SWK351/326 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 Jennifer Hedges

Phone: 204-924-4884

Email: Jennifer_Hedges@boothuc.ca

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.

For SWK 325 this includes completion of SWK 110 Intro to Social Work Practice; SWK

232 Foundations I and completion of or registration in SWK 233 Foundations II, each

with a minimum GPA of 2.5.

Students must register for either SWK 350 or SWK 325, but not both.

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Co- Requisite: Students enrolled in SWK350/325 Social Work Field Practice I are required to enroll in

SWK351/326 Social Work Field Practice I Integrative Seminar at the same time. Withdrawing

from either SWK 350/325 or 351/326 will require withdrawing from the co-requisite. Students

must receive a Pass in SWK350/325 and a C+ minimum in SWK351/326. 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 personal growth and

Fall Term: Sept 3, 2018 – 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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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 SWK326/351 and a Pass in SWK 325/350 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 their

placement context

Identify personal strengths and growing edges in developing social work skills at various

levels of practice

Demonstrate growing confidence in use of self as a social work practitioner.

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

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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 Course Schedule – DATES for in class/online still to be determined

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

(these dates may

change)

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– Ch 3 Poulin et al.

Sept 30 Online Building Relationships, Documentation Ch 5& 6 Poulin et al.

ITP Loop #1 Due

Reading Week Oct 14-18

Oct 21 In Class Engaging in Diversity – Identity, Culture, Spirituality and

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.

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Dec 2 In Class Peer Consultation – bring an interesting challenge

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

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

Case Study Application 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 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.

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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 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 6x7= 35%

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 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.

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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 psycho-social 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 journal article 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? 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.

Students will each present one ITP Loop in class for discussion on either Dec. 2 or Feb. 24.

3. Case Assessment/Skills Reflection 40%

In consultation with their Field Instructor, students will identify a case that they have worked

with. Ensuring they comply with all confidentiality policies, students will use this case as the

basis for the following assignment.

Part A – Assessment

Students will complete a brief strengths-based biopsychosocialspiritual assessment. A template

will be provided on the course website.

Length: 3-4 pages

Part B – Skills Reflection

Using the list of clinical skills at the end of the syllabus, reflect on your use of various

introduction/engagement, active listening/attending, and following/exploring/focusing skills

with this client during the assessment process.

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What worked or did not work?

What would you do differently next time and why? Be specific.

What theoretical lens did you use to complete the assessment and how was it helpful?

What social work values did you demonstrate?

Length: 3-4 pages 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 35

Assessment/Reflection 40

Total 100

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%

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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 %

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

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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 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

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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. Unless this is cleared ahead of time they will be considered absent and

will be affected by the attendance policy. The professor reserves the right to lower the final

grade of any student according to the following except in exceptional circumstances:

Absence from 3 classes –15% reduction in the semester grade

Absence from 4 classes – automatic failure of the course

Failure to post within the 2 week time frame for the discussion forums will constitute an

absence from class.

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

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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

Student Support Program: Download the free My SSP app

Visit the website mystudentsupport.com

Dial 1.855.649.8641

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Appendix A

Social Work Skills

Introduction/Engagement

Building a Rapport: feeling of relationship

The helping relationship facilitates change

The helping relationship is collaborate and a shared experience

The social worker and client engage verbally and non-verbally

The social worker is non-judgemental and open to the client’s unique experience and

story

Clarifying Names

Clarify what the client would like to be called and practice proper pronunciation

Clarify what the client should call the social worker

Roles and Responsibilities

Social worker should orient the client to the agency and the helping process

Clarify roles and expectation of the agency and social worker

Explore client’s expectations for service

Explain the purpose of the meeting

Confidentiality and Informed Consent

Social worker should review confidentiality and limitations

Social worker should inform the client of the helping process so they know what to

expect and can agree or disagree to the service (even with involuntary or mandatory

clients it is important for the client to be aware of their options within the mandated

service)

Preparedness

Students are familiar with Cournoyer (2014) preparing:

o Preparatory reviewing – review available documentation (intake form)

o Preparatory exploring – talk to other workers who have had contact with client

o Preparatory consultation – consult with a supervisor

o Preparatory arranging – scheduling, preparing location, interpreter,

transportation

o Preparatory empathy – try to understand what the client might be feeling

o Preparatory self-exploration – any personal issues that may arise

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o Center yourself – positive self-talk, relaxation exercises

o Preliminary planning and recording- think of purpose of the meeting (p.221-243)

Feedback

Social workers regularly check in with their client to assess if they understand or if they

have anything to add or ask. This gives the social worker a sense of how the session is

going and also allows opportunity for the client to participate in the direction of the

session

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Active Listening /Attending Skills

Relaxed Open Posture

The social worker should look and feel comfortable

Sit Squarely

Open Posture

Lean Towards the Client

Eye Contact

Relaxed and Natural (Egan, 2014, p.77-78)

Non-Verbal Communication

Social worker should appropriately mirror client facial expressions so that client feels

heard and understood (student should not be laughing when client is sad or upset)

Social worker should demonstrate appropriate eye contact (show interest) by taking

lead from the client

Annoying Habits

Students are encouraged to reflect on any habits that could be distracting in the session.

For example: clicking a pen, chewing gum, shifting uncomfortably

Minimal Prompts

Social workers should use a variety of minimal prompts to let their client know they are

listening and to encourage their client to keep talking.

