Frequently Asked Questions

Balaguer, A., Mary, D., & Levitt, M. (2000). The Genogram: From Diagnostics to Mutual Collaboration. The Family Journal, 8(3), 236-244.

Graybeal, C. (2001). Strengths-Based Social Work Assessment: Transforming the Dominant Paradigm. Families in Society: The Journal of Contemporary Social Services, 82(3), 233-242.

Morin, D. (2006). GenoPro [Software]. Montreal: GenoPro Inc.

– Note: Downloadable program used to generate genograms. Only available on the Windows platform, but maybe run on a Macintosh with Parallels or VMFusion software or, if an old Mac, Virtual PC.

York College. (n.d.). Social Work Psychosocial Assessment I.

York College. (n.d.). Social Work Psychosocial Assessment II.

Columbia University School of Social Work. (n.d.). Handbook for Student Social Work Recording.

Graybeal, C.T., & Ruff, E. (1995). Process recording: It’s more than you think. Journal of Social Work Education, 31(2), 169-181.

Perret, N. (n.d.). University of Toronto: Writing Advice.

Rice University. (n.d.). Designing Effective Oral Presentations.

Trevithick, P., Ruch, G., Richards, S. C., & Moss, B. (2005). Teaching and learning communication skills in social work education. Social Work Education, 24(4), 409-422.

*IMPORTANT NOTE: Courses that are bolded and italicized are only offered in the indicated term for the Fall/Winter session. Any other courses listed for each year may be taken in either the Fall or the Winter terms, depending on course availability, with a maximum of five courses in each term.*

Please note: the above table outlines course sequencing for students entering at first year of the program and attending full-time with a 100% course load over fall and winter terms only.  If you plan to attend part-time or with a reduced course load, please note that most core Social Work courses are not offered in the summer terms and you need to adhere to course prerequisites. In these cases, it is highly suggested that you meet with the Undergraduate Administrator to plan your course sequencing.

*IMPORTANT NOTE: Courses that are bolded and italicized are only offered in the indicated term for the Fall/Winter session. Any other courses listed for each year may be taken in either the Fall or the Winter terms, depending on course availability, with a maximum of five courses in each term.*

Students who enter the BSW program with 2nd year standing, and who do not have a transfer credit for SOWK 1000 (or SOWK 1001 & 1002) must add SOWK 1001 to the fall term and SOWK 1002 to the winter term, taking one less elective per term.  This is a heavy workload and we strongly recommend that you read the text listed below (or any other Introduction to Social Work in Canada text) over the summer in order to have some familiarity with social work before the fall term begins.

Ives, N., Denov, M., & Sussman, T. (2020).  Introduction to social work in Canada: Histories, contexts and practices (2nd ed.). Toronto: Oxford University Press.

*IMPORTANT NOTE: Courses that are bolded and italicized are only offered in the indicated term for the Fall/Winter session. Any other courses listed for each year may be taken in either the Fall or the Winter terms, depending on course availability, with a maximum of five courses in each term.*

Please note:

• If you intend to attend full-time at a 100% course load, follow the sequencing above. You are required to successfully complete all 5 prerequisite courses in the Fall term in order to go on to your practicum in the Winter.
• If you plan to attend part-time or with a reduced course load, please note that core Social Work courses are not offered in the Summer terms and you are required to adhere to course prerequisites. In these cases, it is highly suggested that you meet with the Undergraduate Administrator to plan out your course sequencing.
• Students who are admitted into third year entry, and have received transfer credit for the first practicum (SOWK 3600 Practicum I) requirement, are not required to complete all 5 2000-level prerequisites in Fall of their first term, as seen above, as they would not be completing the full-time Winter SOWK 3601 practicum. Students with SOWK 3600 transfer credit can adjust their course sequencing based on their remaining requirements (in reference to their academic audit), prerequisite and Undergraduate Calendar requirements, and course offerings in Fall and Winter terms. If you have questions regarding this then please feel welcome to contact the Undergraduate Administrator for academic advising support.

A guide to supervision in social work field education

Bowles, W., Cassano, B., Collingridge, M., Dawood, A., Irwin, J., Lukic, M., Maywald, S., McKinnon, J., Noble, C., O’Sullivan, J., Wexler, J., & Zubrzycki , J. (2010). A guide to supervision in social work field education (Rep.).

“This Guide to Supervision in Social Work Field Education is for anyone wanting to learn about or refresh their knowledge about the theory and practice of supervising social work students during their field education placement”.
This guide covers the following topics in detail:

• The nature of social work field education
• Standards and roles
• Educational foundations
• Phases of student supervision

Canadian Association for Social Work Education: Field Education Resources

Canadian Association for Social Work Education. (2020). Field Resources. Canadian Association for Social Work Education.

The Canadian Association for Social Work Education (CASWE) has developed this webpage which offers a number of recent field education resources and information.

Effective Supervision in a Variety of Settings

Faulkner, A., Johnson, N., Kam, M., & Wonnacott, J. (2013). Effective supervision in a variety of settings (Rep. No. 50).

The Social Care Institute for Excellence (SCIE) developed this guide about effective supervision in a variety of settings based on research and practice knowledge. Each of the topics below is covered in detail:

• Recommendations
• People who use services and supervision
• The context for effective supervision
• Foundations of effective supervision
• Effective supervision in practice
• References

This guide can be viewed on the web page by clicking here and it is available to download by creating a free MySCIE account.

National Field Instructor Training Repository

Council on Social Work Education’s Council on Field Education. (2021). 2021 National Field Instructor Training Repository. Council on Social Work Education.

Scroll down to “2021 National Field Instructor Training Repository (N-FIT)” and click the hyperlink “repository” to access this resource.

