall make them aware of the availability of counseling services, EFAP,
and other resources as appropriate.
14) Complaints of sexual harassment may be made by any member of the University Community who
believes she or he has been sexually harassed. Individuals should bring forward complaints as soon as
possible after the incident or incidents giving rise to the complaint in order that the most thorough and
fair consideration of the matter may occur. There are time limits on making complaints (see section
49).
15) Alleged incidents of sexual harassment can be resolved through:
(a) informal resolution procedure; or
(b) formal complaint procedure.
16) At any time, complainants may choose to withdraw from the process. Nevertheless the Administrative
Head may undertake a review of the work or study environment.
A. Informal Resolution Procedure
17) The purpose of the informal resolution procedure is to resolve complaints between the parties. The
informal resolution procedure will not involve a finding that sexual harassment has or has not
occurred.
18) Unless the parties agree otherwise, all discussions and resolutions reached through the informal
procedure will be strictly confidential and carried out on a without prejudice basis.
19) No written complaint is required to commence the informal procedure. The options available under
the informal procedures are numerous and will vary depending on the nature of the complaint.
20) Examples of informal actions may include, but are not limited to:
a) Communicate concerns directly – advise the other party that his/her behaviour is unwelcome
and unwanted, and that the behaviour must stop immediately;
b) Communicate concerns in writing to the other party – describe the offending behaviour, the
impact of the behaviour, and request that the behaviour stop immediately;
c) Contact the Administrative Head, as defined in section 27, to address issues;
d) Work with the Advisor, Harassment Prevention/Conflict Management, to develop strategies
to address concerns;
e) Informal mediation - pursue, through the Supervisor/Manager, Department Head/Chair, or
Advisor, the setting up of informal mediation, shuttle mediation, or the use of neutral
interveners who will attempt to bring the parties to a mutual resolution of the matter.
21) The complainant may, at any time prior to the matter being concluded or closed, choose to pursue the
formal complaint procedure under this policy.
22) No informal action that adversely affects the academic, employment or professional interests of the
respondent shall proceed under the informal procedure without the knowledge and consent of the
respondent.
23) No record of an informal procedure shall be entered into the academic or employment file of the
complainant or the respondent, or in the case of a DFA Member, the Principal Personal File, without
the knowledge and consent of that person.
24) If the Advisor, after discussion with the complainant, concludes that, in the Advisor’s opinion, the
concern raised by the complainant does not fall under this policy, the Advisor shall advise the
complainant of this. The Advisor will also refer the complainant to other University policies or
procedures that may apply (for example: the Code of Student Conduct or the Guide to Responsible
Computing) and may, if the complainant wishes, refer the complainant to the appropriate person or
Office with responsibility for that policy or procedure.
25) No person involved in the informal procedure shall give evidence or introduce documents from that
process during any other subsequent University process under this policy where that evidence or
those documents would disclose that any person agreed or refused to participate in the informal
procedure, or if informal action occurred, the nature of that action, unless all parties involved in the
informal procedure consent to that disclosure.
B. Formal Complaint Procedure
26) The Advisor or the Administrative Head will ensure that reasonable attempts at informal resolution
have been explored prior to commencing the formal complaint procedure. The parties may also
resolve the matter at any point during the formal complaint procedure.
27) The Administrative Head is the appropriate Dean or Director/Chair, Associate Vice-President, Vice-
President, President, or other administrator normally responsible for initiating disciplinary action. For
student respondents, the appropriate Administrative Head shall be the Vice-President (Student
Services). Complaints against an Administrative Head shall be investigated by the appropriate
administrator at the next higher level.
28) When the complainant makes a formal complaint, the Advisor shall inform the respondent’s
Administrative Head of the complaint if she/he is not already aware of the matter.
29) To initiate the formal complaint procedure, the complainant shall provide a written statement of
complaint to her/his Administrative Head or to the Advisor, Harassment Prevention/Conflict
Management. The statement of complaint must include the names of the parties, a detailed description
of the behaviour or comment that forms the basis of the complaint and a request to initiate the formal
complaint procedure.
30) The Administrative Head and the Advisor shall ensure the other has a copy of the statement of
complaint.
