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: Buetta_Warkentin@boothuc.ca

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.

2

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

3

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.

4

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

5

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

6

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

7

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.

8

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

9

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 %

10

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

11

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.

12

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 Rhonda_Friesen@boothuc.ca

13

Student Support Program: Download the free My SSP app

Visit the website mystudentsupport.com

Dial 1.855.649.8641