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Field Placement Manual

Community Services and Health SciencesSOCIAL SERVICE WORKER PROGRAM

TABLE OF CONTENTSPART ONE-OVERVIEW....................................................................3

CONTACT INFORMATION SHEET.............................................................................................4WELCOME FROM GEORGE BROWN COLLEGE............................................................................5THE CENTRE FOR COMMUNITY SERVICES AND EARLY CHILDHOOD................................................7KEY CONTACTS..................................................................................................................7PART TWO-THE PROGRAM..............................................................8

INTRODUCTION TO THE PROGRAM..........................................................................................9PROGRAM FORMAT...........................................................................................................10FIELD/CLINICAL PLACEMENT POLICIES AND PROCEDURES...........................................................16

Purpose of Field Work Practice.......................................................................................16Criteria for Field Placements..........................................................................................16Selection and Assignment of Field Placements...............................................................18International Placement Opportunities...........................................................................19Hours of Placement........................................................................................................19Vocational Learning Outcomes.......................................................................................20Criteria for selection of Field Placement Supervisors......................................................23Student Performance Evaluations..................................................................................24Responsibilities for the Supervisor.................................................................................24Responsibilities of the Student.......................................................................................27Responsibilities of the Faculty Advisor.................................................................................29Procedures for Students in Difficulty and for Termination of Placement..............................30Legal Considerations............................................................................................................31

PART THREE – APPENDIX/STUDENT PERFORMANCE EVALUATIONS.......33

Community Services and Health Sciences P a g e | 2

PART ONE-OVERVIEW

CONTACT INFORMATION SHEETGeorge Brown College


Contact Information Sheet Welcome from George Brown College The School of Community Services and

Early Childhood

200 King Street EastToronto, OntarioM5A 3W8

SOCIAL SERVICE WORKER PROGRAMCONTACT INFORMATION SHEETFelice Markowicz Coordinator416-415-5000 ext. 2696416-415-2646Email: [email protected]

WELCOME FROM GEORGE BROWN COLLEGE George Brown College is a non-profit crown corporation established by the Government of Ontario in 1967 to serve the City of Toronto as part of a province wide system of colleges.


The College was created from a nucleus of existing educational institutions: theProvincial Institute of Trades and Occupations, four adult education centres of theToronto Board of Education and later, five schools of nursing that were affiliatedwith downtown hospitals were added. As a result, the College inherited a number ofolder properties, many of which lacked specific requirements for educational andtraining purposes.

For almost 40 years George Brown has provided high-quality, applied educationprograms for students from across Canada and abroad. All three campuses arelocated in the heart of the Greater Toronto Area, the economic driver of the nationand one of the most diverse, dynamic urban centres in North America: St. JamesCampus, the largest, located downtown on King Street between Jarvis andSherbourne; Casa Loma Campus, located at Davenport and Spadina; and RyersonCampus, located in Ryerson University, Gerrard Street. Our newest campus locatedin the Historic Distillery District will open in September 2005. The Young Centre forthe Performing Arts will be the new home of the college’s renowned Theatre Schooland its partnership with Soulpepper Theatre Company.

Economic growth in the GTA is increasingly dependent on the quality of it labourforce. In response to this need, George Brown educates approximately 14,000 fulltime and 50,000 part-time students each year to be job-ready graduates in a wide variety of programming areas including business and financial services, hospitality and tourism, microelectronics, information systems, mechanical engineering, communications, community health, digital media, performing arts, building and environmental systems, and dental sciences among many others in a total of 112 diploma, 29 certificate and 8 bachelor’s degrees programs. Our delivery of these programs stresses flexibility and innovation, with multiple points of access to enable continuous learning.

We strive to ensure our graduates understand of new and emergingtechnologies, adapting well to changing circumstances, working well with others,while learning to think and act independently. Students at George Brown aredeveloping the skills employers need to support one of the most advanced economies in the world.

George Brown College continues to receive national awards for innovations inprogram and services and international awards in student competitions.

Enrolment: Provincial leader in application and enrolment growth since 2002.Current Full-time students: 24,000Continuing Education students: 36,000Campuses: Three in downtown Toronto along with 10 other training facilities.Programs:

Bachelor's degrees: 6 Diplomas: 65 Post-Graduate Programs: 30


Certificate/Apprenticeship Programs: 47Total programs: 148Continuing Education credit courses: 1600

Student SuccessOur students are prepared for careers in the sectors that will shape the city region'sfuture. Job-ready graduates achieve a high degree of success meeting career goals after graduation.Employer Satisfaction90 per cent of employers are very satisfied/satisfied with graduate jobperformance.Established1967 by the Government of Ontario to serve the population of the City of Toronto.Financial PerformanceOntario college system leader in financial efficiency, with outstandingoperating financial performance.Academic Affiliations and Credentials Member:

Association of Colleges of Applied Arts and Technology of Ontario Association of Canadian Community Colleges.

Board of GovernorsFor a current list of our board of governors please go to:

http://www. georgebrown .ca/board/index.aspx

THE CENTRE FOR COMMUNITY SERVICES & EARLY CHILDHOODThe School of Community Services and Health Sciences is made up of three centres:

Center for Community Services & Early Childhood Education, Centre for Nursing and the Centre for Health Sciences. Within these centre’s, there are seven program Clusters:


http://www.georgebrown.ca/board/index.aspx

Social & Community Services: Community Worker, Social Service Worker, Child and Youth Worker, Career and Work Counsellor, Behavioural Science and TechnologyDeaf & Deaf blind Studies: Intervenor for Deaf-Blind Persons, ASLEnglish Interpreter, Pre-InterpreterHealth Promotion: Fitness and Lifestyle Management, Activation andGerontologyOral Health: Dental Assisting, Dental Hygiene, Denturism, DentalTechnology, Restorative Dental HygieneHealth Services Management and Technology: Dental Office Administration,Medical Office Administration, Health Information Management, HealthInformaticsNursing: Personal Support Worker, Registered Practical Nurse,Baccalaureate in NursingEarly Child Development: Early Child Assistant, Early Childhood Educatorand Early Childhood Development (Degree)

KEY CONTACTSDean: Lorie Shekter Wolfson 416-415-5000 x 2855Associate Dean: Lori Cranson 416-415-5000 x 2434Director, Community Services & Development: Patricia Chorney Rubin x2762Chair, Early Child Development: Patricia Chorney Rubin x 2762Chair, Health Sciences: Doug Stulla x 4540Director, Centre for Nursing: Rivie Seaberg x 4454Chair, PSW and RPN:: x 3191 Deana LunnChair, BSCn: Dianne Diniz x 3094

