Social Service Worker (SSW)

This subject is an introduction to the skills required to effectively relate to others. Students will be expected to demonstrate an appropriate level of competence in interpersonal communication skills and self awareness.

By relying on an anti-oppression framework, this course will invite students to explore the various forms of individual, cultural and systemic discrimination experienced by diverse groups of people in Canada. This course challenges students to use an integrative anti-oppression framework as well as an access and equity analysis to develop their own reflective practice (AWARENESS). The foundation of this course is in social justice and the “belief that understanding the systemic contexts of identities and culture and critically examining one’s own social locations in the web of these power relations is of paramount significance for (helping professionals) to engage meaningfully with people of different and multiple identifications” (Wong, 2004). This course will also ask students to examine their PRACTICE, both personally and professionally. The concept of ally ship will be threaded throughout the course so students can immediately begin their anti- oppressive practice. A main objective of the course is for students to practice in this way in their work with clients.

This subject will introduce critical social problems in Canadian society and within the global context. The course will acquaint students with definitions, sociological theories, connections between social issues, impact, and strategies to alleviate these concerns. This course encourages students to think critically and creatively about social problems and encourages self-reflection for individual action.

This course is an introduction to the values, ethics, principles and practice of Social Service Work. Students will be exposed to the knowledge and skills associated with practice in a social service setting. A primary focus is to ensure that students are prepared to practice safely and ethically with a variety of client populations prior to entering the field practicum. Together with the SSW Field Placement Coordinator, students will secure a field placement that is in line with the SSW Vocational Learning Outcomes.

This course will provide an introduction to the theoretical concepts necessary for understanding groups and the practical skills necessary for being a productive group participant.

This subject introduces the student to models of human developmental psychology that will be instrumental in informing the knowledge base of their social service practice. Students will become aware of the myriad of factors - physiological, cognitive, emotional, social, cultural, and subjective - affecting human development throughout the lifespan

SSW 212 prepares students for intentional and meaningful conversations with service users. This course focuses on enhancing student’s self-awareness as a helper as well as learning the 5-stage interviewing model, basic microskills, and principles of social service work practice. Students apply their knowledge through skill-based activities and role-play scenarios. All interviewing is expected to follow an anti-oppressive, trauma-informed, and strength-based framework to promote resilience and ally-ship with diverse populations.

This course is an introduction to a generalist approach to intervention with families. In this course, students will learn about the family work approach and related skills including engagement, assessment, intervention and termination. Intervention with individuals will be contrasted with a family systems approach which views human behaviours as expressions of family interactions, dynamics and structures. Family dynamics will be explored as factors in the development and maintenance of various types of problems that present for professional help.

The Field Work Seminar provides an opportunity for students to discuss their learning experiences in field practicum with the faculty and other students. This helps students to discover the relationship between what has been learned in the classroom and the development of new knowledge and skills in the practice setting. It also gives each student insight into the work involved at other field practicum settings. In addition to the above purposes, the Field Work Seminar is also structured to help students develop appropriate professional attitudes, practice within professional ethics and values, examine feelings about specific learning experiences and gain insight into various approaches to client contact.

Field placement is a laboratory for students in the placement setting. The student learns the philosophy, function, procedures, strengths and limitations of Social Service Work Practice in a social service setting. In addition, they learn to become part of a service team, and learn to meet the needs of people serviced by the agency.

This course is designed to provide students with an introduction to both, traditional case management skills and empowerment-oriented service coordination skills. Both perspectives and skill types are utilized in the helping professions when performing case work services for clients/allies and communities. Service Coordinators are often required to a) identify client strengths and needs, b) develop goals and a plan with the client, c) identify available resources for which the client is eligible, d) link and coordinate services, e) monitor client progress, close or discharge files, and f) provide direct services to diverse populations in a variety of agency settings with limited resources. Students will gain knowledge of the roles and responsibilities of a case worker in working with diverse service users. Skills such as. information gathering, strengths identification, the use of the industries’ common tools of assessment and service requests, completing common forms, client-directed goal setting and planning from a holistic approach will be introduced. The use of empowerment-oriented “inclusive” language will be developed while learning critical documentation skills from an anti-oppressive framework.

SSW 312 builds upon SSW 101 and SSW 212 and gives students the opportunity to further develop their interpersonal communication, interviewing, and counselling skills. Students practice the 5-Stage Counselling Model and advanced micro-skills from a trauma-informed, anti-oppressive, and strength-based perspective. Students learn to recognize signs of distress in clients and basic crisis intervention tools. In addition, emphasis is placed on self-awareness, professional learning and growth, and the importance of self-care.

The fieldwork seminar has a two-fold purpose. First it gives students an opportunity to discuss their learning experiences in the field with the faculty and each other and to relate them to the academic part of the curriculum.The second purpose is to develop professional attitudes, examine feelings about specific learning experiences, develop self-awareness, and relate to others with insight, empathy and understanding. Students will develop their knowledge of the field of Social Services in general in order to understand the implications of the workers role in service delivery.

Field Placement is a laboratory for students in the placement setting. The student learns the philosophy, function, procedures, strengths, and limitations of a social service agency. In addition, she/he learns to become part of a service team, and learns to meet the needs of people serviced by the agency.

This course is designed to provide an overview of the Canadian social welfare system from a historical and contemporary perspective and explores the ideology and values underlying the development of social welfare policies and programs. This course explores the social welfare landscape in Canada as it applies to a broad group of vulnerable populations (for example, children, First Nations? communities, families, unemployed, immigrants, and the elderly). It includes, for example, how ideology influences social policy, and shows that economic policy is social policy and vice versa.

This course will explore a macro perspective of the relations between communities and organizations, and human behavior. The course focuses on two main areas: understanding the structure and dynamics of social services agencies, and examining issues and processes relating to having a community as a client.
The course will present various theoretical frameworks to analyze communities, and establish community needs and assets; provide an overview of the community development process; and examine the organizational structure and key features of agencies serving the community.

Field Seminar III provides students with the opportunity to continue their field practicum learning form SSW347 and SSW 357 while integrating academic components of the Social Service Worker Program. Through the process of self-reflection and problem solving, students continue to develop their professional identity while examining attitudes, feelings, behaviours, and actions in relation to the field experience. Students will gain professional attitudes, examine feelings about specific learning experiences, develop self-awareness, and skills to work with diverse populations in the Social Service field. Students will be engaged in a systematic process to establish readiness for the job search process upon graduation. The course is delivered via facilitated group discussion, and as a result, students will develop their professional identity in a collaborative learning environment.

Field Practicum II is a laboratory experience for students in a practicum setting where they have the opportunity to take part in the day-to-day operations of a settlement/social service organization. Under the direct supervision of a staff member, students will learn the philosophy, functions, procedures, strengths and challenges experienced by settlement and social service agencies. In addition, students learn to become part of a service team and learn to meet the needs of individuals, families, communities and/or issues serviced by the organization.