FWK_2501_2016

Page of1Durham College Course Outline - FWK 2501 - 2015-2016 17
Corequisite: N/A
SemesterYear
3
3
2
2
Course Code:
235Course Hours:
HSC 6551Course Equiv. Code(s):
Laptop Course:
Prepared by
Delivery Mode(s):
2501
Amanda
Randy
Lorraine
Cappon
Uyenaka
Closs
amanda.cappon@durhamcollege.ca
randy.uyenaka@durhamcollege.ca
lorraine.closs@durhamcollege.ca
First Name Last Name Email
FWK
Prerequisite: (FWK 1507 OR HSC 6550) AND (SSW 2506 OR COUN 2506)
School of Health & Community Services
Field Placement II and Seminar
2015-16 Academic Year
Judeline InnocentAuthorized by (Dean or Director): July 2015Date:
Program
HCS-Social Service Worker Diploma
CE-Social Services Worker Diploma
Yes No
In class Online Hybrid
X
X
Pass/FailCourse GPA Weighting:

Subject Eligibility for Prior Learning Assessment & Recognition
(PLAR):
Course Description:
This course consists of 221 hours field placement plus 14 hours of field placement seminar. Field placement II &
Seminar allows students to continue to integrate Social Services Worker theory into practice. The student is required
to complete the assigned hours of field work in a second community setting which provides direct client service. The
seminar portion of this course is a mandatory 1 hour timetabled class in the program. In the seminar class, the student
will have the opportunity to discuss issues pertaining to field placement.
Assignment
Exam
Portfolio
Other
Prior Learning Assessment and Recognition (PLAR) is a process a student can use to gain college credit(s) for
learning and skills acquired through previous life and work experiences. Candidates who successfully meet the
course learning outcomes of a specific course may be granted credit based on the successful assessment of their
prior learning. The type of assessment method (s) used will be determined by subject matter experts. Grades
received for the PLAR challenge will be included in the calculation of a student’s grade point average.
The PLAR application process is outlined in http://www.durhamcollege.ca/plar. Full-time and part-time students must
adhere to all deadline dates. Please email: PLAR@durhamcollege.ca for details.
XYes No
PLAR Eligibility
PLAR Assessment (if eligible):

This course will contribute to the achievement of
the following Essential Employability Skills:
Essential Employability Skill Outcomes (ESSO)
Course Learning Outcomes
CLO1
CLO2
CLO3
CLO4
CLO5
CLO6
CLO7
CLO8
Apply interviewing and counselling techniques to
facilitate the helping process.
Develop strategies and plans that lead to the
promotion of self-care, improved job
performance, and enhanced work relationships
to achieve personal growth.
Utilize professional behavior and comportment
in accordance with agency philosophy, policies
and procedures.
Develop and maintain professional relationships
which adhere to professional, legal and ethical
standards aligned to social service work.
Identify strengths, resources, and challenges of
individuals, families, groups, and communities
to assist them in achieving their goals.
Establish and maintain clear and appropriate
boundaries between personal and professional
relationships, in accordance with professional,
legal, and ethical standards of practice.
Advocate for accessible and responsive
programs and services to meet the diverse
needs of individuals, groups and families
relevant to the field placement agency.
Implement the Life Skills methodology, across a
wide range of environments, supporting growth
of individuals in a variety of contexts.
EES 1. Communicate clearly, concisely and
correctly in the written, spoken, and visual form that
fulfills the purpose and meets the needs of the
audience.
EES 2. Respond to written, spoken, or visual
messages in a manner that ensures effective
communication.
EES 3. Execute mathematical operations accurately.
EES 4. Apply a systematic approach to solve
problems.
EES 5. Use a variety of thinking skills to anticipate
and solve problems.
EES 6. Locate, select, organize, and document
information using appropriate technology and
information systems.
EES 7. Analyze, evaluate, and apply relevant
information from a variety of sources.
EES 8. Show respect for the diverse opinions,
values, belief systems, and contribution of others.
EES 9. Interact with others in groups or team in
ways that contribute to effective working
relationships and the achievement of goals.
EES 10. Manage the use of time and other
resources to complete projects.
EES 11. Take responsibility for one's own actions,
decisions, and consequences.
X
X
X
X
X
X
X
X
X
X
Course Specific Learning Outcomes (CLO)
Course Learning Outcomes contribute to the achievement of Program Learning Outcomes for courses that lead to a
credential (e.g. diploma). A complete list of Vocational/Program Learning Outcomes and Essential Employability
Skill Outcomes are located in each Program Guide.
This course will contribute to the achievment of
the following Essential Employability Skills:

Field placement will be evaluated by a grade of "pass/fail".
A student will be deemed a pass if he/she has:
- reliably submitted all required paperwork and journals
- received "pass" achievement ratings on all objectives in the evaluation form
- completed the required time in field placement and seminar
- followed all agency and college policies
- completed the required assignments in seminar
Non-compliance with any of the required items listed in #2 will result in a "fail" grade.
Student's will have a mid-term evaluation (weeks 6 - 7 of placement) and final evaluation (final two weeks of
placement) to review progress toward the achievement of learning objectives. This evaluation will be with the
student, field placement supervisor and college advisor at a mutually agreed upon time.
The evaluation is to be completed by the student and the field placement supervisor at least one week prior to
the mid-term and final evaluation meetings. This evaluation will be reviewed and discussed with the college
advisor at each evaluation meeting.
The student and supervisor will:
1. Complete the evaluation form before the evaluation meeting times by discussing each enabling objective
(including the student learning outcomes) assigning a rating using the evaluation criteria outlined. Student and
supervisor comments should be completed. Please note: to achieve a rating of 2 or greater, an enabling
objective needs to be demonstrated with consistency, and not just once with direction and supervision.
Whenever a rating of zero or one is assigned, documentation on the evaluation form showing examples of the
difficulty must be included. Unsatisfactory performance will also be documented by the College Advisor with a
Evaluation Description Course Learning Outcomes EESOs Weighting
Attendance and
professionalism in seminar
classes (ongoing)
Completion of all assigned
written forms/paperwork and
journals according to
instructions and submission
date (ongoing)
e-Portfolio (weeks 6, 9 and
12)
1. mission, vision, values with
reflection
2. fundraiser photo with
reflection
3. copy of course outlines
4. EES with artifact
Achieve a minimum rating of
2 on all enabling objectives in
the field placement evaluation
rubric (midterm and final on-
site evaluations)
Completion of all required field
placement hours (week 14)
CLO2, CLO4
CLO2, CLO5
CLO2
CLO1, CLO2, CLO3, CLO4, CLO5,
CLO6, CLO7, CLO8
CLO2
EES11
EES1, EES2, EES5,
EES10, EES11
EES1, EES6, EES7,
EES10
EES1, EES2, EES4,
EES5, EES6, EES7,
EES8, EES9, EES10,
EES11
EES10, EES11
PASS/FAIL
PASS/FAIL
PASS/FAIL
PASS/FAIL
PASS/FAIL
Evaluation Criteria:
Notes:
1.
2.
3.
4.
5.
Total 100%
The Course Learning Outcomes and Essential Employability Skills Outcomes are evaluated by the following evaluation
criterion.