Ex: head nodding, “go on”, “mm hmm”, “yes”

Voice

Pace, tone, volume of speech

Observation

Social workers should be assessing non-verbal communication from their client

throughout the session and pick up on any cues from their client

Explore incongruences

Silence

Social workers recognise there are many explanations for silence and uses for it in the

helping process. Students are encouraged to become more comfortable with silence

and avoid jumping in or changing the topic automatically.

Silence could mean:

o Confusion

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o Thinking

o Dealing with difficult emotions

o Trust issues

o Comfortable with silence

o Nothing else to say (Shebib, 2011, p.121-125)

Verbal Following, Exploring and Focusing Skills

Open Questions

Explore a topic more broadly and encourages clients to elaborate

o What brings you in today….?

o How do you feel about…..?

o I’m curious about your opinion?

Closed Questions

Can be answered with “yes” or “no” and one word answers

Used to gather facts

Avoid:

“why” questions – asks clients to justify

Ask too many questions – interrogation

Stacking question – more than one at a

time

Dominate the conversation

Allow client to speak in generalities –

“can you give me an example?”

Ask how does that “make” you feel?

Do:

Use “how” or “what”

Ask one question at a time

Balance of questions and answers

Ask questions to clarify and be more

specific “how did you come to that

conclusion?”

Ask “how do you feel?”

(Corcoran, 2012, p.57-58)

Empathy

Students in this class have been learning to recognise levels of empathy:

o Level 1: “you must have gotten up on the wrong side of the bed”

o Level 2: “you’ll just have to be patient”

o Level 3: “you feel _______ about ________ because _______”

o Level 4: “you feel very frustrated with the lack of progress in getting your son

back. You wonder whether there is any hope in working with a new worker and

this system, which you feel hasn’t been helping you”

Example: Single women aged 80:

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“Goodness, the more I think about moving, the more scared I get. I have neighbors here who

look after me, and I won’t know a soul there. I’m afraid I’ll be all alone.”

Level 1 - “don’t worry, you’ll make friends in no time, and you’ll wish you moved sooner”

Level 2 - “it’s pretty scary for you, leaving your neighbors and familiar surroundings. But there

will be a lot of friendly people there and things to do. Besides, they fix one hot meal for you

everyday”

*Level 3 - “just thinking about moving worries you because you will be leaving your own

neighborhood and friends. Even though your life will be much easier, you’re unsure you will be

better off in other ways”

*Level 4 – “It sounds like you have some pretty mixed feelings about moving. Part of you wants

to go because you could live more comfortably, but another part of you is afraid you’ll feel

alone and lost and wants to cling to people you know care about you” (Hepworth et al., 2013,

p. 104-105)

Reflection of emotion

o Reframing:

Use of metaphor or simile, “sounds like a rat in a maze”

Focus on positive or new opportunity “it sounds as if you have

persisted…”

o Double sided reframe: “part of you is….and the other part…..” or “on the one

hand….”

Students are encouraged to use a variety of lead in’s:

o Could it be that….

o You’re feeling…..

o What I thinking I’m hearing….

Students should be able to understand clients and reflect that understanding back to

the client

Paraphrasing

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Paraphrasing is used throughout the session to demonstrate listening and also to check

in with the client to see if you are following them correctly. The client may confirm or

disagree.

Social worker uses his/her own words or “fresh words” to reflect content back to the

client

Social worker should avoid parroting or dominating the conversation with paraphrasing

Students are encouraged to use a variety of lead in’s:

o As I understand it….

o It sounds as if…..

o It seems like…..

o I think what you are saying is…..

Summarizing

A good summary should end the session and can also be used throughout the session

to:

o Highlight key aspects

o Recap lengthy messages

o Focus

o Pull everything together

o Use when client is stuck to regroup and move forward

The social worker should end the summary with a check in question (Young, 2009;

Hepworth, 2013)

Seeking Concreteness

Everyone attached their own meaning to word, phrases, feelings and experiences. It is

important for the social worker to understand what it means to the client.

Ex: “what do you mean when you say you are at your wits end”

o What does “depression” look like for you?

o What do you mean “you felt pressured?”

o Walk me through what happened starting at the beginning? And then what did

you do (or say)?

Self-Disclosure

Only used to benefit the client and not to meet a need of the social worker

Can help humanise the social worker

Can help normalise a situation, behavior or emotion

Can help social worker connect with client – establish relationship

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Focusing

Selecting topics for exploration

Explore topics in depth

Use time wisely

References

Canadian Client Consultation Competition. Retrieved November 5, 2012, from

http://www.clientconsultationcomp.ca/?page_id=15

Cournoyer, B. (2014). The social work skills workbook. (7th ed.). Stanford, CT: Brooks/Cole.

Corcoran, J. (2012). Helping skills for social work direct practice. New York, NY: Oxford.

Egan, G. (2014). The skilled helper. (10th ed.). Belmont, CA: Brooks/Cole

Hepworth, D.H., Rooney, R., Rooney, G.D., & Strom-Gottfried, K. (2013). Direct social

work practice; theory and skills (9th ed.). Belmont, CA: Brooks/Cole.

Knapp, H. (2008). Introduction to social work: A workbook. Thousand Oaks, CA: Sage

Shebib, B. (2010). Choices (4th ed.). Toronto: Pearson Education Canada Inc.