PART TWO -THE PROGRAM• Introduction to the Program• Program Format


• Overview of the Program• Overview of Field Placement Requirements• Police Reference Check and Other Requirements• Academic Standing• Minimal Requirements for Field Placement

• Field placement Policies and Procedures• Purpose of Field Work Practice• Criteria for Field Placement Agencies• Selection and Assignment of Field Work Placements• International Placement Opportunities• Hours of Placement• Vocational Learning Outcomes

• Criteria for Selection of Field Work Supervisors• Field Work Supervision

• Student Performance Evaluations• Responsibilities for the Supervisor• Responsibilities of the Student• Responsibilities of the Faculty Advisor• Procedures for Students in Difficulty and for Termination of Placement• Legal Considerations

INTRODUCTION TO THE PROGRAMINTRODUCTION TO THE PROGRAM

The Social Service Worker program, introduced in September 2004, is representative of the Centre for Community Services and Early Childhood's longstanding commitment to innovation and responsiveness in the social serviceseducation sector. The Social Service Worker program provides graduates withthe skills, knowledge and attitudes required to work in the diverse and complexfield of social services. The Social Service Worker program maintains the highstandards and excellence of the previous programs. Students are eligible forinternational field placements in Jamaica and Cuba. The purpose of the Social Service Worker Program is to train individuals seeking employment as Social Service Workers in the field of social services and to provide further training to those already employed in the field. The program is based on a philosophy of self-directed learning, personal growth and enhanced awareness while developing skills


and knowledge relevant to social services and the clients we serve. The college maintains relationships with well over 200 agencies operating in a wide range of community, formal, informal and international social service settings.

At George Brown College students are well-prepared to work in diverse urbancommunities. Students develop the abilities to respond to individual and communityissues of homelessness, poverty, substance abuse, mental health concerns,oppression, crisis and other determinants of health and areas of social justice.Family work, group facilitation, advocacy and proposal writing are integralcomponents of the program of study. The College's history of preparing thousandsof addiction and mental health workers is maintained within the SSW program aswell as in the unique Concurrent Mental Health and Substance Abuse Recoverycourse.

Students in the Social Service Worker Program come from a wide variety ofbackgrounds and range in age from 18 - 60. Some have Bachelor of Arts degreesand are looking for specific social service skills while others are secondary schoolgraduates or mature students with extensive life experience. Many represent therange of ethno-cultural communities evident in Toronto and throughout Ontario.

PROGRAM FORMATThe Social Service Worker Program is a two-year program delivered in the

7 and 14-week timetabled format. In addition to the theoretical models, methods and skills of social work practice, students will receive training in group work, life skills methodology, community organizing and development, as well as 700 hours of field experience supervised by qualified professional practitioners in two differentplacements. Graduates will be qualified to work in a variety of agency settings including addiction and mental health services, residential group homes, day treatment programs, case management services, shelters, drop-in and community centres, family service organizations, hospitals, governmental and nongovernmental services.

A fast track version of the program is available as a one-year full-time option to graduates of a baccalaureate program in the social or health sciences at a university or to graduates of a college diploma program such as the following:


● Assaulted Women’s and Children’s Counsellor/Advocate● Child and Youth Worker● Community Worker● Behavioural Science Technology● Early Childhood Education● Developmental Service Worker

Overview of the ProgramGraduates will meet the educational requirements for registration as a SocialService Worker in the Ontario College of Social Workers and Social ServiceWorkers. The courses delivered during the two-year program include:SEMESTER 1 (Year 1)Program Courses:GSSC 1109 Life Span DevelopmentLIFE 1012 Life Skills 1ASWRK 1026 Canadian Social WelfareSWRK 1041 Preparation for FieldSWRK 1042 Values, Ethics and Professional PracticeSWRK 1043 Group DynamicsInterdisciplinary Courses:COMM1003 English SkillsCOMM1007 Extended College English COMP1082 Computer Skills and ApplicationsSEMESTER 2 (Year 1)Program Courses:GSSC1064 Introduction to SociologySWRK1034 Working in a Diverse Urban Community


COUN1030 Communication and Interviewing Skills 1LIFE1012 Life Skills BSWRK1036 Mental Health: Fundamentals in Policy and PracticeSWRK1035 Substance Abuse: Fundamentals in Policy and PracticeSWRK1037 Fieldwork Practice ISWRK1038 Integrative Seminar IInterdisciplinary Courses:COMM1007 Extended College English (if not yet completed)SEMESTER 3 (Year 2)Program Courses:SWRK 2055 Special Studies in Mental Health and Substance AbusePROGRAM ELECTIVE 1COUN1032 Communication and Interview Skills II SWRK2085 Case Management and Consumer AdvocacySWRK2052 Group FacilitationCOUN2075 Fieldwork Placement IISWRK2076 Integrative Seminar IiInterdisciplinary Courses:GNED General Education ElectiveSEMESTER 4 (Year 2)Program Courses:PROGRAM ELECTIVE IISWRK2087 Radical Social WorkSWRK2053 Concurrent DisordersSWRK2084 Traditional and Non Traditional Family SystemsSWRK2073 Community DevelopmentSWRK2075 Fieldwork Placement IISWRK2076 Integrative Seminar IIOverview of Field Placement Requirements

Students enrolled in the full-time two-year program will complete a total of 700hours of supervised, evaluated field work. These hours comprise 2 different fieldwork placements. The first field work placement consists of a total of 230 hours and is completed in a 7-week block. The second placement consists of 470 hours and is completed in 2 7-week blocks.

Students require approval from their Faculty Advisor in order to complete Field Work I and Field Work II at the same agency. (This would only be permitted if the second placement were done in a different area of the agency with a different supervisor.)

While in placement, students are required to attend an Integrative Seminar class atthe college. The Integrative Seminar is a co-requisite of the field placement course. With the exception of the Integrative Seminar class, students are expected to be in placement for the full 7 week blocks for each of the two field work placements. It is important to note that the Integrative Seminar class accounts for three hours per week of placement time In all, students are required to complete a total of 700 hours of supervised, evaluated field work in order to graduate from the Social Service Worker Program.

Students need to be in good academic standing prior to negotiating a field work


placement. Please note that there can be no “carry over” of hours from one placement to another without faculty approval. If the placement hours areincomplete, students will be required to repeat the Field Work course in order tomeet the requirements for graduation. Students with disabilities can arrange tomeet with the Coordinator of the Social Service Worker Program to discuss thepossibility of a different schedule or reduced workload for field work placements.The agencies approved by the program for field work placements are very similar to those that would employ our graduates. In some instances, employers hire graduates because of contact and experience with them during the field work experience. Students are not restricted to completing their placements in the GTA but must complete their placements within weekly commuting distance of the College so that they can attend their weekly Integrative Seminar.

