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Undergraduate Student
Field Manual
A Guide for Students
(Revised May 2014)
T ABLE OF C ONTENTS 1. INTRODUCTION ............................................................................................................................ 1 1.1 Purpose of Field Practicum ............................................................................................................... 2 1.2 Sequence Objectives ............................................................................................................................ 2 1.3 Faculty Requirements ......................................................................................................................... 3 2. B.S.W. STUDENT ENTRY STREAMS ......................................................................................... 3 2.1 Regular Stream (FGSWP) ................................................................................................................... 3 2.2 Concentrated Stream (FGSWP) and Accelerated Stream (ICSWP) ...................................... 4 2.3 Regular Stream (ICSWP) .................................................................................................................... 5 2.4 Distance Delivery Social Work Program (DDSWP) ................................................................... 6 2.5 Northern Bachelor of Social Work Program in Thompson (NBSWP) ................................. 6 3. PRE-­‐MASTER PROGRAM ............................................................................................................ 6 4. KEY DATES – REGULAR SESSION – FGSWP and ICSWP ..................................................... 6 5. IMPORTANT DATES FOR PLACEMENT PLANNING ............................................................ 7 5.1 Placements .............................................................................................................................................. 8 6. PROCESS TASKS ............................................................................................................................ 8 6.1 Field Instruction Process ................................................................................................................... 8 6.2 Orientation .......................................................................................................................................... 10 6.3 Contracting .......................................................................................................................................... 12 6.4 Learning Opportunities ................................................................................................................... 15 6.5 Monitoring Process ........................................................................................................................... 16 6.6 Student-­‐Instructor Individual Conference ................................................................................ 18 6.7 Logs ........................................................................................................................................................ 18 6.7.1 Purpose of Log ................................................................................................................................................ 19 6.7.2 Types of Logs .................................................................................................................................................. 19 6.7.3 Guidelines for Keeping Student Field Records ................................................................................. 19 Brief Summary Log Content .............................................................................................................................. 19 6.8 Group Conferences and Unit Meetings ....................................................................................... 20 6.8.1 Group Conferences ....................................................................................................................................... 20 7. INSURANCE ................................................................................................................................... 20 8. FIELD INSTRUCTION GUIDELINES AND POLICIES ........................................................... 21 8.1 Field Instruction and Field/Focus Course ................................................................................. 21 8.2 Field Instruction Taken at Place of Employment ................................................................... 21 8.2.1 Eligibility Criteria for Field Instruction to be Taken at their Place of Employment ........ 22 ii
8.2.2 Procedures to Apply for Field Instruction at their Place of Employment ............................ 22 8.3 Additional Guidelines ...................................................................................................................... 23 8.4 Immunization Policy ........................................................................................................................ 24 8.5 Voluntary Withdrawal Policy on Field Instruction Courses ............................................... 24 9. FIELD INSTRUCTIONAL ROLES .............................................................................................. 25 9.1 Field Education Coordinator ......................................................................................................... 25 9.2 Faculty-­‐Field Liaison ........................................................................................................................ 25 9.2.1 Faculty-­‐Field Liaison Tasks ...................................................................................................................... 26 9.3 Field Instructor .................................................................................................................................. 27 9.4 In-­‐Agency Program Supervisor (On-­‐Site Resource Person) ............................................... 29 9.5 Student .................................................................................................................................................. 30 10. EVALUATIONS ............................................................................................................................. 31 10.1 Student Evaluation ......................................................................................................................... 31 10.1.1 Logistic ............................................................................................................................................................ 31 10.1.2 Field Evaluation Form .............................................................................................................................. 32 10.1.3 The Process ................................................................................................................................................... 33 10.2 Program Evaluation ....................................................................................................................... 34 10.2.1 Student Response to Course and Instructor Form ...................................................................... 34 10.2.2 Student Response to Agency-­‐Setting Form ..................................................................................... 35 APPENDIX 1 – COURSE OUTLINE ................................................................................................... 36 APPENDIX 2 -­‐ FIELD EVALUATION FORMS ................................................................................ 45 APPENDIX 3 – .................................................................................................................................... 194 NON-­‐TRADITIONAL PLACEMENT ADDENDUM ...................................................................... 194 APPENDIX 4 – .................................................................................................................................... 198 WRHA FAST FACT FORM ............................................................................................................... 198 APPENDIX 5 – .................................................................................................................................... 203 STUDENT EVALUATIONS OF FIELD INSTRUCTOR(s)/FIELD SITE ................................... 203 APPENDIX 6 – .................................................................................................................................... 208 CONFIDENTIALITY CODE .............................................................................................................. 208 APPENDIX 7 – .................................................................................................................................... 212 SAMPLE TIME LOG .......................................................................................................................... 212 Sample Time Log ....................................................................................................................................... 213 iii
APPENDIX 7A – ................................................................................................................................. 214 FIELD PLACEMENT TIME LOG ..................................................................................................... 214 APPENDIX 8 – .................................................................................................................................... 216 PROFESSIONAL UNSUITABILITY BY-­‐LAW ............................................................................... 216 APPENDIX 9 – .................................................................................................................................... 222 FIELD INSTRUCTION AT PLACE OF EMPLOYMENT – POLICY AND GUIDELINES ......... 222 APPENDIX 10 – ................................................................................................................................. 227 STATEMENT OF STUDENT AND FACULTY OBLIGATIONS .................................................. 227 APPENDIX 11 – ................................................................................................................................. 229 PREVENTING BED BUG INFESTATION ...................................................................................... 229 iv
1.
INTRODUCTION
The purpose of the Student Field Manual is to provide an overview of the program and
guidelines for students. It describes the process for setting up a practicum placement,
the expectations of the partners in the placement process, and the development of
learning goals and objectives.
The contact persons for the Field program are:
Kelly Scott
Field Education Coordinator
Fort Garry Social Work Program (FGSWP) and Inner City Social Work Program (ICSWP)
Telephone: (204) 474-8300
E-mail: [email protected]
Janet Brady
Field Education Coordinator
Northern Bachelor of Social Work Program (NBSWP) in Thompson
Telephone: (204) 677-1456
E-mail: [email protected]
Joan Churley
Field Education Coordinator
Distance Delivery Social Work Program (DDSWP)
Telephone: (204) 474-6812
E-mail: [email protected]
The practicum in field education is the only course which is largely fulfilled at a
workplace setting where students seek to integrate their theoretical skills and
experiences through direct contact with clients, community development activities and
policy analysis. The practicum also provides opportunities for practitioners to engage in
cutting-edge theoretical discussions through their links with students and the university,
and for faculty, through their liaison in the field, to engage in meaningful dialogue which
acknowledges and incorporates the richness of agency-based practices in the
classroom. The field education course is pivotal in many schools since it can lead to
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professional collaborative research partnerships on education. We live in a diverse
society where we struggle with shifting global and societal challenges. The field is
ideally situated for incorporating shifting changes to practice and stimulating critical
thinking and dialogue about socio-political issues.1
1.1
PURPOSE
OF
F IE L D P R A C T IC U M
The Field Practicum has a unique and central contribution to make in any social work
faculty. The purpose of field instruction is to ensure that students have appropriately
sequenced social work practice experiences in community agency settings.
Educationally focused instruction brings to consciousness the self-awareness and
discipline required of a professional practitioner. This occurs through a series of
progressively more demanding practice situations. It is the branch of the curriculum in
which the student actually practices in order to learn. Field experience gives the
student the opportunity to develop the knowledge and skills to practice in a variety of
settings and fields.
1.2
S E Q U E N C E O B JE C T IV E S
The objectives and curriculum of the field sequence are seen as an integral part of the
B.S.W. and Pre-M.S.W. social work program.
The student is expected to demonstrate:
1) the ability to take a comprehensive approach to the practice of social work;
2) a grasp of knowledge for practice, and the theories and principles that guide it;
3) commitment to carry out social work activities in accordance with ethical, valuebased practice, and continued professional development;
4) the ability to use a range of assessment and relationship skills needed to
intervene effectively; and
5) commitment to social enquiry that includes a critical approach to theory and
practice.
1
Transforming the Field, Narda Razack. Ferwood Publishing: Halifax, 2002, page 10.
2
1.3
F A C U L T Y R E Q U IR E M E N T S
The B.S.W. field sequence is defined in the University of Manitoba calendar as
consisting of two courses: SWRK 3150 and SWRK 4120. The Pre-M.S.W. program
requires one field course (SWRK 6050).
See Appendix 1 for Course Outlines: SWRK 3150, SWRK 4020, and SWRK 6050.
2.
B.S.W. STUDENT ENTRY STREAMS
BSW students enter a field education in a particular stream. Each has implications for
the amount of time that students are responsible for being at their field placement. The
various streams are:
1. Regular Stream – Fort Garry Social Work Program (FGSWP).
2. Concentrated Stream (FGSWP) and accelerated Stream (ICSWP).
3. Regular Stream – Inner City Social Work Program (ICSWP).
4. Regular or Accelerated Stream – Distance Delivery (DD) Program.
5. Regular Stream – Northern B.S.W. Program (NBSWP).
Note: Collège Universitaire de Saint Boniface (CUSB) has a French social work
program which offers two regular stream field experiences.
2.1
R E G U L A R S T R E A M (FGSWP)
This stream includes those students who have completed 30-48 credit hours of general
university study prior to admission to the Faculty of Social Work.