“In Summer 2021, CSWE launched an online repository to support the practice of field supervisors, practice teachers, field instructors etc.  A wide range of resources, shared generously by schools and faculties of social work and field supervisors, are now available online.” The repository includes 10 folders covering a wide variety of topics including:

• Users Guide for the Repository
• Orientation to Field Education
• Orienting Students to the Agreement/Plan
• Supervision Methods
• Justice, Equity, Diversity, and Inclusion in Supervision
• Trauma Informed Supervision and Field Instruction
• Integrating Theory, Research, and Practie
• Navigating Challenges with Students
• Principles of Competency-Based Evaltuation/Assessment

Full list of acknowledgements can be found here.

Supervision Learning Resource

Supervision Learning Resource (Rep.). (2016). Scottish Social Services Council.

This Learning Resource was developed in Scotland and promotes the importance of supervision and covers topics including contracts, approaches to supervision, group supervision, difficult conversations, transitioning from frontline worker to supervisor, and evaluations.

Online Social Work Practice

Burns, K., & Ó Súilleabháin, F. (2020). Online Social Work Practice Initiative. School of Applied Social Studies, University College Cork.

This platform offers a number of resources on the topics listed below which pertain to online social work practice:

• Best practice advice
• Platforms for online meetings
• Helpful hints for planning and organizing online meetings
• GDPR and confidentiality
• Protocols for working with service-users online
• Social work specific reading
• Self-care for professionals
• Sending large files (like video)
• Open access practice resources

Resources to Support Students Remotely

CEWIL Canada. (2020). COVID-19 Resources. CEWIL Canada.

On this webpage, you will find resources on:

• Tips for working at home
• Tips for Onboarding Student Remotely
• Tips for Supervising Students Remotely

Virtual Field Placement Toolkit

McClain-Meeder, K., Lewis, L. (2020). Virtual Field Placement Toolkit. University of Buffalo. 

This toolkit is intended to be a support and resource for field educators and students who may need virtual field placement guidance, ideas, and support.

On the left-hand side, you will find additional resources to navigate which include:

o Getting started in the field remotely
o Meaningful remote field activities
o Technology Resources and Considerations

Field Education Virtual Activity List by CSWE Competency: Ohio State University

A compiled “list of virtual activities for students in need of additional opportunities to supplement
their learning agreement activities. Activities for the 2021-22 academic year are organized by CSWE
Competency. The list is not exhaustive and is instead meant as a starting place.”

Peer Coaching and Work Integrated Learning (Online Book)

Ladyshewsky, R. K., & Sanderson, B. (n.d.). Peer Coaching and Work Integrated Learning. Curtin University.

While this free online book was developed for Clinical Educators, supervisors in other sectors of social work will find it useful as well.

“The purpose of this book is to provide an overview of the peer coaching model in work-integrated learning. The book provides a detailed set of practice guidelines for Clinical Educators who are supervising students in this model.”

“What makes this book unique is that the practice guidelines in this book come from a research project to capture the tacit knowledge or ‘know-how’ of experienced Clinical Educators who lead and manage the peer coaching model in practice. These best practice guidelines will provide both the novice and advanced educator with some great information and tools to make the peer coaching model in work-integrated learning successful.”

Support for the original work was provided by Curtin University.

Peer Coaching and Work Integrated Learning: Practice Guide for Field Work Supervisors

Sanderson, B., Ladyshewsky, R., & Quail, M. (n.d.). Peer Coaching and Work Integrated Learning: Practice Guide for Fieldwork Supervisors (Rep.). Curtin University.

“The purpose of this practice guide is to provide a summary of key literature, tips and resources for clinicians on how to lead and manage placements using a Peer Coaching Model. It serves as an addendum to the full Peer Coaching in Work Integrated Learning book…” (which is also referenced in this Supervisor Hub).

While this resource was developed for Clinical Educators, novice and advanced supervisors in other sectors of social work will find it useful as well.

Bennet, B. Bacon, V. Zubrzycki, J. (2011). What Do We Know? The Experiences of Social Workers Working Alongside Aboriginal People. Australian Social Work, 64(1), 20-37.

Fisher-Borne, M. Montana C. J. Martin, L. S. (2015) From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence. Social Work Education, 34(2), 165-181.

Jani, J. Osteen, P. J., Shipe, L. S. (2015). Cultural “Competence” and Social Work Education: Moving Towards Assessment of Practice Behaviors. FSU Digital Library.

Blackstock, C. (2011). Reconciliation Means Not Saying Sorry Twice: How inequities in Federal Government child welfare funding, and benefit, on reserves drives First Nations children into foster care. First Nations Child and Family Caring Society of Canada.

First Nations Child & Family Caring Society. (2021). Jordan’s Principle
Ensuring First Nations Children Receive the Services They Need When They Need Them. FN Caring Society.

Government of Canada. (2022). Jordan’s Principle. Indigenous Services Canada.

Henry, R. Tait, Caroline L. Walker L. R., (2013). Child Welfare: A Social Determinant Of Health For Canadian First Nations and Métis Children. Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health 11(1), 39-53. Pimatisiwin.

Justice, D. H., Carleton, S. (2021, August 5). Truth before reconciliation: Eight ways to confront residential-school denialism. TVO.

National Inquiry into the Missing and Murdered Indigenous Women and Girls. (N.d.). Reclaiming Power and Place: The Final Report of the National Inquiry into the Missing and Murdered Indigenous Women and Girls. MMIGW.

National Collaborating Centre for Indigenous Health. (2017). Indigenous Children and the Child Welfare System in Canada. NCCIH.

Sterritt, A. (2019, January 3). What does reconciliation mean to Indigenous people?. CBC.

Swiftwolfe, D. (2019). Indigenous Ally Toolkit. Montreal Urban Aboriginal Community Strategy Network.

