Field Education Orientation Field Instructors
KB
Published · 73 slides · 0 views
1 / 1
Description
Field Education Orientation Field Instructors Welcome September 2024 Travis Peck, MSW, RSW Field Education Coordinator PTBO 705-748-1011 x 7425 or travispecktrentu.ca Laura McMaster, MSW, RSW Field Education Coordinator DUR 705-740-1011 x
Related Topics
Download this presentation From Below
"Field Education Orientation Field Instructors" is the property of its rightful owner. Permission is granted to download and print the materials on this website for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Share
Embed code
Presentation Transcript
01
Field Education Orientation
Field Instructors
Welcome
September 2024
Travis Peck, MSW, RSW Field Education Coordinator PTBO
705-748-1011 x 7425 or travispeck@trentu.ca
Laura McMaster, MSW, RSW
Field Education Coordinator DUR
705-740-1011 x 6496 or lauramcmaster@trentu.ca
Department of Social Work<br>
Field Instructors
Welcome
September 2024
Travis Peck, MSW, RSW Field Education Coordinator PTBO
705-748-1011 x 7425 or travispeck@trentu.ca
Laura McMaster, MSW, RSW
Field Education Coordinator DUR
705-740-1011 x 6496 or lauramcmaster@trentu.ca
Department of Social Work<br>
02
We respectfully acknowledge that we are located on the treaty and traditional territory of the Michi Saagiig Anishinaabeg.
We offer our gratitude to First Peoples for their care for, and teachings about, our earth and our relations.
May we honour those teachings. Image credit: https://www.anishinabek.ca/who-we-are-and-what-we-do/ 2<br>
We offer our gratitude to First Peoples for their care for, and teachings about, our earth and our relations.
May we honour those teachings. Image credit: https://www.anishinabek.ca/who-we-are-and-what-we-do/ 2<br>
03
Staffing Updates 3<br>
04
What will we cover today? 4<br>
05
Placement Overview<br>
06
Professional Years, full-time basis only
Combination of courses and 700 hours of supervised field practicum (240 in Winter third year and 460 Fall/Winter fourth year)
Graduates are eligible to register with the Ontario College of Social Workers and Social Service Service Workers, and to be members of the Ontario Association of Social Workers BSW Field Program Overview 6<br>
Combination of courses and 700 hours of supervised field practicum (240 in Winter third year and 460 Fall/Winter fourth year)
Graduates are eligible to register with the Ontario College of Social Workers and Social Service Service Workers, and to be members of the Ontario Association of Social Workers BSW Field Program Overview 6<br>
07
Theory-Practice Integration
to learn through practice and reflection
to apply theoretical knowledge to practice
to gain first-hand knowledge of social service systems
to link academic understanding to practical skills
to learn to communicate oral, written, and technological information reflecting professional social work skills
to begin to develop their professional identity Purpose of Field Education 7<br>
to learn through practice and reflection
to apply theoretical knowledge to practice
to gain first-hand knowledge of social service systems
to link academic understanding to practical skills
to learn to communicate oral, written, and technological information reflecting professional social work skills
to begin to develop their professional identity Purpose of Field Education 7<br>
08
8 Integration Loop Bogo & Vayda (1998)<br>
09
Shape the next generation of Social Workers
Test out prospective future employees
Offload work (especially in the second semester)
Hone Supervision skills
Counts towards the Continuing Competency Program if you’re a Registered Social Worker Benefits to taking on BSW students 9<br>
Test out prospective future employees
Offload work (especially in the second semester)
Hone Supervision skills
Counts towards the Continuing Competency Program if you’re a Registered Social Worker Benefits to taking on BSW students 9<br>
10
Purpose:
Outlines our responsibilities to each other
Confirms our legal and insurance agreements (i.e. indemnification)
Confirms that Trent is responsible for providing all student insurance and submitting claims
Process:
Trent drafts the agreement using our standard template (or using your Affiliation Agreement if required by your governing structure)
Placement Agency signs it and returns it to Trent
Trent signs it
Trent forwards fully signed copy to you Affiliation Agreement (5-year validity period) 10<br>