Required Text(s) and Supplies:
Recommended Resources (purchase is optional):
Student Alert form.
2. Review all necessary documentation (time sheets, journals, and supervision record) to ensure that they are up
to date and initialed by the placement supervisor. This documentation should be in the student's placement
binder.
The student should also be prepared to state how each of their individual goals, developed in the first week of
placement, have been reached.
Evaluation Meetings
The evaluation meetings will take 45 minutes - 1 hour. At the evaluation meetings, the following will occur:
1. The college advisor will review the field placement binder which contains updated documentation (placement
contract with goals, supervision record, time sheets, journals, evaluated enabling objectives. NOTE: ratings of 2,
3, and 4 are deemed as a pass).
2. The college advisor will ask the student and placement supervisor for their comments on student's progress.
3. The student will summarize his/her overall placement experience.
4. The evaluation will be signed by the student, placement supervisor and college advisor at each evaluation
meeting.
5. The college advisor will take a copy of the evaluation at midterm, and at the final evaluation meeting, he/she
will retain the final evaluation form and all other placement documents and forward to the Program Coordinator
for filing at the College.
e-Portfolio
In Seminar, students will be required to continue working on their career portfolio as their Social Service Worker
Capstone project. The evaluation methods may include a mix of peer feedback as well as feedback from the
Professor and will be consistent with the pass/fail nature of the course.
1. Maclean, S., Harrison, R. & Monohan, R. (2014). Making the Most of Your Field Placement: Handbook
for Human Services (1st Canadian ed). Whitby, ON: deSitter Publications
ISBN: 9781897160671 (This is an integrated text for Field Preparation and Field Placement Seminars I, II & III)
6.
7.
N/A

Policies and Expectations for the Learning Environment:
General Policies and Expectations:
Gerneral College policies related to
attendance
absence related to tests or assignment due
dates
excused absences
writing tests and assignments
classroom management can be found in the
Program Guide (full time programs only) at
http://www.durhamcollege.ca/
Gerneral policies related to
Acceptable Use of Information Technology
Academic Policies
Academic Honesty
Student Code of Conduct
Students’ Rights and Responsibilities
can be found on-line at
http://www.durhamcollege.ca/academicpolicies
+
+
+
+
+
+
+
+
+
+