The student will have completed four pre-requisite courses to be eligible for Field
Instruction SWRK 3150, namely:
1. Introduction to Social Welfare Policy Analysis SWRK 1310.
2. Interpersonal Communication Skills SWRK 2080.
3. Human Behaviour and Social Work Practice SWRK 2090.
4. Introduction to Social Work Practice SWRK 3140.
FGSWP Regular Stream students complete approximately 420 hours of field (based on
7.5 hours per day) in SWRK 3150 (first field) and SWRK 4120 (final field).
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To be eligible for Field Instruction SWRK 4120, students will have successfully
completed Field Instruction SWRK 3150 and be able to complete all other course
requirements in the same academic year that the Field Instruction SWRK 4120 course
is completed.
2.2 C O N C E N T R A T E D S T R E A M (FGSWP)
(ICSWP)
AND
ACCELERATED STREAM
Students who have completed 51 credit hours of general university study prior to
admission into the B.S.W. Program, maintained a minimum average of 3.0, and who
have completed all course work, except SWRK 3150 and SWRK 4120 along with the
co-requisite SWRK 4200 and SWRK 4300, are eligible for the concentrated field
program (FGSWP).
For Inner City Social Work Program, accelerated field allows students to undertake
Field Instruction 1 (SWRK 3150) and Field Instruction 2 (SWRK 4120) in one field
placement per week for a total of 840 hours. Students who are approved to take
Accelerated Field must also register for two co-requisite Field/Focus of Social Work
Practice (SWRK 4200 and SWRK 4300) courses.
ICSWP students who have completed 75 credit hours including the four foundation
courses (SWRK 1310, SWRK 2080, SWRK 2090 and SWRK 3140) and have
maintained a minimum Degree Grade Point Average (DGPA) of 3.0 and Subject Grade
Point Average (SGPA) of 3.0 are eligible to apply for Accelerated Field. Students in
request of Accelerated Field must attach to their Field Placement Request Form a
written request to the Director of Inner City Social Work Program indicating an interest
in an Accelerated Field Placement. Requests must be handed in on time and are due at
least 75 calendar days prior to the term that the student will commence.
In Concentrated or Accelerated Stream, students are at their field placement for four
days per week 7.5 hours per day, both terms (14 weeks each term - one study week
break in second term). Educational instructional activity is included in this time.
Students attend field in only one agency or placement and undertake SWRK 3150 from
September to December and undertake SRWK 4120 from January to April. This
limitation is based on the rationale that students in this stream must integrate a
substantial amount of knowledge in a relatively short period of time. Adjustment to a
4
second placement half-way through the field experience would reduce the opportunities
for increased responsibilities and roles as well as weaken the opportunities for students’
integration of theory and practice.
Distance Delivery Social Work Program Students wanting to take Accelerated Stream
Field Placement must meet the same criteria as required of students at ICSWP and
follow the same process and timelines for determining eligibility.
2.3
R E G U L A R S T R E A M (ICSWP)
Students from the ICSWP function the same as the FGSWP students in the
regular stream with the same pre- and co-requisites. ICSWP Regular Stream students
complete 500 hours of field (based on 7.5 hours per day) in SWRK 3150 (first field) and
SWRK 4120 (final field).
Three differences are that:
£ the date for the end of first term occurs in the middle of February rather
than December,
£ the second term in both years is a block placement, requiring the student
to attend their field placement three days per week, and
£ the study week in second term coincides with Spring Break at public
schools.
A Field Instructor may provide instruction to students in any combination of these
streams. The stream will influence the pacing of the instruction. Students in more
intensive field streams will require more frequent field instruction contact. The Field
Instructor will generally establish weekly contact time for educational instruction
(individual or group) purposes.
THE
SPECIFIC DATES OF TERMS AND STUDY WEEKS ARE DISTRIBUTED AS
"D A T E S T O R E M E M B E R - A Q U I C K R E F E R E N C E " B Y T H E F I E L D E D U C A T I O N
COORDINATOR FOR FALL SESSION AND SUMMER SESSION.
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2.4
D IS T A N C E D E L IV E R Y S O C IA L W O R K P R O G R A M (DDSWP)
Students who have enrolled in the Faculty through DDSWP fall into two categories:
those taking their B.S.W. at various cohort sites throughout the province, and those
taking their B.S.W. through independent study/correspondence. The pre- and corequisites for all courses are the same as for campus students. The main difference
between a distance delivery student and a campus student is that many distance
education students are part-time students, and thus tend to take their courses over a
greater number of years than students at ICSWP or FGSWP.
2.5 N O R T H E R N B A C H E L O R
(NBSWP)
OF
S O C IA L W O R K P R O G R A M
IN
THOMPSON
All B.S.W. students in Thompson are required to meet the same pre- and co-requisites.
Some timing and process issues differ for the ICSWP, FGSWP, DDSWP, and NBSWP.
3.
PRE-MASTER PROGRAM
The Pre-Master program in Social Work is available to students with an undergraduate
degree in a discipline other than Social Work. Students in this program must also
complete a field placement. The Pre-MSW student is required to undertake one field
placement only, SWRK 6050, and is required to ensure all pre- and co-requisite course
needs are addressed. Pre-MSW students complete 450 hours of field in one placement
(based on 8.0 hours per day) in SWRK 6050.
4. KEY DATES – REGULAR SESSION – FGSWP AND
ICSWP
January
Access Field Information Resource Booklet on-line
February or
March
Attend Field Information Day
March
Résumé and Field Preference Form completed.
March to May
Contact/Referrals made to agencies and facilities by Field Coordinator
6
April to
June
Agency interviews
June
Placements confirmed
September
Commence placement
October
Mid-term evaluations (Concentrated or Accelerated students)
December
Final SWRK 3150 evaluations (Concentrated or Accelerated students
only)
Mid-term evaluations FGSWP Regular Stream students
February
Midterm evaluations (Concentrated or Accelerated Students SWRK
4120 and ICSWP Regular Stream students)
April
All placements and final evaluations completed.
5. IMPORTANT DATES FOR PLACEMENT PLANNING
October –
February
Attend Field Workshops as posted
January
Access Field Information Resource Booklet on-line
February or
March
Attend Field Information Day on Campus
March
Complete information preference sheet and résumé
April
Field Coordinator contacts prospective agencies to determine
interest and ability in offering a placement and to discuss the
learning needs of particular students. If agency can take a
student, the resume is e-mailed for the potential instructor’s
perusal.
April - May
Agencies conduct interviews with interested students.
May to
July
Field placements confirmed. Letters sent to students and
agencies confirming placements. Students must contact their
Field Instructor to determine what requirements must be met prior
7
to field commencement (i.e. Criminal Record Check, Child Abuse
Registry, WRHA Immunization Policy) and to confirm
expectations regarding field commencement and orientation.
5.1
PLACEMENTS
The Field program has a registry of active placement sites in Winnipeg and the
surrounding area. There is a continual need for additional placement sites and efforts
are made on a yearly basis to recruit additional sites.
Students are encouraged to contact the Field Education Coordinator to discuss possible
placements. In the event that students learn of potential placements, they should notify
the Field Education Coordinator in order that that the Faculty can clarify with the agency
what is being offered and whether it meets course requirements.
Students are required to complete a Field Preference Form and a résumé and to submit
by the specified due date in order to be eligible for field placement.
6.
PROCESS TASKS
6.1
F IE L D I N S T R U C T IO N P R O C E S S
To fulfill the role of Field Instructor, it is expected that there will be regular contact time
with the student for educational purposes. This time may be used as unit meetings or
group meetings, but will most commonly be used for individual conferences
THE FIELD INSTRUCTION PROCESS INVOLVES SEVERAL ELEMENTS:
1. The number of students that the field instruction site and each Field
Instructor is able to accommodate will need to be determined. This is
often followed by a process of recruitment and selection of specific
students. Pre-placement interviews of prospective students are often
done by an individual in smaller institutions or by a group of Field
Instructors in larger ones. The latter has the advantage of having
individual instructors and students develop matches. This interview
process is also useful in encouraging students to engage in self-selection
based on some realistic exposure to the field instructional site. This may
8
reinforce the student’s and instructor’s interests, or determine that this is
not an appropriate placement given the student’s needs and goals as well
as the instructor’s expectations.
2. Once formal notification confirming the placement of students has been
provided by the Faculty, there are some key activities which will need to
be completed. Students are expected to contact their Field Instructor to
discuss orientation details and to ensure all requirements (i.e. Criminal
Record Check) are addressed prior to the start of field placement.
Students should also discuss with their Field Instructor the particular days
of the week they will be available to participate in field. The Field Instructor
will need to advise students about the time and place of their orientation to
the placement and to discuss the specific process of police checks and
child abuse registry checks that may be required by the agency/facility.
3. The Instructor will plan for the student in terms of physical
accommodation, i.e., office space, desk, telephone access, and
interviewing facilities.
4. Based on knowledge of the student and the needs of the program, it is
useful to explore tentative appropriate student learning opportunities. The
Instructor will also facilitate orientation by:
a) determining whether they will be conducting the orientation
individually or collectively with other instructors;
b) establishing a purposeful orientation agenda;
c) contacting key staff persons who will meet with and present
aspects of the field instructional site to the students; and
d) determining how to introduce the students to the setting and to this
field experience.
9
OTHER ITEMS THE FIELD INSTRUCTOR WILL CONSIDER IN PRE-PLANNING ARE:
•
•
•
•
•
•
6.2
contemplation of optimal times for potential learning opportunities in the
field instruction site;
determining availability of staff resource persons for the student
throughout the year;
preparing field instructional and agency resource material for the students
(see below);
exploring the possibility of including students in any agency-wide
orientations, staff meetings, in-service training workshops;
exploring programs and specific activities which are suitable for student
involvement; and
determining rules around student use of equipment, vehicles, clerical
access, reimbursement for travel costs, etc.
