Please find below a sample structure for discussion topics during 12 weeks of practicum I use in online integrative seminars /remote learning that can be applied to any practice settings and course-specific seminar requirements. The list is helpful for field liaisons conducting integrative seminars using either synchronized (in person) class discussion or asynchronized (online) class discussion.

In addition to discussion topics for integrative seminars / remote learning, please review the list of learning activities that can be adapted to any field placement setting—many of those activities I use with my practicum students. The learning activities are designed to enhance students’ community engagement, research, teaching and service-learning social work practice skills.

Both discussion topics and learning activities address multiple core learning objectives that are part of the Canadian Association of Social Work Education Field Placement Requirements for MSW/BSW students.

If you have any additional learning activities/discussion topics that can benefit students’ practicum learning, please feel free to share, and I will add them to the existing list.

If any social work student in Canada or around the world needs a self-directed, community-engaged, research-enhanced, student-centred practicum learning opportunity, please feel free to contact me via email krasun@gmail.com.

If a student meets your university remote practicum requirements and is a self-directed learner, I can provide student supervision as part of my service to the social work profession. To meet self-directed learner requirements, a student should have at least two years of directed social work practice related experience in the community where the student is living. In addition to having direct practice experience, the prospective student needs to pass a pre-practicum one hour interview with me. The interview will help me verify student’s self-directed learning capacity for the remote, community-engaged, research-enhanced, student-centred practicum learning opportunity.

Enjoy learning

With respect

Oleksandr (Sasha) Kondrashov, PhD

The SW Educator

www.krasun.ca

Discussion Topic 1: Introductions: The Purpose of Practicum

For Discussion Topic 1 you will need to make a minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 should include the name of your placement and a link to your agency website (if available). Please also include the APA formatted reference for one academic reading and a summary (at least 100 words) on why the reading can help other class members to learn about the scope of practice in your placement. You can ask your agency supervisor for an academic reading recommendation or conduct your literature review in selecting the best available reading.

Post 2 should comment on another student’s post and highlight some similarities/differences between your placement and another class member placement based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 1 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 1.

Additional (optional) learning activities:

Review Chapter 1 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 1 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Discussion Topic 2: Learning Goals, Record Keeping and Professional Ethics

For Discussion Topic 2 you will need to make a minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 should include your goal and a SMART Learning Objective that can help you achieve your goal (you can modify one of your current goals from your learning contract to fit the SMART guidelines). More information on how to create SMART learning objectives you can find here: http://bccsw.pubweb.dc.thentia.com/wp-content/uploads/2016/09/5.-Setting-SMART-Objectives.pdf

SMART acronym stands for S=Specific, M=Measurable, A=Attainable, R=Relevant, T=Timely. Here are some questions from BC College of Social Workers on how to write your SMART learning objective. Specific: What do you want to learn? Are you set learning goals explicitly stating what you are trying to accomplish? Measurable: How will I know? How will you (and others) know when you have reached your goal? Attainable: Is it realistic? Is attaining this goal realistic with effort and commitment? Do you have the resources to achieve this goal? If not, how will you get them? Relevant:How does it benefit my knowledge, skills and practice? Why is this goal important to you? Hone in on why it matters to you and to the recipients of the services you provide. Timely: When will you achieve this goal? What is the timeframe to complete this goal and significant points of progress? The SMART learning objective should be at least 100 words in length.

In addition to including your SMART learning objective, please choose one academic reading that focuses on social work ethics and/or professional record keeping that can be used to help you achieve your stated goal. You can ask your agency supervisor for an academic reading recommendation that is connected to social work ethics/record keeping in your selected field of study or conduct your literature review in choosing the best available reading. The reading should be different from the one you shared in the first discussion. Please include in your post a correct APA formatted reference for your reading and a summary (at least 100 words) on how the reading can help you better understand the ethical nature of social work practice in your agency and achieve your stated SMART learning objective.

Post 2 should comment on another student post and highlight some similarities/differences between your SMART learning objective/reading and another class member SMART learning objective/reading based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 2 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 2.

Additional (optional) learning activities:

Review Chapter 2 and 3 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of each chapter.

Review Chapter 2 and 12 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of each chapter.

Discussion Topic 3: Resiliency, Self-Care and Professional Safety

For Discussion Topic 3 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 Please review the following article

Fink-Samnick, E. (2007). Fostering a sense of professional resilience: Six simple strategies. Retrieved from http://www.socialworker.com/feature-articles/practice/Fostering_a_Sense_of_Professional_Resilience_Six_Simple_Strategies/

Then reflect on strategies you use to strengthen your professional resilience. You can start reflecting by using the questions Fink-Samnick posed in the article:

Can you identify when you need to stop and listen to your body?
Do you have a defined way to release the emotion(s) experienced from the intensity of practice?
Do you have to be told that you should take time off or at least a “time out”?
How often do you think, “I’m a social worker, so I can handle anything!” on one level, and “I’m a social worker, I should be more self-aware” on another? (Fink-Samnick, 2006b)

After reading the article and reflecting on initial questions, please post your three key self-care strategies for professional resilience. Please name each strategy, summarise how you use it, and then rank them on their effectiveness in your self-care plan.

In addition to naming, summarizing, ranking and reflecting on your key three strategies for self-care, please choose one academic reading that focuses on professional resilience / self-care / professional safety in social work practice that can be used to strengthen your self-care plan. You can ask your agency supervisor for an academic reading recommendation that is connected to social work self-care/professional resilience and safety in your selected field of study or conduct your literature review in choosing the best available reading. The reading should be different from the one you shared in the first/second discussion. Please post a correct APA link for your reading and a summary (at least 100 words) on how the selected academic article can help you strengthen your self-care plan.

