swk351 social work field practice i integrative seminar ... swk351 b warkentin.pdf · for swk 350...
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SWK351 Social Work Field Practice I Integrative Seminar
September 3, 2019 – April 9, 2020
Acknowledgement I would like to acknowledge that the land on which we gather is the traditional territory of
Anishinaabeg (ah-nish-naabek), Cree, OjiCree, Dakota, and Dene peoples, and the homeland
of the Métis Nation
Instructor: Professor Buetta Warkentin
Phone: 204-924-4879
Email: [email protected]
Class Hours: Every second Monday beginning September 9, 8:30-11:15 am
Office Hours: Mondays 1-2 pm; Wednesdays 9-11 am
Pre-Requisites: Students must meet the eligibility requirements and have completed the field placement
process as outlined in the Field Education Manual. For SWK 350 this includes completion
of SWK 110 Intro to Social Work Practice; SWK 230 Intro to Clinical Skills; and SWK 331
Social Work Practice with Individuals, each with a GPA of 2.5.
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Co- Requisite: Students enrolled in SWK350 Social Work Field Practice I are required to enroll in SWK351 Social
Work Field Practice I Integrative Seminar at the same time. Withdrawing from either SWK 350 or
351will require withdrawing from the co-requisite. Students must receive a Pass in SWK350 and a
C+ minimum in SWK351. If either of these conditions is not met, then the student must repeat both
components.
Availability: Normally email is checked daily during regular business hours. If an emergency arises and
you are unable to connect with me please contact Lisa Richard, Administrative Assistant,
who will respond to your needs in a timely manner.
Important Dates:
Course Description: The Integrative Field Seminar is taken in conjunction with the field placement. This
seminar provides students an opportunity to engage in critical thinking, discussion and
exploration of theory, practice, policy and field practicum experiences. Throughout the
course, students have an opportunity to integrate the academic knowledge and values
taught in social work courses with their field placement experiences. In addition, the
seminar provides a forum for learning and building practice skills through interaction, self-
reflection, case discussion and other experiential activities.
Time will be allocated in seminar sessions and on-line forums for students to share
rewarding or problematic learning experiences; raise issues encountered and discuss
Fall Term: Sept 3, 2019 – Dec 6, 2019
Fall Reading Week: October 14-18, 2019
Winter Term: Jan 6, 2019 – Apr 9, 2020
Winter Reading Week: Feb 17-21, 2020
Voluntary Withdrawal Deadline:
March 6, 2020
Time Extension Deadline:
March 27, 2020
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personal growth and concerns related to the student’s field experience. It is expected that
all students will participate and share their experiences and learning from field education
placements and seek input from their peers.
Students use the field experience and integrative field seminar as the backdrop for
assessing their own progress toward entry-level generalist practice and attainment of the
Social Work Program objectives which are derived from the CASWE Educational Policy.
Students require a minimum grade of C+ in SWK 351 and a Pass in SWK 350 to receive
a passing grade for the first field placement and integrative seminar.
SWK 351 Course Objectives
Upon successful completion of the practicum and integrative seminar students will be able
to:
Demonstrate awareness of self and adoption and application of social work values
and ethics related to self-care, boundaries, diversity, and social justice
Integrate theoretical and research based knowledge into practice
Demonstrate an understanding of the intersecting levels of generalist social work
practice related to agency mission and social work roles in the practicum setting
and broader community context
Discuss the impact of policy and legislation on the practice of social work in the
placement context
Identify personal strengths and growing edges in developing social work
knowledge, values and skills at various levels of practice
Demonstrate growing confidence in identification with various models of practice
and use of self as a social work practitioner.
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Required Course Materials
Poulin, J., Matis, S., & Witt, H. (2019). The social work field placement: A competency-based
approach. New York: Springer Publishing Company. ISBN: 978-0-8261-7552-6
Additional Course Materials – available on course site
Booth College Social Work Field Education Manual 2019-20
Canadian Association of Social Workers Code of Ethics
Canadian Association of Social Workers Guidelines for Practice
Canadian Association of Social Workers Scope of Practice
Manitoba Association of Social Workers Standards of Practice
Course Format
This is a hybrid/blended seminar-based course, focusing on peer interaction both in face-
to-face and online formats based on required readings and drawing on personal
experiences in the field. Your instructor will facilitate conversations and activities to
enhance learning, but there will be limited lecture content. All assigned readings are
required to be completed prior to class and discussion forum participation. Class learning
will be limited or enhanced by the amount of reading and reflection completed by students.
This class is your opportunity to integrate your practicum experiences with theory and
learning from the classroom, and to develop your sense of self as a professional social
worker.