O R IE N T A T IO N
Orientation to the field course and the specific placement setting is generally held during
the two days following Labour Day. Classes are cancelled to allow students to spend
these two days in their field setting.
The Field Instructor, with appropriate agency supports, is responsible for providing a
two-fold orientation process that involves:
a. general orientation to the field instruction course; and
b. an orientation to the agency setting.
GENERAL ORIENTATION TO FIELD SHOULD INCLUDE:
discussion of what the Field Instructor expects of the student, as well as
what the student can expect from the Instructor, Liaison and Resource
Person;
• discussion concerning the Code of Ethics and Field Evaluation Forms;
• expectations regarding time in the placement depending on the student’s
program stream;
• appropriate use of time in the agency (indirect and direct field-related
activity, but not class or outside work);
timing and frequency of meetings with Resource Person and Field Instructor;
10
•
•
•
•
•
•
•
mutual expectations regarding preparation for student/instructor supervision and
group sessions;
arrangements in case of a need to reschedule supervision;
how students are to handle absences due to illness or other reasons, and
availability when not at agency;
an identification of student/instructor learning styles; and
discussion about initial assignments.
METHODS AND TOOLS THAT MAY BE USED TO ASSIST THE STUDENT INCLUDE:
£
£
£
£
£
£
£
Code of Ethics
Field Evaluation Form
Student Time Sheet
Journaling Book or Field Assignment Task Logbook
Student Self-Assessment & Learning Goals
B.S.W. Student Handbook
Student Field Manual
ORIENTATION TO THE AGENCY SHOULD INCLUDE:
•
•
•
•
•
•
•
•
discussion of general expectations for the field setting during the
academic year;
introduction of the students to their field setting;
introduction of students to the key program staff with whom they will be
working, particularly the resource person who may, in some models, be
providing them with day-to-day administrative supervision;
familiarizing students with agency philosophy, goals, programs, and
services, as well as its practical aspects including: offices, facilities,
clerical services, and libraries;
working out the logistics of time availability for field placement, resource
person meetings, Field Instructor meetings, other meetings;
identifying learning goals and the beginning practice experiences;
familiarizing students with the consumer populations of the agency, some
of their issues and some of their needs; and
review of safety procedures of the agency.
11
This can be presented by the Field Instructor or by other agency staff or a combination
of both. Where there are a number of students in one agency the Instructor may wish to
use agency staff to present an overview of specific programs/services to the students.
Where there is one student in an agency, the Instructor might wish to arrange times for
the student to meet and interview key agency people. The Field Instructor should also
provide written materials about the agency.
HANDOUTS MAY INCLUDE:
•
•
•
•
•
•
•
•
•
•
•
6.3
Agency brochure
History and Mandate
Laws or Articles of relevance (i.e. The Child and Family Services Act)
Annual Report
Program information
Organizational Chart
Policy and Practices Manual
Personnel and Operations Manuals
Funding sources, etc.
Staff phone list
Resource Directory
C O N T R A C T IN G
There are two levels of contracting that occur in a field placement: (1) the administrative
contract and (2) the learning contract.
6.3.1 A D M I N I S T R A T I V E C O N T R A C T (established first week or two of first term)
The purpose of the administrative contract is to develop the framework of expectations
through which the field instruction process will function. Clarity around the following
issues provides a level of security for the students as a result of knowing the limits
within which they will function.
12
ISSUES:
•
•
•
•
•
•
•
•
to clarify agency expectations of student, i.e., confidentiality, use of
supports, how they represent themselves to clients, etc.;
to identify the mutual expectations of key persons;
confirm the logistics around time, days in placement;
meeting times and materials prepared for student/instructor;
conferences, and where relevant unit or group meetings;
if using resource persons, times and means of accessing them;
persons to contact, if Instructor or resource person not available; and
other issues that may be unique to a specific setting.
The process of establishing this aspect of contracting immediately follows on the
orientation and personalizes the information presented there. It is important that
students bring their academic timetables so that times in field can be worked out. Also,
it is important where possible that student issues are incorporated into the
administrative contract, as long as it does not compromise essential requirements of
agency or instructor expectation.
6.3.2 L E A R N I N G C O N T R A C T (established first 4-5 weeks of the field placement)
The learning contract is an important tool in the field instruction process. Its purpose is
to assist in making learning goals and expectations explicit to all participants. It
empowers students in terms of knowing what to expect from their field experience. The
learning contract is the initial step in the educational process. It prompts students and
the Instructor to begin to explore and identify specific skills and knowledge that the
students hope to derive from the field. This begins immediately after orientation.
Ultimately, it is written and signed by the Field Instructor and student, On-Site
Supervisor (if appropriate) and the Faculty-Field Liaison.
PROCESSES INCLUDE:
£
Translating the general objectives of the Field Evaluation Form into specific
competencies as they are identified in the Instructor’s own agency. It is
important that these are stated in behavioural terms. Associated with this task is
that of helping the student have a clear understanding of what these
competencies are.
13
£
Identifying objectives that the student might have, but which are not specifically
identified in the competencies cited above or are of a different order of
importance. This respects the adult learning needs of the student. It is more
likely to be utilized by a student in their second placement. There is space
available for this in the Field Evaluation Form.
£
Ensuring that attention to the learning competencies (as identified on the Field
Evaluation Form) is given and that appropriate objectives are identified in line
with these areas of expected learning.
£
Determining the student’s current level of knowledge and skill in being able to
meet the objectives established above. Students will come to their field
placements with a variety of skill levels. It is important to assess these in order to
provide an appropriate individualized learning environment for the student. This
can be determined in a variety of ways, but most commonly is done by a focused
interview that specifically identifies the student’s analytic and interventive skills.
This would include information about:
• previous field placements (activities, levels of skill, type of supervision,
level of autonomy)
• previous work experience
• previous volunteer experience
• student's interest and learning objectives
• student’s courses and course outlines for the year
• factors which may impact on field placement activity
£
Determining the appropriate learning opportunities and methods of monitoring
student progress as a result of the above steps.
£
Specific competency-based contracting may be required if a student is
experiencing difficulty in a particular aspect of their field placement. In such
cases the skill might need to be broken down into specific concrete components
with clearly identified learning opportunities and means of determining successful
completion at each component.
£ In situations where a student is struggling and is not meeting performance
expectations, an Addendum to the Learning Contract is undertaken to highlight areas
14
of needed change or improvement, measures to be used and timelines for reviewing
the student’s performance. The Addendum is to be developed and signed
collaboratively by Field Instructor, On-Site Supervisor (if appropriate), student and
Faculty-Field liaison.
£ At the end of first term, the educational contract is reviewed to determine the
student’s progress and to develop new goals and objectives for the second term of
the field placement with the accompanying relevant learning opportunities. During
the terms, as objectives are obtained, they may be replaced by new goals, but in all
cases should be in a written form.
6.4
L E A R N IN G O P P O R T U N IT IE S
The Field Instructor has the primary responsibility for determining and selecting areas of
involvement for the student based on the learning needs identified in the contracting
phase. The Field Instructor needs to monitor the frequency and depth of learning
opportunities to ensure that the student is able to achieve the appropriate course
objectives.
The learning opportunities should be based on a generalist approach to social work
practice. Therefore, student learning opportunities should be varied enough to allow for
exposure to as many aspects of the generalist approach to practice as are available in
the setting.
Wherever possible, student participation in selection of learning opportunities should be
encouraged.
General progression of student learning throughout the program towards graduation is
seen as moving from situations which are initially selected or identified primarily by the
Field Instructor, to ones which are increasingly initiated by the student. The goal is to
develop greater independence, autonomy and competence in the students as
practitioners.
This can be succinctly framed in the following way:
PROGRESSION OF LEARNING
15
From:
⇒ Narrow
⇒ Specific
⇒ Dependent
⇒ Directed
⇒ Other
Informed
SWRK 3150 and first Pre-Master SWRK 6050 evaluation
period:
• The application of the generalist approach to Situational
Assessment and Interventive Planning.
• Skills emphasis of initiation, negotiating entry, preliminary
contracting, mutual needs identification processes, data
collection, data analysis skills.
To:
⇒
⇒
⇒
⇒
⇒
⇒
SWRK 4120:
• Review and consolidation of assessment, emphasis on
approaches to intervention with various units, develop
intervention strategies.
• Skills
emphasis,
contracting
goal
formulation,
implementation, evaluation, and termination, developing
skill in use of self.
6.5
Broad
Autonomy
Independence
Self Directed
Self Informed
Integrated
M O N IT O R IN G P R O C E S S
The Field Instructor is responsible for developing and tailoring appropriate methods in
which the student can share and analyze practice issues and student performance.
The Field Instructor has several tools to choose from in order to monitor performance.
Choice is based upon the Field Instructor's preferences, on methods which enhance
student learning, and the type of setting (including impact on client systems).