Outlines our responsibilities to each other
Confirms our legal and insurance agreements (i.e. indemnification)
Confirms that Trent is responsible for providing all student insurance and submitting claims
Process:
Trent drafts the agreement using our standard template (or using your Affiliation Agreement if required by your governing structure)
Placement Agency signs it and returns it to Trent
Trent signs it
Trent forwards fully signed copy to you Affiliation Agreement (5-year validity period) 10<br>
11
Pre-Placement Requirements Students<br>
12
Attend orientation events
Interview with Placement Hosts
Complete trainings/workshops required by Trent Student Requirements 12<br>
Interview with Placement Hosts
Complete trainings/workshops required by Trent Student Requirements 12<br>
13
ASIST (or equivalent)
NVCI (or equivalent)
Health and Safety Awareness
Workplace Hazardous Material Information System (WHMIS)
Accessibility for Ontarians with Disabilities Act (AODA)
Workplace Violence and Harassment**
** must be completed yearly Student Training 13<br>
NVCI (or equivalent)
Health and Safety Awareness
Workplace Hazardous Material Information System (WHMIS)
Accessibility for Ontarians with Disabilities Act (AODA)
Workplace Violence and Harassment**
** must be completed yearly Student Training 13<br>
14
Indicate interest and confirm capacity to host placement to FEC
Interview student(s)
Confirm placement with students/FEC
Sign Affiliation Agreement (valid for 5 years) if required Agency Requirements 14<br>
Interview student(s)
Confirm placement with students/FEC
Sign Affiliation Agreement (valid for 5 years) if required Agency Requirements 14<br>
15
Requirements during placement<br>
16
1) Classroom based Field Integration Seminars
September 2024 to April 2025
With student’s assigned Faculty Field Liaison
2) Practicum
September 2024 to April 2025
With the matched Agency/Supervisor Main activities 16<br>
September 2024 to April 2025
With student’s assigned Faculty Field Liaison
2) Practicum
September 2024 to April 2025
With the matched Agency/Supervisor Main activities 16<br>
17
Police Check
Vulnerable sector check if required by agency. Trent requires students provide us a copy of their completed Police Check/screening
Safety Orientation Checklist*
Due Diligence Checklist*
Field Instructor Information Sheet*
Learning Plan**
Midterm Progress Review**
Final Progress Review**
Timesheet and Supervision record**
*FI input is required, due within first two weeks of placement. Students to provide Field Instructors with the documents
** FI input is required, due throughout placement. Students to provide Field Instructors with the documents Documents 17<br>
Vulnerable sector check if required by agency. Trent requires students provide us a copy of their completed Police Check/screening
Safety Orientation Checklist*
Due Diligence Checklist*
Field Instructor Information Sheet*
Learning Plan**
Midterm Progress Review**
Final Progress Review**
Timesheet and Supervision record**
*FI input is required, due within first two weeks of placement. Students to provide Field Instructors with the documents
** FI input is required, due throughout placement. Students to provide Field Instructors with the documents Documents 17<br>
18
Field Education Practice Learning Objectives<br>
19
Professional Social Work Identity
Reflective Practice
Generalist Practice with Individuals, Families, Groups, and Communities
Engagement, Interviewing, and Documentation
Assessment and Intervention
Closure
Equity, Diversity, and Social Justice
Indigenous Peoples and Communities
Environmental Sustainability and Ecological Practice
Policy
Research 19 Practice Objectives<br>
Reflective Practice
Generalist Practice with Individuals, Families, Groups, and Communities
Engagement, Interviewing, and Documentation
Assessment and Intervention
Closure
Equity, Diversity, and Social Justice
Indigenous Peoples and Communities
Environmental Sustainability and Ecological Practice
Policy
Research 19 Practice Objectives<br>
20
Developed to be consistent with social work core values and the ethics of the social work profession:
Engaging with service users
Consent
Ethical dilemmas Practice Objective 1: Professional Social Work Identity 20<br>
Engaging with service users
Consent
Ethical dilemmas Practice Objective 1: Professional Social Work Identity 20<br>
21
Social Work students are expected to practice reflectively and apply methods of critical thinking and inquiry into social work practice.