Course Specific Policies and Expectations:
CRIMINAL REFERENCE CHECK: Students are required to get a criminal reference check, including Vulnerable
Sector Screen within 6 months prior to commencing placement. Students are responsible for arranging and paying all
costs associated with obtaining the criminal reference check in their primary residence (hometown). When requesting
a criminal reference check, students must inform the police that the criminal reference check is required for work with
vulnerable persons and is required for a student placement. NOTE: Students with criminal charges or convictions,
criminal charges pending or an unclear criminal record will be severely limited in placement and/or employment
opportunities or be denied by the placement agency, and therefore may be unable to complete the program.
STUDENT CONDUCT: Students are expected to conduct themselves in a professional manner. It is everyone's
responsibility to have respect for their peers and contribute to a positive learning environment. These responsibilities
extend to the use of electronic communication devices. Your Professor may request that students not use their
computers and turn off and put away cell phones during particular segments of classes, e.g. when having a guest
speaker, during peer presentations etc. Anyone who refuses a Professor's direction regarding the use of electronic
devices or disrupts a class to the detriment of other students will be asked to leave. Following a second infraction, the
student will be issued a student alert which will become part of their student record. Students may not administer
medication to any clients or participate
in the application of physical restraints when at placement.
PLACEMENT HOURS: Students are expected to attend field placement two days a week, 8 hours per day (off-site),
totaling 16 hours/week. In situations where the agency/organization work day is less than 8 hours, the student must
make arrangements to make up these additional hours. In addition to the weekly hours in placement, students will be
given credit for 1 hour each week to complete their weekly journal. Students are not expected to attend placement on
Statutory Holidays and will not be expected to make up these hours.
FIELD PLACEMENT SEMINAR: A required one hour seminar class will take place weekly in which students will
discuss, explore and problem solve situations that arise during field placement. During some classes, topics that
pertain to the successful completion of objectives in field placement may be presented through the use of film, public
speakers and group activities.
PLACEMENT ATTENDANCE: Students are expected to attend placement punctually and to actively participate. If
going to be absent, students are expected to contact the placement supervisor and college advisor before, or on the
day of the scheduled placement, should an emergency occur. Any missed placement time, needs to be made up in
consultation with the placement supervisor. Lateness and partial attendance will be deemed as an absent.
SEMINAR CLASS ATTENDANCE: Students are expected to attend class punctually and to actively participate in
class discussions, activities, exercises, and homework related to the course topics. If going to be absent, students
are expected to contact the professor before, or on the day of the scheduled class, should an emergency occur. The
student may be required to submit documentation (ie., doctor's note) detailing the absence. Absences without valid
documentation may result in a student alert being filed and/or a "fail" for the course. Lateness and partial attendance
will be deemed as an absence. NOTE: Attendance at seminar, as well as
completion of the required hours and learning objectives in the field placement, will both be taken into consideration
when determining a grade for all Field Placement & Seminar courses.
JOURNALS: Journals are a structured opportunity for the student to reflect and self-evaluate his/her learning of the
field placement process. The journals will be completed weekly. Students are to record 1 hour of weekly journal time
on their time sheets. Journals are to be submitted electronically via DC mail to the College Advisor by Friday at 2 pm,
unless otherwise negotiated. Students may also be requested to submit their journals to their Field Placement
Supervisor. Specific instructions for content can be found in the Field Placement Manual.
WRITTEN FORMS/PAPERWORK: This includes timesheets, supervision record, Field Placement Contract, mid-
term evaluation, final evaluation and any other documentation necessary for placement to be carried out. Copies of
these forms can be found in the Field Placement Manual.
TIME SHEETS: Students will complete their timesheets and have them signed by their field placement supervisors
weekly. These will be reviewed at mid-term evaluation and submitted to the college advisor at the final evaluation.
SUPERVISION MEETINGS: These meetings afford students the opportunity to reflect on, and review their progress.
It is recommended that the evaluation form and journals be used to determine areas of professional growth to be
discussed during supervision meetings. These meetings will be provided by the field placement supervisor every
week. Students are responsible for arranging a suitable time with their field placement supervisor for these to occur.
WRITTEN FORMS/PAPER WORK AND JOURNAL DUE DATES: In the field of Human Services, failure to meet
the client's needs on time may result in either unnecessary harm to your client and/or others, possibly the loss of one's
job, or both. Late submissions are therefore discouraged and will not be accepted unless negotiated prior to the due
date. Written work will not be accepted one week after the due date and will be marked as "fail".

LATE ASSIGNMENTS:
Non-negotiated Late Assignment:
This is an assignment that has been handed in late, and there has not been a verbal, contractual agreement between
the student and the professor to extend the time for the assignment to be handed in. This assignment is considered
late and may be assigned a grade of "0".
Negotiated Late Assignment:
This is an assignment that has been handed in late, but with the permission of the professor. It is the responsibility of
the student to notify the professor no later than 24 hours prior to the submission date, if s/he is unable to submit the
assignment as directed. The professor and student, through discussion, will have mutually agreed on the
time/extension that the student will receive to hand in the assignment. The student's grade will be penalized at a rate
of 10% per day (including due date of assignment) for each extra negotiated day.
FUNDRAISING GROUP WORK: Students are required to participate in a minimum of one fundraising group project
for the semester.
General Course Outline Notes:
Students should use the course outline as a learning tool to guide their achievement of the learning
outcomes for this course. Specific questions should be directed to their individual professor.
The college considers the electronic communication methods (i.e. MyCampus, DC Mail or DC Connect)
as the primary channel of communication. Students should check the sources regularly for current course
information.
Professors are responsible for following this outline and facilitating the learning as detailed in this outline.
Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.)
A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.
Faculty are committed to ensuring accessible learning for all students. Students who are would like
assistance with academic access and accommodations in accordance with the Ontario Human Rights
Code should register with the Access and Support Centre (ASC). ASC is located in room SW116,
Oshawa Campus and in room 180 at the Whitby Campus. Contact ACS at 905-721-3123 for more
information.
Durham College is committed to the fundamental values of preserving academic integrity. Durham College
and faculty members reserve the right to use electronic means to detect and help prevent plagiarism.
Students agree that by taking this course all assignments could be subject to submission either by
themselves or by the faculty member for a review of textual similarity to Turnitin.com. Further information
about Turnitin can be found on the Turnitin.com Web site.
1.
2.
3.
4.
5.
6.
7.

