Application Process

For students who intend to register for Field Instruction I or II and have completed all prerequisite courses, you are required to submit a Student Field Application to begin the practicum process. Please be aware, there is a deadline in which to submit your application to give the Field office sufficient time to coordinate a placement for you. Please see the "Important Dates" menu below.

*IMPORTANT*: Before submitting your Field Application, please ensure you have read the following 3 documents in their entirety. These documents will help answer many questions you may have about field education. The Field Application: Self-in-Relation resource was also recently created to help students develop a professional and well executed field application.

ISWK Field Manual

ISWK Field Office FAQ

FIELD DATES - Practicum start and end dates including Seminar Dates and Zoom links.

**NEW** Field Application: Situation Self

The application includes:

1. Completed Student Profile
2. Declaration of Acceptance of the Requirements and Expectations of the Indigenous Social Work Program.
3. Student Declaration of Understanding - Workplace Safety Form.
4. Completed Field Application submitted to the Field Office.
5. A copy of your resume and any necessary forms submitted to the DropBox.

If you are unsure if you have the required prerequisite, please see “Prerequisites and Course Sequencing” in the menu below or send your Academic Summary to the School of Indigenous Relations at sir@laurentian.ca 

The D2L Field Course will open once your practicum is coordinated (after the Confirmation Letter is sent).

Practicum Courses

Field Instruction I
Course code: ISWK 3605 EL
Department: School of Indigenous Relations
Credits: 6.00

This course includes 300-hours of supervised field education in an approved social service setting. Students are given several opportunities for professional development by applying social work theory, knowledge, and skills learned in the program to a real practice setting. Students will gain experience in establishing professional relationships; adhering to policies, ethics, and values as they pertain to social work; interviewing skills; and recognizing the importance and utility of social work theory in a professional capacity. Students will also engage in self-reflection through weekly journal submissions.

The student may choose to do Field instruction I with an Indigenous agency or non-Indigenous agency as long as both requirements (the Indigenous and non-Indigenous placement) are completed by the end of the program. 

Students have the following options when registering for Field Instruction I:

Fall/Winter Session – While registered with a fall start date, the field practicum begins in January (3 days per week) and runs until March. This allows time for students to complete the first half of ISWK 3305 Indigenous Theories and Perspectives in Social Work Practice I. Please note, all practicum students must complete at least the first semester of ISWK 3305 before beginning their practicum. Third year students must have some foundational knowledge of social work theory before they learn in a professional setting. This foundational knowledge of applying theory to practice will continue to develop through the rest of the program where your theoretical knowledge becomes crystallized. 

Spring Session – This practicum runs from May to July (4 days per week).

Field Instruction II
Course code: ISWK 4605EL
Department: School of Indigenous Relations
Credits: 6.00

This course includes 400-hours of supervised field education in an approved social service setting. Students will build upon their field education experience and professional development from Field Instruction I. In a new practice setting, students are given opportunities to apply social work theory, knowledge, and skills learned in the program to a real practice setting. Students will continue to gain experience in interviewing skills; conducting assessments and/or interventions; and applying theory to practice, all while adhering to the values and code of ethics of a social worker. Students will continue to engage in self-reflection through weekly journal submissions.

The practicum type for Field Instruction II (Indigenous or non-Indigenous) will be determined by what practicum type was completed for Field Instruction I.

Students have the following options when registering for Field Instruction II:

Fall/Winter Session – This practicum runs from September to December (4 days per week).

Spring Session – This practicum runs from May to July (5 days per week).
 

Field education skills and knowledge objectives:

• To describe the agency’s organizational structure including its mandate and purpose, and its ability to implement the mandate in relation to client development and/or social control.
• To show ethical adherence to service policies and implement them according to the CASW Code of Ethics.
• To establish or build upon a professional identity in the field of social work.
• To establish professional relationships with clients and the agency.
• To build rapport and mutual respect with clients from diverse backgrounds with differing worldviews; to meet the client “where they are”.
• To practice interviewing and applying Indigenous theories to problem situations to gain experience in assessment and consultation.
• To engage in self-reflection as an ongoing process of self-understanding and self-care.
• To engage in self-reflection and critical thinking as it pertains to effective social work practice and accountability.
• To engage in self-reflection and critical thinking as it pertains to the decolonization of social work practice.
• To recognize the effective use of supervision and participate in supervisory sessions.
• To recognize the importance of, and wherever possible, engage in interventions and research as it pertains to agency mandates.

Prerequisites

To register for Field Instruction I (ISWK 3605EL) students must complete Year 1 and Year 2 course requirements AND the first semester of ISWK 3305EL Indigenous Theories and Perspectives in Social Work Practice I.

To register for Field Instruction II (ISWK 4605EL) students must complete Year 1, Year 2, and Year 3 course requirements.

Course Sequencing

The following table lists the typical flow of course sequencing in the Bachelor of Indigenous Social Work program.

Courses marked with an asterisk* require a minimum B average.

For further details about program requirements, please visit the Indigenous Social Work program page: Program Details

If you require additional support, you are encouraged to send a copy of your Academic Summary to the School of Indigenous Relations at sir@laurentian.ca and request a Plan-of-Study.

Paid Practicum Application

Upon approval, some students may be entitled to complete their practicum while being paid. While this is not a typical occurrence, some students are granted the opportunity through their current/previous employer or volunteer experience.

• Students can do their practicum in a paid position at work, but they will need to change their role. A different role is to ensure the practicum is in a new learning environment to meet the field placement's learning objectives.
• Students also need a BSW or MSW supervisor who has not previously supervised them. If that cannot be arranged, the current supervisor must understand that the field placement must be from a learning position, not an employment one.
• The staff at the Field Education Office are not responsible for sourcing paid practicums for students but are required to process paid practicum applications upon request. 

If you think you may have the option to complete a paid field practicum, please complete the following:

• Contact your Field Coordinator (in advance) to allow for sufficient time for assessment of the practicum.
• Submit a Student Field Application

Submit the following information to: sirfield@laurentian.ca

• Submit a Policy for Paid Placements Form 
• Submit a copy of work/volunteer history with the organization and job descriptions of positions held.
• Submit in writing a description of the proposed field practicum and the role of the student in this practicum.
• Submit a draft Learning Contract detailing the new learning experiences.

Please also review the Field Education Manual (p. 30) for important details on Agency requirements for paid practicums.
 

Policy for Challenging of Indigenous Social Work - ISWK Courses

PURPOSE

To establish a standard policy regarding requests for challenging the ISWK- 3605 field course and to acknowledge previous studies and relevant experience where appropriate. A student may apply to challenge ISWK 3605 – Field Instruction I

No other ISWK Courses may be challenged.

CONDITION

Requests for a challenge will be considered with the following conditions being met:

• The applicant must possess a minimum of five (5) years relevant paid human service experience.
• The applicant must provide an updated resume with three (3) employment references who can verify relevant experience as described above.

CONCLUSION

This policy is created with flexibility, respecting the knowledge and skills previously acquired by our students, while preserving program credibility.
Decisions on the challenge is made with fairness and caution in accordance with course curriculum and academic expectations.

COSTS

Each challenge request must be accompanied by payment before the application process may commence. Payment may be provided by cheque or money order - one cheque or money order is to be made out to the Laurentian University in the amount of $500.00. The total cost for the challenge is $500.00 non-refundable upon approval of the challenge request.

INSTRUCTIONS

Students applying to challenge ISWK-3605 MUST NOT REGISTER for the ISWK-3605.
Application to challenge is submitted directly to the Field Coordinator.

Challenge Application Process

Upon receipt of the Challenge Application Form, the process is as follows:

Step I
Application is reviewed to ensure the criteria for application is met.
If the application criteria are not met, the challenge process is stopped, the student is notified, and the cheque/money-order is returned.
If the application criteria are met, then employment References are verified and the application fees are processed.

Step 2
Application is then brought to the next scheduled Faculty Meeting for review and assignment of a Faculty member who will mark the challenge assignment.

Step 3
Once a faculty member has been assigned, the student is contacted via email, provided their Challenge Assignment instructions, information concerning the university policy for extensions, and a letter outlining;

• the course being challenged
• instruction guidelines for the Challenge Assignment
• deadline date for Challenge Assignment submission (1 month is provided to complete the assignment)

Step 4

A copy of the Challenge assignment is provided to the assigned Faculty member

Step 5

Upon receipt of the Challenge Assignment Instructions, the Field Coordinator prepares the student with the Challenge information as required. Challenge Assignments instructions, and completed Challenge Assignment submission is then provided to the assigned Faculty.

Challenge Assignments are marked on a pass or fail basis, with a passing mark being “S” for satisfactory, or “F” for fail. Grade and Challenge Assignment feedback are provided in writing to the student by the Field Coordinator. The Grade is forwarded to the Office of the Registrar where the assigned mark is posted to the student’s Academic Record.

NOTE: If a Challenge Assignment is failed, the student must register and complete the course.

Frequently Asked Questions

The Field office at the School of Indigenous Relations receives several different questions each term, so our Field Coordinator Monique Levesque has created this document for you for easy access. Please follow the link below to view a list of frequently asked questions regarding field practicums. Field Education FAQs

ISWK Field Manual

Reading the ISWK Field Manual is a mandatory component of your Field Education. It can be found here: ISWK Field Manual (Updated 2023)

Field Practicum Handbook (A.Johnson)

The Field Practicum Handbook was created by one of our Field Consultants, Professor Arlene Johnson. The purpose of this handbook is to provide additional information regarding the course expectations, policies and procedures, as well as other great tips to ensure a positive field education experience. Please note, this handbook does not replace the Field Education Manual. The Field Practicum Handbook

Journal Submission Example

This is an example of how a Journal submission may be completed: Journal Example

Required Text Book

The required textbook for third and fourth year practicum students of the Bachelor of Indigenous Social Work is: 

Finding Your Way Through Field Work: A Social Work Student’s Guide
By Urania E. Glassman
Publisher: SAGE Publications, Inc.
Publication year: 2016
Finding Your Way Through Field Work: A Social Work Student’s Guide

Agency List

The following list includes agencies that have partnered with the School of Indigenous Relations at Laurentian University to offer student practicums in the field of social work. You may also use the following Student Agency List spreadhsheet to filter by location.