Truth and Reconciliation Commission of Canada. (2012). Truth and Reconciliation Commission of Canada: Calls to Action. Government of British Columbia. 

United Nations. (2007). United Nations Declaration on the Rights of Indigenous Peoples. UN.

Union of Ontario Indians. (2013). An Overview of the Indian Residential School System. Anishinabek.

Association of Canadian Deans of Education. (N.d.) Accord on Indigenous Education. University of Toronto.

Battiste, M. (2010) Nourishing the Learning Spirit. Education Canada, 50 (1), 14-18.

Bopp, M. Brown, L. Robb, J. Reconciliatio within the Academy: Why is Indigenization so Difficult? (N.D.). Four Worlds.

Bortolin, K.(2018, January 30). Faculty developers as allies (not experts) in supporting Indigenous perspectives. University Affairs.

Carleton University Indigenous Strategic Initiatives
Committee. (2019). Draft Calls to Action November 2019. Carleton University.

Canadian Association of College and University Student Services. (2018). Indigenization and Decolonization in Canadian Student Affairs. CACUSS.

Ermine, W. (2007). The Ethical Space of Engagement. Indigenous Law Journal. 6 (1), 193-203.

First Nations Education Steering Committee. (2006). First Peoples Principles of Learning. FNESC.

Indigenization, Decolonization and Reconciliation Committee. (2019, January). Summary of Indigenizing, Decolonizing and Reconciliation Committee Activities 2018/ 2019. Carleton University.

Indigenization, Decolonization and Reconciliation Committee. (2019, January). Proposal From the Addressing Reconciliation Committee, School of Social Work. Carleton University.

Indigenization, Decolonization and Reconciliation Committee. (2019, October 11). OCTOBER 11, 2019 In-Person Meeting. Carleton University.

McCauley, K. Matheson, D. (2018). Social Work Practice with Canada’s Indigenous People: Teaching a Difficult History. Practice, 30(4), 293-303.

Newhouse, D. (2008). Ganigonhi:Oh: The good mind meets the academy. Canadian Journal of Native Education, 31(1), 184-197, 321.

Pidgeon, M. (2015) More Than a Checklist: Meaningful Indigenous Inclusion in Higher Education. Social Inclusion, 4(1), 77-91.

Pete, S. Schneider, B. O’Reily, K.(2013) Decolonizig our Practice – Indigenizing Our Teaching. First Nations Perspectives, 5(1), 99-115.

Smith, M.(2013). Transforming the Academy: Essays on Indigenous Education, Knowledges and Relations. The Diversity Gap Canada.

Thompson Rivers University. (2010). A Handbook for Educators of Aboriginal Students. Towards Indigenizing Higher Ed.

Louie, W. D. Pratt, P. Y. Hanson, J. A., Ottmann, J. (2017) Applying Indigenizing Principles of Decolonizing Methodologies in University Classrooms. Canadian Journal of Higher Education, 47(3), 16-33.

Tamburro, Andrea. (2013). Including Decolonization in Social Work Education and Practice. Journal of Indigenous Social Development, 2(1), 1-16.

Walsh, C. A., St-Denis N, Bear, A. E. Decolonizing Reflective Practice Through Photo Essay Asinai’pi Storytelling Place. Cultural and Pedagogical Inquiry, 10(1), 103-118.

Blackstock, C. (2009). The Occasional Evil of Angels: Learning from the Experiences of Aboriginal Peoples and Social Work. First Peoples Child & Family Review, 4(1), 28-37.

Shimmin C., Wittmeier, K.D.M., Lavoie, J.G., Wicklund E. D., Sibley, M. K. (2013) Moving towards a more inclusive patient and public involvement in health research paradigm: the incorporation of a trauma-informed intersectional analysis. EMC Health Services Research. 17(539.

Mosionier, B. (1999). In Search of April Raintree. Ottawa Library.

Dimaline, C. (2017). The Marrow Thieves. Ottawa Library.

Robinson, E. (2018) Son of a Trickster. Ottawa Library.

Vermette, K. (2016) The Break. Ottawa Library.

Maracle, L. (2017). My Conversations with Canadians. Ottawa Library.

Wagamese, R. (2012). Indian Horse. Ottawa Library

Joseph, R. (2018). 21 Things You May Not Know about the Indian Act. Ottawa Library.

Watt-Cloutier, S. The Right to be Cold. Ottawa Library.

Talaga, T. (2017). Seven Fallen Feathers. Ottawa Library.

Mailhot, T. M. (2018) Heart Bearries. Ottawa Library.

Thomas, K. (2012). The Inconvenient Indian. Ottawa Library.

Orange, T. (2018). There There. Ottawa Library.

Lindberg, T. (2015). Birdie. Ottawa Library.

Facilitating Reflective Practice
Breda, A. V., & Feller, T. (2014). Social Work Students’ Experience And Management Of Countertransference. Social Work/Maatskaplike Werk, 50(4).

Collingwood, P. (2005). Integrating Theory and Practice. The Journal of Practice Teaching and Learning, 6(1), 6-23.

Deal, K. (2003). The relationship between critical thinking and interpersonal social skills: Guidelines for clinical supervision. The Clinical Supervisor 22(2), 3-19.

Gelman, C., Fernandez, P., Hausman, N., Miller, S., & Weiner, M. (2007). Challenging endings: First year MSW interns’ experiences with forced interventions and discussion points for supervisory guidance. Clinical Social Work Journal, 35, 79-90.

Noble, C. (2001). Researching field practice in Social Work education, Integration of theory and practice through the use of narratives. Journal of Social Work, 1(3), 347-360.

Urdang, E. (2010). Awareness of self: A critical tool. Social Work Education, 29 (5), 523-538.