Personal judgement/bias
Use of self
Self-care Practice Objective 2: Reflective Practice 21<br>
Personal judgement/bias
Use of self
Self-care Practice Objective 2: Reflective Practice 21<br>
22
Develop relationship with service users
Assessments
Intervention Practice Objective 3: Engagement with Individuals, Families, Groups, and Communities 22<br>
Assessments
Intervention Practice Objective 3: Engagement with Individuals, Families, Groups, and Communities 22<br>
23
Students demonstrate knowledge about the ability to provide effective service to individual service users whose identities encompass and intersect a range of social positions
Impacts of marginalization
History of service provision
Colonialism Practice Objective 4: Equity, Diversity, and Social Justice 23<br>
Impacts of marginalization
History of service provision
Colonialism Practice Objective 4: Equity, Diversity, and Social Justice 23<br>
24
Social workers demonstrate respect and understanding that Indigenous Peoples have treaty, constitutional, human, and self-governance rights.
History of colonization
Understanding of current impacts of
colonization, residential schools and 60s scoop
Understanding the historical and current day
roles of social workers and their impact on
Indigenous communities and peoples Practice Objective 5: Indigenous Peoples and Communities 24<br>
History of colonization
Understanding of current impacts of
colonization, residential schools and 60s scoop
Understanding the historical and current day
roles of social workers and their impact on
Indigenous communities and peoples Practice Objective 5: Indigenous Peoples and Communities 24<br>
25
Understand the need to create ecologically sustainable communities, economies and natural and built environments, in which all life forms and eco-systems can survive and thrive
Identify and challenge environmental injustice and racism
Environmental sustainability
Advocacy for political policy change Practice Objective 6: Environmental Sustainability and Ecological Practice 25<br>
Identify and challenge environmental injustice and racism
Environmental sustainability
Advocacy for political policy change Practice Objective 6: Environmental Sustainability and Ecological Practice 25<br>
26
How do social policies influence the services provided by the agency?
Funding models
Advocacy inside and outside of the agency
Governmental and organizational policies Practice Objective 7: Policy 26<br>
Funding models
Advocacy inside and outside of the agency
Governmental and organizational policies Practice Objective 7: Policy 26<br>
27
Practice Objective 8: Research Students understand how various forms of research contribute to a holistic understanding or service users’ experiences
What types of research does the Placement Agency Conduct?
What purpose does this research serve?
Who’s voices are counted?
How does research inform policy and vice versa? 27<br>
What types of research does the Placement Agency Conduct?
What purpose does this research serve?
Who’s voices are counted?
How does research inform policy and vice versa? 27<br>
28
Learning Plan<br>
29
29<br>
30
Guides student’s learning and practice activities
Operationalizes the relationship between Field Instructor and Student
Defines supervision
Offers framework for evaluation Purpose 30<br>
Operationalizes the relationship between Field Instructor and Student
Defines supervision
Offers framework for evaluation Purpose 30<br>
31
FIs collaboratively develop learning activities based on student and agency capacity
The LP is a living document and may change over time
Students are responsible for filling out the document and confirming that it is complete
FFL approves or declines the LP Filling Out the Learning Plan 31<br>
The LP is a living document and may change over time
Students are responsible for filling out the document and confirming that it is complete
FFL approves or declines the LP Filling Out the Learning Plan 31<br>
32
Students must complete their Learning Plan within the first four to six weeks of placement
Students are to sign the document and then let you know it’s ready
FFLs then sign off on the Learning Plan indicating that the plan is generally thought of as being complete Completion Timeline 32<br>
Students are to sign the document and then let you know it’s ready
FFLs then sign off on the Learning Plan indicating that the plan is generally thought of as being complete Completion Timeline 32<br>
33
Progress Review<br>
34
34<br>
35
Students should be assessed on the entire Practice Objective not just Learning Outcomes they have corresponding Learning Activities for.