Police Reference Check and other Requirements

It is common for placements to require a vulnerable person’s police reference check from students. Therefore in compliance with this requirement all students in this program must have a police reference check completed before each of the field placements. These reference checks, which can take several weeks, are done to protect the service users of these agencies, who are considered "vulnerable persons" under the law. The fees for the reference checks vary and must be paid by the student. Students are responsible for ensuring that the police check covers appropriateness for "individuals being employed and/or volunteering who will be working with vulnerable person(s)."

Students who are unable to provide a clear police reference check may be unable to complete their field placement and, therefore, be unable to complete the program.

At some agencies Students may be required to have a full medical examination to adhere to the health and safety policies at an agency.

Academic Standing

Students are responsible for monitoring their academic performance to ensure the required academic criteria are met. The Course Flow Chart (see Appendix) provides an overview of the pre-requisites and co-requisites courses required in the program.

1. First Year Placement:The Student’s academic status will be considered before permission is granted to enter the field. Failures in certain courses may result in a student being unable to pursue a field placement. In the event that Students have to attend additional classes during placement, Students need to negotiate the hours with their Agency Supervisor to accommodate attending the required class. In the event that a Student has been removed from their first field work placement, the Student may


be granted permission to continue to attend the Integrative Seminar 1 course. However, the Student will not receive a credit for the completion of the course. The Student will be required to attend the Integrative Seminar 1 course for credit once a new field placement has been negotiated.

2. Second Year Placement:Any Student with two or more failures from their first year may be preventedfrom proceeding into their second field work placement.

Minimal Requirements for Field PlacementThe following is intended to familiarize both Students andField Work Supervisors of the key minimal expectations for the field work placement. It may be referred to throughout the placement as a means of ensuring that these requirements are being met. Detailed information on each component is available in the following sections and sample forms are included as Appendices. Although effort has been made to address all the concerns and issues a Student or Field Work Supervisor may encounter, there are sure to be situations that do not fit exactly into the guidelines suggested. In this event, please contact the Faculty Advisor to discuss the situation.

1. Requirements for the Field Work Agency, Organization or Institution:• The agency, organization or institution will be able to provide an appropriate

Field Work Supervisor.• The agency, organization or institution will have an adequate Field Work

Supervisor to Student ratio to ensure that the time will be available to maximize the learning experience.

• The agency, organization or institution will hold values, policies, and practices compatible with those being taught in the Social Service Worker Program.

• The agency, organization or institution will have a minimum of one year of successful operation to demonstrate stability.

2. Requirements for the Field Work Supervisor:• Will have graduated with a degree in Social Work or a diploma in a Social

Service Worker Program or have equivalent education. • Will have sufficient experience in the area of generalist practice and a

minimum of one year’s experience in their current position in order to instruct a Student on the work of the specific agency, organization or institution.

• Will be willing to commit to a minimum of 1 hour per week for meeting formally with the Student to discuss progress.

• Will review and approve the Student Learning Contract.• Will review and evaluate Student’s progress. • Will agree to advise the Student and Faculty Advisor of any changes to

supervision before they occur. • Will agree to advise the Student and Faculty Advisor as soon as possible of

developments and/or difficulties at the placement agency, organization or institution which may impact the Student’s learning experience.

3. Requirements for the Student:


• Students will advise their Field Work Supervisor of the number of hours to be completed, whether these hours represent a first or second placement, the days and hours they will be attending the placement on a weekly basis, and the time period over which it will occur.

• Students will conduct themselves professionally and will advise their Field Work Supervisor and Faculty Advisor of any changes to their agreed-upon placement schedule well in advance.

• Students will provide all documentation to their Field Work Supervisor in a timely manner and negotiate suitable times for their completion.

• Students will provide a Learning Contract to be reviewed and approved by the Field Work Supervisor.

• Students will agree to advise their Faculty Advisor and Field Work Supervisor as soon as possible of developments and/or difficulties at the placement agency, organization or institution which may impact their learning experience.

• Students will not adjust or terminate their placement without consultation with, and approval by, their Faculty Advisor and Field Work Supervisor.

• Students will ensure that they are meeting the required academic requirements to continue in placement.

4. Documentation Required During A Field Work Placement: (see Appendix) Social Service Worker Program Placement Agreement and the Work/Education Placement Agreement Form/ Post-Secondary is to be completed by the Field Work Supervisor and the Student and presented to the Faculty Advisor for approval. The original is to be submitted to the Faculty Advisor with copies to the Student and the Field Work Supervisor.

The Learning Contract is completed by the Student in consultation with the FieldWork Supervisor. The early completion of this document is intended to ensure that the expectations of both parties are clearly articulated thereby preventing future misunderstandings regarding the suitability of the learning objectives or availability of suitable learning opportunities. The Field Work Activity Log is to be completed daily by the Student and signed weekly by the Field Work Supervisor as approval of the noted hours and activities. Original copies of the Field Work Activity Logs are to be submitted to the Faculty Advisor on a weekly basis during the Integrative Seminar class, or as requested by the Faculty Advisor. Students are encouraged to keep photocopies of all Field Work Activity Logs or their records.

Year 1The Final Evaluation form is to be completed by the Field Work Supervisor in consultation with the student by the final week of placement. The original is to be signed and dated by both the Student and the Field Work Supervisor. It is the Student’s responsibility to submit the Progress Report to the Faculty Advisor.

Year 2Progress Report is to be completed by the beginning of the 7th week ofplacement. This assessment is to identify the Student's strengths as well as areasrequiring development. Also included should be clearly stated expectations forimprovement so that Students may use the remaining field placement hours todevelop these weaker areas of skill and knowledge. The original is to be signed and dated by both the Student and the Field Work Supervisor. It is the Student’s


responsibility to submit the Progress Report to the Faculty Advisor. A Final Evaluation is to be completed within the last week of the agreed upon field placement hours. It is recommended that this process involve both the Student and the Field Work Supervisor and that the Final Evaluation reflect both their views of the work completed. The original form, signed by both, is to be submitted to the Faculty Advisor.

5. Requisite Hours for Graduation in the Social Service Worker Program:• Students will complete 700 hours of supervised field work in order to

graduate.• The first placement will provide the Student with a 7 week block consisting

of 230 hours of supervised field work experience. • The second placement will provide the Student with a 14 week block

consisting of 470 hours of supervised field work experience. • Students are required to successfully complete each placement in

chronological order as a pre-requisite for the next one.FIELD PLACEMENT POLICIES AND PROCEDURES

Purpose of Field Work PracticeThe purpose of field work is to aid the Student in acquiring knowledge of the socialservices community in general and the practices of selected agencies, organizationsor institutions in particular. The field training provides the opportunity for theStudent to relate to field practitioners in a meaningful way over an extended periodof time and to relate and apply classroom learning to practical situations in theworkplace.