16
TOOLS INCLUDE:
•
•
•
•
•
•
•
•
•
•
verbal reports
logs and summary recording
process recording
file recording
video tapes
audio tapes
direct observation
co-facilitating
one-way mirrors
modeling
The process of giving feedback is a key to the student’s ability to respond
constructively. Some characteristics of effective feedback include: that it occurs as
soon as possible after the student’s intervention; that it is direct rather than guarded and
ambiguous; that it is presented with the assumption that the student has invested in
learning; that the Field Instructor is collaborative with the student in terms of working
together toward a solution; that any feedback provides a learning component in it for the
student, particularly if it is relevant to current issues with which the student is dealing;
that it is presented in a thematic way which deals with key issues rather than getting
bogged down in detail; that it is proactive, helping the student to understand the
underlying reasons for issues that come up in intervention so that they can become
more independent in their self assessment; that it explores strengths as well as areas
for further growth; that it is presented in ways that recognize and respect the student’s
past experience and is respectful of the student’s dignity.
Informed consent may be needed from the field instructional site consumers or users,
particularly whenever live supervision and tapes are utilized. Many agencies have
established protocols for this purpose. It is important that the consumer has a clear
understanding of: the purpose of the taping and with whom it will be shared; the steps
which will be taken to safeguard their anonymity and confidentiality; the exceptions to
these, due to the student’s "duty to inform"; an indication of when the material will be
destroyed; and a guarantee, that, should they withhold their consent, they will continue
to receive full agency services to which they are entitled. Written consent can be
important.
17
6.6
S T U D E N T -I N S T R U C T O R I N D IV ID U A L C O N F E R E N C E
The most common method of providing an opportunity for student growth and
professional development is through the individual conference. While the demands of
the student placement and pressures on the instructional staff may suggest that mini
sessions at "teachable" moments are most convenient, experience has confirmed that,
beyond these "teachable" moments, a student's learning is best served if preplanned
regular scheduled times are established on a weekly basis, in privacy, with a minimum
of interruptions, and in a comfortable environment.
The individual conference occurs within the context of the overall learning objectives for
the student as a result of the educational contracting. The individual conference, with
its educational focus is the core of the program. It provides a reflective milieu in which
students have the opportunity to: a) translate knowledge into operational principles, and
principles into practice; and b) use themselves with increasing self awareness in
engaging the client system in problem resolution.
Students should prepare for conferences. Preparation should include:
£ providing the instructor with a record of their work in advance (logs,
student’s summary or process recording, tapes, reports, work plan);
£ appending assessment, self critique of the professional activity;
£ ideally identifying issues for discussion.
6.7
LOGS
The log is one useful learning tool in the field instruction process, and is to be used on
an ongoing basis by both Field Instructor and student.
The log can be used as a way of comparing student-instructor views and perceptions, a
means of monitoring progress, a mechanism for identifying issues, difficulties and areas
for work, and finally to assist in evaluating student performance at various points
throughout the year.
The log is especially important when difficulties are encountered or begin to emerge.
Documentation of process and issues can be particularly helpful in determining where
the difficulties are situated and whether themes or patterns are developing. The log is
also instrumental in identifying and validating hunches/ feelings/ impressions/ concerns
18
by any of the actors (student, instructor, or agency) so that possible solutions/changes
can be explored.
The Field Instructor is responsible for maintaining the documentation on student field
records and is encouraged to use the log on a regular basis.
6.7.1 P U R P O S E
•
•
•
•
6.7.2 T Y P E S
•
•
OF
LOG
Learning tool - educational
Accountability
Means of identifying issues - problem identification
How issues are resolved - action/method
OF
LOGS
Brief summary format, as appropriate to the agency
Narrative/descriptive
6.7.3 G U I D E L I N E S
FOR
KEEPING STUDENT FIELD RECORDS
BRIEF SUMMARY LOG CONTENT
•
•
Pertinent facts - name, days in field, client systems, etc.
Issues/dilemmas being raised by any or all participants, i.e., student,
instructor, agency.
NARRATIVE LOG
This is an ongoing description of interaction/discussions between student and Instructor
and agency.
THREE TYPES OF DOCUMENTATION THAT FIELD INSTRUCTORS MAY KEEP:
1.
WEEKLY
• Pertinent facts
• Content of weekly meeting with student
• Actions/decisions
• Any new practice situations assigned
• Goals for further work - target dates for completion
19
2.
PROGRESS SUMMARY LOG (approx. 6 weeks after placement begins)
• summary of goals achieved
• identification of further areas for work
• consults, tapes, process recordings, etc. which have been used and the
outcomes
3.
END OF TERM SUMMARY
• goals achieved
• levels of performance
• future goals
6.8
GROUP CONFERENCES
AND
U N IT M E E T IN G S
A second approach to educational conferences is the use of groups.
6.8.1 G R O U P C O N F E R E N C E S
Where there are a number of students in similar placement sites, (i.e., health settings)
Field Instructors may wish to consider group conferences. Group conferences can be
used for all or part of the educational contact time with students. Some positive reasons
for considering a group are that it provides an efficient dissemination of knowledge,
potential for student emotional support, an opportunity for students to learn from others’
experiences, an opportunity to learn and practice group skills as modeled by the
instructor, a more egalitarian environment, and a broader range of learning
opportunities.
The field instructional group process is a form of group work with which many
Instructors are familiar. There needs to be a clarity of the educational goals in this
approach, just as in individual instruction. Sessions need to have clear behavioural
objectives which are consistent with the overall educational goals. These objectives will
be more effective if (1) they have relevance to the immediate needs of the students, (2)
they do not duplicate Practices course work but supplement it, and/or (3) students have
been consulted in the process.
7.
INSURANCE
20
The Faculty of Social Work enters into field placement agreements with all active
placement sites. The field placement agreements contain the following clause:
“The University shall indemnify and save harmless the Field Instruction Site from
every action, suit or claim in respect of any injury, loss or damage resulting from
the grossly negligent acts or omissions by the University, its employees or
agents, when acting within the scope of their employment or by its students when
acting under the direction of the University, except to the extent that injury, loss
or damage is caused by the act or omission of the Field Instruction Site or any of
its site staff, employees or agents.”
8.
FIELD INSTRUCTION GUIDELINES AND POLICIES
8.1
F IE L D I N S T R U C T IO N
AND
F IE L D /F O C U S C O U R S E
Students are encouraged to register for a Field/Focus of Social Work Topic (SWRK
4200 or SWRK 4300) that corresponds with their field placement area. All students
requesting a field placement are required to complete a Field Preference Form (FPF)
along with an updated electronic and paper copy of their résumés. The FPF and the
résumé are due at least 75 calendar days prior to the term that the student will be
commencing field. Students requesting a summer field placement must request the
field placement 40 calendar days prior to summer field commencement. Students who
do not meet the deadline are not guaranteed a field placement in that term.2
8.2
F IE L D I N S T R U C T IO N T A K E N
AT
PLACE
OF
EMPLOYMENT
Purpose of Field Instruction: Field education is a critical component of the social
work curriculum and gives students the opportunity to learn to apply the knowledge they
have garnered in the classroom to actual practice situations with individuals, families
and/or communities, under the supervision of a field instructor. The purpose of field
instruction includes:
• providing opportunities for students to develop specific practice skills;
• providing opportunities for students to successfully integrate theory into practice;
2
Approved by Faculty Council – February 24, 2006.
21
• preparing students with the necessary knowledge and values-based skills for
social work practice;
• facilitating increased professional development and self-awareness; and
• preparing students to apply the knowledge, skills and values from one field
setting in social work to a variety of settings with a range of clients and identified
issues.
8.2.1 E L I G I B I L I T Y C R I T E R I A
PLACE OF EMPLOYMENT
FOR
FIELD INSTRUCTION
TO BE
TAKEN
AT THEIR
Requests to take the field instruction course, SWRK 3150 or SWRK 4120, at a student’s
workplace will be considered in accordance with specific criteria.
•
•
•
•
•
•
•
A student must have completed all pre-requisites for the field course for which
s/he is registering.
A student is to be registered in all of the required co-requisite courses.
A student is ineligible if s/he has previously failed any field course.
A student must have a minimum GPA of 2.5.
The work setting must provide the student with the opportunity to use a range of
knowledge and skills, in accordance with the Faculty of Social Work curriculum
requirements of the BSW program.
The student’s proposed field roles and responsibilities and field education
learning goals must be separate and distinct from his or her paid employment
duties.
The student must have a different field instructor (BSW minimum requirement)
from his or her employment supervisor.
8.2.2 P R O C E D U R E S
EMPLOYMENT
TO
APPLY
FOR
FIELD INSTRUCTION
AT
THEIR
PLACE
OF
The student will apply to the Field Education Coordinator to take his or her field
instruction, SWRK 3150 or SWRK 4120, at his or her place of employment and submit a
proposal, along with the other field placement administrative requirements (as outlined
in the preceding section) by the deadline date for all field applications. The proposal will
include the following information items and will be submitted to and reviewed by the
Field Education Coordinator who will assess the suitability of the placement for field
learning.
22
•
The student is to provide a summary of his or her paid work experience, roles and
responsibilities in the current work setting;
•
The student is to identify and provide contact information regarding his or her
current employment supervisor;
•
The student is to provide names of two references from the current work setting
who are in agreement with being contacted for additional information regarding the
applicant’s work performance;
•
The student is to draft a summary of the proposed field placement including
specific learning objectives, goals and activities to be undertaken in SWRK 3150 or
SWRK 4120. The proposed learning must be distinct and unique from the
student’s paid employment duties;
•
The student is to provide contact information, along with confirmation of
qualifications (i.e. BSW, MSW) pertaining to the individual who has agreed to
assume the role of field instructor. This individual cannot be the same individual
who supervises the student in his or her paid employment duties; and
•
The student is responsible for negotiating the use of his work setting for field
instruction with his or her employer. The student will provide material, if required,
to confirm the employer’s acceptance of these terms.