Students fill out their section first, and then confirm with FI it is ready for their input
FIs fill out their section
Students and FIs meet face to face (can be virtual) to discuss Process 35<br>
Students fill out their section first, and then confirm with FI it is ready for their input
FIs fill out their section
Students and FIs meet face to face (can be virtual) to discuss Process 35<br>
36
New this year:
Removed the quantitative evaluation
Narrative assessment of Learning Outcomes
Strengths
What progress has the student made towards the Learning Outcomes?
Areas for growth
Looking to the future, which areas can/should the student focus on?
General Comments
What isn't captured by the strengths or areas for growth?
Signing
FIs should only sign the document once it is complete
Sign directly on the form Components 36<br>
Removed the quantitative evaluation
Narrative assessment of Learning Outcomes
Strengths
What progress has the student made towards the Learning Outcomes?
Areas for growth
Looking to the future, which areas can/should the student focus on?
General Comments
What isn't captured by the strengths or areas for growth?
Signing
FIs should only sign the document once it is complete
Sign directly on the form Components 36<br>
37
Specific dates will be provided by the FFL and may vary based on start dates. Students to inform FIs of due dates.
Generally before December 31st and a week or two before placement ends in late March/early April Timeline 37<br>
Generally before December 31st and a week or two before placement ends in late March/early April Timeline 37<br>
38
Supervision<br>
39
1) FI/Agency provided
1 hour per week (counts towards hours)
Mostly one to one
Group supervision (if more than one Trent student)
2) FFL
If Field Instructor does not have a Social Work Degree
Counts towards hours Supervision 39<br>
1 hour per week (counts towards hours)
Mostly one to one
Group supervision (if more than one Trent student)
2) FFL
If Field Instructor does not have a Social Work Degree
Counts towards hours Supervision 39<br>
40
Technology<br>
41
Will house the following documents:
Learning Plan and Progress Review
Student Timesheet and Supervision Record
Students and Field Instructors will only have access to the student’s folder
Documents are shared, and updated in real-time
Can complete documents offline/outside of SharePoint, provided students upload them to SharePoint regularly
FIs will be provided with access by September 15
Students are responsible for providing additional instructions to Field Instructors. The FEC is always available to answer questions. SharePoint 41<br>
Learning Plan and Progress Review
Student Timesheet and Supervision Record
Students and Field Instructors will only have access to the student’s folder
Documents are shared, and updated in real-time
Can complete documents offline/outside of SharePoint, provided students upload them to SharePoint regularly
FIs will be provided with access by September 15
Students are responsible for providing additional instructions to Field Instructors. The FEC is always available to answer questions. SharePoint 41<br>
42
SharePoint Structure 42<br>
43
A link will be sent to each student and FI by the FEC by September 13, 2024 SharePoint Access 43<br>
44
Contains:
Field Instructor resources
This slide deck
Orientation Recording
Access to CASWE Field Instructor Supervision Modules
Placement Schedule Yuja 44<br>
Field Instructor resources
This slide deck
Orientation Recording
Access to CASWE Field Instructor Supervision Modules
Placement Schedule Yuja 44<br>
45
Carleton University Supervision Hub
National Field Instructor Training Repository (2021) - Google Drive
Field Instructor Handbook
Marion Bogo Educating effective social workers Additional Useful Resources 45<br>
National Field Instructor Training Repository (2021) - Google Drive
Field Instructor Handbook
Marion Bogo Educating effective social workers Additional Useful Resources 45<br>
46
Self paced virtual course
9 Modules
Sections open and close throughout the year (typically every two months)
To register visit https://education.caswe-acfts.ca/
Institution: Trent University
Verification Code: ON18
Field Coordinator Name: Travis Peck
Field Coordinator Email: travispeck@trentu.ca Canadian Association for Social Work Education (CASWE) 46<br>
9 Modules
Sections open and close throughout the year (typically every two months)
To register visit https://education.caswe-acfts.ca/
Institution: Trent University
Verification Code: ON18
Field Coordinator Name: Travis Peck
Field Coordinator Email: travispeck@trentu.ca Canadian Association for Social Work Education (CASWE) 46<br>
47
Field Practicum Days/Hours<br>
48
Field Hours and Days Starts September 11, 2024, ends March 28, 2025
Minimum* of 460 hours (students must complete minimum hours, even if it causes placement to be extended)
3 days a week: Wednesday, Thursday, and Friday
7 hours a day/21 hours a week
Days and daily hours are negotiable. Students must secure FFL approval to deviate from standard schedule.