SWK 351/325 Tentative Course Schedule
(Changes may be made up to Sept. 9)
Class Time Slot - Monday 8:30 am – 11:15 am
– roughly every 2 weeks there will either be an in-class seminar or online discussions –
Date In Class / Online Topic, Readings, Assignments
Semester I
Sept 9 In Class The SW Field Placement, Learning Contract– Ch 1&2
Poulin et al.
Sept 23 In Class Using Supervision and Demonstrating Professional
Behaviour – Ch 3& 6 Poulin et al.
Sept 30 Online Building Relationships, Interprofessional Collaboration -
Ch 5 Poulin et al.
ITP Loop #1 Due
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Reading Week Oct 14-18
Oct 21 In Class Engaging in Diversity – Identity, Culture, Spirituality/
Religion Ch 7 Poulin et al.
Nov 4 Online Social Justice Ch 8 Poulin et al.
ITP Loop #2 Due
Nov 18 In Class Self-Care – Ch 4 Poulin et al.
Dec 2 In Class Peer Consultation – share IPT loop
ITP Loop #3 Due
Semester II
Jan 13 In Class Micro Assessment and Intervention Ch. 11 & 13 Poulin
et al
Jan 27 In Class Mezzo Assessment and Intervention Ch 12 & 14 Poulin
et al.
ITP Loop #4 Due
Feb 10 Online Research and Policy – Ch 9 & 10 Poulin et al.
Reading Week Feb 18-22
Feb 24 In Class Peer Consultation – share IPT loop
ITP Loop #5 Due
Mar 9 Online SW Practice, Boundaries and Ethics – Readings TBD
Mar 23 In Class Termination, Readings TBD
ITP Loop #6 Due
Mar 30 In Class View portfolio presentations of graduating students
from SWK 450-451
Social Work Practice Model Paper Due
Course Requirements/ Assignments
1. Participation – In Class 15%
As a seminar class students are expected to offer significant contribution to the learning in
the classroom. Student participation will reflect thorough reading of the text and other
assigned readings, critical reflection and thoughtful engagement with peers and instructor
whether in class or online through required discussion forums. Your grade will be affected
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not only by the amount of your contribution, but also by the quality of your contribution. It
will improve when you are able to demonstrate integration of theory, knowledge and
values with the skills you are developing in practice. Students must maintain
confidentiality with their agency setting and the clients they work with, but should reflect
on their placement experience in the context of the bi-weekly topics and bring questions
and insights into the classroom and online conversation.
2. Online Discussion Forums 10%
Part of our class time together will be spent virtually – through online discussion forums.
These forum discussions integrate the learning we would gain from a 3 hour class
session. In the week with an online class, you are required to log into the discussion forum
on Myboothonline, and contribute to our class discussion demonstrating integration of the
course readings with your placement experience.
Contribute one substantive initial post including a reflective question by the date
of the class listed in the syllabus
Respond to at least 3 peers within the remainder of that week – incorporate
feedback related to the readings and any connections you’re making with your
placement setting.
Review the responses to your initial post and make final summary comments
related to your post by the end of the week.
Remember that if you are late posting or replying then others can’t respond to you,
so post and respond as early as possible
Posts should be 1-2 paragraphs – no longer
Posts should display critical thinking, correlating assigned readings with practicum
experiences, using references and citations where appropriate
Check for spelling and grammar
Be respectful
The forum will be closed at 8:30 am on the date of the next seminar. You will not be
able to catch up on posts after this time. Failure to participate in a forum will result in
a loss of all the marks for that discussion forum.
2. ITP Loop Reflection Paper 6x5= 30%
Bogo and Vayda (1998) have developed a model for the examination and development of
practice. They use the imagery of a loop – the Integration of Theory and Social Work
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Practice Loop. This loop asks students to Retrieve information relevant to a given practice
situation; to Reflect on personal reactions, assumptions, beliefs and experiences related to
the practice situation; to Link theory with practice through making connections with
knowledge from reading, lectures, research as they relate to the practice situation; finally
leading to a professional Response – action that incorporates what has been learned
through the earlier steps.
Students will be asked to submit a total of 6 ITP Loop reflections throughout the year.
Submissions must include the following:
1. Retrieval – identify a significant experience from your placement setting. Using first
person narrative identify the pertinent details to the situation, including
interactions with significant others, past and present experiences, organizational or
other contextual factors, interactive or bio- psycho-social-spiritual factors that
relate to the situation.
2. Reflection – think back to your reactions – thoughts and feelings in the midst of the
situation. What were the values, attitudes, beliefs and worldviews that were
relevant and how did they influence your interaction.
3. Linkage – identify the knowledge and theory base that is relevant to the situation.
Include information from one academic journal article or book chapter that relates
to the situation.