Post 2 should comment on another student post and highlight some similarities/differences between your self-care strategies/reading and another class member self-care strategies/reading based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 3 to engage and learn about other class members’ self-care plans, but ensure that you have at least two posts completed for Discussion Topic 3.

Additional (optional) learning activities:

Review Chapter 5 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 4 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Discussion Topic 4 Effective Supervision and Inter-Professional Collaboration

For Discussion Topic 4 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 Please review the following guide:

Studdy,L.,Fox,M., Higgins, M., & Smedley, C. (2015). How to grow a social worker: A comprehensive guide to student supervision. Retrieved from https://www.arts.unsw.edu.au/sites/default/files/documents/How%20_to_Grow_a_Social_Worker.pdf

As you review the guide please pay specific attention to chapters 5, 6 and 7

Chapter 5: Student supervision
Chapter 6: Student supervision models
Chapter 7: Creativity in social work student supervision

The guide is used in Australia context, so some language and requirements for students’ supervision can be different. When you review the selected chapters from the guide

Identify the model of supervision you are using in your placement
State the strengths and limitations of the model
Share at least three ideas that you currently use or plan to use to strengthen the relationship with your supervisor.

Please post your reflection on the three points listed above on discussion topic 4.

In addition to reflecting on effective supervision, please choose one academic reading that focuses on professional supervision and/or inter-professional collaboration in social work practice that can be used to strengthen your supervisory relationship/inter-professional collaboration. You can ask your agency supervisor for an academic reading recommendation that is connected to social work supervision/inter-professional collaboration in your selected field of study or conduct your literature review in choosing the best available reading. The reading should be different from the one you shared in previous discussion. Please post a correct APA link for your reading and a summary (at least 100 words) on how the selected academic article can help you strengthen your supervisory relationship and/or inter-professional collaboration.

Post 2 should comment on another student post and highlight some similarities/differences between your models of supervision, strategies for effective supervision and/or selected readings based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 4 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 4.

Additional (optional) learning activities:

Review Chapter 13 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 3 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Discussion Topic 5: Professional Language in Field Setting

For Discussion Topic 5 you will need to make a minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 should include five key concepts that you use in your agency with a brief definition of each concept (Make sure you reference each definition). You can use the vocabulary developed by Carthage College as your guide but you only need to have one definition and one reference for each term, no need to include identifying terms provided in Carthage College examples. You also can use the dictionary of social work, developed by University of Montana to help you identify the five key concepts. Once you defined key concepts read the article written by Veronique Moseley and reflect on how you might improve the use of professional language in your practice. The reflection part of the post should be at least 100 words.

Post 2 should comment on another student post and highlight some similarities/differences between your selected concepts and definitions and information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 5 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 5.

Additional (optional) learning activities:

Review Glossary from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of each chapter.

Discussion Topic 6 Social Problem and Social Policy Context of Practice

For Discussion Topic 6 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 Please write an op-ed that highlight how your field placement is working towards resolving selected social problem, how the current social policy legislation helps/hinders in solving the selected social problem and what should be done to set things right using Social Work Code of Ethics. You can use the following guide in writing an op-ed: https://styleguide.duke.edu/toolkits/writing-media/how-to-write-an-op-ed-article/ . There is no need to include in text citations but you can use hyperlinks for the key sources you used in writing your op-ed. Your op-ed should be longer than 500 words.

Post 2 should comment on another student post and highlight some similarities/differences between your op-ed and another class member op-ed based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 6 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 6.

Additional (optional) learning activities:

Review Chapter 6 and 7 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 8 and 9 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of each chapter

Discussion Topic 7 Organizational and Community Context of Practice

For Discussion Topic 7 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 should include a vision and mission statement for your organization and a link to asset map of community resources that support your agency mission and vision statement. You can review the sample community asset maps here http://www.davewhiting.ca/recent-projects/mapping-community-assets-wi-2/ and the video tutorial on how to include assets on Google Map https://www.youtube.com/watch?v=77zo7Nnp_7M Your map should include at least 5 community resources. Please briefly highlight in your post how each of the selected community resources help to achieve your organization vision/mission statement.

Post 2 should comment on another student post and highlight some similarities/differences between community resources or/and vision/mission statements of your agencies based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 7 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 7.

Additional (optional) learning activities:

Review Chapter 8 and 9 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of each chapter.

Review Chapter 6 and from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of each chapter

Discussion Topic 8 Theory to Practice Integration

For Discussion Topic 8 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 Please review the excerpt from Bogo, M., & Vayda, E. (1998).The practice of field instruction in social work: Theory and process (2^nd. ed.). Toronto: University of Toronto. Retrieved from http://socialwork.utoronto.ca/wp-content/uploads/2014/08/Bogo-and-Vayda-The-Practice-of-Field-Instruction.pdf . Then select a case study from your field experience and apply the ITP Loop Model to your selected case study

Briefly summarize your case study and then provide some notes on 4 parts of the ITP Loop Model: Retrieval, Reflection and Linkage highlighting psychosocial, interactive, contextual, and organizational factors for each part of the ITP Loop Model. You can use the guiding questions presented in the excerpt when you analyze your selected case study of theory and practice integration. The post should be no less than 200 words.

Retrieval

• Recall the salient facts of a recent practice experience. Choose a situation that you felt went well or one that is troubling.

• Examples work with a client or group, supervision of a staff member, your role in a team meeting, chairing a committee meeting, writing a draft of a policy.