8.3
A D D IT IO N A L G U ID E L IN E S
•
An interview with the student and representatives of the workplace may be held
prior to the decision regarding acceptance or denial of the proposed practicum.
•
A student who receives remuneration (i.e., stipend, wage, subsidy) in their field
placement (SWRK 3150 or SWRK 4120) should not have been employed in that
position prior to accepting the field placement. However, in the event that a
student is employed in a paid position in the agency and is requesting placement,
the student must ensure the criteria as specified under 8.2.1, and the procedures
as specified under 8.2.2, are satisfied.
23
•
The Faculty reserves the right to review individual contracts and arrangements
and to determine whether any additional requirements need to be addressed.
•
Where questions arise regarding the suitability or acceptance of the proposed
workplace field practicum, the Field Education Coordinator will consult with the
BSW Program Committee in arriving at a final decision.
8.4
I M M U N IZ A T IO N P O L IC Y 3
Since 2007, all social work field students in WRHA placements have been required to
provide documentation confirming immunization or demonstrated immunity to the
following communicable diseases prior to entry into the setting:
£ Rubella
£ Measles
£ Hepatitis B
£ Varicella/Chicken Pox
£ Tuberculin Mantoux Screening
As well, students are encouraged (but not required) to maintain other immunizations on
their own:
£ Diptheria/Tetanus
£ Mumps
£ Polio
Students are asked to speak with their agency field instructor to determine, as early as
possible in the process, the specific immunization requirements and to take the
necessary steps to comply with this policy. Students are required to submit the WRHA
Student Immunization and Communicable Disease Record to the Field Education
Program Assistant six weeks prior to the commencement of field instruction.
8.5 V O L U N T A R Y
COURSES
W IT H D R A W A L
P O L IC Y
ON
F IE L D
I N S T R U C T IO N
A student is allowed one voluntary withdrawal from field instruction SWRK 3150 and
one voluntary withdrawal from the SWRK 4120.4
3
WRHA Immunization Policy – Student Placement Requirements August 2007.
24
9.
FIELD INSTRUCTIONAL ROLES
9.1
F IE L D E D U C A T IO N C O O R D IN A T O R
1. Is available to students for discussion of educational needs and goals in
field placements in the coming year.
2. Contacts field instructional sites and agency-based instructors to ascertain
and negotiate placement for the next year.
3. Provides written general information to students regarding placements
available in the coming year.
4. Develops procedures for assigning students to field instructional sites
and/or instructors, taking into consideration the student’s wishes (where
appropriate) and educational needs, as well as the faculty’s resources.
5. Develops a means of communicating with students about placement sites
to which they are assigned.
6. Communicates with field instructional sites, field liaisons and University
field instructors regarding students placed with them.
7. In conjunction with the Dean, develops formal faculty-agency field
instructional site agreements and arranges for their administration.
8. Orients new/past faculty-field liaisons and field instructors to the faculty
curriculum and all aspects of field instruction.
9. Acts as a consultant to faculty-field liaisons and field instructors on any
field instructional issue, where matters cannot be resolved at the liaison
level.
10. In conjunction with faculty-field liaisons and field instructors, develops and
recommends field instruction policies and forwards them to the B.S.W.
Committee.
9.2
F A C U L T Y -F IE L D L IA IS O N
THE OBJECTIVES OF THE LIAISON ARE TO ENSURE THAT:
4
Approved by Senate - June, 2007
25
1. There is an ongoing relationship between the administrative staff of the
placement site and the Faculty.
2. The administrative staff of the placement understand the educational
objectives of the field work course, their practical implications, and the
roles of the participants.
3. The field instructional staff understand their primary role in the
instructional process.
4. The students have a quality field experience that meets their educational
needs and course expectations.
5. The liaison is available to provide support, consultation, mediation and
negotiation for the student and field instructor.
6. The liaison works collaboratively with the instructor to facilitate integration
of knowledge and practice, a generic perspective of practice for students,
and skills in teaching social work process and techniques for the field
instructor.
7. The instructor knows how to handle a field evaluation of a student in an
appropriate manner.
9.2.1 F A C U L T Y -F I E L D L I A I S O N T A S K S
Faculty-field liaisons are expected to undertake a minimum of three in-person meetings
with the students/field instructor. These contacts include, but are not limited to, on-site
meetings in the first month of field placement commencement to review and sign the
agreed upon Learning Contract, at point of mid-term evaluation and at point of final
evaluation. Some liaisons also have periodic meetings with all of their Field Instructors
collectively to discuss field related issues. Some use periodic attendance at agency unit
meetings to maintain contact. All make themselves available for “trouble-shooting” and
consultation, as required.
1. Requests and is assigned to students/agencies by the Dean in
consultation with the field coordinator. Faculty are normally assigned to
students and agencies in areas in which they have specialization.
2. Contacts assigned field instructors and students, provides contact
information and indicates availability.
26
3. Meets with field instructors and students to discuss the liaison role and
expectations.
4. Is available to students to support, mediate, and/or negotiate.
5. Is a consultant to field instructors on any aspect of their work, i.e., student
educational plan progress, agency issues, learning opportunities, teaching
techniques, etc.
6. Is involved in conferences with the field instructors and students when a
breakdown of communication occurs between instructor and students or in
problem situations.
7. May meet with the field instructor and respective field instructional site
personnel at any point during the field placement to assist them in
facilitation of their roles. Is available to assist the field instructor to work
with the students to integrate class and field learning.
8. Completes a contact sheet with respect to contact with each student, field
instructor and/or other relevant program or agency personnel. This
contact sheet will include the following information: date of contact, type of
contact (i.e. meeting at agency, phone call), nature of contact and
outcomes of contact as relevant to the student’s continued placement and
attainment of learning goals. Documentation is to be forwarded to the field
education coordinator in mid-December and late April for the regular
academic session.
For summer session, documentation is to be
forwarded in mid-June and late August.
9. Communication with field instructor and agency personnel to review the
year’s placement. Forwards written recommendations regarding student
and/or placement (re: planning for following year) to the field education
coordinator.
9.3
F IE L D I N S T R U C T O R
1. Volunteers and is selected as a result of specific criteria and consultation
between field coordinator and field instructional sites.
2. Is given university appointment as “Field Instructor, Nil Salaried Academic
Appointment”.
27
3. First-time instructors will be offered field instruction workshops by the
Faculty in preparation for the field instructional role.
4. Independently, or in conjunction with the liaison, meets with other
appropriate agency staff prior to the academic year to discuss potential
learning experiences, potential site resource people for students,
particular needs of the field instructional sites/students, and any other
aspects of the field instruction program.
5. Is responsible for organizing an orientation to the field placement site for
students. Notifies assigned students regarding plans for orientation to the
field placement.
6. Has the responsibility of developing, in conjunction with the student, a
written contract concerning both the administrative and educational
expectations of the instructor and student. This may be shared with
resource persons and the faculty-field liaison.
7. Normally assumes responsibility for both (a) supervising the student on a
day to day basis, and (b) directing the student’s educational focus through
review of student activity and planning future activities appropriate to
student’s educational needs.
8. Assigns appropriate learning opportunities for student to accomplish
learning objectives.
9. Meets with the student individually, normally for 1½ hours each week.
May be involved with other instructors in providing unit meetings or
integrative seminars on a periodic basis to assist in the integrating of
student learning.
10. Meets with the faculty-field liaison periodically to review student’s progress
and assess respective roles/ functions related to student learning.
11. Takes responsibility for evaluating students at the end of each term and to
assign the final grade for field instruction courses.
12. Attends faculty seminars, if offered, for all field instructors to advise them
of current developments in the faculty’s program.
13. May choose to attend meetings of the Field Advisory Committee, the
Faculty of Social Work Faculty Council, and other committee meetings.
28
14. Meets with the faculty-field liaison and appropriate agency/department
personnel at the end of the year to review the year’s placement
experience and determine plans for the following year.
9.4
I N -A G E N C Y P R O G R A M S U P E R V IS O R (O N -S IT E R E S O U R C E P E R S O N )
1. Agrees to assist the field instructor by assuming this role.
2. Determines respective role with field instructor in providing student field
experience and may assume day to day responsibility and supervision on
an administrative and site decision making level.
3. Resource persons on site may participate with the field instructor in the
establishment of the orientation to field.
4. Will assign field experiences to the student in consultation with and under
the direction of the field instructor to confirm that these experiences are
congruent with student’s learning needs.
5. Meets with the field instructor periodically to review respective roles and
functions related to student’s learning.
6. May participate in the student evaluation process with the field instructor
and student.
7. May meet with field instructor and faculty-field liaison to evaluate the
placement, and make recommendations for placement in the following
year.
29
9.5
STUDENT
1. Expresses intention to take the field course and submits field preference
form and resume by established due date
2. Final year students familiarize themselves with the field instructional sites
available in the coming year and indicate preferences for the coming year
3. Attends field site orientation and ongoing unit meetings (where they exist)
designed to prepare the student for maximum learning in the field
4. Participates fully in the field placement experience, including working with
the instructor to develop learning contracts, seeking out his or her learning
opportunities where appropriate, and contributing to the field instructional
site
5. Meets all requirements related to work load, field seminars, supervision,
and contribution to the instructional site.
6. Discusses and reviews respective roles and expectations with the agency
resources person and the field instructor.
7. Fully participates in the field evaluation of his or her performance as it
relates to the objectives of the course including the completion of the Field
Evaluation Form each term.
8. Completes evaluation of field instruction and of the instructional site,
where this is required.