It is the Social Service Worker Program policy that a Student is best prepared foremployment in the field through training experiences at two different settings. Thefirst placement consisting of 230 hours gives the Student the opportunity tobecome familiar with a social service agency, organization or institution and todevelop their micro skill set. The second placement consisting of 470 hours enablesthe Student to gain experience at the micro, mezzo and macro levels of socialservice work.

Criteria for Field Placement AgenciesThe Faculty of the Social Service Worker Program of George Brown College believe that there are mutual advantages for the program and agencies, organizations or institutions that are willing to collaborate in social service education. The College gratefully acknowledges this collaboration.

The following criteria for selection of field work settings are suggested:1. The agency, organization or institution is interested in participating in social

service work education. This includes the board, the executive and professional and administrative staff.

2. The agency, organization or institution's philosophy of service iscompatible with the values and ethics of social service workers and with


the educational objectives of the Social Service Worker Program. 3. The setting and organizational structure is such that Students can

be allowed a fairly wide range of learning experiences and social servicefunctions.

4. A qualified Field Work Supervisor is available. The Field WorkSupervisor has relevant education (Social Service WorkerDiploma or equivalent), and/or experience in the area of social service practice and a minimum of one year's experience in their current position inorder to instruct a Student on the work of the specific agency, organizationor institution. The Field Work Supervisor must have demonstratedcompetency as a social service worker/helping professional and must have aninterest in Students and social services education. In some settings where the value and expertise of the staff are fully recognized, field supervision may be shared by more than one staff member depending on the needs of the Student and the agency, organization or institution. In the event of multiple supervisors, one person is the primary Field Work Supervisor for purposes of communication with the Faculty Advisor.

5. Sufficient time can be allocated to the Field Work Supervisor to selectassignments for the Student, provide individual supervision andinstruction, prepare for conferences or meetings with the Student and theFaculty Advisor as well as the completion of evaluations.

6. Suitable space and working facilities should be available for Students.These may include desk space, privacy for interviewing, necessaryphones, office supplies, transportation costs for out-of-office interviews,meetings, etc. where such compensation is indicated. The Collegerecognizes that Students may have to share space and sometimes desksbecause of the lack of space in some settings. Where possible, it is hopedthat Students can be included in professional development activities thatare available to staff and this time would count as placement hours.The Social Service Worker Program values the expertise and welcomes theparticipation of many multi-cultural and non-traditional agencies,organizations and institutions where the opportunity for grass roots work,community development, advocacy and other social service work

experiencesare plentiful.


Selection and Assignment of Field Work PlacementsYear 1: First Field Work PlacementWith support from the program, Students are expected to secure a suitable first year field work placement. Following an interview and offer from a social service agency students are required to submit for approval the placement agreement from which they have completed with the field work supervisor at the agency. Please note an offer of placement must be approved by full time faculty. The deadline for securing an approved placement is 2 weeks prior to the start date for field placements. It is important to note that Students are expected to attend and remain with the agency assigned for the duration of the 230 hours.Requests for switching to a different agency will not be considered without justifiable cause. The first field work placement consists of 230 hours over a 7 week block and will enable the Student to gain experience at the micro and/or mezzo level of social service work. It is expected that Students will complete 230 hours by the last day of each academic term. In the event that a Student has 40 hours or less outstanding at the end of each academic term, the Student may finish the hours by attending placement one extra week. Students may negotiate with theirField Work Supervisor the possibility of completing hours on evenings andWeekends provided appropriate supervision is available. Students should inform their faculty advisor of any variation in their regular placement hours. In the event that a Student has not completed their required hours at the end of the academic term, faculty will determine a plan for completion of hours. The Student may be required to repeat the placement.

Students are encouraged to find their own first year placement. The final decision regarding suitability of the match requires the approval of the Faculty Advisor. Students are advised to seek field work placements in settings where they have not previously worked as an employee and/or volunteer; have not been a client themselves or utilized the services; do not have a family member working in the specific agency, organization or institution.

Year 2: Second Field Work PlacementsThe second field work placement is obtained by Students and should correspond to their specific learning objectives in relation to their areas of interest. Students need


to select an agency which best provides the opportunity to meet their learning objectives and the standards of the Social Service Worker profession. The deadline for securing an approved placement is 2 weeks prior to the start date for field placements.The second field work placement consists of 470 hours over two 7 weekblocks and should enable the Student to gain experience at the micro/mezzolevel of social service work. It is recommended that Students haveexperience in at least two of the micro/mezzo/macro levels of intervention.It is important to note that there are two evaluations in the second year placement, a progress report submitted by the 7th week and the final evaluation by end of the 14th week. It is the responsibility of the faculty to assign a final grade.International Placement OpportunitiesSocial Service worker students have the option of participating in one of two international placement opportunities, Jamaica and Cuba.

Student Eligibility/Academic Requirements:Students who are in good academic standing may, with the approval of their Faculty Advisor and the International Coordinator, qualify to do an International Practicum in lieu of one of their field work placements.The final approval of suitable Students will be based on a faculty team decision.Students are required to have successfully completed Life Skills Methodology & Coaching 1 and be available for orientation sessions in accordance with theCoordinator of the specific international program.

Liability:Students will be covered by George Brown College insurance while in placement but will be responsible for any liability or subsequent expenses incurred outside the placement.

Hours of PlacementStudents work at their placement for the hours that the field supervisor and studentagree on (usually the regular business hours that the agency or organization is open). Lunch hours may be counted as part of the students’ placement hours only ifstudents are working through their lunch hour as a necessary or expected part oftheir placement. Students are encouraged to take lunch hours as part of a professional approach to managing self-care.

Students are allowed to take a personal day (7.5 hours) during their year one placement and 2 days (15 hours) in year 2 without penalty. This personal day is inclusive of sick days. Student who miss placement hours beyond the personal time approved due to sick time or other absences must makeup the time in order to complete the number of hours to receive credit for theplacement. Students who miss a field seminar class must make up the equivalentnumber of hours in the placement.