Reflection

• Recall your thoughts and feelings about the situation.

• Focus on subjective beliefs and attitudes, personal life experiences, and cultural world–views that are relevant to the situation

• Identify how these factors influenced your interaction.

Linkage

• Identify the key actions you took.

• Explain how you chose these actions. Did you consider:

– concepts from a model or models of practice;

– principles learned through your career (practice wisdom)

– techniques or skills learned from others (who and what has influenced these ideas);

– internal contradictions in an ‘eclectic approach’?

Professional Response

• Think about the example again.

• Consider whether your response was selected through deliberate or intuitive use of reflection and linkage?

• At the time of the next contact, did you fell your response was effective, appropriate, sufficient?

Post 2 should comment on another student post and highlight some similarities/differences between your ITP Look Model application and another class member application based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 8 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 8.

Additional (optional) learning activities:

Review Chapter 4 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.
Review Chapter 14 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Discussion Topic 9 Critical Incidents/Micro Challenges and Resolutions

For Discussion Topic 9 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1. You are required to critically reflect on one selected incident from micro social work practice experience during the field component of the course. The experience should be different from the one you shared in the previous discussion. For micro practice incidents, you can critically reflect on events you experienced in your field component of the course related to social work practice with individuals.

A critical incident is one that you think/feel/believe was critical to your learning during your field placement. A critical incident can be an event that impacted your development as a social worker during the field component of the course. Once you decided what has affected you the most for future micro social work practice, please prepare a one-page handout for class discussion

For your post 1, please use the framework presented in Lister and Crisp (2017) article

Lister, P. G., & Crisp, B. R. (2007). Critical incident analyses: A practice learning tool for students and practitioners. Practice, 19(1), 47-60.

Critical Incident Analysis Framework

1. Account of the incident

. What happened, where and when; who was involved?

. What was your role/involvement in the incident?

. What was the context of this incident, e.g. previous involvement of yourself or other from this agency with this client/client group?

. What was the purpose and focus of your contact/intervention at this point?

2. Initial responses to the incident

. What were your thoughts and feelings at the time of this incident?

. What were the responses of other key individuals to this incident? If not known, what do you think these might have been?

3. Issues and dilemmas highlighted by this incident

. What practice dilemmas were identified as a result of this incident?

. What are the values and ethical issues which are highlighted by this incident?

. Are there implications for inter-disciplinary and/or inter-agency collaborations which you have identified as a result of this incident?

4. Learning

. What have you learned, e.g. about yourself, relationships with others, the social work task, organisational policies and procedures?

. What theory (or theories) has (or might have) helped develop your understanding about some aspect of this incident?

. What research has (or might have) helped develop your understanding about some aspect of this incident?

. How might an understanding of the legislative, organisational and policy contexts explain some aspects associated with this incident?

. What future learning needs have you identified as a result of this incident? How might this be achieved?

5. Outcomes

. What were the outcomes of this incident for the various participants?

. Are there ways in which this incident has led (or might lead to) changes in how you think, feel or act in particular situations?

. What are your thoughts and feelings now about this incident?

You do not need to answer every single question from the above framework but address five critical areas in your post 1.

Describe the context of the incident and the incident itself
Describe your initial response to the incident
Describe key practice issues/dilemmas highlighted by the incident
Reflect on your learning about social work practice/theory/policy/research as a result of the incident
Reflect on the outcomes for your future social work practice that resulted from the incident

The critical incident part of the post should be no less than 200 words.

Post 2 should comment on another student post and highlight some similarities/differences between your critical incident and another class member critical incident based on the information provided in another student post 1. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 9 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 9.

Additional (optional) learning activities:

Review Chapter 6 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 16 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Discussion Topic 10 Critical Incidents/Mezzo Challenges and Resolutions

For Discussion Topic 10 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1. You are required to critically reflect on one selected incident from mezzo social work practice experience during the field component of the course. The experience should be different from the one you shared in the previous discussion. For mezzo practice incidents you can critically reflect on events that happened in your field experience related to social work practice in groups.

A critical incident is one that you think/feel/believe was critical to your learning during your field placement. A critical incident can be an event that impacted your development as a social worker during the field component of the course. Once you decided what has affected you the most for future mezzo social work practice, please prepare a one-page handout for class discussion

For your post 1, please use the framework presented in Lister and Crisp (2017) article

Lister, P. G., & Crisp, B. R. (2007). Critical incident analyses: A practice learning tool for students and practitioners. Practice, 19(1), 47-60.

Critical Incident Analysis Framework

1. Account of the incident

. What happened, where and when; who was involved?

. What was your role/involvement in the incident?

. What was the context of this incident, e.g. previous involvement of yourself or other from this agency with this client/client group?

. What was the purpose and focus of your contact/intervention at this point?

2. Initial responses to the incident

. What were your thoughts and feelings at the time of this incident?

. What were the responses of other key individuals to this incident? If not known, what do you think these might have been?

3. Issues and dilemmas highlighted by this incident

. What practice dilemmas were identified as a result of this incident?

. What are the values and ethical issues which are highlighted by this incident?

. Are there implications for inter-disciplinary and/or inter-agency collaborations which you have identified as a result of this incident?

4. Learning

. What have you learned, e.g. about yourself, relationships with others, the social work task, organisational policies and procedures?

. What theory (or theories) has (or might have) helped develop your understanding about some aspect of this incident?

. What research has (or might have) helped develop your understanding about some aspect of this incident?

. How might an understanding of the legislative, organisational and policy contexts explain some aspects associated with this incident?