A

Ability Online 
ABLE2: Support for People with Disabilities
Aboriginal People's Alliance Northern Ontario
Acadia First Nation Women's Group
Acute Inpatient Psychiatric Unit & Withdrawal Management Services - North Bay Regional Health Centre
Adult Education Centre - Elliot Lake
Amal Center for Women
Ameilia Rising Sexual Assault Centre of Nipissing 
Anishinaabe Abinoojii Family Services  (Head office for Treaty #3)
Anishinabek Gamik Pikwakanagan Child & Family Services
Anishinaabe Kwewag Gamig - Regional Women's Shelter
Anishnawbe Health Toronto
Antler River Wellness Solutions (change - Red River)
APANO - Aboriginal People's Alliance (Northern Ontario)
Assembly of Manitoba Chiefs
Atikameksheng Anishnawbek
Awasis Agency of Northern Manitoba
 

B

Barrie Area Native Advisory Circle: BANAC
Barrie Native Friendship Centre
Barrington Municipal High School
Bathurst Volunteer Centre Inc.
Better Beginnings Better Futures
Biigitong Nishnaabeg
Binesiwag Center for Wellness
Brandon Access/Exchange Services
Brantford Regional Indigenous Support Centre
Bruce County Housing
Burning Stone Ministries

C

Calgary Catholic Immigration Society
Cambrian College
Canadian Forces Base Borden/31 Health Services
Canadian Mental Health Association Fort Frances Branch 
Canadian Mental Health Association Muskoka-Parry Sound
Canadian Mental Health Association Simcoe County Branch
Canadian Mental Health Association Sudbury/Manitoulin
Canadian Mental Health Association Thompson
Canadore College/ School of Indigenous Studies
Can-Am Indian Friendship Centre Windsor
Career Development, Income Assistance & Child & Family Services Iqaluit
Catholic Family Development Centre 
Catulpa Community Support Services 
Cecil Facer Youth Centre - Ministry of Children and Youth Services
Centre d'amitie autochone du Saguenay
Centre Passerelle pour Femmes
Centre Victoria pour Femmes
Chatham-Kent Children's Services, Indigenous Services
CHATS - Community & Home Assistance to Seniors
Chigamik Community Health Centre
Children's Aid Society of Durham
Children's Aid Society of Highland Shores
Children's Aid Society of London & Middlesex
Children's Aid Society of Midland & Barrie
Children's Aid Society of Ottawa
Children's Aid Society of the Districts of Sudbury & Manitoulin
Children's Community Network / Reseau communautaire pour enfants / BINOOJIINH NAADMAAGEWZOWIN
Children's Treatment Centre of Chatham Kent
Child & Youth Services - Sagamok Anishnawbek First Nation 
Christie Ossington Neighbourhood Centre
Circle of Eagles Lodge Society - Anderson Lodge
Cochrane Temiskaming Resource Centre
Community Living Greater Sudbury
Community Living Iroquois Falls
Community Wellbeing - Good Minds Program
Compass/Boussole/Akii-Izhinoogan
Cornwall Hospital
Correctional Service Canada
Counselling Centre of East Algoma 
Cree Nation Child & Family Caring Agency
Cross Roads Centre
Crown-Indigenous Relations & Northern Affairs

D

Dakota Ojibway Child & Family Services (Main Office) 
D.L.C. Residential Services 
De dwa da dehs nye>s Aboriginal Health Centre
Department of Health & Social Development - Nunatisiavut Government
Dilico Anishinabek Family Care
Disabiility Alliance BC
District of Nippissing Social Services Administration Board
Dnaagdawenmag Binoojiiyag Child and Family Services
Domestic Abuse Services Oxford
Durham Mental Health Services

E

Eagle's Nest: Foster Care
Ecole Secondaire Cochrane High School
Elizabeth Fry Society
Elliot Lake Secondary School
Enaahtig Healing Lodge and Learning Centre
Espanola High School 
Espanola Hospital Family Health Team 
Extendicare Mississauga

F

Family & Children Services of Lanark, Leeds & Grenville
Family & Children's Services - County of Renfrew
Family & Children's Services of The Waterloo Region 
FARA Charity
Finlandia Village
Firefly Northwest
First Step Women's Shelter
Fort Frances Tribal Health Services
Foundry Virtual BC
Four Arrows Regional Health Authority
Fourcast

G

Ganohkwasra Family Assault Support Services
Georgian Bay Native Friendship Centre
Georgian Bay Native Womens' Association 
Georgian College
Giiwedno Mshikiiwgamig - North Bay Indigenous Hub
Grand Bend Area Community Health Centre
Greater Sudbury Police Service 
Gwekwaadziwin Miikan - Youth Mental Health & Addiction Program

H

Haliburton Highlands Mental Health Services
Halton Women's Place 
Hamilton Health Sciences
Hamilton Regional Indian Centre
Hands The Family Help Network
Health Sciences North HSN
Health Sciences North HSN Research Institute
Hills & Valleys Counselling Services
Homelessness Network/Reseau des Sans Abri/Endaasgwok Maamwi-Naadmaagewin
Hope Place Men's Centre
Hospice Palliative Care Ontario

I

Imani's Place
Independent Living Sudbury Manitoulin
Indigenous Women's Healing Centre
International Indigenous Speakers Bureau
Intertribal Fisher River Child & Family Services
Inuuqatigiit
Iris the Dragon - Mental Health In Canada
Island Metis Family and Community Services Society

J

Jane Paul Mi'Kmaq Women's Resource Centre
Jean Tweed Centre For Women & Their Families
John Howard Society of Sudbury
Jules LeBreton

K

Kairos Community Resource Centre
Kapuskasing Indian Friendship Centre
Kenora Catholic District School Board
Kenora Chiefs Advisory
Kenora-Rainy Districts Child & Family Services Fort Frances
Key Assets
Kids n Dad
Kina Gbezhgomi Child and Family Services
Kunuwanimano Child & Family Services
Kwanlin Dun First Nation Family & Children Services

L

Lake of the Woods District Hospital - St. Joseph's Health Center
Laurentian University
Levack Public School
Links2Care
LOFT Community Services
London Family Court Clinic
Lutheran Community Care Centre

M

MacDonald Youth Services
MacKay Manor
Makonsag - Head Start / Child Care
Maison Baldwin House
Mamaway Wiidokdaadwin Primary Care Team 
Mamawesying North Shore Communitty Health Services 
Mamaweswen North Shore Tribal Council - N'Mninoeyaa Aboriginal Health Access Centre
Mamawesying North Shore Communitty Health Services 
Manitoba Association of Friendship Centres
Manitoulin Health Centre (Little Current & Mindemoya)
Manitoulin-Sudbury District Services Board
Marianhill (formally Long Term Care and Support Services)
Marjorie House (Women's Shelter)
M'Chigeeng First Nation Education Department
M'Chigeeng First Nation Health Centre
Meaford Long Term Care
Meridian Counseling
Membertou First Nation Social Services
Metis Nation of Ontario 
Mi'kmaq Confederacy of Prince Edward Island - Aboriginal Justice Progarm
Mi'Kmaw Family & Children Services of NS
Military Family Resource Centre (MFRC)
Ministry of Children, Community & Social Services
Ministry of Children and Youth Services - Sudbury Youth Justice Services
Ministry of Community Safety and Correctional Services Probation and Parole Services
Minopimadiz-I Gamik - Health Services
Minwaashin Lodge - Indigneous Women's Support Centre
Mississauga First Nation
Mohawks of the Bay of Quinte, Kenheteke Kanyen 'keha:ka
Monarch Recovery Services
Mood Disorders Association of Ontario
Musqueam Indian Band

N

Naandwechige-gamig Wikwemikong Health Centre
NA-ME-RES (Native Men's Residence) 
Native Canadian Centre of Toronto - NCCT
Native Child & Family Services of Toronto
Native Women's Centre
Native Women's Transition Centre
NCN Family & Community Wellness Centre
Ngodweaangizwin Aaskaagwin Child & Family Centre
Ngwaagan Gamig Recovery Centre Inc. (formally Rainbow Lodge)
Niagara Regional Native Centre
Niijaansinaanik Child and Family Services
Niijkiwendidaa Anishnaabekwewag Services Circle
NISA, Northern Initiative for Social Action
Niwasa Kendaaswin Teg
Nogdawindamin Family and Community Services 
Nogojiwanong Friendship Centre
Noojimowin Teg Health Centre
Norfolk General Hospital 
North Bay Crisis Centre
Northern Health Region
North Bay Indigenous Friendship Centre
Northern Regional Health Authority 
North Bay Regional Hospital
North Eastern Ontario Family and Children’s Services (NEOFACS)
North of Superior Counselling Programs (NOSP)
Northern Ontario School of Medicine - NOSM
Northern Therapy Practice
NOW Canada Society
N'Swakamok Native Friendship Centre
Nunatsiavut Government - Department of Health & Social Development

O

OAHAS - Kingston
OAHAS Ontario Aboriginal HIV/AIDS Stategy
OCAPD - Ottawa-Carleton Association for Persons with Developmental Disabilities 
Odawa Native Friendship Centre
Ogwadeni:Deo
Ojibway Women's Lodge
Ontario Disability Support Program - ODSP
Ontario Native Womens Association
Ontario Shores Centre for Mental Health Sciences
Operational Indigenous Services Canada
Optimism Place - Women's Shelter and Support Services
Oshawa Senior Community Centres 
Ottawa-Carleton District School Board