Vocational Learning OutcomesThe following vocational learning outcomes are reproduced from “Social ServiceWorker Program Standard,” published by the Ministry of Training, Colleges andUniversities in March 2007. © 2007, Queen’s Printer for Ontario. These are theProgram Standards for all Social Service Worker programs of instruction leading toan Ontario College Diploma delivered by Ontario colleges of applied arts andtechnology (MTCU funding code 50721):

1. The graduate has reliably demonstrated the ability todevelop and maintain professional relationships which adhere toprofessional, legal, and ethical standards aligned to social service work.Elements of the Performance:

• recognize the legislative framework governing social service work and take into account the implications for professional responsibility and accountability

• establish working relationships that adhere to professional standards, codes ofethics, relevant legislation, and agency guidelines

• promote individual's strengths and right to self-determination when engaging in processes of collaboration, consultation, and advocacy

• use skills, such as, but not limited to, active listening; validating; reframing;confrontation; clarifying; and empathizing, to build and strengthen professional relationships in face-to-face, telephone, and electronic communication situations

• establish and maintain clear and appropriate boundaries between personal andprofessional relationships, in accordance with professional, legal, and ethical standards of practice

• maintain privacy of individuals and confidentiality of information, in accordancewith professional, legal, and ethical standards of practice and organizationalrequirements

• recognize the impact of governance on professional relationships

2. The graduate has reliably demonstrated the ability toidentify strengths, resources, and challenges of individuals, families,groups and communities to assist them in achieving their goals.Elements of the Performance

• facilitate and advocate for appropriate access and referral to a continuum offormal and informal services and resources to support individual goals

• work collaboratively with individuals, families, groups, and communities to set and achieve goals, utilizing a holistic strengths-based approach


• produce written and electronic documentation which describes facts,observations, and recommendations, in accordance with legal, ethical, and professional standards and agency protocols

• recognize and affirm natural support systems and networks within Communities as a vehicle to facilitate positive change

• assist individuals in accessing community resources such as supportivecounselling, group work, and community work as appropriate to their needs and goals

3. The graduate has reliably demonstrated the ability torecognize diverse needs and experiences of individuals, groups, families,and communities to promote accessible and responsive programs and services.Elements of the Performance:

• develop effective helping relationships, identifying integration of variables such as ethnicity, age, ability, developmental stage, race, religion, gender, sexual orientation, social and economic class, and family structure

• determine biological, sociological, economic, political, environmental, spiritual, cultural and psychosocial variables that affect human development and behaviour

• contribute to collaborative plans of action within the changing demographics, social, political, and economic composition of the community, through the use of advocacy and consultation tools and strategies

• recognize the history, culture, traditions, norms, and values of individuals and their communities to promote the development of responsive programs and services

4. The graduate has reliably demonstrated the ability toidentify current social policy, relevant legislation, and political, social,and/or economic systems and their impacts on service delivery.Elements of the Performance:

• use a structural analysis process that identifies underlying social structures to describe issues affecting individuals, families, groups, and communities

• describe the impact of relevant legislation, mandated policies, and regulations on service delivery

• review social welfare system policy initiatives from government funding Bodies and service delivery organizations, and identify the effects of major policy shifts on service delivery

• identify presenting challenges of individuals, groups, families, and communities in the context of larger structural issues

• describe social problems such as violence, poverty, homelessness, mental illness, and addictions within a larger social, political, and economic context

5. The graduate has reliably demonstrated the ability toadvocate for appropriate access to resources to assist individuals, families,groups and communities.Elements of the Performance:


• use major helping systems such as natural support, mental health, socialassistance, community information, and justice systems to support individuals, groups and families in the achievement of their goals

• identify and utilize informal helping networks and other individual resources in the creation of action plans

• identify and link with relevant community resources to facilitate referrals and to meet individual goals

• advocate with individuals, families, and groups, through effective communication and the use of technology, to problem solve, access current resources, and address gaps in service

6. The graduate has reliably demonstrated the ability todevelop and maintain positive working relationships with colleagues,supervisors and community partners.Elements of the Performance:

• work collaboratively as a member of a team, program partnership, and/ormultidisciplinary group

• consult and collaborate with relevant partners to ensure an integratedunderstanding of the individual's situation and to improve quality of community resources and services

• maintain accountability to colleagues, peers, and supervisors while workingcollaboratively and independently as required

• utilize effective problem-solving and conflict-resolution strategies within service delivery systems

7. The graduate has reliably demonstrated the ability todevelop strategies and plans that lead to the promotion of self-care,improved job performance, and enhanced work relationships.Elements of the Performance:

• seek and utilize ongoing formal and informal supervision as required• seek and utilize support and feedback, related to one's own performance,

strengths, challenges, and limitations, from colleagues, peers, supervisors, and other professionals as appropriate

• employ effective self-care techniques and secure appropriate support andresources as required

• develop awareness of self in terms of values, beliefs, and experiences anddetermine how this impacts upon the development of professional relationships with individuals, colleagues, and supervisors

• identify tools and processes for engaging in reflective practice and critical inquiry

8. The graduate has reliably demonstrated the ability tointegrate social group work and group facilitation skills across a widerange of environments, supporting growth and development of individuals,families and communities.Elements of the Performance:

• integrate theoretical and practice models of group work pertaining to socialservice work


• utilize group facilitation strategies to promote change and address needs of group participants

• develop effective group leadership skills to facilitate and address the needs and strengths of diverse groups

• research, plan, evaluate, and develop proposals and strategies to establish new groups

• monitor and facilitate group process and implement appropriate interventions and group-building strategies

9. The graduate has reliably demonstrated the ability towork in communities to advocate for change strategies that promote socialand economic justice and challenge patterns of oppression anddiscrimination.Elements of the Performance:

• identify and use community development models to determine community needs, risks, and assets and to promote positive social change

• contribute to action plans, funding proposals, and community capacity building and assessment strategies to influence and promote positive social change

• identify and monitor advocacy and change strategies that promote inclusion, equity, equality, and participatory democracy

• engage in community education efforts that promote social justice

Criteria for Selection of Field Work SupervisorsThe Field Work Supervisor will have graduated with a degree in Social Work or a diploma in a Social Service Worker Program or have equivalent education.The supervisor is expected to have sufficient experience in the area of generalist practice and a minimum of one year’s experience in their current position in order to instruct a Student on the work of the specific agency.The Field Work Supervisor must have an interest in Students and social services education. In some settings field supervision may be shared by more than one staff member depending on the needs of the Student and the agency.Field Work SupervisionField work supervision is one of the most crucial aspects of the Student's learningexperience. It provides the framework for Students to begin to examine their ownpractice and to grow and develop in professional expertise. In recognizing thateach setting, and indeed each Student, requires a different style of supervision, thefaculty is aware that some flexibility is necessary. At the same time, some uniformstandards must be recognized in order to guarantee a quality learning experiencefor all Students in field.The following guidelines have therefore been developed:

1. Supervision should reflect the field work objectives as outlined in this manual.2. The primary focus for all supervision should address the learning needs and skill development outcomes of the Student (distinguished from those of the Field Work Supervisor and/or agency, organization or institution).3. Each Student requires a minimum of 1 hour per week of regularly


scheduled supervision meetings.4. Supervisory sessions should include regular feedback on the Student's performance, both the strengths and the areas needing development, and the Field Work Supervisor's expectations so that the Student has the

opportunity to change or modify accordingly.Student Performance EvaluationsYear1: First year Field PlacementIn the first year placement one evaluation form is completed at the end of the seven weeks of placement. The Final Evaluation form is to be completed by the Field Work Supervisor in consultation with Student. The original is to be signed anddated by both the Student and the Field Work Supervisor. It is the Student’sresponsibility to submit the Progress Report to the Faculty Advisor.