Learning Plan
1
Delivery: In Class1
Field placement course outline and field placement manual.
Chapter 2 (pgs 21 - 33)
Handout: checklist of portfolio requirements for the seminar course.
experiential/practical learning
Seminar Interactive Activity: small group discussion where students can share their knowledge of their
agencies. Students are asked to discuss their agency's mission, vision and values.
Professionalism and attendance (ongoing) P/F
FIELD PLACEMENT: Learning outcomes addressed are dependent on the field placement environment and
will be determined through discussions with the Field Placement Supervisor.
FIELD PLACEMENT SEMINAR:
1. Participant introductions
2. Discuss expectations of the learning environment
3. Review course outline including e-portfolio requirements
Hours:
Intended Learning Objectives
Intended Learning Activities
Resources and References
Evaluation
Wk.
Weighting
The Learning Plan is a planning guideline. Actual delivery of content may vary with circumstances.
Students will be notified in writing of changes that involve the addition or deletion of learning outcomes or
evaluations, prior to changes being implemented, as specified in the Course Outline Policy and Procedure at
Durham College.

2
Delivery: In Class1
Chapter 6
SMART goal template:
specific, measurable, attainable, realistic,
time sensitive
http://www.ocswssw.org/wp-content/uploads/2015/01/CCP-Article-Fall2012.pdf
Seminar Interactive Activity: peer discussion and review of placement goals using SMART goal template.
Unit 1: Goals
1. Discuss concerns, questions and hopes for field placement.
2. Identify key components of setting personal, client and agency SMART (specific, measurable, attainable,
realistic, time sensitive) goals.
NOTE: Students to bring a copy of their written placement goals to next class (personal, client, agency) for
peer review.
Hours:
Evaluation
Wk.

3
Delivery: In Class1
Cue Cards
Handout: sample field placement journal
Students will be responsible to access materials from placement agency (poster board and pamphlets if
available for upcoming info fair)
Seminar Interactive Activity: Students record one piece of advice specific to placement on cue cards for Year
1 students. This is to be incorporated in student presentations in week 6.
Unit 2: Learning Objectives
1. Describe how to complete field placement forms accurately (ie., time sheets, contract for placement and
journals).
2. Discuss the agency presentation info fair (to be presented to Year 1 Social Service Worker Students)
3. Assign portfolio item #1 (placement agency mission, vision and values with reflection)
Hours:
Evaluation
Wk.

4
5
Delivery:
Delivery:
In Class
In Class
1
1
Chapters 3 and 5
Handout: Group Work Success Sheet and Group Work Contract
Students are required to book tables, chairs and campus space through central scheduling for their fundraiser
Students are responsible to bring literature and materials from their placement agency to put on display
Seminar Interactive Activity: Students form groups and discuss options for a non-profit charity/agency of
choice and client cases.
FIELD PLACEMENT SEMINAR
Unit 3: Making Use of Supervision
1. Describe the role of Advisor, Supervisor and Student at placement.
2. Assign portfolio item #2: community group fundraiser project (photo, brief description and reflection of
fundraiser booth).
3. Discuss client cases.
Unit 6: Agency Presentation to Year 1 Social Service Worker Students
1. Present placement agency mission, vision, values and services to Year 1 Social Service Workers.
2. Demonstrate professional behaviour in accordance with placement agency.
Hours:
Hours:
Evaluation
Evaluation
Wk.
Wk.