31) The formal complaint procedure will be initiated following a determination by the Administrative
Head, in consultation with the Advisor, that the allegations:
i. fall within the Sexual Harassment Policy;
ii. could result in a finding of harassment if proven true;
iii. are not being heard, or have not already been heard through another University process.
32) Within five working days following a determination to proceed, the Administrative Head shall deliver
a copy of the statement of complaint and a copy of this policy to the respondent. The respondent shall
have ten working days within which to respond in writing to the statement of complaint. The time
limits may be extended by the Administrative Head in exceptional circumstances.
33) In consultation with the Advisor, the Administrative Head shall appoint an investigator to investigate
the matter.
34) The purpose of the investigation is to provide information to the Administrative Head to assist in his
or her determination of whether there has been a violation of this Policy.
35) The Investigator shall investigate the complaint, in a timely manner and will make all reasonable
efforts to complete his or her work within 60 working days of being appointed to investigate the
complaint. The Investigator may consult with the Advisor regarding procedural issues as required.
36) The Investigator shall submit a report to the Administrative Head providing an opinion on the facts of
the case and whether there has been a violation of the Sexual Harassment Policy. A copy of the
report will also be provided to the Advisor.
37) The Administrative Head will determine which portions of the report are appropriate to provide to the
complainant and the respondent in accordance with Dalhousie’s privacy obligations and any health
and safety concerns. This will be provided to the complainant and the respondent who will have five
working days to provide written submissions on the report.
38) Upon reviewing the report and the submissions of the complainant and respondent, the
Administrative Head will make a decision as to whether the respondent has violated this policy.
39) The Administrative Head shall advise the complainant and respondent(s) to the complaint in writing
of his/her decision regarding whether the respondent violated this Policy.
40) Disciplinary proceedings taken against any person under this policy shall be taken in accordance with
applicable disciplinary processes for students, faculty or staff, as appropriate.
Part Six
General Provisions
Support and assistance for parties
41) The complainant and the respondent are, at all times during any stage of these procedures, entitled to
support and assistance from the Advisor, Harassment Prevention/Conflict Management in the Office
of Human Rights, Equity and Harassment Prevention (www.hrehp.dal.ca).
42) Members of unions and employee associations have all rights to representation that their collective
agreements confer.
Confidentiality
43) All persons involved in a case are expected to maintain strict confidentiality unless otherwise agreed
to by the parties.
44) Any communication or information gathered in any case is confidential except to the extent that
disclosure is necessary to effectively implement this policy or to undertake any disciplinary or
remedial steps arising from a complaint made under this policy.
45) For educational purposes, the Office of Human Rights, Equity & Harassment Prevention may discuss
specific cases and their resolutions without identifying information.
46) Confidentiality may not apply to persons subject to extra-University judicial processes or where
disclosure is required by law.
Bad Faith Complaints
47) A complaint made in bad faith shall constitute grounds for disciplinary action against the
complainant, which shall be commenced in accordance with applicable disciplinary processes. A bad
faith complaint is a complaint that is made with a conscious design to mislead or deceive, or with a
malicious or fraudulent intent.
Retaliation
48) There shall be no retaliation against any person on account of a complaint or an expressed intention to
complain under this policy or on account of evidence or assistance given with respect to a complaint
or a proposed complaint under this policy. Such retaliation shall be grounds for a complaint under
this policy. The University considers retaliation or the threat of retaliation at any stage to be a serious
offense because it prevents potential complainants, witnesses and administrators from acting on their
concerns. Any person should report threats, acts of retaliation and other safety concerns to the
Advisor, Harassment Prevention/Conflict Management and/ or the relevant administrators.
Limitations
49) A complaint must be filed within twelve months of the last alleged instance of the action or conduct.
An additional period of not more than twelve months may be granted in exceptional circumstances by
the Office of Human Rights, Equity and Harassment Prevention.
Other Proceedings
50) This policy does not affect the right of the complainant from pursuing a complaint under any
applicable legislation (including the Nova Scotia Human Rights Act) or from accessing other
University policies or procedures, including but not limited to, filing a grievance in accordance with
any right to do so pursuant to a provision of an applicable collective agreement.
51) If the Administrative Head or the Advisor believes there is an immediate threat to the physical safety
of the complainant or any other member of the University community s/he shall contact Security
Services.