P

Partners in Parenting 
Payukotayno - James & Hudson Bay Family Services
Peel Aboriginal Network
Petawawa Military Family Resource Centre
Peterborough Probation and Parole Office
Peterborough Regional Health Centre
Pioneer Manor
Play Forever
Plenty Canada
Prince Albert Provincial Correctional Centre

Q

Qualicare Vaughan

R

Rainbow District School Board
Reseau Access Network
Resolve Counselling Services Kingston
Ryan's Hope

S

SACY - Sudbury Action Centre for Youth
Sagashtawao Healing Lodge
Schlegel Villages
School of Social & Community Services - Humber College
Serendipity Group
Serpent River First Nation - Community Awareness
Service de Counselling de Hearst Kapuskasing et Smooth Rock Falls
Shawanosowe School
Sheridan College Institute of Technology and Advanced Learning 
Shkagamik-Kwe Health Centre
Sick Kids (The Hospital for Sick Children)
Simcoe Community Services
Simcoe Hospice 
Simcoe Muskoka District Health Unit
Simcoe Muskoka Family Connexions
St. Joseph's Care Group - Sister Margaret Smith Centre
Six Nations Child & Family Services
Social Planning Council of Sudbury
Social Services Department - Region of Durham
Societe Alzheimer Society Sudbury-Manitoulin
Société Elizabeth Fry Society
South Georgian Bay Community Health Centre
Southlake Residential Care Village 
Southwest Ontario Aboriginal Health Access Centre (SOAHAC)
St. Joseph’s Health Centre / Centre de Santé St-Joseph de Sudbury
St. Leonard's Community Services
St. Joe's Women's Centre
Sudbury & District Health Unit
Sudbury Catholic District School Board
Sudbury Counselling Centre/Centre de counselling de Sudbury
Superior North Catholic District School Board
Sudbury Parole Office, Correctional Service Canada
Sudbury Social Workers Education and Advocacy Centre(S.W.E.A.C.-C.E.A.T.S.)
Sudbury Women's Centre
Spark Employment Services
Summit Human Services

T

TFC Therapeutic Family Care Program 
Tellegacy Program 
Tewegan 
The Bridge Youth 
The Government of Nunavut
The Guesthouse Shelter
The Oaks Centre - Camillus Centre
The Phoenix Centre for Children and Families
The Salvation Army - Cawthra Road Shelter
The Sudbury Action Centre for Youth
Three Fires Ezhignowenmindwaa Women's Shelter
Thunder Bay Regional Health Science Centre
Tikinagan Child and Family Services 
Tlicho Leagia Ts'iili Ko
Timmins Native Friendship Centre
Tsow Tun Le Lum Society
Tungasuvvingat Inuit

U

Unique Get Together Society

V

Vancouver Aboriginal Child & Family Services Society (VACFSS)
Vancouver Island Ministry of Children & Family Protection
Viking/Beaver Family & Community Support Services

W

Waabigoniiw Saaga'iganiiw Anishinaabeg - Wabiggon Lake Ojibway Nation
Waasegiizhig Nanaandawe'iyewigamig
Wabano Centre for Aboriginal Health
Wachiay Friendship Centre
Waninawakang Aboriginal Head Start
Wassa Naabin Community Youth Services Centre
Waypoint Centre for Mental Health Care
Weechi-it-te-win Family Services Inc. 
Western University
White Buffalo Road Healing Lodge
White Owl Native Ancestry Association
Wikwemikong High School / Eshkiniigajig
Winnipeg Regional Health Authority
Women & Childrens Shelter of Barrie
WSCC - Workers' Safety and Compensation Commission

Forms 

Students are required to complete and sign a number of forms in preparation for their field placement. Several forms are provided below for ease of access.

Student Field Application

Student Mandatory Field Form UNPAID 

Student Mandatory Field Form PAID

Role and Responsibilites Form

Field Education Schedule of Hours

Pre-placement and Field Trip Due Diligence Form

Safety Orientation Checklist

Learning Contract

3605 Journal Template

4605 Journal Template

Completed Journal Example

Student Feedback Form

Challenge Application

Child Welfare Record Check Consent

Stay in the loop!

The following section will include links to new events, opportunities, or other promotional material brought to you by the School of Indigenous Relations. Stay tuned!

November 2023

End of Semester Gathering and Feast

Field Instructor Recruitment

Winter Solstice Gathering

Field Education Breakdown Protocol

Once a field placement has begun, it is expected that the student will complete the required hours in that agency. There are, at times, situations in which it becomes apparent that there are problems that have the potential to affect the viability of the field placement and/or the student's grade. The School of Indigenous Relations recognizes that these problems can be very stressful. Students are encouraged to seek support and guidance immediately. The first lines of communication should be with the Field/Faculty Consultant and/or the Field Coordinator. In situations where that is not possible, contact the Director of the School.

PROCEDURES:

• The Field Consultant will convene a meeting with the student, the Field Instructor and, when necessary; the Field Coordinator. It is strongly recommended that the meeting be held within five working days of notice of a problem.
• The student and the Field Instructor are asked to prepare written reports detailing the nature of the problem. These reports will become the subject for review and discussion during the meeting.
• Each member of the Field Placement Team (see Roles & Responsibilities Form) will be asked to identify possible solutions.
• The decisions reached at the meeting are recorded.
• The Field Consultant will prepare a final report within five working days.
• Copies of the written reports and decisions must be sent to the student, the Field Instructor, the Field Coordinator and to the student file.
• Each member of the team is encouraged to review the documentation and provide additional information if appropriate.
• The Field Consultant will convene additional meetings as necessary.

When problems are identified in a field placement, they may form the basis for one or more of the following:

• Inquiry and review
• Enhanced monitoring of field placement
• Increased support, supervision/instruction
• Increased requirement of hour
• Revision of the learning contract
• Additional assignments
• Removal from a placement

REMOVAL FROM A PLACEMENT

The student may be removed from a placement under the following conditions:

• The field placement setting has requested a removal.
• The Field Consultant, in consultation with the student/and or the Field Instructor, makes the decision to remove the student.

UNSUITABILITY OF FIELD PLACEMENT

If through no fault of the student, a field placement must be discontinued, every effort will be made to reassign the student to another field placement setting as expeditiously as possible. Every attempt will be made to minimize the loss of accumulated placement hours.

The Field Coordinator in consultation with the Field Consultant, Field Instructor and the student will determine what conditions must be in place before the field placement setting can host another field placement.

UNSUITABILITY OF STUDENT

The termination of a placement resulting from the student’s inability to meet the course requirements, placement expectations, professional obligations, and/or standards of ethical practice may form the basis for one or more of the following:

• Grade of incomplete or fail;
• Full or partial loss of accumulated hours;
• Waiting period before resuming another field placement;
• Directed field placement;
• Information sharing with prospective Field Instructors;
• Inclusion of learning goals related to placement breakdown;
• Enhanced monitoring of next field placement;
• Increased support, supervision/instruction;
• Suspension from the Bachelor of Indigenous Social Work programme.

TRANSFER TO A NEW PLACEMENT SETTING

Requests for a transfer out of an assigned field placement will be considered only when there are exceptional circumstances and all other reasonable options have been exhausted. The procedure for transferring is as follows:

• The Field Consultant must submit Request for Transfer and any supporting documentation to the Field Coordinator.
• The student must submit a new application for another field placement to the Field Coordinator.
• The Field Coordinator will review the submission and complete a new placement search accordingly.

TRANSFER OF ACCUMULATED PLACEMENT HOURS

When a transfer to a new placement setting is required, there may be a full or partial loss of accumulated placement hours. The number of hours lost OR transferred is dependent upon several factors. They include, but are not restricted to, the following:

• The reasons underlying the request for transfer of hours;
• The recommendations of the Field Consultant, Field Coordinator and the student;
• The requirements of the new field placement setting;
• The time required to achieve learning goals in a new setting;
• The time required to provide meaningful evaluation of learning goals in a new setting;
• Availability of resources.

SUSPENSION FROM THE PROGRAMME

“Students will be required to withdraw from the University if they have been enrolled in a professional programme, have been required to withdraw from it and have not been permitted to transfer to another programme. The School of Indigenous Relations, Honours Bachelor of Indigenous Social Work, through its faculty and appropriate committees, reserves the right to suspend a student, who notwithstanding their academic performance, fails to adhere to ethical and professional standards incumbent upon members of a helping profession.”

• All parties are required to follow the School of Indigenous Relations – Honours Bachelor of Indigenous Social Work procedures for Field Education Breakdown Protocols. In situations where the process results in a recommendation that the student be suspended the procedure is as follows:
• The Field Consultant notifies the Director and provides the Director with all pertinent documentation.
• The Director will convene a meeting with all relevant parties for the purpose of reviewing the documentation. They will provide the participants with an opportunity to submit any additional information.
• The Director will convene a meeting that will include the Director, the Field Consultant, the Field Coordinator and at least two other faculty members.
• It will be the responsibility of this committee to assess the information, interview people as required and proceed with a decision in a timely manner.
• The Director and the Field Coordinator make the final decision and notify the relevant parties of the decision.
• The Director and the Field Coordinator notify the Office of the Registrar of any suspensions.
• As with any other decisions, the student has the right to appeal (i.e. Laurentian University student appeal policy) the decision to suspend.

Determining Misconduct and Imposing Sanctions

The School of Indigenous Relations reserves the right to expel a student from the Indigenous Bachelor of Social Work program who, notwithstanding their academic performance, fails to adhere to ethical and professional standards incumbent upon members of a helping profession.