Ethics in Practice (SW code of ethics, exercises to promote and teach ethical decision making)

Boland-Prom, K. & Anderson, S.C. (2005). Teaching ethical decision making using dual relationship principles as a case example. Journal of Social Work Education, 41(3), 495-510.

Congress, E.P. (2000). What social workers should know about ethics: Understanding and resolving practice dilemmas. Advances in Social Work, 1(1), 1-25.

Gray, M., & Gibbons, J. (2007). There are no answers, only choices: Teaching ethical decision-making in social work. Australian Social Work, 60(2), 222-238.

Mattison, M. (2000). Ethical decision making: The person in the process. Social Work, 45(3), 201-212.

McAuliffe, D. (2005). I’m still standing: Impacts & consequences of ethical dilemmas for social workers in direct practice. Journal of Social Work Values and Ethics, 2(1), 1-11.

Reamer, F.G. (2003). Boundary issues in social work: Managing dual relationships. Social Work, 48(1),121-133.

Reamer, F. G. (2012). Essential Ethics Education in Social Work Field Instruction: A Blueprint for Field Educators. The Field Educator, 2.2, 1-15.

Reamer, F. G. (2020). Eye on Ethics.

Reamer, F.G. (2000). The social work ethics audit: A risk-management strategy. Social Work, 45(4), 355-366.

Rogge, M.E. (1993). Social work, disenfranchised communities, and the natural environment: Field education opportunities. Journal of Social Work Education, 29(1), 111-120.

Barratt, M. (2003). Organizational support for evidence-based practice within child and family social work: A collaborative study. Child & Family Social Work, 8(2), 143-150.

Howard, M. O., Mcmillen, C. J., & Pollio, D. E. (2003). Teaching Evidence-Based Practice: Toward a New Paradigm for Social Work Education. Research on Social Work Practice, 13(2), 234-259.

Raines, J. (2004). Evidence-based practice in School Social Work: A process in perspective. Children and Schools, 26(2), 71-84.

Congress, Elaine. (2004). Cultural and ethical issues in working with culturally diverse patients and their families: The use of the Culturagram to promote culturally competent practice in health care settings. Social work in health care, 39(3-4), 249-62.

Graham, J.R., Brownlee, K., Shier, M., & Doucette, E. (2008). Localization of social work knowledge through practitioner adaptations in Northern Ontario and the Northwest Territories, Canada. Arctic, 61(4), 399-406.

Lee, M. Y., & Greene, G. J. (2004). A Teaching Framework for Transformative Multicultural Social Work Education. Journal of Ethnic and Cultural Diversity in Social Work, 12(3), 1-28.

Messinger, L. (2004). Out in the field: Gay and lesbian social work students’ experiences in the field. Journal of Social Work Education, 40(2), 187-205. Retrieved from

Messinger, L. (2007). Supervision of lesbian, gay and bisexual Social Work Students by heterosexual Field Instructors. The Clinical Supervisor, 26 (1-2), 195 – 220.

Newman, P.A., Bogo, M., & Daley, A. (2008). Self-disclosure of sexual orientation in social work field education: Field instructor, and lesbian and gay student perspectives. The Clinical Supervisor, 27(2), 215-237.

Shier, M. L., Sinclair, C., & Gault, L. (2011). Challenging ‘ableism’ and teaching about disability in a social work classroom: A training module for generalist social workers working with people disabled by the social environment. Critical Social Work, 12(1), 47-64.

Taylor, B. A., Hernández, P., Deri, A., Rankin IV, P. R., & Siegel, A. (2006). Integrating Diversity Dimensions in Supervision: Perspectives of Ethnic Minority AAMFT Approved Supervisors. The Clinical Supervisor, 25(1-2), 3-21.

Burkard, A.W., Know, S., Hess, S.A., & Schultz, J. (2009). Lesbian, Gay, and Bisexual Supervisees’ Experiences of LGB_Affirmative and Nonaffirmative Supervision. Journal of Counseling Psychology, 56(1), 176-188.

Burkard, A.W., et al. (2006). Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision. Journal of Counseling Psychology, 53(3), 288-301.

Hardy, R. (2017). Top tips for practice educators on assessment, supervision and anti-oppressive practice.

Schmitz, C. L., Stakeman, C., & Sisneros, J. (2001). Educating Professionals for Practice in a Multicultural Society: Understanding Oppression and Valuing Diversity. Families in Society: The Journal of Contemporary Social Services, 82(6), 612-622.

Educating Effective Social Workers with Marion Bogo

SocialWork1914. (2019). Educating Effective Social Workers with Marion Bogo | YouTube Video.

Presentation Overview:

• What are our educational goals
• Simulation-based learning

Pre-practicum

• In courses; linking theory, research, and practice
• Enhancements: “Practice Fridays”
• Assess students’ competence: OSCE

Bridging class and field

• Provide baseline information for the field learning plan
• Offering simulations concurrent with field

Best Practices in Field Education

Best Practices in Field Education: Presentation by Marion Bogo

Jack, Joseph and Morton Mandel School of Applied Social Sciences. (2017).
Best Practices in Field Education: Presentation by Marion Bogo | Youtube Video.

This video is a presentation by Marion Bogo on best practices in social work field education.

Presentation Overview:

• Towards holistic competence
• Content: WHAT should students learn

Best practices

• Process: HOW should I teach

Trauma-Informed Social Work Supervision, Angela Willits, MSW, LCSW and Jennifer Ginsberg, MSSW, LCSW

UW-Madison School of Social Work (2016). Trauma-Informed Social Work Supervision, Angela Willits, MSW, LCSW and Jennifer Ginsberg, MSSW, LCSW | YouTube Video.

Presentation Overview:

Supervisor Training – Models of Supervision

Adams State University (2017). Supervisor Training – Models of Supervision | YouTube Video.