4. Response – What was your professional response in this situation – what did you
do? How did it connect with the information you had about the situation, the values
and beliefs that grounded your thoughts and feelings in the situation, and the
relevant knowledge and theory base? Did you rely on instinct and intuition or were
you more deliberate in your response? Was your response effective? Appropriate?
Sufficient? What could you have done differently? What did you learn about social
work practice and yourself as a social worker?
ITP Loop Reflection Papers should be 1-2 pages single spaced, and must be submitted at
the beginning of the class (uploaded to the course website) on which they are due.
September 30, November 4, December 2, Jan 27, Feb 24 and March 23.
3. ITP Loop Consultation 15%
Students will each present one ITP Loop in class for discussion on either Dec. 2 or Feb. 24.
Students must share the main points from the situation and facilitate a discussion on their
actions and reflections about the situation, seeking feedback and consultation from their
peers. Each student will have 20 minutes for presentation and discussion, and should come
prepared with questions related to the situation that they would like support and
consultation on.
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4. Social Work Practice Model 30%
Using your experiences with ITP Loops, learning from your field experiences, and your
classes, identify the theories, perspectives, knowledge values and skills that you are
incorporating into your sense of self as a professional social worker.
Personal Characteristics: What have you learned about your personality – what are the
strengths and growing edges that you bring to the work? What is your internal or external
motivation for the work? What gives you strength through the challenges? Where do you
find meaning in the work? What are the values that ground you in your work?
Theories and Models of Practice: What are the theories you draw on in the work? What has
worked well for you? What has worked well for this setting or population? What have you
learned about models and theories that you are drawn to and what implications are there
for methods of practice or populations?
Skills: What are the skills you have relied on most in your practice? What have been your
strengths and what are your growing edges? How do your skills relate both to your
personal characteristics that you bring to the work and to the theories and models that fit
for your social work perspective?
Summary: Identify the personal characteristics, theories, and skills that will ground you in
your next placement and also those that you need to further develop. Identify a plan for
how you will develop these.
Length: 5-6 pages double spaced.
Due Date: March 30, 2020 uploaded to the course website by 8:30 am
Course Requirements
Grading for the Integrative Field Seminar is based on the following:
In Class Participation 15
Discussion Forums 10
ITP Loop Reflections 30
ITP Loop Consultation 15
Social Work Practice Model Paper 30
Total 100
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Grading Schedule
This is the interpretation of the letter grades as per the College academic policies, and the
percentage scores for this course that will normally correspond to those letter grades.
A+ Exceptional Performance with evidence of
outstanding original thinking, superior organization,
exceptional capacity to analyze and synthesize, a
superior grasp of the subject matter with sound critical
evaluations; evidence of extensive knowledge base.
94-100%
A Excellent Performance with evidence of excellent
original thinking, excellent organization, excellent
capacity to analyze and synthesize; an excellent grasp of
the subject matter with sound critical evaluations,
evidence of an extensive knowledge base.
85-93%
B+ Very Good Performance with evidence of original
thinking, very good organization, demonstrated ability
to analyze and synthesize; a very good understanding of
the relevant issues under examination; very good
familiarity with the relevant literature.
78-84%
B Good Performance with evidence of a good grasp of
the subject matter; evidence of critical capacity, good
analytical skills, a good understanding of the relevant
issues under examination; evidence of good familiarity
with the relevant literature.
70-77%
C+ Satisfactory Performance with evidence of a
satisfactory grasp of the subject matter; evidence of
critical capacity, an ability to develop solutions to
simple problems found in the material; evidence of
familiarity with some of the relevant literature.
65-69 %
C Adequate Performance with evidence of an adequate
grasp of the subject matter; some evidence of critical
capacity, an ability to develop solutions to simple
problems found in the material; evidence of familiarity
with some of the relevant literature.
60-64 %
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D Marginal Performance with evidence of marginal
familiarity with the subject matter and some evidence
that critical and analytical skills have been used.
50 59%
F Inadequate Performance with little evidence of even a
superficial understanding of the subject matter; serious
weaknesses in critical and analytical skills; limited or
irrelevant use of the literature; failure to satisfy course
requirements.
0-49 %
COURSE STANDARDS AND ACADEMIC POLICIES
Booth UC Policy Statements
Students are responsible for reviewing and abiding by all Booth UC student policies in the
current Academic Calendar and Field Education Manual.
Quality of Assignments and Requirements for Written Assignments
The professor reserves the right to reject any work that does not comply with
requirements and instructions. All written assignments must be typed double-spaced with
margins no larger than one inch on all sides, font size no greater than 12, include numbered
pages, and title page with name, title of project, and date submitted. Ensure you review
your assignments for clarity, style, punctuation, grammar and spelling. Papers must be
appropriately referenced using APA style. All assignments must be satisfactorily
completed to receive a passing grade for the course.