. What future learning needs have you identified as a result of this incident? How might this be achieved?

5. Outcomes

. What were the outcomes of this incident for the various participants?

. Are there ways in which this incident has led (or might lead to) changes in how you think, feel or act in particular situations?

. What are your thoughts and feelings now about this incident?

You do not need to answer every single question from the above framework but address five critical areas in your post 1.

Describe the context of the incident and the incident itself
Describe your initial response to the incident
Describe key practice issues/dilemmas highlighted by the incident
Reflect on your learning about social work practice/theory/policy/research as a result of the incident
Reflect on the outcomes for your future social work practice that resulted from the incident

The critical incident part of the post should be no less than 200 words.

You can make more than two posts on Discussion Topic 10 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 10.

Additional (optional) learning activities:

Review Chapter 6 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 16 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Discussion Topic 11 Critical Incidents/Macro Challenges and Resolutions

For Discussion Topic 11 you will need to make minimum two posts during the scheduled weeks (see course schedule for details).

Post 1. You are required to critically reflect on one selected incident from macro social work practice experience during the field component of the course. The experience should be different from the one you shared in the previous discussion. For macro practice, you can critically reflect on events that occurred in your field component of the course related to social work practice in communities.

A critical incident is one that you think/feel/believe was critical to your learning during your field placement. A critical incident can be an event that impacted your development as a social worker during the field component of the course. Once you decided what has affected you the most for future macro social work practice, please prepare a one-page handout for class discussion

For your post 1, please use the framework presented in Lister and Crisp (2017) article

Lister, P. G., & Crisp, B. R. (2007). Critical incident analyses: A practice learning tool for students and practitioners. Practice, 19(1), 47-60.

Critical Incident Analysis Framework

1. Account of the incident

. What happened, where and when; who was involved?

. What was your role/involvement in the incident?

. What was the context of this incident, e.g. previous involvement of yourself or other from this agency with this client/client group?

. What was the purpose and focus of your contact/intervention at this point?

2. Initial responses to the incident

. What were your thoughts and feelings at the time of this incident?

. What were the responses of other key individuals to this incident? If not known, what do you think these might have been?

3. Issues and dilemmas highlighted by this incident

. What practice dilemmas were identified as a result of this incident?

. What are the values and ethical issues which are highlighted by this incident?

. Are there implications for inter-disciplinary and/or inter-agency collaborations which you have identified as a result of this incident?

4. Learning

. What have you learned, e.g. about yourself, relationships with others, the social work task, organisational policies and procedures?

. What theory (or theories) has (or might have) helped develop your understanding about some aspect of this incident?

. What research has (or might have) helped develop your understanding about some aspect of this incident?

. How might an understanding of the legislative, organisational and policy contexts explain some aspects associated with this incident?

. What future learning needs have you identified as a result of this incident? How might this be achieved?

5. Outcomes

. What were the outcomes of this incident for the various participants?

. Are there ways in which this incident has led (or might lead to) changes in how you think, feel or act in particular situations?

. What are your thoughts and feelings now about this incident?

You do not need to answer every single question from the above framework but address five critical areas in your post 1.

Describe the context of the incident and the incident itself
Describe your initial response to the incident
Describe key practice issues/dilemmas highlighted by the incident
Reflect on your learning about social work practice/theory/policy/research as a result of the incident
Reflect on the outcomes for your future social work practice that resulted from the incident

The critical incident part of the post should be no less than 200 words.

You can make more than two posts on Discussion Topic 11 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 11.

Additional (optional) learning activities:

Review Chapter 6 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 16 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Discussion Topic 12 Future Goals and Philosophy of Practice

For Discussion Topic 12 you will need to make a minimum two posts during the scheduled weeks (see course schedule for details).

Post 1 Please read the following article

Babrove, P. (n.d.). Setting goals for success. Retrieved from http://www.socialworker.com/feature-articles/career-jobs/setting-goals-for-success/

After reading the article think about one short-term career goal that you plan to accomplish in one year after completing your degree and one long-term career goal that you plan to achieve in 10 years. For the final discussion, please list one short-term career goal and one long-term career goal. Please also review the following webpage https://www.socialworkhelper.com/2016/11/23/develop-personal-philosophy-four-steps/ and answer the question in your post on what is your personal philosophy on social work practice? Try to use no more than 400 words to prepare your philosophy of social work practice statement.

Please also include in your handout an APA-formatted one academic article that you found the most influential for your development as a social worker and your future career goals. The article can be either from your recent field practice experience or any other experiences during your social work degree. Please provide a very brief summary how the article connects to your future career goals (50 words).

Post 2 Please comment on another student post and highlight some similarities/differences between your goals/readings/philosophy statement you shared with the group. The post two should be at least 100 words.

You can make more than two posts on Discussion Topic 12 to engage and learn about other class members’ field placements, but ensure that you have at least two posts completed for Discussion Topic 12.

Additional (optional) learning activities:

Review Chapter 14 from Drolet, J., Clark, N., & Allen, H. (2012). Shifting sites of practice: Field education in Canada. Pearson. and answer critical thinking questions at the end of the chapter.