Description:
“Joel Givens focuses on models of supervision, specifically aspects about the models that are useful during supervision at the site with students. Joel explores 3 different categories of supervision.”

The categories of supervision are:

1. Psychotherapy-based models
2. Developmental approaches
3. Process models of supervision

Community Care: Tools to help students with reflective practice and using theory

Hardy, R. (2018). Tools to help students with reflective practice and using theory | Community Care.

Description:
This article and its videos cover simple tools that practice educators can use to support their students’ understanding and use of theory.

Ted Talks: How to Train Employees to Have Difficult Conversations

Smith, T. M. (2018). How to Train Employees to Have Difficult Conversations | TED Talk Video.

Description:
Tamekia MizLadi Smith “shares a workplace training program called ‘I’m G.R.A.C.E.D.’ that will inspire bosses and employees alike to communicate with compassion and respect. Bottom line: always let people know why their work matters”. She elaborates on an example of asking clients or customers for personal data, and the importance of teaching employees how to respectfully ask for this information in a way that empowers both the employee and customer/client.

Council on Social Work Education (CSWE) Commission on Educational Policy (2015). Educational Policy and Accreditation Standards (Rep.).

Butterfield, A.K. (1998). The revitalization of community practice: Characteristics, competencies, and curricula for community-based services. Journal of Community Practice, 5(3), 37-62.

Dudziak, S., & Profitt, N. J. (2012). Group Work and Social Justice: Designing Pedagogy for Social Change. Social Work With Groups, 35(3), 235-252.

Ganz, M. (2005). What is Organizing? Social Policy: Organizing for Social and Economic Justice, 16-17.

Gladstone, D., Arnott, M., Kilkey, M., Forrester-Jones, R., & Palmer, C. (2007). Using Social Policy Research in Teaching. The Higher Education Academy, 1-24.

Reisch, M., & Lowe, J. I. (2000). “Of Means and Ends” Revisited: Teaching Ethical Community Organizing in an Unethical Society. Journal of Community Practice, 7(1), 19-38.

Staples, L. (2012). Community Organizing for Social Justice: Grassroots Groups for Power. Social Work With Groups,35(3), 287-296.

Weiss-Gal, I. (2006). Social Policy for Social Work: A Teaching Agenda. British Journal of Social Work, 36(5), 789-806.

Lietz, C. (2007). Strengths-Based Group Practice: Three Case Studies. Social Work With Groups, 30(2), 73-87. doi:10.1300/j009v30n02_07

The University of Sydney. (n.d.). Suitable learning and teaching methods and activities for group work.

Indigenous Issues 101

Apihtawikosisan. (N.d.) Indigenous Issues 101. Apihtawikosisan

A comprehensive list of Indigenous Issue Primers. It covers topics such as:

• Myths or misunderstandings
• Identity and Culture
• Aboriginal Law and Treaties
• Historic and Continuing Injustice
• Indigenous Health and Safety
• Organizations
• Thoughts about Language/Culture
• Articles About Attawapiskat
• Elsipogtog

Indigenous Peoples Atlas of Canada

Canadian Geographic. (N.d.). Indigenous Peoples Atlas of Canada. Indigenous Peoples of Canada.

A set of 4 virtual books that covers the extensive history of Indigenous Peoples including:

• Truth and Reconciliation
• First Nations
• Inuit
• Métis

Human Trafficking: What You Need to Know

Ontario Native Women’s Association. (N.d.) Human Trafficking: What You Need to Know. ONWA.

A collection of videos, documents, texts and resources that provides more information on the rights, safety and dignity for Indigenous Women, Girls and Two Spirit Peoples.

University of Alberta: Indigenous Canada
Gareau, P. (N.d.). Indigenous Canada.

Description:
Indigenous Canada is a 12-lesson Massive Open Online Course (MOOC) from the Faculty of Native Studies that explores Indigenous histories and contemporary issues in Canada. From an Indigenous perspective, this course explores key issues facing Indigenous peoples today from a historical and critical perspective highlighting national and local Indigenous-settler relations.

This comprehensive training includes topics such as:

• fur trade and other exchange relationships
• land claims and environmental impacts
• legal systems and rights
• political conflicts and alliances
• Indigenous political activism
• contemporary Indigenous life, art and its expressions

University of Toronto: Aboriginal Worldviews and Education
Restoule, J. (N.d.). Aboriginal Worldviews and Education.

Description:
Intended for both Aboriginal and non-Aboriginal learners, this course will explore indigenous ways of knowing and how they can benefit all students.

This comprehensive training includes topics such as:

• historical, social, and political issues in Aboriginal education
• cultural, spiritual and philosophical themes in Aboriginal worldviews
• how Aboriginal worldviews can inform professional programs and practices, including but not limited to the field of education

The University of British Columbia: Reconciliation Through Indigenous Education
Hare, J. (N.d.). Reconciliation Through Indigenous Education

Description:
This course will help user envision how Indigenous histories, perspectives, worldviews, and approaches to learning can be made part of the work done in classrooms, organizations and communities.

This comprehensive training includes topics such as:

• Reconciliation Through Education
• History of Indigenous Education
• Learning from Indigenous Worldviews
• Learning from Story
• Learning from the Land
• Engaging in Respectful Relations

Brock University Co-op, Career & Experiential Learning. (n.d.). Tips for Onboarding Students Remotely.

En Français.
Comprendre les Principes de Base de la Supervision (Rep.). (2017). Consortium national de formation en santé (CNFS) – Volet Université d’Ottawa.

Lafrance, J. (2004) Gate-keeping for professional Social Work practice. Social Work Education, 23(3), 325-340.

Sowbel. L. (2012). Gatekeeping: Why shouldn’t we be ambivalent? Journal of Social Work Education, 48 (1), 27-45.