Interim measures
52) The University may, at any time during the processing of a complaint, take necessary steps to
ensure the health, safety and security of any member of the University community.
Documents
53) Normally, documents created in the course of the procedures under this policy shall be treated as
confidential and are retained by the Office of Human Rights, Equity & Harassment Prevention in
confidential files in accordance with that Office’s policy on confidential records.
54) However, reports and other documents used during the formal procedure under this policy may be
used by the University for other purposes such as tenure, promotion, appointment, reappointment,
discipline, or academic advancement in the case of students, where appropriate and where permitted
by the procedures governing such processes. In addition, documents might be required by law to be
released to third parties.
Approved by the Senate and the Board of Governors 1999
Revisions Approved by the President, March 2012
Office of Human Rights, Equity & Harassment Prevention Room 2, Basement Level, Henry Hicks Academic Administration Building, Dalhousie University,
Halifax, Nova Scotia, Canada
B3H 4R2 Tel: 902.494.1137 | Fax: 902.494.1179 | e-mail: [email protected]; www.hrehp.dal.ca Copies of this document are available at: www.hrehp.dal.ca. For hard copies or more information please contact: Office of Human Rights, Equity
& Harassment Prevention if you require this information in an alternate format.
Faculty of Health Professions
Policy on Grade Reassessment and Appeals of Practical/Fieldwork Experiences
Because practica and fieldwork involve demonstrated performance of skills learned by students and because this performance is summarily evaluated over a period of weeks, the University regulations on re-assessment of final grades (Calendar regulations 16.7 and 25) apply only to class grades and not to practica or fieldwork grades. It is, therefore, the policy of the Faculty of Health Professions:
That the regulations and procedures of Dalhousie University regarding “grade re-assessment” of final grades (Calendar regulations 16.7 and 25) do not apply to practica or fieldwork conducted by students as part of their clinical education within the Faculty of Health Professions.
The Faculty Committee on Undergraduate Studies cannot change final grades. If a student feels unfairly treated by the process of assigning a practicum or fieldwork grade or by the application of academic regulations, then the student may appeal to the School or College Committee on Studies to have the process or application, but not the final grade, reviewed. Faculty Council Approved – December 2003
Clinical/Fieldwork Education Agreement
Clinical/Fieldwork Education Agreement
This Agreement is made on this day of , 20
BETWEEN
Dalhousie University on behalf of the School of Social Work,
Hereinafter referred to as the “School”,
AND
,
Hereinafter referred to as the “Facility”,
FOR THE PURPOSE OF
Placing a negotiated and agreed upon number of students for required clinical or fieldwork
experience.
1.0 THE FACILITY AND THE SCHOOL AGREE:
1.1 To collaborate in the establishment and provision of clinical/fieldwork education
placements for students;
1.2 To identify responsible persons in the Facility and in the School who can assist with the
identification, development and implementation of clinical/fieldwork placements;
1.3 To keep confidential all documents, data, information, and other material provided to or
obtained by them related to patient care, student performance, and other materials
identified by either party as confidential under this agreement.
2.0 RESPONSIBILITIES OF THE SCHOOL:
2.1 The School will be responsible for initiating discussions with the responsible person at
the Facility regarding the number of students and the expected dates of attendance for
clinical or fieldwork experience. These discussions will normally be initiated at least
three months in advance of the planned clinical or fieldwork experience;
2.2 The School will be responsible for notifying the responsible person at the Facility in
advance and in writing of the number of students and the expected dates of attendance
for clinical or fieldwork experience;
2.3 The School will provide the Facility with well-defined objectives, relevant information
regarding student academic preparation, student clinical/fieldwork experience, program
Clinical/Fieldwork Education Agreement
2
implementation, and student/program evaluation, prior to the start date of each student’s
or group of students’ placement;
2.4 The School will have students sign a Student Placement Agreement (Appendix A) prior
to commencing the clinical/fieldwork placement. The School will take reasonable steps
to ensure that students are aware of the contents of the Placement Agreement, in
particular the student’s responsibilities and the limits of the Facility’s liability to
students;
2.5 The School acknowledges that educational programs cannot compromise the
client/patient care or client service objectives of the Facility, and that the Facility is the
final authority on all aspects of client/patient care or client service;
2.6 The School acknowledges that the Facility has the right to require a student to leave the
Facility because of performance or conduct. This right will not be exercised without
prior discussion with the Director of the School or designate except in extraordinary
circumstances involving an immediate threat to the quality of health care delivery or
service within the Facility or an immediate threat of a disruption of the educational,
human service or health care programs. The School will discontinue the
clinical/fieldwork placement of any student whose performance is unacceptable to the
Facility.