Students may attend placement during evenings and weekends (should seek FFL approval).
If students have not attained minimum number of hours by March 28, and agency does not have capacity to continue providing activities/supervision, Trent will take over. 48<br>
Minimum* of 460 hours (students must complete minimum hours, even if it causes placement to be extended)
3 days a week: Wednesday, Thursday, and Friday
7 hours a day/21 hours a week
Days and daily hours are negotiable. Students must secure FFL approval to deviate from standard schedule.
Students may attend placement during evenings and weekends (should seek FFL approval).
If students have not attained minimum number of hours by March 28, and agency does not have capacity to continue providing activities/supervision, Trent will take over. 48<br>
49
Students are not scheduled but are permitted to be in placement during reading week
Students are not permitted to be in placement when Trent is closed (i.e. holidays) Reading week and holidays 49<br>
Students are not permitted to be in placement when Trent is closed (i.e. holidays) Reading week and holidays 49<br>
50
Occasionally, students may have unexpected absences from practicum
Students are responsible for promptly notifying the Field Instructor in the event of an unavoidable absence
Missed hours must be made up
Students who are absent from their field education practicum without valid reasons may receive a failing grade in the course
Students must notify their Field Instructor in advance if they require an accommodation to the field practicum schedule because of religious, spiritual, cultural, or medical reasons. Illness and Absences from Practicum 50<br>
Students are responsible for promptly notifying the Field Instructor in the event of an unavoidable absence
Missed hours must be made up
Students who are absent from their field education practicum without valid reasons may receive a failing grade in the course
Students must notify their Field Instructor in advance if they require an accommodation to the field practicum schedule because of religious, spiritual, cultural, or medical reasons. Illness and Absences from Practicum 50<br>
51
It is the students’ responsibility to notify their Field Instructor, Faculty Field Liaison and Field Education Coordinator by email and keep them up-to-date about their estimated time of return
Upon return, the student should develop a plan with the Field Instructor for covering the missed time and learning outcomes Prolonged Absences 51<br>
Upon return, the student should develop a plan with the Field Instructor for covering the missed time and learning outcomes Prolonged Absences 51<br>
52
Both seminar- and agency- based learning components are graded on a pass/fail basis
Students must complete all components of the seminar and agency based field practicum to achieve a pass
FI evaluation is one component of grading scheme Grading 52<br>
Students must complete all components of the seminar and agency based field practicum to achieve a pass
FI evaluation is one component of grading scheme Grading 52<br>
53
Roles and Responsibilities Student
Field Instructor
Faculty Field Liaison
Field Education Coordinator<br>
Field Instructor
Faculty Field Liaison
Field Education Coordinator<br>
54
Responsible for their own learning
Responsible for communicating appropriately with relevant collaborators regarding their progress; first to the Field Instructor, and second to the Faculty Field Liaison
Engage in meaningful learning and practice, striving for competency and ethical social work knowledge, values, and skills;
Attend supervision meetings prepared with an agenda
When needed, engage in professional conflict resolution Role of Student 54<br>
Responsible for communicating appropriately with relevant collaborators regarding their progress; first to the Field Instructor, and second to the Faculty Field Liaison
Engage in meaningful learning and practice, striving for competency and ethical social work knowledge, values, and skills;
Attend supervision meetings prepared with an agenda
When needed, engage in professional conflict resolution Role of Student 54<br>
55
Role model for competent and ethical social work practice
Provide: 1-1.5 hours of supervision per week + ad hoc
Assign learning opportunities in collaboration with students
Observe students in practice and offer feedback
Evaluate students’ performance
Alert student and Faculty Field Liaison to any concerns/issues Role of Field Instructors (FI) 55<br>
Provide: 1-1.5 hours of supervision per week + ad hoc
Assign learning opportunities in collaboration with students
Observe students in practice and offer feedback