30
10. EVALUATIONS
10.1 S T U D E N T E V A L U A T IO N
PURPOSES:
1) to meet the requirements of the University of Manitoba and Canadian
Association of Schools of Social Work, that the student receive formal
feedback on course progress;
2) to assess the student’s overall progress in field (summative evaluation) for the
length of time they have been in the field placement to date (either mid term or
course completion). It is the culmination of a continuous process which occurs
in weekly or regular (formative evaluation) instructor-student conferences;
3) to provide evidence that the student has achieved a level of performance
which allows them to successfully progress toward (mid-term) or complete
(year-end) the field course in which they have been enrolled;
4) to identify areas where further learning is required, thereby making the
learning conscious and providing the students with a clear direction for that
learning;
5) to confirm that the students are being provided with opportunities to allow the
student’s performance to meet the field course expectations;
6) to provide an opportunity to define and refine learning goals and objectives,
where appropriate, to be achieved by the student in the following term; and
7) to provide means by which the student can learn to become progressively selfdirected in his or her professional development.
10.1.1
LOGISTIC
B.S.W. formal field evaluation for Regular Stream students takes place twice a year: (1)
at mid-term (which is December for FGSWP students, and February for ICSWP
students), and (2) final evaluation occurs at the end of second term (in April, although
specific dates will vary between FGSWP and ICSWP). Concentrated (FGSWP) and
Accelerated (ICSWP) students undertake mid-term evaluation SWRK 3150 in October
and final evaluation SWRK 3150 in December. These students undertake mid-term
evaluation SWRK 4120 in February and final evaluation SWRK 4120 in April. Pre31
M.S.W. field evaluation takes place three times over the course of the placement. The
specific dates for field terms are announced by the Field Education Coordinator each
fall. This information is included with the placement letters that are sent to agencies
and students by the faculty.
The field program extends approximately one week beyond the end of classes. One of
the purposes of this extended time limit is to provide the Field Instructor and student
with the opportunity to complete the evaluation process.
10.1.2
FIELD EVALUATION FORM
The Field Evaluation Form is the essential instrument which is utilized throughout the
year. The purpose of having a Field Evaluation Form is to provide a standardized
instrument that can provide a consistent guide for Instructors and students to measure
student performance.
The purpose of pass/fail grade is to encourage students to risk themselves in their
professional development without risking a lower numerical grade.
The intent of the form is that the student’s performance will be progressively evaluated.
Levels of performance are assigned to each of the categories to provide a greater
degree of precision in assessing student performance. This is an internal device
between the Field Instructor and the student. As suggested in the instructions, an
average grade is 3.0.
If students can achieve this level, it is a significant
accomplishment. For a student to obtain a 4.0 level requires an exceptional level of
performance.
The purpose of the summary comments section is twofold. First, it provides an
opportunity for the Instructor to identify the most significant and important characteristics
of the student’s performance. Second, it is the part of the form that may be used in any
letter of reference that will be supplied by the Faculty upon request.
The practice of having the students, as well as the Field Instructors, complete an
evaluation of the student’s performance serves three purposes:
32
•
•
•
it provides the student with an opportunity for meaningful participation in the
educational process which is consistent with the principles of adult learning;
it provides an opportunity for the student to practice the expectation of
professional self-development; and
it clearly identifies areas where there is congruence or divergence between the
Instructor and student, which provides a basis for discussion.
The use of the Field Evaluation Form as an evaluation instrument will depend on the
degree that is has been utilized since the beginning of term. It is anticipated that:
•
•
•
•
•
the Field Instructor has shared the form with the student at the beginning of the
term;
the Field Instructor and the student have spent time specifying how these general
expectations will apply to the particular field placement as part of the educational
contracting process;
the learning opportunities are framed within the context of the course objectives;
educational outcomes have been mutually developed; and
there has been an ongoing opportunity to assess the student’s progress in
achieving his/hers, and the Faculty’s, learning goals.
If these steps have been implemented, then the evaluation is summative and should
contain no surprises. It is also useful to share the student’s objectives with the agency
personnel who are providing the student with opportunities because it enables them to
frame those opportunities in ways that reinforce the student’s learning goals.
10.1.3
THE PROCESS
Students, any staff persons who may have participated in the student’s learning, and
the Field Instructors, all contribute to the mid-term and final evaluations. The final
responsibility for reporting the student grade to the Field Coordinator rests with the Field
Instructor.
33
NOTIFYING THE STUDENTS
In general, students will need to be aware at the beginning of term that their work will be
formally evaluated as part of the field work course. Students will also need to know that
they have a responsibility to provide evidence that they have met the objectives of the
courses. Students should have a fairly clear idea of how they will be evaluated and
where they stand from the weekly meetings with the Field Instructor.
Students need to be notified in advance when the evaluation will take place specifically
and how it will proceed. The two reasons for this are:
1.
2.
if they have advance warning and understand the process, they can ready
themselves for the evaluation. Having advance knowledge usually decreases
anxiety; and
it provides students with sufficient opportunity to complete their own evaluation
of their performance, thereby meeting the course requirement.
It is also a useful time to determine the learning experiences that were available during
the term. In determining the time of the evaluation, it is useful that the Instructors
review the Field Evaluation Form with students, respond to any questions students may
ask, as well as help them plan their self-evaluations.
10.2 P R O G R A M E V A L U A T IO N
At the end of each year, students are given an opportunity to assess their field
experience. The evaluation form is separated into two sections: 1) responding to the
course and the Instructor; and 2) responding to their experience in the field setting (see
Appendix 2). These forms are reviewed by the Field Education Coordinator after the
end of the term and after grades have been submitted. Copies of feedback forms are
made available to the Field Instructor after the end of the field session.
10.2.1
STUDENT RESPONSE
TO
COURSE
AND
INSTRUCTOR FORM
This form deals with how students assess their experience with the Field Instructor. It
serves two purposes. First, it provides the Faculty with some idea about the student’s
perception of the field instruction program, and of individual field instruction. Second, it
34
gives the individual Field Instructor an opportunity to receive some feedback on the
student’s perception of their strengths and any areas for further growth.
The intent is to determine the circumstances of the response and how the instructional
process can be addressed in ways that work more effectively for the students and
Instructors in the future. Should there be any issues or concerns identified, the Field
Education Coordinator will approach the Field Instructor to discuss further.
10.2.2
STUDENT RESPONSE
TO
A G E N C Y -S E T T I N G F O R M
The second aspect of the evaluation is related to the student’s assessment of the field
instructional setting itself. This part of the form is submitted to the Field Education
Coordinator. Its purpose is to provide the Faculty with the student’s assessment of their
experience in the agency. Again, if issues are identified, the Field Coordinator may
want to discuss these with the appropriate field instructional site personnel. Once the
grades have been submitted, the sites are entitled to receive the information in the
same way that Field Instructors are. It is important to note that the vast majority of both
types of evaluations are very positive each year.
35
APPENDIX 1 – COURSE OUTLINE
36
FACULTY OF SOCIAL WORK
FIELD INSTRUCTION SWRK 3150
COURSE OUTLINE
Field Instructor:
Telephone:
E-mail:
Field Liaison:
Telephone:
E-mail:
Field Coordinator (Campus): Kelly Scott
Telephone: 474-8300
E-mail: [email protected]
Course Description
The purpose of field instruction is to ensure that students have appropriately sequenced social
work practice experiences in community agency settings. Educationally focused instruction
brings to consciousness the self-awareness and discipline required of a generalist professional
practitioner. This occurs through a series of progressively more demanding practice situations.
It is the component of the curriculum in which the student practices in order to learn. The field
experience gives the student the knowledge and the skill in practice in a variety of settings and
fields. A six (6) credit hour practice course (SWRK 4200) must be taken concurrent with the
field placement.
The Faculty of Social Work places students in various settings to offer them opportunities to
learn how to practise social work, incorporating academic knowledge and the values and ethics
of the profession.
Calendar Description
The field sequence is defined in the University of Manitoba calendar as two courses. The
calendar description of Field Instruction 1 (SWRK 3150) is:
A first educationally directed field experience in which the student will have the opportunity to
assume responsibility for social work engagement, assessment, planning, intervention and
evaluation, as well as integrating theory and research knowledge acquired in the classroom.
The required hours for Campus and Distance Education students are calculated as 28 weeks x
2 days per week x 7.5 hours or 420 hours in total. Students in the concentrated/accelerated
program would be in the field 14 weeks x 4 days per week x 7.5 hours or 420 hours in the first
term. This time commitment includes involvement and engagement in planning for practice
activities, evaluation of performance of practice activities with the Agency, as well as the
preparation for individual contact time with the Field Instructor in individual and/or group
sessions.
Course Objectives
Students are expected to have interacted with the key people in the field setting appropriately
and sensitively. They will demonstrate an understanding of the Agency’s structure, mission and
37
objectives as well as the service delivery system. They will have begun to identify underlying
verbal and non-verbal communication patterns. They will have demonstrated a commitment to
the importance of self-awareness as a means to effective professional involvement. The
students will be able to identify client system needs including those of self-determination. The
welfare of the client will have been the primary consideration. Students will also have
developed the ability to respect clients’ rights through an understanding of the CASSW Code of
Ethics.
During the year students in the field placement will have:
• Achieved a working understanding of the social work process;
• Be able to articulate an anti-oppressive framework;
• Used contracting in a mutual way in the beginning phases of relationships with clients
and other participants;
• Attempted to be clear and specific in data collection and will have begun to recognize
biases;
• Begun to link classroom knowledge to the field placement;
• Taken the initiative to seek and make the appropriate use of supervision;
• A working knowledge of community resources.