Review Chapter 15 from Garthwait, C. (2016). The social work practicum: A guide and workbook for students (7^th.ed.). Pearson. and complete suggested learning activities at the end of the chapter

Learning Activity 1: Welcome to Remote Learning (Social Work Distance Education)

When you move to remote learning, it is essential to assess your use of technology skills to be successful in an online learning environment. Please review the following blog post: Hitchcock, L.I. & Jones, N.P. (2018, October 30). BPD Technology Committee’s Technology Assessment Checklist for Social Work Practice [Blog Post]. Retrieved from: https://www.laureliversonhitchcock.org/2018/10/30/bpd-technology-committees-technology-assessment-checklist-for-social-work-practice/ and complete social worker technology self-assessment (section VII):

Social Worker Technology Self-Assessment

● Knowledge & Skills: How knowledgeable are you about the technology that you use in your professional practice (i.e. could you explain privacy settings in Facebook to a client)? How familiar are you with online behaviors such as bullying, trolling, binge watching videos, etc? How would you rate your digital literacy skills (i.e. spotting fake news; awareness of and ability to use software, apps, and devices; netiquette; social networking, etc)?

● Technology Use: What technology do you use and how in your social work practice?

● Privacy & Confidentiality: How you protect client confidentiality related to the use of technology (i.e. use of encryption software, HIPAA compliant electronic records, etc)? How do you protect client privacy related to the use of technology? If you have a website, Facebook page/group, blog, how do you inform clients about posting, self-identification, and confidentiality/privacy risk?

● Informed Consent: Do you use informed consent with clients about using technology to communicate, interact, etc? If so, how?

● Social Media Policy: What are your social media professional practices? Do you have a social media policy?

● Professional Learning Network: Do you have a professional learning network? How do you stay current about tech trends (i.e. crisis texting services, telehealth, etc)?

● Organizational Context: How does your agency support technology use (i.e. training, provides adequate tech, etc)? Do you have a risk management plan for your technology in place of employment?

● Financial: What type of financial transactions do you use your phone/computer for? How do you track passwords? Do you use a fingerprint for financial transactions?

Once completed, please write a reflective summary of your technology usage skills and include ways how you plan to strengthen your remote learning. Once you complete your reflection, discuss your technology self-assessment with your field instructor/faculty liaison. You can also design a technology self-assessment for your agency, or conduct self-assessments in other areas of technology use for social work practice discussed in Hitchcock and Jones (2018) post

Section I: Access to Social & Digital Technology

Section II: Digital literacy and Comfort of client to use technology

Section III: Developmentally-based Considerations for Individuals

Section IV: Intergenerational/Cultural issues

Section V: Special Populations

Section VI: Families

Learning Activity 2: Welcome to Your Community (Social Work with Newcomers Populations)

For this learning activity, students can work collaboratively on designing a welcome guide for newcomers to their selected community. Each resource handout can focus on the specific need of selected newcomer groups and provide local resources on how to meet the identified needs. Here is the example of handout that is part of Welcome to Kamloops guide. More ideas on resource handouts for Welcome to Kamloops guide can be found online: https://krasun.ca/category/welcome-to-kamloops/

Welcome to Kamloops: Three Things to Know about Child and Family Social Services in Kamloops

1: Know where to find the right services for children and families in Kamloops

One can find online KAMLOOPS FAMILY SERVICES Contact Information. This information sheet by EwayKamloops provides one with details related to local services for children and youth. It is organized by the following age groups: Under 6, Children 6 – 12, and Youth. One can also contact Make Children First (MCF) a community coalition of individuals and organizations who believe that it takes a whole community to raise a child. They work to enhance the ability of our community to support the healthy development of children and their families. Interesting Shapedown BC program is available for eligible kids in BC. One can also access online Child &Youth Mental Health Guide for the region.

2: Know how to protect children in Kamloops

A child in BC is a person under the age of 19. Here is the policy on how to report a child in need of protection. “If your child is taken” brochure provides overview of key rights of the parents when a child is removed under the protection concerns. One can also contact Secwepemc Child and Family Services or Metis Commission for Child and Family Services in BC or local Ministry of Child and Family Development (MCFD) for relevant services. Navigating the Child Protection Process presentation provides an overview of Ministry of Child and Family Development and a legal guidance in navigating the child protection process.

3: Know resources where kids have fun in Kamloops

Explore Kamloops With Kids website provides a lot of activities that are designed for kids in Kamloops. One can also find Active Child Care Facilities for Thompson Cariboo Shuswap region. Kamloops/Thompson Community Mapping Study also provides the list of resources for kids. One can also access BC Wild Life Park Map and Winter Fun Map to take your kids to different local attractions.

If you have additional resources for children and families in Kamloops to share please e-mail okondrashov@tru.ca

Learning Activity 3: Welcome to New Concepts (Social Work Practicum Ideas Exploration)

For this learning activity, students can talk with their field instructor/field liaison and decide on key concepts / ideas that are the most relevant for their field placement and create concept/ideas posts. See sample here: https://krasun.ca/2019/12/30/compassion-fatigue/

In each seminar/supervision session, students will share one of their key concepts/ideas and create an educational handout to share with future social work practicum students.

Each concept/idea handout should include:

Definition of the concept/idea and its relation to social work practice in your agency
The key reason why the concept/idea is important to social work practice in your agency
How you can recognize the concept/idea (characteristics)
What you can do to promote social work practice about your concept/idea (tips, strategies, tools)
Two key academic publications where the concept/idea is used and the significance of the concept/idea in those publications
Two key non-academic publications where the concept/idea is used and importance of the concept/idea in those publications
The personal and borrowed quote that demonstrates the significance of the concept/ideas in social work practice.