Evaluate students’ performance
Alert student and Faculty Field Liaison to any concerns/issues Role of Field Instructors (FI) 55<br>
56
Facilitates connections between student and Field Instructor
Contributes to and receives student learning plans
Reviews the mid-term and final progress reviews and submits the course credit
Consults and supports students and Field Instructors as needed
Conducts site visits (electronic or in person): typically around the mid-point of term
Assigns the final grade Role of Faculty Field Liaison (FFL) 56<br>
Contributes to and receives student learning plans
Reviews the mid-term and final progress reviews and submits the course credit
Consults and supports students and Field Instructors as needed
Conducts site visits (electronic or in person): typically around the mid-point of term
Assigns the final grade Role of Faculty Field Liaison (FFL) 56<br>
57
Ensures adherence to CASWE accreditation standards and code of ethics;
Recruitment, selection and retention of field practice organizations;
Recruitment, selection and retention of field instructors;
Oversees and completes the practicum planning process and the placement of students;
Actively supports the practice-theory connection; Role of Field Education Coordinator (FEC) 57<br>
Recruitment, selection and retention of field practice organizations;
Recruitment, selection and retention of field instructors;
Oversees and completes the practicum planning process and the placement of students;
Actively supports the practice-theory connection; Role of Field Education Coordinator (FEC) 57<br>
58
Students may request an accommodation for placement.
This must be done through Student Accessibility Services (SAS).
Reduced course loads don’t equate to placement accommodations Accommodations 58<br>
This must be done through Student Accessibility Services (SAS).
Reduced course loads don’t equate to placement accommodations Accommodations 58<br>
59
Extended timeline (reduced days during the week)
Physical accommodations to space
Remote placements
Note: not all placements can provide particular accommodations. Examples 59<br>
Physical accommodations to space
Remote placements
Note: not all placements can provide particular accommodations. Examples 59<br>
60
Insurance<br>
61
Workplace Accident and Injury
Errors and Omission
Details:
Student’s coverage depends on what coverage the agency has
Requires a signed affiliation agreement + insurance letter
Trent must be notified as soon as possible if an incident occurs
Requires cooperation from Agency as Trent submits the claim Trent Provides 61<br>
Errors and Omission
Details:
Student’s coverage depends on what coverage the agency has
Requires a signed affiliation agreement + insurance letter
Trent must be notified as soon as possible if an incident occurs
Requires cooperation from Agency as Trent submits the claim Trent Provides 61<br>
62
Claims are processed through Trent University (thus through the Ministry’s account) NOT the agency’s
Agencies must report accidents/injuries to us as soon as possible
Even if students have done so
Trent has three days to report injuries to WSIB/insurance once we’re made aware
Please email/contact both the students FFL and the FEC in the event of an injury Claims 62<br>
Agencies must report accidents/injuries to us as soon as possible
Even if students have done so
Trent has three days to report injuries to WSIB/insurance once we’re made aware
Please email/contact both the students FFL and the FEC in the event of an injury Claims 62<br>
63
Upcoming Events<br>
64
Students are highly encouraged whenever possible to attend Department facilitated events
Students would receive professional development hours for attending Attending Department Events 64<br>
Students would receive professional development hours for attending Attending Department Events 64<br>
65
Newsletter
Student run panels
Interviews
Button Design Contest
End of year celebration 10 Year Anniversary 65<br>
Student run panels
Interviews
Button Design Contest
End of year celebration 10 Year Anniversary 65<br>
66
Speakers
Dr. Michael Yellow Bird (October 30)
Dr. Charles Hopkins (January 22)
Dr. Lena Dominelli (March 25)
Learn more at: https://www.trentu.ca/teaching/research/distinguished-visiting-teaching-scholars/greening-higher-education Distinguished Speakers Series 66<br>
Dr. Michael Yellow Bird (October 30)
Dr. Charles Hopkins (January 22)
Dr. Lena Dominelli (March 25)
Learn more at: https://www.trentu.ca/teaching/research/distinguished-visiting-teaching-scholars/greening-higher-education Distinguished Speakers Series 66<br>
67
Plenary
Date/time: October 30th, 2024. 9:30-11:15am.