Throughout this process, students will have been open to an evaluation of the effectiveness of
their interventions as well as their professional performance measured against personal,
Agency and University expectations. Students will have the basic knowledge and skills that will
prepare them for social work practice.
Meetings and Workshops
All students are expected to participate in meetings and workshops that are organized as part of
the Field Program. Information and planning meetings held prior to the actual placement date
are not counted as part of the 420 hour placement. Workshops related to the Field Program
that the student attends during the academic year in which their placement occurs can be
counted as part of the field placement hours.
Course Expectations
The schedule of time required for the field placement will be included in the Learning Contract
(420 hours for Fort Garry Campus students and 500 hours for Inner City Social Work students).
Any variation to the time element must be negotiated with the Field instructor.
Grading
All field instructors with students must complete the Field Evaluation Form. This is the tool used
to assign grades. The evaluation of a student is done on a pass/fail basis. Grade appeals
should be discussed with the Field Instructor, then the Faculty Liaison, and finally the Field
Coordinator. Outstanding issues may be appealed to the Appeals Committee of the Faculty of
Social Work.
FACULTY OF SOCIAL WORK
FIELD INSTRUCTION SWRK 4120
COURSE OUTLINE
38
Field Instructor:
Telephone:
E-mail:
Field Liaison:
Telephone:
E-mail:
Field Coordinator (Campus): Kelly Scott
Telephone: 474-8300
E-mail: [email protected]
Course Description
The purpose of field instruction is to ensure that students have appropriately sequenced social
work practice experiences in community agency settings. Educationally focused instruction
brings to consciousness the self-awareness and discipline required of a generalist professional
practitioner. This occurs through a series of progressively more demanding practice situations.
It is the component of the curriculum in which the student practices in order to learn. The field
experience gives the student the knowledge and the skill in practice in a variety of settings and
fields. A six (6) credit hour practice course (SWRK 4300) must be taken concurrent with the
field placement.
The Faculty of Social Work places students in various settings to offer them opportunities to
learn how to practise social work, incorporating academic knowledge and the values and ethics
of the profession.
Calendar Description
The field sequence is defined in the University of Manitoba calendar as two courses. The
calendar description of Field Instruction 2 (SWRK 4120) is:
A second educationally directed practice experience building on SWRK 3150 in which the
student will have the opportunity to carry a sustained professional role in situations which
require the integration of values, knowledge and skill at the level of a beginning professional
practitioner. The required hours for Campus and Distance Education students are calculated as
28 weeks x 2 days per week x 7.5 hours or 420 hours in total. Students in the
concentrated/accelerated program would be in the field placement 14 weeks x 4 days per week
x 7.5 hours or 420 hours in the first term. This time commitment includes involvement with the
Agency in planning for, and engaging in, practice activity and evaluation of performance. It also
includes educational contact time with the Field Instructor in individual and/or group sessions.
Course Objectives
Students are expected to have interacted with the key people in the field setting appropriately
and sensitively. They will demonstrate an understanding of the Agency’s structure, mission and
objectives as well as the service delivery system. They will have begun to identify underlying
verbal and non-verbal communication patterns. They will have demonstrated a commitment to
the importance of self-awareness as a means to effective professional involvement. The
students will be able to identify client system needs including those of self-determination. The
welfare of the client will have been the primary consideration. Students will also have
39
developed the ability to respect clients’ rights through an understanding of the CASSW Code of
Ethics.
It is anticipated that the students:
• Will have been able to intervene in complex situations which require assessment skills;
• Will have initiated and sustained supportive and responsive relationships and facilitated
effective communication over the necessary period of contact;
• Will have placed a high value on providing relevant information and service to clients;
• Will have been able to consistently demonstrate awareness of their own emotional
responses and deal with these feelings in a professional manner;
• Will have demonstrated an understanding of the conflicting expectations in practice
situations and demonstrated a range of contracting skills;
• Will have progressed with their assessment skills and students will be able to articulate
and justify the reasons for their assessments;
• Will have integrated classroom knowledge with practice and used appropriately in
exploring situations;
• Will have been able to integrate and demonstrate anti-oppressive practice principles;
• Will have been able to discern areas of concern, examine feelings and linkages and
appreciate implications for intervention;
• Will display abroad range of communication skills from empathetic to confrontation.
They will have used these appropriately and selectively, and in a manner related to the
goals of intervention;
• Will have been able to set and follow through on priorities as well as dealing with
unanticipated workload demands and/or crises;
• Will have developed effective working relationships with Agency and University
personnel;
• Will have been prepared for supervisory conferences, will be open to new ideas and will
have an ability to handle differences of opinion. Their written communication will contain
essential information;
• Will have a comprehensive working knowledge of social agencies and display a capacity
to seek out the most appropriate services in consultation with their clients; and
• Will also have taken the initiative in developing and using relevant evaluation information
to take responsibility for their ongoing professional development.
Meetings and Workshops
All students are expected to participate in meetings and workshops that are organized as part of
the Field Program. Information and planning meetings held prior to the actual placement date
are not counted as part of the 420 hour placement. Workshops related to the Field Program
that the student attends during the academic year in which their placement occurs can be
counted as part of the field placement hours.
Course Expectations
The schedule of time required for the field placement will be included in the Learning Contract
(420 hours for Fort Garry Campus students and 500 hours for Inner City Social Work students).
Any variation to the time element must be negotiated with the Field Instructor.
40
Grading
All field instructors with students must complete the Field Evaluation Form. This is the tool used
to assign grades. The evaluation of a student is done on a pass/fail basis. Grade appeals
should be discussed with the Field Instructor, then the Faculty Liaison, and finally the Field
Coordinator. Outstanding issues may be appealed to the Appeals Committee of the Faculty of
Social Work.
41
FACULTY OF SOCIAL WORK
FIELD INSTRUCTION SWRK 6050
PRE-MASTER COURSE OUTLINE
Field Instructor:
Telephone:
E-mail:
Field Liaison:
Telephone:
E-mail:
Field Coordinator (Campus): Kelly Scott
Telephone: 474-8300
Fax: 474-7594
E-mail: [email protected]
Office Hours: As posted on a weekly basis
Course Description
An educationally focused practice experience where the student carries a sustained
professional role as a beginning practitioner. Requires 450 hours of time including an
orientation program, engagement in practicum activities under supervision, educational
contact time with the field instructor and evaluation of performance. Co-requisite:
SWRK 4200.
The Faculty of Social Work places students in various settings to offer them
opportunities to learn how to practice social work, incorporating academic knowledge
and the values and ethics of the profession.
Field Sequence
The field experience consists of 450 hours of practice. Hours missed due to statutory
holidays, illness, or agency closure need to be made up by the student. Field hours do
not include Reading Week. The 450 hours are calculated at approximately 28 weeks x
2 days x 8 hours per day. All students are required to complete a time log which is
signed off by their field instructor, verifying completion of a minimum of 450 hours in
practice.
Course Objectives
It is anticipated that the students:
42
•
•
In the clinical stream (primarily, but may also apply to administrative stream
students) will have demonstrated the direct practice skills of assessment,
planning, contracting, implementation, evaluation and termination with clients.
In the administration stream (primarily, but may also apply to clinical stream
students) will apply a range of organizational theories and strategies in social
service administration and a range of models of planning and evaluating social
policies and programs.
It is anticipated that all students:
• Will have demonstrated evidence-based practice through integration of theory
and research in practice activities;
• Will apply the eco-systemic perspective to social work practice;
• Will have been able to intervene in complex situations at the appropriate system
level (micro, meso, macro) based on assessment skills;
• Will have integrated and demonstrated anti-oppressive practice principles;
• Will have demonstrated an understanding of the conflicting expectations in
practice situations;
• Will have been able to establish and follow through on identified priorities as well
as deal with unanticipated workload demands and/or crises;
• Will have initiated and sustained supportive and responsive relationships with
clients and colleagues and facilitated effective communication over the
necessary period of contact;
• Will have developed effective working relationships with the agency and
University personnel;
• Will have been prepared for supervisory conferences, will remain open to new
ideas and will demonstrate an ability to handle differences of opinion. Their
written communication will contain essential information;
• Will have taken the initiative in developing and using relevant information to take
responsibility for their ongoing professional development;
• Will have been able to consistently demonstrate an awareness of their own
emotional responses and deal with these feelings in a professional manner
• Will have demonstrated ethical professional behaviour towards clients and
colleagues in the practice setting;
• Will demonstrate an understanding of the implications of structural and policy
factors on individuals, families, neighbourhoods, and communities.
• Will have demonstrated skill in identifying necessary policy change to improve
intervention or the well-being of clients, and in organizing necessary action; and
• Will have demonstrated skill in identifying neighbourhood and community factors
that affect the well-being of clients, and in identifying appropriate community
development or community organization activity.
Meetings and Workshops
43
All students are expected to participate in meetings and workshops that are organized
as part of the Field Program. Information and planning meetings held prior to the actual
placement date are not counted as part of the 450 hours of placement. Workshops
related to the Field Program that the student attends during the academic year in which
their placement occurs may be counted as part of the required field placement hours.
Course Expectations
The schedule of time required for the field placement will be included in the Learning
Contract. Any variation to the time element must be negotiated and approved by the
field instructor.
Grading
All field instructors with students must complete the Field Evaluation Form. This is the
tool used to assign grades. The evaluation of a student is done on a pass/fail basis.
