Field Practicum Hub

Field Instruction I

Course code: ISWK 3605 EL

Department: School of Indigenous Relations

Credits: 6.00

This course is for those completing their first 300-hours of supervised field education in an approved social service setting. 

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.

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 is for those completing their final 400-hours of supervised field education in an approved social service setting. 

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).
 

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.

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

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

For important dates please refer to the following link: Field Dates

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 funds are 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.

Your field practicum is a team effort between you and the field education staff. Everyone has a role to play in making sure you have a positive and meaningful experience.

Student (You)

• Work with your Field Instructor/Consultant to identify your learning needs
• Complete required forms and develop your learning contract
• Get to know your placement agency (mandate, framework, etc.)
• Follow school and agency policies and uphold social work values and ethics
• Build professional, respectful relationships
• Complete required coursework 

Field Instructor

• Acts as your main support in the practice setting
• Helps connect classroom learning to real-world experience
• Provides guidance, problem-solving, and ongoing support throughout your practicum

Field Consultant

• Works with you and your Field Instructor to support your learning
• Stays in regular contact and helps track your progress
• Participates in evaluations and provides feedback
• Can help reassess priorities if needed

Field Coordinator

• Supports the overall field education process
• Acts as a liaison between students, the school, and agencies
• Reviews your field application and may meet with you to discuss placements
• Manages administrative tasks (agreements, confirmations, requirements, etc.)

Developing the Learning Contract 

Before You Begin:

• Review the ISWK Field Manual.
• Review any agency material such as 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 outline.

Brainstorm:

• Think about the goals you would like to achieve during your field education.
• 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 at least one more objective. You may develop more if you wish.
• 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 skills.
• 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 are still unsure of how to complete your contract you may attend a field application workshop. The date/time of this workshop will be shared through email.

Field journals are a space to reflect, ask questions, and make sense of your experiences. While they aren’t formally graded, they do count toward your overall performance and participation.  You’ll usually submit one per week (or every 30 hours if you’re part-time).

What to Include

Learning Contract Activities

• List what you did during the week (point form is fine)
• Connect your activities to your learning contract goals
• This helps track your progress and see if anything needs adjusting

Concerns

• Share any questions or concerns that came up
• For urgent issues, reach out to your Field Instructor directly

Reflective Learning

• Reflect on your thoughts, feelings, and reactions to your experiences
• Connect your personal and professional development

Theoretical Framework of Agency

• Describe how your work connects to the agency’s theoretical approach
• This could include perspectives like ecological, systems, structural, or others

Journal Examples

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.

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.

Seminars are mandatory as they are a critical component of a successful field practicum. Students who are absent for their scheduled seminar will be required to complete a make-up assignment or risk not completing 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.

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

• ISWK Field Manual - A comprehensive document about everything related to ISWK field placements
• Field Education FAQs
• ISWK 3605 & 4605 Practicum Checklist
• Field Application - Situating Self
• Important Field Dates to Remember
• Agency List
• Field Handbook

• Initial Field Application
• Field Team Roles & Responsibilities
• ISWK 3605 Journal Submission Outline
• ISWK 4605 Journal Submission Outline
• Learning Contract Outline
• Mid and Final Evaluation Agenda Form
• ISWK 3605 Mid-Term/Final Evaluation Criteria
• ISWK 4605 Mid-Term/Final Evaluation Criteria
• Field Schedule of Hours
• Student Feedback Form

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 program.

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 PROGRAM

“Students will be required to withdraw from the University if they have been enrolled in a professional program, have been required to withdraw from it and have not been permitted to transfer to another program. 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 behaviour, 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 behaviour (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 file placed 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

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.
 

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)

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 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 

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.

Refer to the CASW Code of Ethics, Values and Guiding Principles 2024

Refer to the OCSWSSW Code of Ethics and Standards of Practice