Academic Integrity
It is a serious offense to present a piece of work for course credit as one’s own if the work
was done by some other person (plagiarism). Plagiarism or any form of cheating in
examinations or term tests (e.g. crib notes) is subject to serious academic penalty that may
include loss of part or all of the marks for an assignment/test, failure in the course,
dismissal from the College, or other serious consequences.
To plagiarize is to take ideas or words of another person and pass them off as one’s own. In
short, it is stealing something intangible rather than an object. Obviously it is not necessary
to state the source of well- known or easily verifiable facts, but students are expected to
acknowledge the sources of ideas and expressions they use in their written work, whether
quoted directly or paraphrased. This applies to diagrams, statistical tables and the like, as
well as to written material and materials or information from Internet sources. To provide
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adequate documentation is not only an indication of academic honesty but also a courtesy
which enables the reader to consult these sources with ease. Failure to do so constitutes
plagiarism. It will also be considered plagiarism and/or cheating if a student submits an
assignment in whole or in part by someone other than him/herself, or copies the answer or
answers of another student in any test, examination, or take-home assignment.
Instructors are required to report all allegations of plagiarism or cheating to the Academic
Dean before a grade is assigned. The original assignment is submitted to the Academic
Dean. The Academic Dean will chair a joint meeting of student and instructor to hear both
the allegations and the student’s response to the allegations. The Academic Dean will then
make a determination whether or not plagiarism or cheating has in fact occurred and
decide on appropriate disciplinary measures. The student and instructor will be notified of
the Academic Dean’s decision in writing. A copy of the decision will be sent to the Registrar
and College President.
The student has the right to appeal the decision of the Academic Dean. The Academic
Appeals process may be found on pages 20-21 of the academic calendar.
Timely Submission of Assignments
Assignments are due as scheduled. Handing in assignments late is unfair both to other
students who hand them in on time and the instructor who must complete grading and
submit grades on time. Any extensions must be discussed with the instructor prior to the
due date. Extensions will only be granted under exceptional circumstances, such as family
emergency or illness requiring treatment by a physician. It is the student’s responsibility
to notify the instructor before the assignment is due. A note from a doctor may be required.
Factors such as poor planning or lack of time management, computer or printer
malfunctions are not sufficient grounds for requesting an extension. Each day an
assignment is late (including weekends) 5% of the final grade will be subtracted (up to
the value of the assignment). This includes the due date.
Class Attendance
Class attendance is essential to the success of your professional preparation and
understanding of course content. Students are required to attend all class sessions and
participate in all discussion forums, and should treat arriving for class on time or absence
from class similar to being employed as a social work professional by informing their
instructor if they will be absent, late or must leave early. Failure to post within the 2 week
time frame for the discussion forums will constitute an absence from class.
The professor reserves the right to lower the final grade by up to 15% for any student
who has unexcused absences from 3 or more classes.
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Policy on the Use of Personal Computers, Electronic Devices and Cell Phones in Booth
Classrooms
We consider the Booth classroom environment to be a special place of focused engagement
between professors and fellow students. As such, electronic devices are allowed in the
classroom only for the purposes of course instruction. Any use other than this requires the
express permission of the instructor. The use of personal computers and other electronic
devices in the classroom is a privilege which may be withdrawn at the discretion of the
instructor.
Professional Suitability
The study of social work practice places students in a position of special trust with
professional social workers and their clients. The Faculty recognizes that social work
education occurs both inside and outside the classroom and has the responsibility to
ensure that its graduates are competent and ethical. A student's impaired judgment or non-
academic misconduct may be grounds for determining whether the student should
continue in the program, with or without conditions, or be dismissed from the Faculty of
Social Work. Where concerns arise the Professional Suitability Policy will be enacted.
Policy on Unclaimed Term Work
It is the student’s responsibility to claim all term work, assignments or tests.
Any term work that has not been claimed by students will be held for a period of four
months from the end of final exam period for the term in which the work was assigned. At
the conclusion of this time, all unclaimed term work will be destroyed according to FIPPA
guidelines.
Withdrawal
Any student who is considering withdrawing from the course must speak with the
instructor and contact the Booth University College Registrar at 924-4861 and/or your
Faculty Advisor.
Student Services
At times students may experience personal difficulties such as health, mental health or
disability concerns that may negatively impact academic work. If you experience these
challenges please discuss this with your instructor and contact Student Services as soon as
possible. In addition free and confidential counselling services are available through our
Student Support Program.
Student Services: Rhonda Friesen 204-924-4876 or [email protected]
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Student Support Program: Download the free My SSP app
Visit the website mystudentsupport.com
Dial 1.855.649.8641