Examples of misconduct may include (but are not limited to):

• Concealment or distortion of the truth
• Harassment or any threat, intimidation or attempt to harm another person
• Persistent and/or serious unethical behaviour which interferes with the ability function within a professional context (as defined above) including but not limited to
• Evidence that a student cannot effectively exercise judgment or function in a professional context, such as:
  1. Persistent or serious inability to form professional relationships;
  2. Discriminatory behaviour and lack of reflexivity about behavior, or lack of effort to change behaviour identified as discriminatory;
  3. Abuse or misuse of substances that interferes with the ability to function within a professional context;
  4. Criminal behavior (a charge and/or conviction for crimes such as physical assault, sexual assault, drug trafficking, for which a pardon has not been received) which would interfere with the ability to function within a professional context;
  5. Serious conduct that contravenes the policies of the University or of a field placement setting which cannot be resolves through negotiation or reassignment.

The first steps in dealing with any concerns about student behaviours and suitability should be through informal discussion between the student and faculty or field instructor. Should the concerns not be resolved or be of serious nature, it may become necessary to review them more formally.

INFORMAL REVIEW

The faculty and / or field instructor will first request a meeting verbally or in written form (email or letter) with the student to discuss the concerns. This meeting may result in:

• A better understanding of the behaviours in question and need no further action.
• A plan outlining actions the student will take to address the concerns, along with a date to review the student’s progress.
• A decision to proceed with a more formal review of the situation.
• The Faculty or field instructor will summarize the results of the meeting in writing and provide the student with a copy. A copy will be placed in the School’s student’s fileplaced in the School’s student’s file.

FORMAL REVIEW

A formal review of a student’s suitability for Social Work shall be requested in writing by the faculty member or field instructor. The Director also may initiate the process in writing on behalf of the School.

• Written Request: The written request will be addressed to the Director, with a copy to the student. When a field instructor requests a review, the Field Coordinator will be notified and consulted. The written request will outline the concerns about the student’s suitability for the School of Indigenous Relations /Honours Bachelor of Indigenous Social Work program. For standards relating to policies outside the direct responsibility of the School (as outlined above), officials from those departments will be consulted so that they may assist in explaining their policies and implementing sanctions under their jurisdiction, if deemed necessary.

• Timing of review: The formal review shall be held within 3 to 4 weeks and be chaired by the Director or delegate. The student, faculty and/or field instructor involved shall attend the meeting. Other persons may be asked to attend the meeting, including persons who have relevant information to contribute to the discussion. The student may choose to have a person accompany them as observers or support. Should the student not be responsive to requests for the meeting despite several attempts, the Chair may proceed with the meeting in absence of the student.

• Review of documentation and information: The meeting’s purpose is to review relevant concerns about the student’s suitability in the School. Relevant documentation will be reviewed, and individuals with relevant information to the concerns may contribute to the discussion. The student will have the opportunity to ask questions and to present their position. Suggestions regarding possible remedies or sanctions will be discussed.

• Course of action: Following conclusion of the review, the Director or delegate will decide on a course of action. A letter (by email or post) summarizing the reasons for the decision and any plans will be provided to the student within 2 weeks. A copy will be placed on the student’s file. The Director will notify the Office of the Registrar of any actions or expulsions from the Indigenous Social Work program.

APPEALING A DECISION TO SANCTION

Students have the right to appeal a decision by the School of Indigenous Relations to sanction or expel them. In all cases, the School of Indigenous Relations will refer to relevant sections of Laurentian University’s Student Appeals Policy in place at the time.

Special Needs Policy

          Policy on Accessibility Standards for Customer Service (PDF)

          Policy on Academic Accommodation for Students with Disabilities (PDF)

          Guidelines for Academic Accommodation for Students with Disabilities (PDF)

Social Media Policy

          Laurentian University's Social Media Handbook

Electronic Services Acceptable Use Policy

          Electronic Services Acceptable Use

Honours Bachelor of Indigenous Social Work Professional Suitability Policy

April 19th, 2017

RATIONALE

The Canadian Association of Social Work Education (CASWE) Standards for Accreditation 2014 (SB 2.4.5) requires that “The academic unit has a policy regarding the professional suitability of the student for the profession of social work. Students are made aware that serious or repeated violations of the Code of Ethics put them at risk of exclusion from the program based on professional unsuitability.” This Professional Suitability Policy addresses those requirements of the CASWE Standards of Accreditation.

OVERACHING PRINCIPLES

CASWE expects that Schools of Social Work should graduate social workers whose behaviours are consistent with social work ethics and values, to ensure that social workers do no harm to service users and communities. The overarching values guiding these behaviours include:

• Respect for the Inherent Dignity and Worth of Persons
• Pursuit of Social Justice
• Service to Humanity
• Integrity in Professional Practice
• Confidentiality
• Competent Application of Knowledge and Skills for Professional Practice

The School of Indigenous Relations at Laurentian University has developed the following policy as a requirement of its accreditation with the CASWE, recognizing its responsibility to ensure safety and well-being of students, staff, faculty members as well as the clients and staff of those agencies in which students carry out their field placements.

In implementing this policy, the School of Indigenous Relations will remain sensitive to each case brought to its attention to understand the context of the behavior deemed unsuitable or unethical and will ensure that it not excluding students without critical regard.

The School also recognizes that the safety, confidentiality and self-determination of students or others who have been subjected to unprofessional conduct under this Policy must be an important priority. Personal information collected by the University shall only be disclosed and used in accordance with the University’s duties and obligations under the Freedom of Information and Protection of Privacy Act (FIPPA).

In developing a response to a concern about student suitability, the School will balance confidentiality against its duty to protect existing and future students or persons who might otherwise be placed in jeopardy by a student who is acting in an unprofessional manner under this Policy.

It is important that students review and become familiar with the responsibility areas, such as the CASW Codes of Ethics, University policies and procedures governing student behaviour, and School of Indigenous Relations Sacred Teachings. Students are required to sign the Student Declaration Form when entering the program, indicating that they have read and understand the Professional Suitability Policy and standards.

The School of Indigenous Relations will consult with other departments/offices (indicated below) should concerns about student behaviours relate to policies outside of the School’s responsibility. Those departments or offices will determine their own sanctions according to their policies.

The School of Indigenous Relations is responsible for implementing student suitability standards relating to the following:

• Indigenous Sacred Teachings - Seven Gifts, Medicine Wheel and Trust Teachings (See ISWK Field Education Manual, 2022, p.21)
• Canadian Association of Social Workers (CASW) Code of Ethics
• Ontario College of Social Workers and Social Service Workers (OCSWSSW) Code of Ethics and Standards of Practice

Laurentian University’s Office of Student Life is responsible for implementing suitability standards relating to the following policies:

• Code of Student Conduct, Non-academic
• Code of Student Rights and Responsibilities
• Policy on Social Media
• Electronic Services Acceptable Use Policy

Laurentian University’s Office of Equity, Diversity and Human Rights is responsible for implementing suitability standards relating to the following policies:

• Policy on a Respectful Workplace and Learning Environment
• Policy on Prevention and Response to Sexual Violence

Confidentiality Policy

Students while in placement (whether paid or unpaid) are required to abide by the Ethical Conduct, Indigenous teachings, privacy and confidentiality, all relevant policies (which includes Indigenous Ethics, CASW, OASSW and relevant Laurentian policies) and the relevant agency policies. Students must sign the Declaration of Agreement form (found in the Forms Section of this fieldwork manual) before they start any field placement. Students are taught in the field seminars and theory courses ISWK 2315, 3305 and 4305, issues about ethics and confidentiality as relevant to practice and field.

People trust you to maintain confidentiality at all levels whether it is with individuals, family, community or workplace. Once trust is broken, people have a difficult time to re-establish trusting relationships. Therefore, trust underpins confidentiality.

Definitions

• School - The School of Indigenous Relations
• Participants - Any person or body that is part of or interacts with the School
• Students - Students of the School
• Staff - The faculty, and professional and administrative staff of the School
• Body - Includes a subcommittee, a committee, other administrative groupings, other institutions (i.e. placement agencies, accreditation bodies)
• Placement agency - Setting in which the student carries out a fieldwork education experience
• Information or personal information - Recorded information about an identifiable individual which includes, but is not limited to identifying data, others’ opinions about an individual, an individual’s personal views or opinions.
• Privacy - Refers to persons and to their interest in controlling access of others to themselves
• Confidentiality - Refers to data, and about agreements and procedures for limiting the access of others to data
• Confidential - To keep private or secret, safe from access, use or disclosure by people who are not authorized to handle the personal information
• Field Team - Field Coordinator, Student, Agency Supervisor, Field Consultant

Applicability of Confidentiality Policy

The Confidentiality Policy applies to:

• All registered HBISW students in the program (both on-campus/Distance Education)
• Those students, faculty and staff of the School who are involved in Field Education Placements
• Field Education Placement Agencies

Responsibility for the Application of Policies

The Director of the School is ultimately responsible for ensuring the respect of all policies.
Each individual, group and body that interacts with the School for Field Education Placements is responsible for upholding their role and responsibilities as outlined in the policies.

Objectives of the Confidentiality Policy

1. To provide a field education placement in which the clients and staff of the placement setting are guaranteed respect and security of their privacy and confidential information.
2. To ensure the ethical conduct of students of the School while on a field placement in a supportive climate of trust, openness, transparency, security and belongingness during the Placement.
3. To respect Indigenous communities, the Medicine Wheel and the Indigenous Code of Ethics – The Seven Gifts used to frame paradigms of privacy and confidentiality with those of 1) CASW, 2) FIPPA and the 3) Laurentian University.
4. To ensure that a set of policy statements that frames and meets the ethical conduct, privacy and confidentiality needs of the above (3) in all participant relationships and information exchange and storage, during a Field Education Placement.