Year 2: Second Year Field PlacementA Progress Report is to be completed by the beginning of the 7th week of placement.This assessment is to identify the Student's strengths as well as areas requiringdevelopment. Also included should be clearly stated expectations for improvement so that Students may use the remaining field placement hours to develop these weaker areas of skill and knowledge. The original is to be signed and dated by both the Student and the Field Work Supervisor. It is the Student’s responsibility to submit the Progress Report to the Faculty Advisor.A Final Evaluation is to be completed within the last week of the agreed upon fieldplacement hours. It is recommended that this process involve both the Student and the Field Work Supervisor and that the Final Evaluation reflect both their views of the work completed. The original form, signed by both, is to be submitted to the Faculty Advisor.A copy of the Field Work Progress Report and Final Evaluation are included in theappendices.

Responsibilities for the SupervisorField work is a component of the Social Service Worker Program with its ownconceptual base, special skills and unique process. It involves the synthesis oftheory with practice specifically to provide the delivery of effective and responsivesocial service work. It is not to be confused with cooperative education,volunteering and apprenticeship.

The quality of the relationship between Field Work Supervisor and Student will determine whether optimum learning will occur.

Specific Field Work Supervisor responsibilities will include the following:

1. Completing the Social Service Worker Program Placement Agreement (see Appendix) which confirms the intent of the agency, organization or institution and the Field Work Supervisor to provide a first or second placement opportunity for the Student. The form identifies the days, hours and time span that the


Student and Field Work Supervisor negotiated and briefly details the nature of some of the activities or experiences that the Student will engage in. Field workplacements must be approved by a full time Faculty member, and the PlacementAgreement requires all three signatures namely the Student, the Field WorkSupervisor and a faculty member. The College recognizes that many field work settings may require Students to do some evening/weekend/shift work in order to maximize their learning opportunities and that there is a need to be flexible about this. However, it is important to note that the College expects Students to attend their academic courses on designated days. Students and Field Work Supervisors are strongly advised to negotiate the actual working hours and learning opportunities prior to the start of the placement and to submit a revised Placement Agreement if there are changes to the original agreed upon terms and conditions.

2. Orienting the Student to the agency and its community should include: knowledge of the structural organization; the decision making process; policy and procedures; funding sources and relevant legislation.

3. Reviewing the learning objectives and goals for Students is relevant for thefield work placements. Students in both first year and second year must complete a Learning Contract in collaboration with their field work supervisor and faculty advisor within the first 3 weeks of the placement. The Learning Contract should specify the Student’s learning objectives and the methods by which these will be accomplished. The early completion of this document is intended to ensure that the expectations of both parties are clearly articulated thereby preventing future misunderstandings regarding the suitability of the learning objectives or availability of suitable learning opportunities. Although the onus is on Students to complete and submit this document, Field Work Supervisors are advised of the need for their involvement in its preparation and approval. Learning Contracts need to be submitted to the Faculty Advisor by the 3rd Integrative Seminar class. Signed Field Work Activity Logs must be submitted to the Faculty Advisor on weekly basis. Selecting and making practice experiences available to the Student in theagency, organization or institution which reflect the range of activities possible within that specific placement setting.

4. Integrating the Student’s work with that of other agency, organization or institution personnel only on the agreed-upon days and hours as detailed in the Placement Agreement. Any requests outside of this time period must be met at the Student’s discretion.

5. Holding a minimum of at least 1 hour of regularly scheduled weekly supervision meetings with the Student regarding the learning and practice experience based on direct observation of the Student's performance or ongoing reports by other field work supervisory staff. The time for weekly supervision meetings should be set at the beginning of the placement as scheduled appointments that can only be changed through mutual negotiation. The Field Work Supervisor should prepare for supervision sessions in advance with a view of providing feedback comments and suggestions based on the work that the Student engages in.


6. Providing opportunities for the Student to observe the Field Work Supervisor’s work and to engage in follow-up discussion based on the observation.

7. Facilitating observation of, and work experience with other staff.

8. Completing formal evaluations of the Student's performance. Formal evaluations are to be completed according to the forms provided by the Student and signed by both the Student and Field Work Supervisor. This will acknowledge that both the Student and the Field Work Supervisor have read the documents, though not necessarily agreed with the contents. It is the Student’s responsibility to submit the original copies of both formal evaluations to their Faculty Advisor when due.

9. Reviewing the Student's Field Work Activity Logs (see Appendix) on aweekly basis to confirm completed placement hours and the activities engaged in. The Field Work Activity Logs are signed by both the Student and the Field Work Supervisor. It is the Student’s responsibility to submit the original copies of the Field Work Activity Logs. The Faculty Advisor cannot assign grades for Field Work until all the required placement hours have been confirmed by the Field Work Supervisor. It is the faculty’s responsibility to assign a final grade.

10.Reporting immediately to the Student and Faculty Advisor any difficulties that may arise in the Student/Field Work Supervisor relationship or in the placement arrangement that may impede the Student’s learning so that a mutually agreeable resolution may be found as soon as possible.

11.Meeting with the Faculty Advisor and the Student to discuss the Student’s progress in the field placement.

12.Ensuring that the placement setting does not expect the Student to attend agency functions that occur during scheduled class time of academic courses or be view as replacement for staff regardless of circumstances.

Note #1: Be advised that the Student will be responsible for monitoring their academic performance to ensure requisite academic criteria aremet throughout their placement. In the event that a Student fails to meet any of the criteria, the Field Work Supervisor can expect the Student to notify them as soon as possible regarding the possible suspension and/or termination oftheir placement.

Note #2: The Placement Agreement, Learning Contract, Field Work ActivityLogs, Progress Report and/or Final Evaluation must be received by theFaculty Advisor within the stipulated time frame so that Studentscan receive a final grade for field work. Until the Faculty Advisor isin receipt of all required documentation and assignments, Studentswill not be assigned a grade.