Location: CCN M2 (Champlain College North Council Chambers) and online via Zoom.
Description: Dr. Michael Yellow Bird shares how Earth-based Indigenous contemplative practices can promote a stronger connection to all life on the planet and support the idea of the greening of higher education. Participants will come to understand the connections between western neurosciences and Indigenous knowledge and ways of being and how this content is relevant to the greening of social work education and can be added to their teaching and curriculum.
Registration:
Register to attend in-person here.
Register to attend online via zoom here.
Small Workshop
Date/Time: October 30th, 2024. 1PM – 3PM.
Location: Trent University, Peterborough, ON. Bata Library, room 206.
Description: In this workshop, participants will have the opportunity to learn and discuss Indigenous Arikara contemplative hunaanu’ (Earth) practices, and how they can contribute to an individual’s personal and professional growth as a greening social worker.
Registration:
Register to attend in person here. Please note there is a maximum of 16 in person spots.
Register to attend by zoom here . The Power of Ceremony: Indigenous Contemplative Practices and the Earth with Dr. Michael Yellow Bird (October 30) 67<br>
Date/time: October 30th, 2024. 9:30-11:15am.
Location: CCN M2 (Champlain College North Council Chambers) and online via Zoom.
Description: Dr. Michael Yellow Bird shares how Earth-based Indigenous contemplative practices can promote a stronger connection to all life on the planet and support the idea of the greening of higher education. Participants will come to understand the connections between western neurosciences and Indigenous knowledge and ways of being and how this content is relevant to the greening of social work education and can be added to their teaching and curriculum.
Registration:
Register to attend in-person here.
Register to attend online via zoom here.
Small Workshop
Date/Time: October 30th, 2024. 1PM – 3PM.
Location: Trent University, Peterborough, ON. Bata Library, room 206.
Description: In this workshop, participants will have the opportunity to learn and discuss Indigenous Arikara contemplative hunaanu’ (Earth) practices, and how they can contribute to an individual’s personal and professional growth as a greening social worker.
Registration:
Register to attend in person here. Please note there is a maximum of 16 in person spots.
Register to attend by zoom here . The Power of Ceremony: Indigenous Contemplative Practices and the Earth with Dr. Michael Yellow Bird (October 30) 67<br>
68
Plenary
Date/Time: January 22nd, 2025 10-11:30am
Location: TBD.
Description: Higher education graduates greatly influence and set societal norms when assuming leadership roles in public institutions, governments, and the private sector or shaping societies through a range of social and professional services as well as their lifestyle choices. This lecture will explore the United Nations call to transform higher education through greening to create a more peaceful, just, and sustainable future for all.
Registration: to come. Greening Higher Education: Contributing to a Better Future for All with Dr. Charles Hopkins (January 22nd) 68<br>
Date/Time: January 22nd, 2025 10-11:30am
Location: TBD.
Description: Higher education graduates greatly influence and set societal norms when assuming leadership roles in public institutions, governments, and the private sector or shaping societies through a range of social and professional services as well as their lifestyle choices. This lecture will explore the United Nations call to transform higher education through greening to create a more peaceful, just, and sustainable future for all.
Registration: to come. Greening Higher Education: Contributing to a Better Future for All with Dr. Charles Hopkins (January 22nd) 68<br>
69
Plenary
Date/Time: March 25th, 2025 10-11:30am,
Location: TBD.
