GWL247 - Integrative Field Work Seminar

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Last revision date Mar 18, 2019 12:30:02 AM
Last review date Mar 18, 2019 12:30:02 AM

Subject Title
Integrative Field Work Seminar

Subject Description

This subject integrates the student?s field work experience with his/her academic studies. The class consists of the following: small-group discussions of issues that arise in placement; the development of professional interaction; exploration of the practical field of eldercare; and, reflective exercises for the purpose of integrating field experiences with classroom material. Connecting Seneca?s core literacy skills with the MTCU?s SSWG Vocational Standards, Seneca Student Code of Conduct, first and second semester course work, and OCSWSSW Code of Ethics is critical to the learning process in this course. Contemporary issues in the field will also be discussed. Emphasis is on developing selfreflective practitioner skills within an inclusive, anti-oppressive framework. Please note that confidentiality is of the greatest importance therefore, please do not use any names from placement and try to change any identifying features of the client or staff issues you are discussing if you are to raise questions about individual issues in class. This includes written, verbal, and or electronic forms of communication.

Credit Status
One Credit

Learning Outcomes
Upon successful completion of this subject the student will be able to:

  1. Demonstrate the ability to integrate aging and helping profession theoretical perspectives with field experience while working in the field and in reflective writing journals; (cognitive: synthesis)
  2. Identify common issues that affect older adults by applying concurrent knowledge about aging to field practice through small group discussions and a group case study; (cognitive: knowledge)
  3. Develop rudimentary self-reflection skills through the use of self-analytical writing in structured monthly journals; (cognitive:analysis) (affective:organization)
  4. Demonstrate the ability to pursue independent, adult learning by identifying her/his needs and learning strategies by taking initiative to meet personal learning needs in the field and seminar through the development of a learning contract and it’s validation at the end of the semester (affective:responding to phenomena)
  5. Demonstrate the ability to work within the boundaries and scope of the social service worker profession through professional progressive performance evaluations, supervision, constructive feedback by staff, instructors, and peers; (affective:internalizing values) (cognitive;synthesis)
  6. Demonstrate the ability to problem solve professional issues in a team setting by actively participating in seminar group activities like case studies, debriefings, and by building positive relationships with clients, families, staff, and volunteers in the field; (affective: internalizing values)
  7. Demonstrate ability to work with a diverse population that includes but, is not limited to; culture, religion, race, sexual orientation/identification, socio-economic status, different levels of cognitive and physical abilities, creed, etc. in an inclusive, anti-oppressive framework by applying, PHIPA and AODA legislation, the SSWG Vocational Standards, and elements to coursework and practice through a progressive portfolio.
  8. Link his/her placement experience with the MAEDs SSWG vocational standards, OCSWSSW Code of Ethics, Student Code of Conduct, PHIPA & AODA legislation, relevant resources and services, and course knowledge in both oral and written formats

Essential Employability Skills
Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience.

Respond to written, spoken, or visual messages in a manner that ensures effective communication.

Apply a systematic approach to solve problems.

Use a variety of thinking skills to anticipate and solve problems.

Locate, select, organize, and document information using appropriate technology and information systems.

Analyze, evaluate, and apply relevant information from a variety of sources.

Show respect for diverse opinions, values, belief systems, and contributions of others.

Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.

Manage the use of time and other resources to complete projects.

Take responsibility for one's own actions, decisions, and consequences.

Academic Integrity
Seneca upholds a learning community that values academic integrity, honesty, fairness, trust, respect, responsibility and courage. These values enhance Seneca's commitment to deliver high-quality education and teaching excellence, while supporting a positive learning environment. Ensure that you are aware of Seneca's Academic Integrity Policy which can be found at: Review section 2 of the policy for details regarding approaches to supporting integrity. Section 2.3 and Appendix B of the policy describe various sanctions that can be applied, if there is suspected academic misconduct (e.g., contract cheating, cheating, falsification, impersonation or plagiarism).

Please visit the Academic Integrity website to understand and learn more about how to prepare and submit work so that it supports academic integrity, and to avoid academic misconduct.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Accessibility Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.