Responsibilities of the StudentAll Students in field work placements will be required to observe the following:1. Students are required to submit a completed Social Service Worker Program

Placement Agreement (see Appendix) and Work/Education Placement Agreement Form/ Post-Secondary for approval by the Faculty Advisor.Each Placement Agreement confirms the intent of the agency, organizationor institution and the Field Work Supervisor to provide a placement opportunity for the Student. The Placement Agreement outlines the days, hours and time span that the Student and Field Work Supervisor have negotiated and briefly identifies the nature of some of the experiences the Student will have at the agency.

2. For first year Students the Student must submit a Placement Agreement by the 2nd week of February at the latest. The Agreement is conditional upon full time faculty approval that the placement meets required conditions as outlined in this manual.

3. To recognize that they are to consider themselves as Students within the agency, organization or institution and not a replacement for a paid worker,volunteer or apprentice. All Students in placement are subject to the rules,regulations, and standards of professional conduct placed on other workerswithin that setting. In the event that a Student contravenes the ethics and/or policies and procedures of the agency, organization or institution, the Student's field placement may be terminated immediately.

4. In the first placement, students are required to define 3 learning goals in negotiation with their supervisor within the first 2 weeks of placement. In second placements, students are required to complete Learning Contract within the 3rd week of placement with the assistance of the Field Work Supervisor and after they have been oriented to the placement setting. Learning Contracts are due in the 3rd Integrative Seminar class. The purpose of the early completion of the Learning Contract is to ensure that both the Student and Field Work Supervisor have clear and mutually agreed-upon learning objectives and methods by which they can be achieved. Students and Field Work Supervisors are advised to note that field work hours may not be accepted by the Faculty Advisor beyond the 3rd week without the completion of aLearning Contract. Students are responsible for submitting Learning Contracts to their Faculty Advisor during their Integrative Seminar class.

5. To consult the Faculty Advisor immediately about any problems or questions that arise regarding the placement or supervision that cannot be resolved with the Field Work Supervisor. Also, to advise the Faculty Advisor of any significant changes in the placement or supervision that may impact their learning experience. Students are expected to monitor their placements and take responsibility for ensuring that they are in an optimal learning situation. Students cannot terminate a placement without prior consultation with their Faculty Advisor. In the event of a placement termination, Students should be


aware of the potential consequences of not being able to graduate within the two year academic program.

6. To work the schedule that was negotiated with their Field Work Supervisor as detailed on the Placement Agreement. Any and all adjustments to the Placement Agreement must be negotiated in advance with the Field Work Supervisor. The Student is responsible for informing their Faculty Advisor immediately of any changes or adjustments to the original Placement Agreement. Depending on the degree of changes or adjustments to the Placement Agreement, the Faculty Advisor may request that a revised Placement Agreement be submitted that more accurately details the field work arrangement.

7. Students are expected to attend regularly and be punctual and to demonstrate their professionalism and commitment to the agency, organization or institution. In the event of illness or personal emergency, Students are expected to notify their Field Work Supervisor and Faculty Advisor as soon as possible. In order to prevent undue disruption to the setting, the staff and clients, Students are expected to communicate before the start of their shift.

8. Students are entitled to take any scheduled College holidays and relevant religious holidays that occur on field work days. However, the Field Work Supervisor and Faculty Advisor must be informed in advance if a Student plans to be away at these times.

9. To accept and use supervision which includes attending regularly scheduled supervision meetings. Students are advised to prepare any documentation (e.g. process records, reports, audio-visual tapes, etc.) that is requested by the Field Work Supervisor for discussion at supervision meetings and to be receptive to the feedback provided.

10. In consultation with the Field Work Supervisor, to undergo evaluation of their performance in the field work setting on an ongoing basis and to submit the required formal evaluations to their Faculty Advisor. Evaluations are to be completed according to the forms provided by the Student and signed by both the Student and the Field Work Supervisor acknowledging that each has read, though not necessarily agreed with the other person's comments. The Student is responsible for submitting both formal evaluation reports to their Faculty Advisor by the date required.

11. To complete and submit Field Work Activity Logs (see Appendix) that accurately document placement hours and a brief description of activity. All Field Work Activity Logs must be signed by the Field Work Supervisor and submitted on a weekly basis as required by the Faculty Advisor. Grades for field work will not be assigned until all required placement hours are confirmed by receipt of the signed and original Field Work Activity Logs. Students are advised to photocopy the Field Work Activity Logs prior to submitting them to their Faculty Advisor.

12. Students are required to attend Integrative Seminar courses concurrently with their field work placements as part of their academic/theoretical education. It is expected that these seminars will provide an opportunity for Students to discuss


common concerns, to gain practical insights and to practice effective problem solving, resource sharing, group membership and facilitation skills. The Integrative Seminars are co-requisites for the two field work placements. Students are required to complete all work assigned in their Integrative Seminar courses and in the field work settings within the required time frames.

13. To be responsible for monitoring their own academic performance to ensure that pre-requisite and co-requisite academic criteria is met throughout their placement. In the event that Students fail to meet any of the criteria, they must notify the Field Work Supervisor as soon as possible regarding the possible suspension and/or termination of their placement. Additionally, it is the Student's responsibility to notify their Faculty Advisor of any failures that would jeopardize their continuation in the field. Failure to do so will result in immediate withdrawal from the agency, organization or institution and the loss of all hours accumulated to date.

Note: The Placement Agreement, Learning Contract, Field Work Activity Logs, Progress Report and Final Evaluation must be received by the Faculty Advisor within the stipulated time frame so that Students can receive a final grade for field work. Until the Faculty Advisor is in receipt of all required documentation and assignments, Students will not be assigned a grade.

Responsibilities of the Faculty AdvisorThe role of the Faculty Advisory is viewed as an integral component of the fieldwork experience. The Faculty Advisor provides the link between the college and the field work setting and is specifically responsibility of the Faculty Advisor include the following:

1. To support Students in their field placement search for an agency, that will provide a learning experience consistent with the standards of the OSWSSW.

2. To assess the suitability of the agency in which student’s complete their placement and assess that the learning experience is consistent with the Student’s learning goals and objectives and the standards set by OCSWSSW.

3. To initiate contact with the Field Work Supervisor at the beginning of the placement in order to:

a) make sure that the Field Work Supervisor has received and understoodall the required forms and their submission deadlines: Placement Agreement, Progress Report, Field Work Activity Log and Final Evaluation (see Appendices);

b) verify start date, days and hours of placement, expected completion date and field work supervisory time for the Student;

c) inform the Field Work Supervisor of future evaluative consultations;d) ensure that the Field Work Supervisor has been provided with the

Faculty Advisors’ telephone number in the event of inquiry, concern orneed of information. It is important to remind both the Student andthe Field Work Supervisor of the need to keep the Faculty Advisorinformed of any changes to the original Placement Agreement and anyproblems that arises in placement.