6
7
Delivery:
Delivery:
In Class
In Class
1
1
Chapter 16
http://enrichment.durhamcollege.ca/index.php/curriculum-development/essential-employability-skills
Handout: E-portfolio Essential Employability Skills
Seminar Interactive Activity: Students will form small groups to discuss reflective practice. Students will also
have opportunity to discuss the SSW courses and training they have completed to date in order to prepare for
a successful career in the field.
Seminar Interactive Activity: Students will form groups to discuss artifacts they have completed in their SSW
program to date which align with the various EESs. Students will also have opportunity to discuss client
cases.
Portfolio Item #1 (mission, vision values with reflection) pass/fail
Unit 5: Evaluation
1. Discuss the process for mid-term placement evaluations (weeks 6-7).
2. Discuss modes of self-evaluation (ie., journals).
3. Assign portfolio item #3 (copy of course outlines).
Unit 4: Career Planning and Essential Employability Skills
1. Discuss the MTCU Essential Employability Skills (EES).
2. Assign Portfolio item # 4 (EES and artifact)
3. Discuss client cases.
Hours:
Hours:
Evaluation
Evaluation
Wk.
Wk.
Weighting

8
9
Delivery:
Delivery:
In Class
In Class
1
1
Guest Speaker: Student Advisor if available
Chapters 19 and 28
Computer Lab if available
Interactive Activity: Students divide into groups of 5-6 to discuss case scenarios from their own placement
experiences and generate strategies how to manage difficult clients.
Seminar Interactive Activity: Students gather into pairs or groups of three to review and discuss one their
portfolio to date.
Mid-term Placement Evaluation Interview
Portfolio Item #4 (artifact aligned with EES and reflection) pass/fail
MID-TERM EVALUATION INTERVIEW
1. review of weekly time sheets
2. review of supervision record
3. completion of mid-term evaluation form
Check-In
1. Discuss concerns regarding mid-term evaluations
2. Personally reflect on memorable and challenging placement experiences to date.
3. Client case discussion on how to manage difficult clients.
Unit 7: Career Planning
1. Peer review of portfolio with feedback.
Hours:
Hours:
Evaluation
Evaluation
Wk.
Wk.
Weighting

10
11
Delivery:
Delivery:
In Class
In Class
1
1
Guest Speaker - Durham College Pathways Coordinator (if available)
Chapter 13
Interactive Seminar Activity: Students will divide into small groups to discuss client scenarios pertaining to
boundary crossings and violations.
Unit 8: Continuing Education
1. Identify continuing education pathways
2. Discuss student goals upon graduation
Unit 9: Professionalism
1. Discuss final evaluations
2. Discuss personal versus professional boundaries.
3. Discuss client scenarios related to boundaries.
Hours:
Hours:
Evaluation
Evaluation
Wk.
Wk.

12
13
Delivery:
Delivery:
In Class
In Class
1
1
Guest speaker from YWCA if available
Guest Speaker from Durham College Career Services if available
guided discussions/small group activities
Final Portfolio DUE in Seminar class
(1. mission, vision, values with reflection 2. fundraiser photo with
description and reflection 3. copy of course outlines and 4. artifact with
EES and reflection)
pass/fail
Unit 8: Community Resources
1. Discuss field placement concerns.
2. Describe referrals and treatment matching.
Unit 9: Career Planning
1. Discuss Semester 4 field placement evaluation rubric and seminar expectations.
2. Discuss success matters on the job.
Hours:
Hours:
Evaluation
Evaluation
Wk.
Wk.
Weighting

14
Delivery: In Class1
guided discussions/small group activities
Final Placement Evaluation Interview pass/fail
FINAL EVALUATION INTERVIEW
1. review of weekly time sheets
2. review of supervision record
3. completion of final evaluation form
Unit 10: Self-care and Course Wrap up
1. Define self-care.
2. Identify strategies to manage stress and vicarious trauma.
Hours:
Evaluation
Wk.
Weighting

FWK_2501_2016

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (6)

Similar to FWK_2501_2016

Similar to FWK_2501_2016 (20)

FWK_2501_2016