Students can design social media posts using the @EMPRSocialWork format and share with global social work community: https://www.instagram.com/emprsocialwork/

Learning Activity 4: Welcome to Crises (Pandemic Social Work)

For this learning activity, students can design handouts for local community members that might help with navigating supports during a pandemic and post them on the Facebook page that collects all social work responses to the pandemic: https://www.facebook.com/Social-Work-Response-to-covid19-102063481442877/

Here is a sample post by Rob Gnol that focus on providing emergency support for Albertans during COVID-19 pandemic:

Government supports for Alberta residents during COVID, as of March 20:

Short version:
– If you have to self-isolate and lose your job/can’t work, you might be eligible for a cash payment of $1100 from the provincial government. Applications open next week – go to the Alberta COVID website for more details at that time.

– If you’re laid off or can’t work because you’re sick, try to get on EI. There’s some extra supports that make it easier and quicker to get on. (https://www.canada.ca/en/services/benefits/ei.html)

– If you aren’t eligible for EI, there’s a benefit package that will be available to you in April. There’s no link or phone line for this yet – in April, go to the federal government COVID website

– If you’re low income, you’ll get a $400 GST check by May ($600 for couples, $300 extra per child)

– You don’t have to pay federal OR provincial student loans for 6 months

– Taxes are now due on June 1

Provincial COVID site: https://www.alberta.ca/covid-19-information.aspx
Federal COVID site: https://www.canada.ca/…/d…/coronavirus-disease-covid-19.html
COVID self assessment: https://myhealth.alberta.ca/…/Pa…/COVID-Self-Assessment.aspx

Long version (same info, more detail):
PROVINCIAL SUPPORTS:
Emergency isolation support:
– If you meet the criteria for self-isolation or you’re caring for someone who does, starting next week you can apply online to get a one time payment of $1146. Criteria: Anyone who has symptoms, including cough, runny nose, fever or sore throat, must also self-isolate for 14 days. (https://myhealth.alberta.ca/…/Pa…/COVID-Self-Assessment.aspx)

– If you can’t pay your utility bills, call your provider. You are entitled to a 90 day DEFERRAL. That is, you still need to pay for each month. But you don’t need to pay right away
Alberta student loans: 6 month optional pause on alberta student loans, no extra interest.

– ATB bank clients: 6 month deferral on loans, lines of credit, and mortgages

Job protected leave:
– If you’re full or part time, you are entitled to take 14 days of job-protected leave to self isolate.
Source: https://www.alberta.ca/covid-19-supports-for-albertans.aspx

FEDERAL SUPPORTS:
– Sick, quarantined, or forced to stay home with children: One week waiting period is waived to claim EI. No medical certificate required to access EI. EI is accessed the regular way (https://www.canada.ca/…/…/corporate/notices/coronavirus.html)

– For people who don’t qualify for EI, but are sick, taking care of a sick family member or kids (sick or home because of schools closures), or quarantined: Emergency care benefit: up to $900 biweekly, up to 15 weeks (almost 4 months). Applications start in April. Apply via your CRA myAccount or bank portal, or by calling an automated phone number (phone line will be up in april)

For people who aren’t sick but get laid off:
– There is going to be money sent out to eligible laid off workers

– There is going to be an EI program developed for workers who get their hours cut but don’t lose their jobs

For low income people:
– There will be a one time $400 GST credit (cash cheque) delivered by early May 2020 ($600 for couples, $300 per child)

Student loans:
– 6 month deferral of student loan payments

Taxes:
– Taxes aren’t due until June 1, 2019, and you don’t have to pay any income tax between now and the end of august.
Source: https://www.canada.ca/…/departm…/economic-response-plan.html

Learning Activity 5: Welcome to Lifelong Learning (Framework to Practice Social Work Paper)

Dalhousie University School of Social Work uses the Framework to Practice Social Work Paper as a final assignment in the BSW degree. I encourage every School to adapt this paper as part of the final assignment for student’s practicum in both BSW/MSW degree. The original assignment is discussed in BSW field manual that is available online: https://cdn.dal.ca/content/dam/dalhousie/pdf/healthprofessions/School%20of%20Social%20Work/Field/BSW-Field-Manual-2020.pdf (p.17-19). The paper can be modified to fit the program learning objectives for each social work program in Canada and Globally.

This learning activity can be a capstone project for students to capture their learning in a practicum setting, integrative seminar, and include key learning from courses that are taken in BSW/MSW program. The paper can be submitted and graded by field instructor as pass/fail or to field liaison from the university. Students can submit a paper outline to field instructor/faculty liaison to provide additional guidance and support. The student presents their Framework to Practice Social Work Paper at the field placement where other students, staff are welcome to come and celebrate students learning together. Field liaison is also welcome to come to the presentation (if possible). The paper and presentation should highlight the development of an explicit approach to Social Work practice, which integrates personal ideology, theoretical grounding, practice strategies and professional ethics, and understanding of inter-professional dynamics. This assignment enables students to demonstrate the achievement of the overall goals of the BSW/MSW Program. Students will integrate theoretical analysis and proficiency in Social Work skills enabling engagement with services users in a variety of practice contexts.