4. To visit the agency as required ensuring that Students are aware of the expectations of their placements and to monitor their progress. It is important for the Faculty Advisor to familiarize new Field Work Supervisors with the culture and curriculum of the program.

5. To facilitate a co-requisite Integrative Seminar class and provide instructionin field work issues and concerns.

6. To attempt to resolve difficulties, conflicts, concerns or barriers to successfulplanning between the Field Work Supervisor and the Student.

7. To withdraw the Student if the placement is not satisfactory or if the Studentis not performing satisfactorily. Students who are found in contravention ofthe College policy on non-academic behaviour while on campus could beimmediately withdrawn from field placements.

8. To ensure that the Student continues to meet the academic criteria requiredfor the field work placement.

9. To determine the Student's final grade, which is based on the Learning Goals/Contract, Progress Report, Final Evaluation and completion of therequired placement hours as detailed on the Field Work Activity Logs. Toensure that the Final Evaluation is signed by the Student and Field WorkSupervisor acknowledging that each have read, though not necessarilyagreed with, the other person's comments.

Procedures for Students in Difficulty and for Termination of PlacementField placement is a three-way understanding or contract among Student, FieldWork Supervisor and Faculty Advisor. While the Student's performance ismonitored jointly, the Faculty Advisor evaluates whether the Student has met therequirements that determine a passing grade and what the grade should be.If there is a problem relating to a Student’s performance while in placement thatcannot be resolved by the three principals, the Faculty of the Social Service WorkerProgram will be consulted. If resolution by the faculty team is not possible, theDirector of the Centre for Community Services and Development shall be asked toattempt a resolution.

In the event that the Student contravenes the ethical standards and/or the policiesand procedures of the agency, organization or institution, the College recognizesthe authority of the Field Work Supervisor to terminate the placement immediately.It is expected that the College will be immediately advised of such an occurrenceand provided with a written report documenting the particulars of the incident.The Faculty Advisor is available to both the Student and Field Work Supervisorwhen difficulties arise. Both parties are encouraged to contact the Faculty Advisorat the first sign of a problem as early identification is extremely important.

The following procedure can be initiated by the Student, the Field Work Supervisoror the Faculty Advisor:

1. The Faculty Advisor should be notified immediately if the Student, Field


Work Supervisor or agency, organization or institution fall below expectedstandards of performance or outcomes.

2. The Student and the Field Work Supervisor may be asked to prepare awritten report for the Faculty Advisor that will be discussed in asubsequent meeting.

3. The Faculty Advisor will arrange to call a meeting with the Student andField Work Supervisor. An assessment of the problem will be made and aplan for resolution will be established.

4. If the plan fails to resolve the problem, or a plan cannot be agreed upon,the Faculty Advisor will consult the faculty team of the Social ServiceWorker Program. Failing resolution at this level, the Director of theCentre for Community Services and Development may be involved infurther action. All outcomes at this level will be communicated in writingto the Student and Field Work Supervisor.

Legal Considerations(e.g., Liability, confidentiality, equity, police checks, health records, student use ofpersonal vehicle, administration of medication, Universal Precautions, Sexual Harassment and other human rights violation, labour disruption, insurancecoverage )Liability:George Brown College provides insurance coverage for students involved infield work activity. The Centre for Community Services and Development canprovide details. However, the agency, organization or institution shouldunderstand its own liability position when accepting students for placement.Confidentiality:In courses such as Preparation for the Field and Integrative Seminar, Studentsparticipate and learn by discussing their work at their placement setting and thesubsequent issues that arise. Guidelines regarding professional standards ofconfidentiality are clearly established and closely observed to ensure the privacyof all clients interacting with Students at the agency, organization or institution.Any breach of confidentiality by the Student at placement, in their IntegrativeSeminar class, etc. would be viewed as a serious ethical violation that couldjeopardize their field work placement.Equity Statement:George Brown College values the talents and contributions of its Students, staffand community partners and seeks to create a welcoming environment whereequity, diversity and safety of all groups are fundamental. Language oractivities that are inconsistent with this philosophy violate the College policy onthe Prevention of Discrimination and will not be tolerated. The commitment andcooperation of all Students and staff are required to maintain this environment.Information and assistance are available through the Chair, Student Affairs, theStudent Association or the Human Rights Advisor.Use of Students’ Personal Vehicles for Agency, Organization or InstitutionBusiness:Students are not permitted to use their own cars or the vehicle of the


agency, organization or institution to transport clients.Administration of Medication:Students are not permitted to handle or administer medications or providetreatments (e.g. change dressings, apply ointments, etc.) to clients of anagency, organization or institution.Physical Intervention or Restraint:Students are not permitted to intervene or apply restraint to clients of anagency, organization or institution.Use of Universal Precautions:The use of universal precautions is expected in every field work placement toensure client and worker safety. Students can use supervisors, health andsafety committee members or procedure manuals as resources to clarify anyquestions or concerns. Discussions with the Field Work Supervisor shouldfocus on relevant safety and legal considerations and the expectations forStudent behaviour to ensure the safety of both Student and clients.Sexual Harassment & Other Human Rights Violations:Situations of sexual harassment and other human rights violations will not betolerated. The ethics governing behaviour in a professional relationship betweena Student and Field Work Supervisor should be the same as the ethics governingthe worker-client relationship. If Students feel uncomfortable or under pressurein their field work setting, they should immediately consult with their FacultyAdvisor so that appropriate action can be taken. A copy of the George BrownCollege Policy on Sexual Harassment will be available through the main office ofthe Centre for Community Services and Development.Strikes:Should a strike, walkout or lockout occur at the field work site, Students shouldcontact their Faculty Advisor immediately. A decision must be made about

whether the Student wishes to remain in the field work setting until the disputeis settled. In those instances where the Field Work Supervisor is on strike, aStudent may elect to withdraw and negotiate a reassignment. Under no circumstances is a Student to be advised to cross a picket line or to be asked toperform duties of striking workers.

PART THREE – APPENDIX


See website for Field Placement Documents and Forms:

http://www.georgebrown.ca/

current_students/community services/C119-C135/

FIELD WORK ACTIVITY LOGTHE LEARNING CONTRACTSUPERVISOR’S GUIDE TO COMPLETING THE WRITTENEVALUATIONSKILLS AREAS (RUBERVISOR’S COMMENTSSTUDENT/FACULTY COMMENTSSUPERVISION SUMMARY
