Seminar: 10 hours/semester
Practicum: 150 hours/semester
- On-Site Practice and Guidance
- Seminar
- Online component: small group discussions or blog
The following global ideas guide the design and delivery of this course:
- Learning from experience is a characteristic of exemplary practitioners. Practicum settings create opportunities for students to refine their skills of reflection and adaptation in response to their practice experience.
- Learning in a practicum setting provides opportunities to examine assumptions and explore creative modes of inquiry that are not available in classroom settings.
- Field settings provide opportunities to synthesize personal and classroom experiences and create openings for new learning. Learners gain both insight and practice knowledge from field experiences.
- Observing, participating with, and receiving guidance from experienced practitioners is crucial for effective practice.
- Practitioners who regularly and accurately assess their performance and who set goals for their ongoing professional development are effective in their work.
- A well-developed personal philosophy of practice is a cornerstone of competent human service practice. A personal philosophy needs to be informed by and respond to practice experiences.
- Experience in the field setting allows learners to demonstrate and enhance their abilities to problem solve, be flexible, think creatively, and take responsibility for their actions.
- Reflecting on and evaluating practicum experiences with peers and mentors maximizes field-based learning experiences.
Upon successful completion of this course, the student will be able to:
Practice at Competency Level 2, i.e. engages; explores (assists, understands, describes, categorizes, classifies, prioritizes); identifies patterns and themes; takes initiative in some areas; compares and contrasts alternatives; practices with moderate supervision; practices with clustered guidance; personal accountability, in the following domains:
- Practice ethically and accurately, assessing the quality of individual performance.
- Accurately evaluate own practice
- Pursue a professional development plan
- Apply personal and professional values to ethical practice
2. Interpersonal Effectiveness and Leadership
- Communicate in a caring, respectful, and clear manner
- Effectively communicate for various purposes and audiences
- Facilitate caring and respectful interpersonal relationships
- Demonstrate individual leadership as a team member
3. Theoretical Reasoning
- Think critically to construct plausible explanations for individual, family, and community experiences
- Apply elements of critical thinking when problem-solving
- Use theory to explain behaviour and guide actions
- Think creatively in response to individual needs
4. Technical Competence
- Use a variety of strategies to contribute to self-reliance, interdependence, and quality of life
- Promote wellness of self, others, and community
- Build community presence, participation, and contribution
- Strategically facilitate learning
- Advocate for individual rights and self-determination
- Promote the safety of self and others
This course uses the mastery grading system and will conform to ÌÇÐÄvlog´«Ã½Evaluation policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Self-assessment and reflection
- Mid-point and final interviews
- Demonstration
- Oral and Written Presentations
Instructors may use a student’s record of attendance and/or level of active participation as part of the student’s graded performance. Expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor's course outline/syllabus.
A list of required and recommended reading will be provided for students at the beginning of the semester. Instructors are committed to prioritizing OER and publicly accessible resources.
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