Description: This presentation provides green social work perspectives on what social work academics and practitioners can do to integrate extreme weather events (floods, heat waves, coastal erosions among others) into their daily routines in the academy, in practice and in their lifestyles as citizens living in communities that require nurturing. This plenary will focus on what people need to learn as well as what to do, regardless of their role or status in society. Green social work argues that every inhabitant on earth has a duty to care for the planet if they expect the planet to provide the resources and ambiance that they need to survive and thrive. Feminist ethics as expressed in the duty to care for others and the expectation to be cared for oneself, are an integral part of green social work in implementing a green approach to taking care of the planet and all it entails.
Registration: to come. Greening the Social Work Curriculum to Engage in Averting Climate Change Disasters with Dr. Lena Dominelli (March 25) 69<br>
Date/Time: March 25th, 2025 10-11:30am,
Location: TBD.
Description: This presentation provides green social work perspectives on what social work academics and practitioners can do to integrate extreme weather events (floods, heat waves, coastal erosions among others) into their daily routines in the academy, in practice and in their lifestyles as citizens living in communities that require nurturing. This plenary will focus on what people need to learn as well as what to do, regardless of their role or status in society. Green social work argues that every inhabitant on earth has a duty to care for the planet if they expect the planet to provide the resources and ambiance that they need to survive and thrive. Feminist ethics as expressed in the duty to care for others and the expectation to be cared for oneself, are an integral part of green social work in implementing a green approach to taking care of the planet and all it entails.
Registration: to come. Greening the Social Work Curriculum to Engage in Averting Climate Change Disasters with Dr. Lena Dominelli (March 25) 69<br>
70
October 3 all day
20-30 agencies
Meet hiring managers, front line staff, etc
Volunteer, Placement, Employment opportunities
Food, prizes, and networking opportunities
If you're interested in attending as an agency please contact Travis at Travispeck@trentu.ca Agency Fair (Peterborough) 70<br>
20-30 agencies
Meet hiring managers, front line staff, etc
Volunteer, Placement, Employment opportunities
Food, prizes, and networking opportunities
If you're interested in attending as an agency please contact Travis at Travispeck@trentu.ca Agency Fair (Peterborough) 70<br>
71
Professional Years Students only (students are highly encouraged to attend)
October 16, 2024
1PM to 5PM
Fee: $15 - $20 One City Activism Training 71<br>
October 16, 2024
1PM to 5PM
Fee: $15 - $20 One City Activism Training 71<br>
72
What is it: Practicing Social Workers are the "books" - social workers with any amount of experience in any aspect of the field (with organizations or in private practice) will be available with a "cover" poster that indicates their degree(s) and area(s) of practice or specialization(s).
Social Work students will select the "books" they want to learn more about, taking the opportunity to interview the various practicing social workers for 15 minute sessions throughout the 2 hour event.
When is it: November 4th, 2024: 5PM to 7PM
Where is it: OC Commons
If you're a practicing social worker and you'd like to participate, please email maureenpollardmsw@gmail.com and we'll confirm details! Living Library (Peterborough) 72<br>
Social Work students will select the "books" they want to learn more about, taking the opportunity to interview the various practicing social workers for 15 minute sessions throughout the 2 hour event.
When is it: November 4th, 2024: 5PM to 7PM
Where is it: OC Commons
If you're a practicing social worker and you'd like to participate, please email maureenpollardmsw@gmail.com and we'll confirm details! Living Library (Peterborough) 72<br>
73
We welcome your feedback about this material or any aspect of Field Education. Thank you. Travis Peck, MSW, RSW
Field Education Coordinator – PTBO
705-748-1011 x 7425 or travispeck@trentu.ca
Department of Social Work Laura McMaster, MSW, RSW
Field Education Coordinator - DUR
705-748-1011 x 6496 or lauramcmaster@trentu.ca
Department of Social Work<br>
Field Education Coordinator – PTBO
705-748-1011 x 7425 or travispeck@trentu.ca
Department of Social Work Laura McMaster, MSW, RSW
Field Education Coordinator - DUR
705-748-1011 x 6496 or lauramcmaster@trentu.ca
Department of Social Work<br>