3.0 RESPONSIBILITIES OF THE FACILITY:
3.1 The Facility will allow the School to place students for required clinical or fieldwork
experience, with the number of students accepted during a specific timeframe being at
the discretion of the Facility;
3.2 The Facility will designate a representative(s) of the Facility to coordinate
clinical/fieldwork placements with the School through the designated School
representative(s);
3.3 The Facility will provide physical facilities and equipment;
3.4 The Facility will ensure that students at all times be under the appropriate supervision of
a designated preceptor and/or a staff member of the facility on the following bases:
3.4.1 In the event that the Facility will have more than one preceptor working with the
student during the course of the placement the Facility shall appoint one of those
preceptors as the responsible preceptor for the purposes of section 3.6;
3.4.2 The Preceptor will meet the following criteria: Hold a minimum of a BSW/MSW
Degree and/or Diploma in the field of Social Work , or a
related field and worked a minimum of one year in their profession.
3.4.3 The parties may, by way of written mutual agreement, add special terms and
conditions from time to time related to preceptorship for School students.
Clinical/Fieldwork Education Agreement
3
3.4.4 The Facility acknowledges that if a preceptor does not meet the requirements set out
in this Agreement the ability of the student to receive credit for the placement and
qualify for registration in their chosen profession following graduation may be
adversely affected.
3.5 The Facility will provide each student with relevant Facility rules, regulations, policies
and/or procedures;
3.6 The Facility will have students’ performance evaluated by the Facility’s staff designated
as responsible for supervising the student(s) following the guidelines set by the School
and advise the School at the earliest possible time of any serious deficiency noted in
student performance;
3.7 The Facility will allow students reasonable access to library and cafeteria facilities if
available and advise the School of other available benefits to students;
3.8 The Facility will make all reasonable effort to provide a secure area for personal
belongings, such as lockers, changing room space and suitable space, and facilities for
group instruction;
3.9 The Facility will have authority in the day-to-day management of this Agreement within
the Facility.
4.0 INSURANCE AND INDEMNIFICATION
4.1 Dalhousie University agrees to indemnify and save harmless the Facility from all loss,
cost, expense, judgment or damage on account of injury or damage to persons or
property, including death, in any way caused by the negligence or willful act of
Dalhousie University, its servants, agents, students or employees related to or arising
from the programs or other matters to which this Agreement pertains, together with all
legal costs and expenses incurred by the Facility in defending any legal action pertaining
to the above.
4.2 The Facility agrees to indemnify and save harmless Dalhousie University from all loss,
cost, expense, judgment or damage on account of injury or damage to persons or
property, including death, in any way caused by the negligence or willful act of the
Facility, its servants, agents or employees related to or arising from the programs or
other matters to which this Agreement pertains, together with all legal costs and
expenses incurred by Dalhousie University in defending any legal action pertaining to
the above.
4.3 Each Party shall, at its own expense, be responsible for obtaining and maintaining in
force at all times during the term of this Agreement comprehensive general liability
insurance and professional liability insurance in the amount of $5,000,000 per
occurrence for the purposes of this Agreement and shall provide evidence of coverage to
the other party on request.
Clinical/Fieldwork Education Agreement
4
4.4 Except where expressly required by law, the School's students shall not be considered
employees of the Facility in relation to the clinical/fieldwork placement which is the
subject of this Agreement, and as such shall not be afforded benefits provided to Facility
employees. Nothing in this section shall be construed as affecting any employment
relationship between a student of the School and the Facility which exists independently
of the clinical/fieldwork education placement and this Agreement.