Confidentiality Processes:

1. The Confidentiality Policy is guided by and upholds three sets of practice guidelines:
   • The Medicine Wheel Teachings and the Indigenous Code of Ethics – The Seven Gifts;
   • The CASW Codes of Ethics and Standards of Practice, and policies on Confidentiality and Privacy
   • The Freedom of Information and Protection of Privacy Act (FIPPA)
2. All members (Field Instructor/Student/Field Consultant) are required to adhere to the confidentiality requirements outlined in the CASW and The Indigenous Code of Ethics – The Seven Gifts.
3. All Placement Agencies and their clients are to be guaranteed that their personal privacy is respected and their personal information is confidential, so as to participate in the field education placement agency in a climate of trust, openness, transparency, security and belongingness.
   • Participants (clients and Placement students) must be able to respect the personal information of others and not feel obligated to disclose any personal information against their wishes. Anyone with knowledge of personal information related to the privacy of another must not disclose such.
4. All students are to uphold and respect agency policies and their clients’ personal privacy, and ensure that their personal information is kept confidential.
5. All students are to uphold and respect the CASW and OASW Codes of Ethical Conduct and standards of practice.
6. All students are to uphold and respect their Placement Agencies policies for ethical conduct, privacy and confidentiality.
7. All Placement students will have opportunities to gain an understanding and awareness of all matters and issues related to ethical conduct, privacy and confidentiality, both in terms of the practice of Social Work and the assurance of such within the Field Education Placement.
   • This will be prior to and at the beginning of a Field Education Placement for all participants in such.
   • The above will be followed by all participants signing this Agreement of Ethical Conduct, Privacy and Confidentiality.

Confidentiality requirements are conveyed to students by:

• Students being required to attend Field Seminars where explanations of procedures of the Code(s) of Ethics outlined in this Field Placement Manual and confidentiality are discussed.
• The Fieldwork Confidentiality Policy is given to each member of the Field Team (including the Student, Field Instructor and Field Consultant) by the Field Coordinator. All individuals must sign the Agreement of Ethical Conduct, Privacy and Confidentiality before the field placement can begin and return it to the Field Coordinator.

The Field Coordinator is required to:

• Ensure that the student and Agency Supervisor are aware of the confidentiality requirements of the profession.
• Ensure that all members of the Field Education Team have access to the CASW and Indigenous Social Work – The Seven Gifts.

Members of the Field Education Team are required to:

• Review the confidentiality requirements of the profession and of the field placement setting at each Field Consultation Meeting.
• Ensure that the confidentiality agreements are understood, signed and practiced.
• Ensure that field placement assignments such as journals, videos, etc. safeguard the standards of confidentiality.

Faculty Members in the School of Indigenous Relations are required to:

• Ensure that any assignments, material, information and/or discussions pertaining to field placement educational experiences conform to confidentiality standards.

Breach of Confidentiality Policy

Any breach of ethical conduct, privacy or confidentiality by a student within a Fieldwork Education Placement shall be brought to the attention of the Field Consultant for action.

A first breach will result in a discussion with the Instructor as to reasons and impacts. If a suitable understanding of the seriousness of the matter is achieved, with agreement to correct future behaviour, the matter will be considered closed.

If in the judgment of the Field Consultant, the matter is not considered closed or resolved; or in a second breach, disciplinary action will be taken. The Field Consultant with inform the Field Coordinator. The Field Coordinator will consult with the Registrar. Findings from this consultation will be brought to the Faculty/Staff Committee consisting of the Field Coordinator, Field Consultant and Director of the School and the Student. Possible removal from the Placement and expulsion from the program may result.

Interpretation

The Field Consultant will take issues of interpretation or application of this policy to the Director, Faculty/Staff Committee, whose decision is final.
 

Field Seminars

During third- and fourth-year field practicums, students are required to attend four mandatory field seminars. Third-year field seminars are similar to orientation in that they help the student prepare for fieldwork. There will be discussions surrounding student expectations, values and ethics, mandatory safety training, the feedback loop, the Johari Window, self-reflection through journalling, the importance of self-care, applying theory to practice, and much more. There will also be time for a question and answer period. 

Seminars are a critical component of a successful field practicum, therefore, they are mandatory. Students who are absent for their scheduled seminar are at risk of not having earned all the required components of their field education. Please note, they do not count towards field practicum hours. 

Field seminars are currently held on Zoom. You will be invited to attend the meeting via your Laurentian email, so keep an eye out for this email towards the start of the term. Seminar dates and times will also be posted on D2L, and you may want to check under Important Dates in the menu below.

Zoom Meetings

At the time of the meeting, sign into Zoom using your LU email and password so we can be sure that your attendance is recorded. If you are not familiar with the Zoom application, please view the Zoom Tutorial beforehand at https://zoom.us

Field Applications

Winter session (January)  - Field Practicum Application Google Form is open and will close on August 28, 2023. No late applications will be accepted after August 28, 2023.

Spring session (May) - The Field Application Form will re-open in January for spring sessions.

Mandatory Seminars

September Start Date

For students registered for ISWK-4605 or ISWK-3605 FW2023-24 starting their practicum in Fall 2023, you must attend the following mandatory seminars: 

Field Seminars 1 & 2 - Friday, September 8, 2023, from 12:00 - 4:00 PM EST. 
Zoom Meeting 

Field Seminars 3 & 4 - Friday, November 24, 2023, from 12:00 - 4:00 PM EST.
Zoom Meeting

January Start Date

For students registered for ISWK-4605 or ISWK-3605 FW2023-24 starting their practicum in January 2024, you must attend the following mandatory seminars: 

Field Seminars 1 & 2 - Friday, January 5, 2024, from 12:00 - 4:00 PM EST. 
Zoom Meeting

Field Seminars 3 & 4 - Friday, March 22, 2024 from 12:00 - 4:00 PM EST.  
Zoom Meeting

Roles and Responsibilities

For each of your field practicums, students and staff members of the field education office are given a set of roles and responsibilities to help ensure students have a positive field practicum experience. A successful field practicum is a collaborative effort, and we hope that students take pride and initiative in the role they play in this process.

(You) Student

At the beginning of your practicum, you will collaborate with your field instructor and/or consultant to identify learning needs, you will submit mandatory forms, and you will develop your field education learning contract. To do this, you will familiarize yourself with the agency that is hosting your placement along with the agency mandate(s) and the agency's theoretical framework. Re-examine the Indigenous Social Work field education course objectives and incorporate your personal learning goals - along with activities that support agency mandates - to develop your contract. You will discuss your learning contract with the agency, and share the first draft with the field consultant. 

Of course, your main responsibilities will be to the agency with whom you are completing your practicum. You will be required to adhere to school and agency policies, establish respectful and professional working relationships, and reach course objectives, all while adhering to the values and ethics of social workers. You will submit field education journals (self-reflections), one major assignment, and provide feedback on your practicum experience. 
 

Field Instructor

You may think of your Field Instructor as your link between the classroom and the practice setting. They will introduce you to Field Education through orientation and/or a collaborative discussion to learn more about you and your learning style. They are a whiz at solving problems by creating solutions, and since they want you to achieve the goals and objectives you set out to achieve, they will be there from start to finish. You may think of them as your coach and may approach them for support and guidance at any point during your field practicum. You may even ask them for help with developing your learning contract. Your Field Instructor continually assesses your performance during the practicum and will provide an overview of your performance upon completion. For personal and professional growth, it is always best to be receptive of both positive and negative feedback.

Field Consultant

Your Field Consultant works collaboratively with you and the Field Instructor by maintaining ongoing contact throughout the field practicum and by providing additional support for your educational goals. They help ensure that you are contributing to your professional development by applying the knowledge, skills, and values that you learned throughout your program to your field education. They are also part of the evaluation process and will provide feedback on your progress throughout the practicum. If needed, they will provide a reassessment of practicum priorities. They will also assign your final grade as a pass or fail upon completion of your field hours.

Field Coordinator

Your Field Coordinator facilitates the field education process in several ways; they provide administrative support and liaison for students as well as agencies, they help facilitate professional development, and they help ensure consistency concerning the school's mission and field education objectives. The Field Coordinator will receive your initial Field Application and may meet with you to discuss your field education goals and practicum opportunities. They handle a lot of paperwork between the student, school, and agency including letters of confirmation, information on field requirements, the school philosophy and field education goals, agency agreements, and many other administration requirements.

Student Evaluation and Supervision

Evaluation should be viewed as a supportive positive experience designed to foster the field education student’s educational growth. The process begins when the field instructor and student first meet, an excellent time to discuss what the student brings in personal attributes and skills and hopes to accomplish in this new learning experience. Assessment is on-going as the field education process continues (Lemberger & Marshack 1991)

In evaluating the learning in field practice the student’s current level of knowledge and skill is described, the extent to which the student is progressing and what difficulties have been experienced are determined, and the areas for future development are specified.

The educational assessment occurring between student and field instructor has two components, skills and learning style. The first involves recognizing student needs in relation to learning knowledge, skill, role, and practice patterns. In arriving at a mutual assessment it is important to view gaps in practice as undeveloped areas rather than as deficiencies. The
second component involves determining the best methods for student learning, the elements that facilitate or impede this learning (Mesbur & Glassman, 1991)

Student performance should be evaluated in the context of the course objectives required in the third or the fourth-year course.

The Learning Contract will serve as a basis for evaluation of student learning. 

Please see the Learning Contract menu for further information.

Purpose:

1. To review student’s progress in meeting learning needs;
2. To give feedback on performance;
3. To identify areas that need strengthening or enhancing;
4. To give an overview of student’s accomplishments and make recommendations.

Students’ self-evaluation of their performance and contributions to the field education experience can also form part of this evaluation process. Students should be encouraged to participate actively in assessing their own progress towards personal and field education goals. They should be aware of the need to reflect on and measure their own developing skills.

• The student, field instructor and field consultant participate in the evaluation.
• The evaluation is signed by all three involved in this process.
• Grading is based on a Satisfactory / Fail basis.
• Field consultant assigns the final grade.
• Evaluation documentation will then be forwarded to the Field Coordinator.

