This applied course builds on first semester courses and provides opportunities for students to practice skills in selected sites under supervision. Students will integrate and reflect upon their educational, personal, and professional experiences in practicum and seminar.
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 to explore creative modes of inquiry that is 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 is 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 settings allows learners to demonstrate and enhance their abilities to problem solve, be flexible, think creatively and take responsibility for their action.
- Reflecting on and evaluation practicum experiences with peers and mentors maximizes field based learning experiences.
Methods of Instruction
- On-Site Practice and Guidance
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
- Self Assessment
- Oral and Written Presentations
- Mid-point and Final Interviews
Upon successful completion of this course, the student will be able to:
- Students are expected to meet the following program learning outcomes at “participation” level, i.e.:
- 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
- Practice ethically and accurately assesses the quality of own performance.
- Accurately evaluates own practice
- Pursues a professional development plan
- Applies personal and professional values to ethical practice
- Interpersonal Effectiveness and Leadership
- Communicate in a caring, respectful and clear manner.
- Effectively communicates for various purposes and audiences
- Facilitates caring and respectful interpersonal relationships
- Demonstrates individual leadership as a team member
- Theoretical Reasoning
- Think critically to construct plausible explanations for individual, family and community experiences.
- Applies elements of critical thinking when problem solving
- Uses theory to explain behaviour and guide actions
- Thinks creatively in response to individual needs
- Technical Competence
- Use a variety of strategies to contribute to self-reliance, interdependence and quality of
- Promotes wellness of self, others and community
- Builds community presence, participation and contribution
- Strategically facilitates learning
- Advocates for individual rights and self determination
- Promotes safety of self and others
CCSD 1140 and CCSD 1150 and CCSD 1170 and (CFCS 1110 or DVST 0356) and CFCS 1120 or CFCS 1121 or CCSD 1121) and CFCS 1130
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.