Bennett, S. & Deal, K.H. (2009). Beginnings and endings in Social Work supervision: The interaction between attachment and developmental processes. Journal of Teaching in Social Work, 29, 101-117.

Deal, Kathleen H. (2002). Modifying field instructors’ supervisory approach using stage models of student development. Journal of Teaching in Social Work, 22 (3/4), 121-137.

Everett, J.E., Miehls, D., DuBois, C., & Garran, A.M. (2011). The developmental model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching in Social Work, 31, 255-264.

En Français.
Explorer Divers Modèles de Supervision (Rep.). (2017). Consortium national de formation en santé (CNFS)- Volet Université d’Ottawa.

Gerson, L, Meyerhardt, J, Ross, M & Sommers, A. (2011). Students and field instructors in ongoing supervision groups. Field Educator, 1(1).

Kamya, H. (2012). Motivational interviewing and field instruction: The FRAMES model. Field Educator 1(2).

Knight, C. (2001). The process of field instruction: BSW and MSW students’
views of effective field supervision. Journal of Social Work Education, 37(2), 357-379.

Wayne, J., Bogo, M., & Raskin, M. (2006) Field notes The need for radical change in field education. Journal of Social Work Education, 42(1), 161- 169.

Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444.

Lam, C.M., Wong, H., & Leung, T.T.F. (2007). An unfinished reflexive
journey: Social work students’ reflections on their placement experiences. British Journal of Social Work, 37(1), 91-105.

Lefevre, M. (2005). Facilitating practice learning and assessment: The influence of relationship. Social Work Education, 24(5), 565-583.

McMaster University. Self-assessment of preferred learning style.

Nicol, D.J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Parker, J. (2007). Developing effective practise learning for tomorrow’s social workers. Social Work Education, 26(8), 763-779.

Sullivan, T. (2003). Learning contracts. University of Manitoba Department of Occupational Therapy School of Medical Rehabilitation.

University of Waterloo. Resources. (n.d.) University of Waterloo Centre for Teaching Excellence.

En Français.
Évaluer le Rendement (Rep.). (2017). Consortium national de formation en santé (CNFS)-Volet Université d’Ottawa.

Regehr, G., Bogo, M., Regehr, C., & Power, R. (2007). Can we build a better mousetrap? Improving measures of practice performance in the field practicum. Journal of Social Work Education, 43(2), 327-344.

University of Washington. Handout: Examples of Well Written Evaluations. UW SSW Field Instructor Training Program.

Allen, MD & Trawver, K. (2012). Student mental health and field education: Responsibilities and challenges of field educators. Field Educator, 2 (1).

Grant, L., Kinman, G., & Baker, S. (2012). Developing an emotional curriculum for social workers: Perceptions of lecturers (Rep.). The Higher Education Academy.

Litvack, A., Mishna, F., & Bogo, M. (2010). Emotional Reactions of Students In Field Education: An Exploratory Study. Journal of Social Work Education, 46(2), 227-243.

Mishna, F., Antle, B. Reghr, C. (2002). Social Work With Clients Contemplating Suicide: Complexity and Ambiguity in the Clinical and Ethical and Legal Conversations. Clinical Social Work 30(3), 265-279.

Parker, J. (2010). Learning from disruption: Case studies in failing and marginal placements. In P. Silvanoinnen (Ed.), ESWS 2008 Symposium Papers. Hyvinkaa, Finland: Laurea University.

Power, R., & Bogo, M. (2002). Educating field instructors and students to deal with challenges in their teaching relationships. The Clinical Supervisor, 21 (1), 39-58.

Top tips for practice educators working with a struggling student. (2017).

Williamson, S., Hostetter, C., Byers, K., & Huggins, P.(2010). I found myself at this practicum: Student reflections on field education. Advances in Social Work, 11(2), 235-247.

Coffee with My Ma                                                                 

Horn, K. (Host). (2018). Coffee with My Ma | Apple Podcasts.

Description: Kaniehtio Horn interviews her radical activist mother Kahentinetha Horn who tells stories of her very long adventurous life, always with the sense of humour that carried her through.

Missing and Murdered: Finding Cleo                                   

Walker, C. (Host). (2018). Missing and Murdered: Finding Cleo | CBC.

Description: “In the 1970s, Cleo Nicotine Semaganis, a young Cree girl was taken from her family in the Sixties Scoop. Join the CBC’s Connie Walker as she helps a family unravel what happened to their sister.” (CBC, 2018).

Secret Life of Canada                                                           

Bowen, L.S., Johnson, F. (Host). (2018). Secret Life of Canada | CBC.

Description: Join the Secret Life of Canada Host Leah-Simone Bowen and Falen Johnson as they reveal different histories of Canada.

Unreserved                                                                        

Deerchild, R. (Host). (2018). Unreserved [Audio podcast] | CBC.

Description: “Unreserved is the radio space for Indigenous community, culture, and conversation. Host Rosanna Deerchild takes you straight into Indigenous Canada, from Halifax to Haida Gwaii, from Shamattawa to Ottawa, introducing listeners to the storytellers, culture makers and community shakers from across the country.”

Activities in Supervision

Activities in Supervision (2020). | Audio podcast.

In this podcast, the hosts discuss the following:
1. Using activities in supervision
2. Being intentional using activities
3. Possible activities you can use in supervision

Episode 137
Eda Kauffman: Clinical Supervision: Integrating a Trauma-Informed Lens

Episode 137 – Eda Kauffman: Clinical Supervision: Integrating a Trauma-Informed Lens. (2014) | inSocialWork® Podcast Series.

“In this episode, Eda Kauffman explains how she came to incorporating a trauma-informed lens into her work as a clinical supervisor. She describes how trauma-informed clinical supervision is different from traditional supervision. She also explores its use in social work field education.”