Student Feedback

Feedback provided during supervision of the student should be viewed as a way to strengthen the supervisory relationship and facilitate student learning. Supervision time is utilised to teach the skills of giving feedback and relationship building as well as the knowledge of what is expected in the field. The formal process by which a student provides feedback provides a helpful lesson in responsibly sharing power. (Johnston, Rooney, & Reitmeir 1991). The student will be given the opportunity to give feedback with the mutual agreement from the field instructor.

Student feedback will consist of:

Highlights: Overall Benefits and Contributions

Specific learning opportunities that were enlightening and beneficial to the learning experience in knowledge, skills and values.

Helpful Comments / Suggestions

That a student may want to share which would enhance learning opportunities relating to their field education experience.

Developing the Learning Contract 

Before You Begin:

• Read the ISWK Field Manual.
• Review any agency material provided to you by the agency or from research that you conduct on your own. Your review should include the agency mission/mandate, theoretical framework, services offered, etc.
• Review the learning objectives for your specific practicum course (third or fourth year).
• Review the Learning Contract format [Link to form]

Brainstorm:

• Think about the goals you would like to achieve during your field education.
• Think about why you chose the specific agency.
• Think about what activities you can complete to meet the agency mandate(s) and course objectives.
• Think about what skills you would like to practice or what knowledge you would like to improve upon.

Completing the Learning Contract:

• Fill out the personal information section, goals, and purpose for your field placement.
• Review objectives 1 and 2 (that are completed for you) and their corresponding activities.
• Review objective 3 AND develop corresponding activities (in point form).
• Develop your own objectives and activities for 4, 5, and 6 (you may create as many as needed).
• Remember, objectives should incorporate your own learning and skill development goals and course objectives. You may want to consider items from your student profile and your job description (your role at the agency).
• List each activity you will complete to achieve the objectives. 

Objective Tips:

• You may want to include references to relevant professional documentation skill-building.
• You may want to include relationship building with (clients, community, and colleagues) through referrals, support, development of your professional network, etc.
• You may need an objective descibing how you will link social work theory to practice.
• You may want to create a self-care plan.

Due Date:

The Learning Contract should be completed as soon as possible and uploaded to DropBox so it can be discussed in the Learning Contract Review Meeting. This meeting is normally held in the 3rd week in the beginning of the semester.

If you require assistance in completing your learning contract, you are welcome to contact your Field Instructor. You may book a zoom meeting or discuss it over the phone. You may also consult the Field Placement Handbook (A.Johnson) for further information. Please note, this does not replace the ISWK Field Manual.

Learning Contract

Field Journals

Field journals are a mandatory component of your field education and should be enjoyable. Journals are typically submitted once per week (or every 30 hours for part-time placement students). Journal entries provide you the opportunity to share, reflect, question, and examine your experiences throughout the field practicum process. They are not graded per se, but they will be included in the evaluation of your performance and participation. Journal entries may also spark conversations and elaboration between students and Field Instructors.

Journal Sections

Learning Contract Activities

You will begin your journal entry by listing each practicum activity that you performed throughout the week (point form is fine). The aim is to link these activities to corresponding learning objectives from your learning contract. This will help determine if you are meeting your course objectives or if something needs to be tweaked.

Concerns

This section of the journal offers you a chance to raise any questions or concerns that may have come up for you. In some instances, you may want to advise your Field Instructor of any problems immediately by phone or email.

Reflective Learning

This section of the journal facilitates self-awareness and contributes to personal growth. It is an opportunity to discuss your practicum experiences in relation to your reactions, thoughts, feelings, attitudes, and/or behaviors. It is a way to evaluate yourself within the practice setting and identify areas that may need improvement. Reflecting on your field practicum experience in this way can also help you identify broader issues that were not readily apparent. This is a place to move between the personal and professional realms.

Theoretical Framework of Agency

In this section, you will describe how you carried out your learning contract activities within the agency’s theoretical framework. The agency may use the ecological perspective, systems theory, structural theory, the medicine wheel, or even a combination of theories. While your entry does not have to be lengthy, the idea is to allow yourself some time to practice linking theory to practice.

Completed Journal Example

3605 Journal Template

4605 Journal Template

Tracking Hours

As part of your Field Education responsibilities, students are required to keep track of their field practicum hours.

Please use the following Field Education Schedule of Hours form to complete your entry at the end of each week. Be sure to include the cumulative total of hours as you go. At the end of your placement, you will submit the completed form to your Field Instructor for final approval.

The Seven Gifts / Relevant Indigenous Social Work Competency Criteria and Social Worker Declarations

Nbwaakaawin • Wisdom

Social Worker Declaration

Responsibility to the profession – I will act to promote excellence in the social work profession. Commentary: Refer to CASW/OASSW Code of Ethics and Indigenous Ethics

Nbwaakaawin – To cherish knowledge is to know WISDOM.

Commentary:
• to earn wisdom by taking time to reflect on everything we experience;
• to acknowledge the opportunity of every lesson learned; to learn a high degree of knowledge; the cumulative culture of the human race.

Value Statement:
“The respect for that quality of knowing and gift of vision in others (striving for the same within oneself) that encompasses the holistic view, possesses spiritual quality, and is expressed in the experiential breadth and depth of life. A person who embodies these qualities and actualizes it in others and translates it for others’ benefit deserves respect as an ‘Elder’.”
(Dumont)

COMPENTENCY CRITERIA
The field education setting I have chosen will give me opportunities to learn and develop competency in the areas identified.

Learning Objectives Checklist
1. Know and practice the values and ethics of the profession.
2. Communicate understanding.
3. Know how to conduct awareness and consultation workshops
4. Recognize the importance of research in the human services.
5. Conduct data collection, analyze and know how to use it.
6. Identify and use social networks and resources effectively.
7. Seek guidance from our Elders.
8. Consistently seek to extend knowledge and improve skills.

Zaagidwin • Love

Social Worker Declaration

Primary Professional Obligation – I will regard the well-being of the persons I serve as my primary professional obligation.
Responsibility to the Workplace – I will work for the creation and maintenance of workplace conditions, and policies consistent with the standard of practice set by the policies and codes of conduct in this fieldmanual.

Commentary: Refer to CASW/OASSW Code of Ethics and Indigenous Ethics.

Zaagidwin – To know LOVE is know peace.

Commentary:
• to know how to get along with others and work with people;
• to care;
• to have things in a state of order and harmony;
• to show kindness and cooperation

Value Statement

“Capacity for caring and desire for harmony and well-being in interpersonal relations.” (Dumont)

COMPETENCY CRITERIA

The field education setting I have chosen will give me opportunities to learn and develop competency in the areas identified.

Learning Objectives Checklist
1. Know and understand the field education setting’s mandate, goals and objectives.
2. Know how to use agency resources, policy and procedures.
3. Document effects of social policies on clients.
4. Know how to analyze and promote changes in a policy or procedure.
5. Know the effect of physical setting on client and worker.
6. Apply practice values of acceptance and empowerment.
7. Demonstrate capacity to offer hope and effective support.
8. Develop work management skills; to plan and organize a work plan.
 

Mnaadendiwin • Respect

Social Worker Declaration

Responsibility to Society – I will act to effect social change for the overall benefit of humanity.
Commentary: Refer to CASW/OASSW Code of Ethics and Indigenous Ethics.

Mnaadendiwin – To honour all of the Creation is to have RESPECT.

Commentary:
• to encourage respect for the diversity of cultures which constitute society;
• to accept cross-cultural differences;
• to have a strong sense of what is right;
• to maintain high standards of conduct.

Value Statement:
“Conscious of the need for kindness and respecting the integrity of oneself and others, to exercise strength of character, fortitude and self-mastery in order to generate and maintain peace, harmony and well-being within oneself and in the total collective community.” (Dumont)

COMPETENCY CRITERIA

The field education setting I have chosen will give me opportunities to learn and develop competency in the areas identified.

Learning Objectives Checklist
1. Safeguard client’s dignity, individuality and rights.
2. Take action to eliminate racism; race relations policy development.
3. Participate in a needs assessment activity.
4. Assess and interpret the needs of the community.
5. Advocate for change in policy and legislation.
6. Ensure all clients have access to the resources, services and opportunities which they
require.
7. Form a meaningful relationship with the community.

Aakde’win • Bravery

Social Worker Declaration

Integrity – I will fulfill my obligations and responsibilities with integrity
Commentary: Refer to CASW/OASSW Code of Ethics and Indigenous Ethics

Aakde’win – BRAVERY is to face the foe with integrity.

Commentary
• to have courage and face difficult situations;
• to acknowledge the ability to go deeper into self-awareness;
• to be strong and achieve completeness in our personal development;
• to maintain strength of character;
• to have self-assurance.

Value Statement
Bravery as strength of character that requires great inner strength and fortitude in situations of great difficulty or personal danger while maintaining self-mastery, control, and the rightful dignity of others”. (Dumont)

COMPETENCY CRITERIA
The field education setting I have chosen will give me opportunities to learn and develop competency in the areas identified.

Learning Objectives Checklist

1. Identify professional development needs and undertake to meet them. Maintain self-awareness; manage personal needs, feelings and values.
2. Demonstrate awareness and understanding of own attitudes and values in the helping process.
3. Plan effectively with consistency, be well-organized and consider priorities appropriately.
4. Demonstrate ability to take initiative; work independently.

Gwekwaadziwin • Honesty

Social Worker Declaration

Confidential Information – I will protect the confidentiality of all professionally acquired information. I will disclose such information only when properly authorized or when obligated legally or professionally to do so.
Outside Interests and the Practice of Social Work – I will ensure that outside interests do not jeopardize my professional judgement, independence and competence.

Commentary: Refer to CASW/OASSW Code of Ethics and Indigenous Ethics.