5.0 TERM AND TERMINATION
5.1 This Agreement shall be in effect commencing on the date first written above and
continue from year to year thereafter unless terminated by one of the parties;
5.2 This Agreement may be executed in counterparts (each of which shall be deemed to be
an original but all of which taken together shall constitute one and the same
agreement) and shall become effective when one or more counterparts have been signed
by each of the parties and delivered to the other party.
5.3 The terms of the Agreement may be amended by written Agreement signed by both
parties;
5.4 Appendices will be reviewed annually;
5.5 Either party may terminate this Agreement upon 30 days’ notice in writing. Such
termination will come into effect at the end of the notice period unless students are in
placement, or have been scheduled for placement, in which case, it will follow the
completion of student placements;
5.6 Any notice or other communication by any party to the other must be in writing and
must be given, and be deemed to have been given, if either faxed, personally delivered
or mailed, addressed as follows:
Office of the Director President and CEO or Director
School of Social Work Name and Address of Facility
Dalhousie University
1459 LeMarchant Street, Suite 3201
PO Box 15000
Halifax, NS B3H 4R2
Clinical/Fieldwork Education Agreement
5
The Parties hereto have executed this Agreement as attested by the hands of their duly authorized
signing officers.
Dalhousie University Facility
______________________________ ___________________________
Dr. Brenda Merritt, Dean (Acting) Legal Signing Authority
Faculty of Health Name:______________________
Title:_______________________
09.2017
Clinical/Fieldwork Education Agreement
6
Appendix A
_____________________________________
(Name of Student)
with respect to a placement at
_____________________ (the “Facility”)
through
Dalhousie University on behalf of the
[insert name of School or College]
STUDENT ACKNOWLEDGEMENT
The Facility and the University have signed an Agreement about the placement programs
in which you wish to participate. Prior to starting a placement in the Facility you are
required to read and sign this Acknowledgement. This document describes your
responsibilities during your placement and other important information you should know.
By signing this Acknowledgement, the undersigned agrees to the following:
1. Placement programs cannot compromise the client/patient care or client service
objectives of the Facility. Facility staff are the final authority for all aspects of
client/patient care or client service and for the integration of the placement programs
into the Facility.
2. The Facility has the right to require me to leave their facilities or programs because of
my performance or conduct. This right will not be exercised without prior discussion
with the appropriate School or College except in extraordinary circumstances.
3. I am aware of my responsibility to maintain appropriate behaviour while in the
Facility’s facilities and programs, particularly concerning patients’/clients’ privacy
and confidentiality of patients’/clients’ records and all other Facility related
information and matters. All such information is confidential and cannot be
communicated except as outlined in the Facility policy. I will not disclose what I see
or hear, or pass on information from written records concerning any client/patient,
except for the purposes of client/patient care or service. I will not discuss
patients/clients publicly, either within or outside the Facility. If confidentiality is
breached, the penalty may include termination of my placement.
4. I acknowledge that a client/patient has the right to refuse to be a participant in
placement programs.
Clinical/Fieldwork Education Agreement
7
5. I will be assigned client/patient care or service responsibilities only to the degree
commensurate with my level of ability, and optimum learning will be provided
without diminishing the quality of client/patient care or service.
6. I am subject to the policies, procedures, and regulations of the Facility while I am
participating in the placement program within the Facility.
7. The Facility does not accept any responsibility for the risk of accidental injury not
caused by the Facility, its agents, or employees that I may suffer during this
placement. Specifically, the Facility does not carry health insurance or disability
insurance that provides coverage for students. Students must have DSU health
insurance, or equivalent, while on placement. The University purchases accidental
and disability insurance or workers’ compensation coverage, depending on the
location of the placement, for students while they are on placement.
8. The University carries malpractice insurance in the event that a client is injured
through negligence on my part in the course of my placement.
9. I acknowledge that I am solely responsible for the financial costs I incur during the
term of my placement, including, but not limited to travel to the location of my
placement, local travel, accommodation, meals and emergency care.
10. I acknowledge that due to circumstances beyond the control of the Facility and the
University there may be a last minute change to the location of my placement and that
I am responsible for any costs I may incur as a result of such a change.
Signed by:
Student
B00___________
Witness (School Administrator/Faculty Member)
Name: ___________________________
Title: ____________________________
Date