Episode 13
Supervision and resilience in social work: In conversation with Elizabeth Beddoe.

Fronek, P. (Host). (2012). Supervision and resilience in social work: In conversation with Elizabeth Beddoe | Podsocs.

Description: 
“In this podcast, Elizabeth Beddoe discusses the role of resilience in social work particularly in relation to the practitioner and student well-being. Elizabeth talks about her research and the developing field of interprofessional supervision.”

Episode 30
Supervision for social workers

Singer, J. B. (Host). (2008). Supervision for social workers | Social Work Podcast.

Description:
In this podcast, the host discusses “…administrative, clinical and supportive supervision… differential uses of supervision, including improvement of clinical services and issues of liability” and more.

Supervision Plugged In

Supervision Plugged In (2020) | I Heart Radio

In this podcast, the hosts discuss the following:
1. What you need to conduct virtual supervision
2. Challenges involved in virtual supervision
3. Situations in which virtual supervision would not work best
4. Positives and negatives of virtual supervision

Students are not permitted to contact individuals or organizations within the regions of Eastern Ontario or West Quebec to set up their own practicum. This policy is in place to ensure equitable access to learning opportunities for all students in the School of Social Work, and to reduce the demands placed on community practicum partners. If a student is interested in establishing a practicum opportunity in an organization that is not already partnered with the School of Social Work, they are invited to discuss this with a Practicum Coordinator. 

Maybe. Students must submit a request to opt out of the U-Pass program and meet the following eligibility criteria:

• Students must be registered in the co-op work term course or an experiential learning course as a full-time student for the full term. Course registration will be reviewed.
• Examples of an experiential learning course eligible for a U-Pass opt-out include practicums, internships and field work where the student is solely registered in the course as the primary focus of the term.

Greene, R. R., & Cohen, H. L. (2005). Social Work with Older Adults and Their Families: Changing Practice Paradigms. Families in Society: The Journal of Contemporary Social Services, 86(3), 367-373.

Lloyd, L. (2005). A Caring Profession? The Ethics of Care and Social Work with Older People. British Journal of Social Work, 36(7), 1171-1185.

Neville, S., Adams, J., Montayre, J., Larmer, P., Garrett, N., Stephens, C., & Alpass, F. (2018). Loneliness in Men 60 Years and Over: The Association With Purpose in Life. American Journal of Men’s Health, 12(4), 730-739.

Spencer, C., & Soden, A. (2007). A Softly Greying Nation: Law Aging and Policy in Canada. International Journal of Law and Aging, 2, 1-32.

Anderson-Butcher, D., & Ashton, D. (2004). Innovative Models of Collaboration to Serve Children, Youths, Families, and Communities. Children & Schools, 26(1), 39-53.

Dawson, K., & Berry, M. (2002). Engaging Families in Child Welfare Services: An Evidence-Based Approach to Best Practice. Child Welfare, 81(2), 293-317.

Reupert, A., & Maybery, D. (2007). Families affected by parental mental illness: A multiperspective account of issues and interventions. American Journal of Orthopsychiatry, 77(3), 362-369.

Jozefowicz-Simbeni, D. M., & Allen-Meares, P. (2002). Poverty and Schools: Intervention and Resource Building through School-Linked Services. Children & Schools, 24(2), 123-136.

Mandell, D. (2008). Power, Care and Vulnerability: Considering Use Of Self In Child Welfare Work. Journal of Social Work Practice, 22(2), 235-248.

Ridge, T. (2009). Living with poverty: A review of the literature on children’s and families’ experiences of poverty (Rep. No. 594).

Walker, S., & Akister, J. (2004). Ethical Dilemmas in Working with Families. In A guide for caring professionals in the community. Russell House Publishing.

Walsh, F. (2003). Family Resilience: A Framework for Clinical Practice. Family Process, 42(1), 1-18.

Bronstein, L. R. (2003). A Model for Interdisciplinary Collaboration. Social Work, 48(3), 297-306.

Kirsh, B., Stergiou-Kita, M., Gewurtz, R., Dawson, D., Krupa, T., Lysaght, R., & Shaw, L. (2009). From margins to mainstream: What do we know about work integration for persons with brain injury, mental illness and intellectual disability? Work, 32(4), 391-405.

Lukens, E. P., & Mcfarlane, W. R. (2004). Psychoeducation as Evidence-Based Practice: Considerations for Practice, Research, and Policy. Brief Treatment and Crisis Intervention, 4(3), 205-225.

Meekosha, H., & Dowse, L. (2007). Integrating critical disability studies into social work education and practice: An Australian perspective. Practice, 19(3), 169-183.

Bond, G. R., Mueser, K., Drake, R. E., & Latimer, E. (2001). Assertive Community Treatment for People with Severe Mental Illness. Disease Management and Health Outcomes, 9(3), 141-159.

Jacobson, N., & Greenley, D. (2001). What Is Recovery? A Conceptual Model and Explication. Psychiatric Services,52(4), 482-485.

Torrey, W. C., Drake, R. E., Dixon, L., Burns, B. J., Flynn, L., Rush, A. J., . . . Klatzker, D. (2001). Implementing Evidence-Based Practices for Persons With Severe Mental Illnesses. Psychiatric Services, 52(1), 45-50.

Brocato, J., & Wagner, E. F. (2003). Harm Reduction: A Social Work Practice Model and Social Justice Agenda. Health & Social Work, 28(2), 117-125.

Galvani, S., & Forrester, D. (2010). Social work and substance use: Teaching the basics. Higher Education Academy Subject Centre for Social Policy and Social Work.

Macmaster, S. A. (2004). Harm Reduction: A New Perspective on Substance Abuse Services. Social Work, 49(3), 356-363.