Evaluation and grading are based on the following criteria:

• clear articulation and integration of ideologies, theories, practices and ethics, and analysis of inter-professional dynamics

• demonstration of the use of the framework in a specific practice setting, indicating familiarity with the current issues in the field of practice (for example addictions, child welfare, corrections, advocacy, policy analysis)

• locating the practice framework within an understanding of systemic inequalities in resources and power, rooted in diverse factors such as class, gender, sexual orientation, race, ethnicity, ability/disability and age

• demonstrated ability to critically reflect on one’s practice, including a discussion of strengths and areas for further development

• evidence of critical thinking and analytical ability

• effective integration and analysis of relevant social work literature

• good structure, syntax and use of language; clarity in expression of ideas and appropriate citation

• length of 4000 to 6000 words

The following explanation provides some guidance in preparing for this assignment:

“…a practice framework consists of a set of beliefs and assumptions about how, when and under what conditions people and systems change and what a social worker can do to facilitate desired and needed change…A practice framework should meet the following criteria:

• it should be consistent with the purpose, values and ethics of the profession

• capable of being communicated to others (i.e., its concepts, principles, and assumptions should be clearly described and defined)

• it should make sense to laypersons (i.e., most clients and volunteers should be able to understand the framework’s connection to their concerns and life experiences)

• help the worker analyze and understand complex and often chaotic situations

• provide guidance and direction during the various phases of the change process

• it should rest on an empirical foundation “(i.e., be based on facts and careful and systematic observation)” (Sheafor, B.W., Horesji, C.R. (2015). Techniques and Guidelines for Social Work Practice (10th Ed.), p. 69. Toronto: Allyn and Bacon/Pearson Education Inc.

Students need to have analyzed the development of their own approach to Social Work from a number of related perspectives: ideology and values, theoretical knowledge, practice strategies, professional ethics, and analysis of interprofessional dynamics.

These components are interdependent, so that exploration and clarification in any one area necessarily involves making connections to the others. The following suggestions are not exhaustive and should not limit the development of an individual student’s framework paper.

Ideological Perspective

• Present your beliefs about the determinants of social problems

• Draw from your ideology to describe the client population and constituencies represented in your placement, including their diversity

• Analyze your relationship as a social worker with the people you work with (clients, groups, and social activists) and your beliefs about client and worker status and how diversity affects these relationships

• Discuss your short and long-term practice goals and priorities and connect them to your values

• Address what implications your practice goals have for your relationship as a social worker with clients, agencies, other social workers, the profession, the community, and other professionals.

Theoretical Perspective

• Explain what theories will inform your direct practice with individuals, groups, families and communities

Practice Strategies Perspective

• Address the practice strategies, skills and approaches you have used in the practice settings with individuals, small groups, families, community groups, as well as particular groups informed by your placement experiences. Describe the skills you utilize in the areas of analysis, assessment, planning, individual interventions, group work, community development, advocacy (include others if appropriate).

Professional Ethics

• Address the ethical obligations within the CASW Code of Ethics and applicable provincial body in relation to your ideologies, theoretical analyses and practice strategies

• Draw on examples from the placement context

Interprofessional Dynamics

• Discuss examples and stories of what you have learned about how to articulate your social work perspective in an inter-professional/ multidisciplinary team/setting

• Reflect on examples where you took a stand/asserted your position to reflect your social work perspective/framework for practice and the implications to the inter-professional dynamic

• Discuss where and how you have learned with, from, and about other professions and disciplines in your placement

Learning Activity 6: Welcome to Professional Networking (Voices of Social Work)

Voices of Social Work learning activity is based on the VSW project. The VSW project was co-designed by social work educator Dr. Oleksandr (Sasha) Kondrashov, MSW, RSW; Master of Social Work Student and practicing social worker Sierra Israel, BSW, MSW (Candidate), practicing social worker Ani Dingamtar, BSW and, BSW students Amanpreet Madan, Jeanne Mikaela Albutra, Sara Gilles and Alexzandra(Sasha) Anzulovich, all of whom reside in Canada and contribute to the implementation of the project. More information about the project can be found on website: https://krasun.ca/voices-social-work/) Here is the example of completed interview: https://krasun.ca/2020/02/08/vsw-interview-with-julie-gerber-msw-rsw-spiritual-coach/

For this activity, students can have a conversation with social workers remotely in their community and explore the 12 questions from the VSW project. Students can also ask additional questions to learn more about social work practice in diverse setting. Students can then discuss their learning during seminars and supervision sessions with their field supervisor.

Here is the list of the questions from the VSW project that social work students can explore during their conversation with social workers:

1. How would you define social work?

2. What drew you to the social work profession?

3. What is your current role?

4. What is the favourite part of your “job”?

5. What are supports available to you in your workplace/organization?

6. If you could have any superpower, what would it be, and how does it relate to social work?

7. What has been one of your most significant learning opportunities in social work practice?

8. How do you practice self-care?

9. What advice can you give new social workers entering the field?

10. What is your guiding value, and why is it meaningful for you?

11. What do you wish the general public knew about social work?

12. Who would you like to nominate to be interviewed next (you can suggest multiple people)?

Optional Questions for Exploration.

● Where you have completed your social work degree program?

● What attracted you to this role

● What is the biggest challenge you face/faced in your “job”?

● What other social work roles and jobs have you had in the past?

● What inspires (empowers) you to keep going in your practice?

● What social or global concern(s) are you currently most passionate about (and why)?

● What does self-care mean to you?

● What values do you bring into your work?

● Is there anything that you would like to share about yourself or professional self that you would like to

identify here?

● What have you geeked out about social work recently?

● What theory drives your practice?

● How do you use creativity in your work?

● What is your favourite movie/song/poem/book that you recommend others to learn about your job

● If you could time travel, what would you tell yourself when you were a student or when you first

graduated?

● Do you have the words of wisdom for those who are contemplating the social work profession?

● What do you wish the general public knew about social work?

You can add additional questions based on your interest.

Learning Activity 7: Welcome to Webinars (Remote Reflection for Social Work Students)

Updated March 2020:

In recognition of the CASWE-ACFTS Board of Directors’ recommendation to suspend on-site field education placements and allow for Remote Learning Plans (RLPs), CASWE-ACFTS requested access to the Canadian Association of Social Workers (CASW) online webinar library to support students in this endeavour. (https://caswe-acfts.ca/wp-content/uploads/2020/03/CASW_ENG.pdf). Typically, CASW’s continuing education resource is available only to CASW members, however during these extraordinary times, CASW is making access to its webinars free to all social work students until May 30, 2020.