Gwekwaadziwin – HONESTY in facing a situation is to be brave.

Commentary
• to give or have full worth value;
• to have personal qualities in truthfulness, sincerity and fairness; 
• to have respect for other’s and for one’s own personal integrity.

Value Statement
“To act with the utmost honesty and integrity in all relationships recognizing the inviolable and inherent autonomy, dignity and freedom of oneself and others.” (Dumont)

COMPETENCY CRITERIA
The field education setting I have chosen will give me opportunities to learn and develop
competency in the areas identified.

Learning Objectives Checklist

1. Know the policies and obligations of maintaining confidentiality.
2. Know how to manage confidential information.
3. Know how to keep case records.
4. Respect the inner workings and difficulties of a workplace setting.
5. Know how to develop and apply an evaluation strategy.
6. Know how to communicate results of feedback appropriately.

Dbadendizwin • Humility

Social Worker Declaration

Social Worker – Client Relationship
I will respect the intrinsic worth of persons I serve in my professional relationships with them.

Commentary: Refer to CASW/OASSW Code of Ethics and Indigenous Ethics

Dbadendizwin – HUMILITY is to know yourself as a sacred part of the Creation.

Commentary
• to be modest in our actions in the context of helping;
• to have sensitivity toward others;
• to be respectful of our clients’ preferred
• ways of doing things.

Value Statement
“The recognition of yourself as a sacred and equal part of the creation, and the honouring of all
of life which is endowed with the same inherent autonomy, dignity, freedom and equality. This
leads to sensitivity toward others, a posture of non-interference and a desire for good relations
and balance with all of life.” (Dumont)

COMPETENCY CRITERIA

The field education setting I have chosen will give me opportunities to learn and develop
competency in the areas identified

Learning Objectives Checklist

1. Develop self-awareness on personal strengths and limitations.
2. Know that I have the capacity for growth and change; take
a. initiative in self-development and self-evaluation.
3. Use self-disclosure appropriately.
4. Develop listening and observation skills.
5. Allow client self-determination; mutually document needs.
6. Ability to interpret non-verbal communication.
7. Know circumstances where intervention is not appropriate;
8. respecting the ethic of non-interference.
9. Ability to develop a problem solving strategy.

Debwewin • Truth

Social Worker Declaration

Competence and Quality of Service
I will be competent in the performance of the services and functions I undertake on behalf of the
persons I serve.
I will act in a conscientious, diligent and efficient manner.

Commentary: Refer to CASW/OASSW Code of Ethics and Indigenous Ethics

Debwewin – TRUTH is to know all of these things.

Commentary
• the state or character of being true in relation to being, knowledge or speech;
• to be real and natural and have a genuine interest in the human services;
• to be loyal in our human relationships;
• to learn and to adhere to local community and family protocol; to recognize the value of sharing

Value Statement
“Recognizing interdependence and interrelatedness of all of life, to relate with one another with
an ethic of sharing, generosity, and collective/communal consciousness and cooperation.” (Dumont)

COMPETENCY CRITERIA
The field education setting I have chosen will give me opportunities to learn and develop competency in the areas identified.

Learning Objectives Checklist

1. Develop interpersonal communication skills.
2. Work cooperatively with others.
3. Work collaboratively with colleagues; promote teamwork.
4. Know how to apply skills in offering and obtaining consultation
a. and supervision.
5. Know interviewing processes and skills.
6. Planning; establishing goals and objectives
7. Formulate and implement appropriate helping strategies.
8. Know and understand human growth and development as it pertains
a. to all of the seven teachings.

Trust Teachings By Elder Herb Nabigon Gii-Nbo 

Trust Teachings

The teachings around trust goes back into our long memories and if you consider the four seasons spring, summer, fall and winter you will begin to trust your memory that the spring will return every nine months. This tells us that the natural clock will be with us for time immemorial. Trusting our memories begins to take shape around relationships with each other.

Going back to spring, if it fails to return, our trust in the Creator will be deeply shattered. The failure of spring time would begin to reflect our trust not only in each other but in the Creator.

Teachings around the Windigo Spirit (dark side)

Windigo can be best understood around the teaching of our dark side of life. The dark side really is best described around our dysfunctions. This teaching around Windigo is described by our Elders as anger. The general term anger can be viewed around the four directions. The negative side of the East: is inferiority, the South: is envy, the West: is resentment and the North: is uncaring. And at the centre of our being is jealousy/not listening. The Elder taught me this is how Windigo controls fear. When our trust is shattered or broken, Windigo takes over and controls fear. Therefore, the Elders view this as a disconnect from the Creator. We need to learn how to manage and control Windigo individually and that takes strength on our part. This is where ceremonies such as pipe, smudging and sweat lodge enable us to have more control over Windigo. It is said that the dark side will always be with us and the Creator created the dark side to help us to learn about the good side.

Teachings around Nanabush (daylight side)

The teaching around Nanabush has many stories. The story around Nanabush is of goodness. We understand that Nanabush is the Creator’s helper. He carries gifts from the Creator. These gifts come from the four directions. From the North is caring, from the East is good feeling, from the South is relationships and from the West is respect. And at the centre of our being is listening which is the opposite of jealousy. Nanabush also carries humour. Humour is used as a way of healing Windigo.

Connecting Trust Teachings to Social Work

Our main focus is the community and we know from experience many families/individuals are experiencing pain around addictions, domestic violence, suicide and general poor health. We are addressing this pain by understanding the teachings around trust. Students learn about the teachings through the Indigenous Human Services courses. Our students tell us about how effective they become when they use these teachings. The most difficult thing for many of our students is moving these teachings from their head to their hearts. They tell us that this is a very long journey to integrate.

Connecting Trust Teachings to Practice

It is generally accepted that the field agency culture embraces Nanabush. However, you might come across someone or an event that manifests Windigo. It is at this point, that you may refer to the Nanabush teachings or seek guidance and/or intervention around Nanabush teachings. So when you are in your fieldwork practice, we encourage students to carry Nanabush teachings and Windigo understanding. This enables our students to walk with the ancient voice of our ancestors.

Framework for Consideration of Generalized Primary Indigenous Values

From this consideration of the “persistent” values as they have been discerned from various cultures of North American can be generalized certain traditionally-based Indigenous values that appear to be consistent across cultures and across time changes. To view these, we will go back to the Ojibway Anishinabe values initially presented in order to consider these persistent general and primary values in that framework. First let us look at the original design of the four symbolic races:

From this the (Anishinabe) or Indigenous person is gifted with the unique quality of vision. This is both their special way of “seeing the world” as a native person, and the capacity for holistic or “total” vision. With this ability to see beyond the boundaries of the physical and the capacity for all-around, circular vision comes respect:

• Respect for creation. 
• Respect for knowledge and wisdom.
• Respect for the dignity and freedom of others.
• Respect for the quality of life and spirit in all things.
• Respect for the “mysterious”.

Now, when the foundational four directional principles and the seven values are placed around this central capacity for vision, the design looks something like this:

Vision in this design, is the primary generator of the Ojibway value system. Vision is wholeness; it recognizes the interconnectedness of all things and the totality of its interrelatedness, because of this vision generates respect. Respect conditions all other values, thus engendering a unique value system with a unique interpretation and prioritizing of each value.

Values such as wisdom, honesty, humility, kindness and strength, may be claimed equally by other peoples and cultures, however, what makes for the uniqueness of Native values is the perception and understanding of these values because of the primal gift of vision/wholeness and the primary motivation of respect.

Medicine Wheel Teachings Relevant to Fieldwork

The Medicine Wheel is used as the framework to conceptualize helping from an Indigenous Perspective in fieldwork education. The Medicine Wheel teaches us that the four symbolic races are all part of the same human family. All are brothers and sisters living on the same Mother Earth (The Sacred Tree).

The Journey

RED – Gifts of the East

Retrieval

• Entry point for the process of field education.
• Observation and recall; (as observer, the role requires noting circumstance and setting).
• What interaction is demanded of my role as a helper?

Renewal

• Direction for a new beginning.
• A time to reflect on my own life.
• What aspects of communication skills do I want to improve?

Vision

• Vision of my potential, to grow and develop and feel good about myself.
• A vision that becomes the path toward my wholeness.
• The process of developing my uniqueness through the teachings of the Medicine Wheel.

Protection

• The Medicine Wheel.

YELLOW – Gifts of the South

Linkage

• Understanding of theoretical concepts relevant to field practice.
• Concrete situation make it possible to link knowledge.

Relationships

• Sensitivity to the feelings of others.
• What are my strengths and limitations?
• What are my needs and what are the needs of those I am working with?

Knowledge

• My search for professional knowledge
• What are my goals and how do I pursue them?

Nourishment

• The nurturing human beings receive through interactions with the human, physical and spiritual environments.

BLACK – Gifts of the West

Reflection

• Feedback reflecting on my learning objectives.
• Building on the ongoing evaluation of the work accomplished.

Respect

• Regard for and appreciation of cultural differences.
• What is the quality of my inner life?
• What are my values, biases, attitudes, and assumptions?

Self-Awareness

• My identity consisting of:
  • Self-concept: What I think about myself and my potential.
  • Self-esteem: How I feel about myself and my ability to grow and change.
  • Self-determination: My ability to use my volition (will) to actualize my physical, mental, emotional, and spiritual potentialities.

Growth

• The importance of pursuing life experiences which provide positive growth and development.

WHITE – Gifts of the North

Professional Response

• Appropriate levels of interventions I have selected to helping.
• End of journey and beginning of the next.
• End of integration of theory and practice cycle and beginning of the next.

Caring

• My level of intervention within family, school, community and nation.

Accomplishment

• What new skills, new attitudes, new experiences, new ways of living have I acquired?

Wholeness

• The unity and centering of the qualities of the four directions in the human being.