Grade appeals should be discussed with the field instructor, then the Faculty Liaison,
and finally the Field Coordinator. Outstanding issues may be appealed to the Appeals
Committee of the Faculty of Social Work.
44
APPENDIX 2 - FIELD EVALUATION FORMS
45
SWRK 3150
46
Faculty of Social Work
University of Manitoba
FIELD EVALUATION OF STUDENT PERFORMANCE
Bachelor of Social Work
Field Instruction SWRK 3150
Year: _____________
Student Name: _________________________________________
Please Print
B.S.W. Program Location: ¨ Fort Garry
¨ ICSWP
¨ Thompson
¨ Distance Ed.
Agency ____________________________________________________________________
Field Instructor ______________________________________________________________
In-Agency Program Supervisor (if applicable)_______________________________________
Faculty-Field Liaison __________________________________________________________
47
Table of Contents
Part 1
1.
Introduction
2.
Purposes of this Document
3.
Objectives and Desired Field Outcomes
4.
Instructions for Completing Evaluation Process
A. Time Sequence
B. Usage
Part 2
5.
Learning Contract
6.
Description of Student Activities in Field
7.
Field Evaluation of Student Performance (Categories 1 through 14)
8.
Summary
9.
Grade Assignment, Including Fax-In Form
48
1. Introduction
The learning requirements for the students in Field Instruction courses SWRK 3150
and SWRK 4120 are spelled out in the Field Instructor Manual. The statements of
outcome represent the performance level which all students should be able to
demonstrate to pass the course in any given year of field instruction. This document
is used at all University of Manitoba field program sites.
All requirements spelled out in this document are of importance for the field
students. Emphasis should be placed on the ability of students to perform as total
professionals, that is, the ability to: (1) develop and maintain working relationships in
a variety of practice situations with sensitivity to diversity; (2) problem solve in an
orderly systemic manner out of a professional value and knowledge base; (3)
evaluate the effectiveness of their practice; and (4) demonstrate a commitment to
improving the circumstances of the oppressed. The process by which these major
areas of learning are connected together is of greater importance than the ability to
perform in each of these areas singly. The goal is for students to develop an overall
base upon which to build practice, rather than having special expertise in any one
single area. It is also recognized that a problem in any one significant area may
create difficulties in the students’ total performance.
Companion documents to this Field Evaluation form are the Standards of Practice
and Code of Ethics, both created by the Canadian Association of Social Workers as
a basis for ethical practice. Another important document is the Professional
Unsuitability Bylaw of the Faculty of Social Work (found in the B.S.W. Student
Handbook). Students are expected to have a working knowledge of and ability to
practice, using ethical professional standards. Students are also expected to learn
about confidentiality as practiced by the profession and their field placement sites.
Review of these documents is an expectation in the first few weeks in their
practicum.
49
2. Purposes of this Document
This document serves a number of purposes throughout the year. These include the
following:
1.
Course Expectation: It outlines course expectations, as well as the method of
grading, and therefore must be shared with students at the beginning of first term
(first week). This is consistent with the course outline requirements of the
University of Manitoba and Canadian Association of Schools of Social Work;*
2.
Learning Contract: It provides the basis for a learning contract which students and
instructors are required to complete within the first 4 weeks of each academic year.
It then becomes an ongoing process. A learning contract has three components
which are the identification of:
a) how the overall objectives of the course will be met in the particular field
placement;
b) what learning opportunities will be available to enable students to
achieve those objectives, given their capacities; and
c) what methods and indicators will be used to demonstrate that they have
achieved the objectives.
A learning Contract Addendum is also available for use by field instructors and
field students in situations in which a student is not meeting his or her learning
goals and/or expectations in one or more areas of personal or professional
development (i.e. achieving a “2” or lower in any aspect of the field evaluation
form). This form is intended to supplement the initial Learning Contract and to
provide more detailed information regarding the student’s need for improvement,
tasks to be completed, agency expectations and date of review.
3.
Monitoring: It provides a point of reference for instructors and students, during
their weekly consultations, to ensure that students are progressing satisfactorily in
meeting the objectives. It identifies specific areas where further teaching and
learning may be required;
4.
Outcome: It provides evidence that the students have achieved a level of
performance which allows them to successfully progress toward (midterm) or
complete (year end) the Field course in which they are enrolled. It also provides
an overall assessment of the students’ pattern of progress, including areas of
strength and guidelines for addressing areas requiring further development;
5.
Future Goals: It provides an opportunity for instructors and students to refine
learning goals and objectives (learning contract). These goals will be incorporated
as part of the plan for student performance in the following term or year;
50
6.
Self-Direction: The opportunities for students to participate and have an influence
in: (1) identifying educational objectives; (2) exploring learning opportunities; and
(3) engaging in the evaluation process, which are designed to encourage students
to become progressively more self-directed in their professional development.
* Where requested or appropriate to the program (i.e., Thompson), University
liaisons may have an enhanced role in assisting in operationalizing these uses.
51
3. Objectives and Desired Field Outcomes
The statement of outcomes represents the performance expectation which all
students are required to demonstrate. Field Instruction courses SWRK 3150 and
SWRK 4120 have the following major objectives. Students successfully completing
these courses will:
1.
Demonstrate an understanding of the structure of the field placement setting
and its organizational dynamics;
2.
Show an ability to interpret and clarify the setting’s professional services to: (1)
clients; (2) other agencies; and (3) people in the community at large;
3.
Demonstrate a clear understanding of the strengths and limitations of the
service delivery system with regard to its mandate;
4.
Demonstrate an ability to interact in a professional fashion and develop good
working relationships with various resource systems in the community, for the
advantage of clients;
5.
Demonstrate application of principles, values, ethics, legal rights, and
openness to diversity when working with different kinds of client systems;
6.
Develop effective helping relationships with clients;
7.
Know when to seek supervision and consultation, and take appropriate initiative
in doing so;
8.
Demonstrate an ability to plan and organize an assigned workload, set
priorities, and monitor use of time;
9.
Demonstrate a positive, open approach to learning, and an ability to work
through learning obstacles;
10.
Demonstrate an ability to make an effective assessment of problems, using
social work knowledge, theoretical frameworks, observations and data;
11.
Consistently and effectively communicate with clients concerning assessment,
problem solving, intervention, contracting, and evaluation of strategies and
results; and
12.
Show an ability to work, where appropriate, in partnership with clients in
problem identification, problem solving, decision making, and evaluation.
52
53
Students Experiencing Difficulty:
There are normal patterns of learning which might cause students to plateau, block, or
even regress as they struggle with certain aspects of field performance. These may
be a single incident or of a short term nature and resolvable with instructional
assistance.
A student who is experiencing difficulty in field placement will generally demonstrate a
consistent pattern of behavioural characteristics. These performance issues will
include but are not limited to the following:
1) unsatisfactory or inconsistent understanding of and performance in using core
social work knowledge, ethics, or skills;
2) an inability to move toward independent practice using sound judgment; or
3) a closed reactive approach to learning.
If the instructor is unable to assist the student in making positive changes, or if there is
a possibility that the student will not achieve the course objectives, it is expected that
the field instructor will consult with the Faculty-Field Liaison to resolve this impasse. It
is important to identify and resolve such issues as early as possible.
54
4. Instructions for Completing Evaluation Process
(A) Time Sequence
FIELD INSTRUCTION SWRK 3150
Mid-term evaluation section is completed in
December (ICSWP students in February). Final
evaluation section is completed in April.*
FIELD INSTRUCTION SWRK 4120
Mid-term evaluation section is completed in
December (ICSWP and Thompson students in
February). Final evaluation section is completed in
April.
CONCENTRATED/ACCELERATED For SWRK 3150, mid-term evaluation section is
STUDENTS
completed in October, and final evaluation section is
completed in December.
For SWRK 4120, mid-term evaluation section is
completed in February, and final evaluation section
is completed in April.
* See “Quick Reference List - Dates to Remember”
or “Important Dates” sheets for precise times that
evaluations are to be completed.
(B) Usage
There are five areas that require completion in the Evaluation form. These are:
•
•
•
•
•
Learning Contract
Tasks
Evaluation
Summary and Goals
Grade
Instructions for completion are provided with each section of the Evaluation form.
5. Learning Contract
55
It is an expectation that an educational contract be completed collaboratively between
the field instructor and student from the beginning of the field placement each year.
Instructors have the option of using the educational contract model which follows.
The purpose of the Learning Contract is to ensure that the instructor and student
operationalize the course learning goals. It allows them to explore and develop a
mutual understanding about the objectives, learning opportunities, and methods of
achieving the field objectives. It also provides an opportunity for students to identify
objectives, other than those identified in this Field Evaluation form that they might
have a particular interest in achieving. Modifications in expectations or learning
opportunities at midterm will be identified under “Goals for Further Progress” in the
“Summary” section of the Evaluation.
The Learning Contract Addendum is used in situations in which a student is not
meeting the required learning goals and/or not meeting expectations in one or more
areas of personal or professional development (i.e. achieving a “2” or lower in any
aspect of the field evaluation form). The form serves as a supplement to the initial
Learning Contract and provides more detailed information regarding the student’s
need for improvement, tasks to be completed, expectations of agency and date of
review.
The terms of the Addendum are identified relative to the individual needs of the
student but may include areas such as documentation needs to be completed by
student, punctual and regular attendance in field on scheduled placement days,
provision of medical documentation in the event of absence from field, preparation for
and participation in field instruction supervision and agency meetings, or completion of
a daily work journal outlining the tasks completed by the student.
56