To access CASW webinars, please go to https://www.casw-acts.ca/en/webinars. Again, no account or login is required for access recorded webinars until May 30, 2020. Please note that for students seeking to register for upcoming webinars, there is a requirement on the sign-up page to input your CASW affiliation. Students may select the CASW partner organization in the province or territory they are studying, regardless if they are a member at this time.

If students are having issues accessing CASW’s webinar resource, please have them contact casw@casw-acts.ca directly.

If you are interested in participating in any online webinar activity please check with your field instructor and provide information about webinar activity and how activity can help you to achieve practicum learning objectives. After completing webinars, please write a brief reflection on your key learning points from webinar and how they enhanced your knowledge about practicum learning objectives, please debrief with your field instructor/faculty liaison about your seminar experience.

Here is the additional list of webinars for MSW students: https://socialwork.utoronto.ca/wp-content/uploads/2020/03/Online-Training-Guide-for-FIFSW-Practicum-Students.pdf If you know any other online resources for remote reflection, please let me know.

Additional Learning Activities During Remote Learning

The original list of remote activities is developed by Carleton University Field Education Team and shared by email.

Appropriate and timely use of email, virtual supervision, and communication during uncertain times
Attend virtual meetings (if possible)
Complete writing assignment about strategies that promote social justice and human rights considering the agency’s mission and practice. Bibliography required
Conduct a literature review on the strengths, challenges and systemic factors impacting the clients and/or client group (i.e., barriers to accessing resources or community supports)
Continue research pertaining to current projects you may be working on
Create list of ways the agency could advocate for social, economic, environmental justice and human rights in the agency’s work
Develop focus group questions or survey instruments related to a need in the agency
Develop research questions that emerge from work with the client system and agency setting. Discuss your findings with your field supervisor and identify resources that inform (or answer) the research question. Please provide a bibliography
Developing a remote work plan, including due dates, for written products to be submitted to your field supervisor
Explore municipal, provincial and federal policies that (could) impact your placement organization and/or the affected community with which you are working. Write a 2-page double spaced summary
Plan and participate in remote meetings, support groups, or other interventions (if possible)
Read the CASW Code of Ethics and related professional articles and scholarly articles and write a summary about how the Code applies to social work practice
Reflect in writing about how personal experiences, beliefs and identities impact your relationships in field
Research a human rights issue of interest and write a summary how human rights organizations are working to ameliorate the issue. Bibliography required.
Research and write evaluation of articles that inform agency’s practice. Please provide a bibliography
Research on and write and evaluation of scholarly and professional articles that inform agency’s practice
Research programs and services offered by other agencies who serve the same client population. Create a spread sheet/ chart indicating the agencies’ names, contact persons and description of the services offered. This will be a Resource Manual that your placement agency can use, especially when making external referrals to other agencies/ programs
Review advocacy agency website that you would like to learn more about and write a summary of how their work could impact the work completed by your agency practice. Bibliography required
Review scholarly and gray literature related to culture and cultural humility and write about how it impacts your work in the agency and how services are delivered (include a bibliography)
Review the history of the CASW Code of Ethics. Reflect on how it has evolved to address ethical gaps and concerns. In a written summary, identify specific areas where gaps remain
Select a standard in the CASW Code of Ethics. Reflect, in writing, on differences or points of tension between the Code and agency policy/procedure and/or services.
Write a letter to an editor about a policy issue impacting your agency. As well, complete an analysis of a political candidate’s plans for policy change
Write a policy brief. Your policy brief may give objective summaries of relevant research, suggest possible policy options, or go even further and argue for particular courses of action

Remote Learning Discussion Report: Once you complete all your posts, please make sure you include them in one Microsoft Word document file and upload it in assignment dropbox before the due date listed in the course syllabus. To complete the posting requirements, you need to include the correct number of posts that precisely follow the requirements outlined in each discussion topic.

Discussion Topic 1 Post 1:

Discussion Topic 1 Post 2:

Discussion Topic 2 Post 1:

Discussion Topic 2 Post 2:

Discussion Topic 3 Post 1:

Discussion Topic 3 Post 2:

Discussion Topic 4 Post 1:

Discussion Topic 4 Post 2:

Discussion Topic 5 Post 1:

Discussion Topic 5 Post 2:

Discussion Topic 6 Post 1:

Discussion Topic 6 Post 2:

Discussion Topic 7 Post 1:

Discussion Topic 7 Post 2:

Discussion Topic 8 Post 1:

Discussion Topic 8 Post 2:

Discussion Topic 9 Post 1:

Discussion Topic 9 Post 2:

Discussion Topic 1 Post 1:

Discussion Topic 1 Post 2:

Discussion Topic 11 Post 1:

Discussion Topic 11 Post 2:

Discussion Topic 12 Post 1:

Discussion Topic 12 Post 2:

Remote Learning Activities Report:

Once you complete all your learning activities, please make sure you include them in one Microsoft Word document file and upload it in the assignment dropbox before the due date listed in the course syllabus. To complete the activity requirements, you need to follow the requirements outlined in each remote learning activity precisely:

Learning Activity 1

Learning Activity 2

Learning Activity 3

Learning Activity 4

Learning Activity 5

Learning Activity 6

Learning Activity 7

Remote Learning Practicum Discussion Topics and Learning Activities

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