GREEN – A Healing colour and a symbol of Mother Earth

Healing 

• The first step towards healing is relearning how to listen to our dark side.

Listening

• How to listen to the dark side of life defined as inferiority, envy, resentment, not caring and jealousy; listening helps us to make the appropriate changes from negative to positive behaviour.

“As we journey around the wheel, reflect on your own qualities and gifts. Certainly, the fundamental value of this tool (the Medicine Wheel) is a way of measuring our own progress and development, and a means of assessing what we must work on in our journey through life”. (The Sacred Tree, p.40)

Sources:

“Justice and Aboriginal People” prepared by James Dumont, B.A., M.Div., Mide II Department of Native Studies, University of Sudbury.

Bopp, J., Bopp, M., Brown, L., & Lane, P. (1984). The Sacred Tree. Lotus Press.

CASW Code of Ethics

Core Social Work Values and Principles

Social workers uphold the following core social work values:

Value 1: Respect for Inherent Dignity and Worth of Persons
Value 2: Pursuit of Social Justice
Value 3: Service to Humanity
Value 4: Integrity of Professional Practice
Value 5: Confidentiality in Professional Practice
Value 6: Competence in Professional Practice

The following section describes each of these values and discusses their under-lying principles.

Value 1: Respect for the Inherent Dignity and Worth of Persons

Social work is founded on a long-standing commitment to respect the inherent dignity and individual worth of all persons. When required by law to override a client’s wishes, social workers take care to use the minimum coercion required. Social workers recognize and respect the diversity of Canadian society, taking into account the breadth of differences that exist among individuals, families, groups and communities. Social workers uphold the human rights of individuals and groups as expressed in The Canadian Charter of Rights and Freedoms (1982) and the United Nations Universal Declaration of Human Rights (1948).

Principles:

• Social workers respect the unique worth and inherent dignity of all people and uphold human rights.
• Social workers uphold each person’s right to self-determination, consistent with that person’s capacity and with the rights of others.
• Social workers respect the diversity among individuals in Canadian society and the right of individuals to their unique beliefs consistent with the rights of others.
• Social workers respect the client’s right to make choices based on voluntary, informed consent.
• Social workers who have children as clients determine the child’s ability to consent and where appropriate, explain to the child and to the child’s parents/guardians, the nature of the social worker’s relationship to the child.
• Social workers uphold the right of society to impose limitations on the self-determination of individuals, when such limitations protect individuals from self-harm and from harming others.
• Social workers uphold the right of every person to be free from violence and threat of violence.

Value 2: Pursuit of Social Justice

Social workers believe in the obligation of people, individually and collectively, to provide resources, services and opportunities for the overall benefit of humanity and to afford them protection from harm. Social workers promote social fairness and the equitable distribution of resources, and act to reduce barriers and expand choice for all persons, with special regard for those who are marginalized, disadvantaged, vulnerable, and/or have exceptional needs. Social workers oppose prejudice and discrimination against any person or group of persons, on any grounds, and specifically challenge views and actions that stereotype particular persons or groups.

Principles:

• Social workers uphold the right of people to have access to resources to meet basic human needs.
• Social workers advocate for fair and equitable access to public services and benefits.
• Social workers advocate for equal treatment and protection under the law and challenge injustices, especially injustices that affect the vulnerable and disadvantaged.
• Social workers promote social development and environmental management in the interests of all people.

Value 3: Service to Humanity

The social work profession upholds service in the interests of others, consistent with social justice, as a core professional objective. In professional practice, social workers balance individual needs, and rights and freedoms with collective interests in the service of humanity. When acting in a professional capacity, social workers place professional service Canadian Association of Social Workers before personal goals or advantage, and use their power and authority in disciplined and responsible ways that serve society. The social work profession contributes to knowledge and skills that assist in the management of conflicts and the wide-ranging consequences of conflict. 

Principles:

• Social workers place the needs of others above self-interest when acting in a professional capacity.
• Social workers strive to use the power and authority vested in them as professionals in responsible ways that serve the needs of clients and the promotion of social justice.
• Social workers promote individual development and pursuit of individual goals, as well as the development of a just society.
• Social workers use their knowledge and skills in bringing about fair resolutions to conflict and in assisting those affected by conflict.

Value 4: Integrity in Professional Practice

Social workers demonstrate respect for the profession’s purpose, values and ethical principles elevant to their field of practice. Social workers maintain a high level of professional conduct by acting honestly and responsibly, and promoting the values of the profession. Social workers strive for impartiality in their professional practice, and refrain from imposing their personal values, views and preferences on clients. It is the responsibility of social workers to establish the tenor of their professional relationship with clients, and others to whom they have a professional duty, and to maintain professional boundaries. As individuals, social workers take care in their actions to not bring the reputation of the profession into disrepute. An essential element of integrity in professional practice is ethical accountability based on this Code of Ethics, the IFSW International Declaration of Ethical Principles of Social Work, and other relevant provincial/territorial standards and guidelines. Where conflicts exist with respect to these sources of ethical guidance, social workers are encouraged to seek advice, including consultation with their regulatory body. Canadian Association of Social Workers (CASW) Code of Ethics © 2005 7

Principles:

• Social workers demonstrate and promote the qualities of honesty, reliability, impartiality and diligence in their professional practice.
• Social workers demonstrate adherence to the values and ethical principles of the profession and promote respect for the profession’s values and principles in organizations where they work or with which they have a professional affiliation.
• Social workers establish appropriate boundaries in relationships with clients and ensure that the relationship serves the needs of clients.
• Social workers value openness and transparency in professional practice and avoid relationships where their integrity or impartiality may be compromised, ensuring that should a conflict of interest be unavoidable, the nature of the conflict is fully disclosed.

Value 5: Confidentiality in Professional Practice

A cornerstone of professional social work relationships is confidentiality with respect to all matters associated with professional services to clients. Social workers demonstrate respect for the trust and confidence placed in them by clients, communities and other professionals by protecting the privacy of client information and respecting the client’s right to control when or whether this information will be shared with third parties. Social workers only disclose confidential information to other parties (including family members) with the informed consent of clients, clients’ legally authorized representatives or when required by law or court order. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable and imminent harm to a client or others. In all instances, social workers disclose the least amount of confidential information necessary to achieve the desired purpose.

Principles:

• Social workers respect the importance of the trust and confidence placed in the professional relationship by clients and members of the public.
• Social workers respect the client’s right to confidentiality of information shared in a professional context.
• Social workers only disclose confidential information with the informed consent of the client or permission of client’s legal representative.
• Social workers may break confidentiality and communicate client information without permission when required or permitted by relevant laws, court order or this Code.
• Social workers demonstrate transparency with respect to limits to confidentiality that apply to their professional practice by clearly communicating these limitations to clients early in their relationship.

Value 6: Competence in Professional Practice

Social workers respect a client’s right to competent social worker services. Social workers analyze the nature of social needs and problems, and encourage innovative, effective strategies and techniques to meet both new and existing needs and, where possible, contribute to the knowledge base of the profession. Social workers have a responsibility to maintain professional proficiency, to continually strive to increase their professional knowledge and skills, and to apply new knowledge in practice commensurate with their level of professional education, skill and competency, seeking consultation and supervision as appropriate.

Principles:

• Social workers uphold the right of clients to be offered the highest quality service possible.
• Social workers strive to maintain and increase their professional knowledge and skill.
• Social workers demonstrate due care for client’s interests and safety by limiting professional practice to areas of demonstrated competence.
• Social workers contribute to the ongoing development of the profession and its ability to serve humanity, where possible, by participating in the development of current and future social workers and the development of new professional knowledge.
• Social workers who engage in research minimize risks to participants, ensure informed consent, maintain confidentiality and accurately report the results of their studies.

Follow the link below to view the CASW Code of Ethics and Guidelines for Ethical Practice on the CASW Website: 

CASW Code of Ethics and Guidelines for Ethical Practice

Canadian Association of Social Workers (CASW) Code of Ethics © 2005

OCSWSSW Code of Ethics and Standards of Practice  (Second Edition)

The OCSWSSW regulates two professions, social workers and social service workers.

The following sets out the Code of Ethics for members of the College:

• A social worker or social service worker shall maintain the best interest of the client as the primary  professional obligation.

• A social worker or social service worker shall respect the intrinsic worth of the persons they/them serves in her or his professional relationships with them.

• A social worker or social service worker shall carry out her or his professional duties and obligations with integrity and objectivity.

• A social worker or social service worker shall have and maintain competence in the provision of a social work or social service work service to the client.

• A social worker or social service worker shall not exploit the relationship with a client for personal benefit, gain or gratification.

• A social worker or social service worker shall protect the confidentiality of all professionally acquired information. They/them shall disclose such information only when required or allowed by law to do so, or when clients have consented to disclosure.

• A social worker or social service worker who engages in another profession, occupation, affiliation or calling shall not allow these outside interests to affect the social work or social service work relationship with the client.

• A social worker or social service worker shall not provide social work or social service work services in a manner that discredits the profession of social work or social service work or diminishes the public’s trust in either profession.

• A social worker or social service worker shall advocate for workplace conditions and policies that are consistent with this Code of Ethics and the Standards of Practice of the Ontario College of Social Workers and Social Service Workers.

• A social worker or a social service worker shall promote excellence in his or her respective profession.

• A social worker or social service worker shall advocate change in the best interest of the client, and for the overall benefit of society, the environment and the global community.

Follow the link to view the updated version of the of the OCSWSSW Code of Ethics and Standards of Practice: OCSWSSW Code of Ethics

The 1983 and the 1994 Canadian Association of Social Workers (CASW) Codes of Ethics have been used with the permission of CASW. The Social Work Code of Ethics (1994) adopted by the CASW Board of Directors is effective January 1, 1994 and replaces the CASW Code of Ethics (1983). (Code of Ethics and Standards of Practice Handbook, Second Edition, 2008