Al-Krenawi, A., & Graham, J. R. (2001). The Cultural Mediator: Bridging the Gap Between a Non-Western Community and Professional Social Work Practice. British Journal of Social Work, 31(5), 665-685.

Carter, J., Das, C., Campbell, A., Davidson, G., Dill, K., Duffy, J., . . . Pinkerton, J. (2016). Internationalising the social work curriculum (pp. 1-55, Rep.). The Higher Education Academy.

Lough, B. J. (2009). Principles Of Effective Practice In International Social Work Field Placements. Journal of Social Work Education, 45(3), 467-480.

Nuttman-Shwartz, O., & Berger, R. (2011). Field education in international social work: Where we are and where we should go. International Social Work, 55(2), 225-243.

Dalhousie University: Preceptor eLearning Course
Faculty of Health at Dalhousie University. (n.d.). Preceptor eLearning Course.

Description:
This online course is designed to support preceptors (also referred to as Agency Field Instructors and Clinical Educators). The training is broken down into 5 modules: The role of the preceptor, Teaching methods and learning styles, Feedback and evaluation, Supporting students’ learning needs, and Fostering interprofessional learning.

University of Toronto: Relational Context of Supervision Training
Litvack, A., Katz, E., & Bogo, M. (n.d.). Relational Context of Supervision.

Description:
University of Toronto’s Factor-Inwentash Faculty of Social Work created 4 training videos depicting simulated scenarios for supervisors. These videos review the topics of fostering self-awareness, reflection and emotional regulation; providing constructive feedback effectively; and linking theory and practice. Each segment offers discussions, optional small group exercises, and a simulated scenario.

University of North Carolina Chapel Hill: Trans-Affirming Field Placements for Social Work Students
The University of North Carolina at Chapel Hill. (n.d.). Creating Trans Affirming Field Placements.

Description:
The Field Office at University of North Carolina Chapel Hill has developed online training modules to help create Trans-Affirming Field Placements for Social Work Students. To access the training modules, you will be required to create a free account.

To begin, click here to make a free account or go to https://ssw.unc.edu/sswevents/

After creating your account, access the course “Creating Trans Affirming Field Placements” by clicking here.

This training includes a handout, a video presentation, PowerPoint slides, and additional informative resources.

University of Buffalo Training: Meaningful Remote Field Activities, Training’s and Webinars
McClain-Meeder, K., Lewis, L. (2020). Meaningful Remote Field Activities.

This page offers a list of meaningful remote field activities for students and offers a number of external links to online training’s and webinars including:

• Resources for Social Workers and Therapists during COVID
• List of Training’s and Webinars
• American Psychological Association Telehealth Continuing Education Resources
• NASW Technology and Telehealth Resources

University of Buffalo Training: Meaningful Remote Field Activities, Training’s and Webinars
McClain-Meeder, K., Lewis, L. (2020). Meaningful Remote Field Activities.

This page offers a list of meaningful remote field activities for students and offers a number of external links to online training’s and webinars including:

• Resources for Social Workers and Therapists during COVID
• List of Training’s and Webinars
• American Psychological Association Telehealth Continuing Education Resources
• NASW Technology and Telehealth Resources

University of Denver: Virtual On-boarding
Clark, E. (2020). Virtually On-boarding Your Intern.

Description:
University of Denver’s Graduate School of Social Work developed 4 videos and a comprehensive checklist to assist supervisors with virtually onboarding a student.

These brief videos offer best practices in the following areas:

(1) Before Your Intern Arrives
(2) The First Day
(3) The First Weeks
(4) Final Points

You can find additional content relating to each video in the checklist provided on this page.

Indigenous Communities: Surviving Canada

TVO (2017). Indigenous Communities: Suriviving Canada. The Agenda with Steve Palkin  | YouTube Video.

Description: A debate with a number of experts regarding whether it is in the best interests of the government of Canada to continue to oppress Indigenous populations.

Firsthand – Colonization Road 

McMahon, R. (N.d.). Firsthand – Colonization Road. CBC. | YouTube Video.

Description: “Comedian Ryan McMahon travels Ontario’s colonization roads learning about their impact on First Nations and settlers.”

The Indian Act Explained 

TVO (2018). The Indian Act Explained. The Agenda with Steve Palkin | YouTube Video.

Description: “Since 1876, the Indian Act has structured the relationship between Canada and Indigenous Peoples with profound repercussions. And though the act is well known, its detailed contents may not be. The Agenda welcomes Bob Joseph, founder of Indigenous Corporate Training, a firm specializing in cultural relations instruction, to discuss his book, “21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality.””

The Sixties Scoop Explained

CBC News. (2016) The Sixties Scoop Explained. | YouTube Video.

Description: This brief video provides an overview of the 60s scoop. “The Sixties Scoop happened in Canada from the 1960s to the late ’80s and saw 1000’s of Indigenous children taken from their parents to be placed with white families.”

The Sixties Scoop Explained / The Birth Of a Family

Dart, C. (2021) The Sixties Scoop Explained / The Birth of a Family | CBC DOCS POV.

Description: “Siblings Betty Ann, Esther, Rosalie and Ben, now in their 50s, are getting to know each other as a family for the first time, and try to reconnect with their lost Dene heritage. And while Birth of a Family is a joyful reunion, it is also punctuated by a sense of sadness for the years that were lost.”

Cindy Blackstock on Jordan’s Principle

UFCWCanada. (2011). Cindy Blackstock on Jordan’s Principle | YouTube Video.

Description: “In May 2011, Cindy Blackstock briefed the UFCW Canada National Council Human Rights, Equity & Diversity (HRED) Committee on some of FNCFCS’s initiatives including Jordan’s Principle.”