prior learning assessment workbook - CIRL

Should your assessor identify specific concerns or areas requiring particular attention inyour practice after reading your portfolio, s/he may recommend that you proceed to adirected third year practicum. A directed practicum assists the student in focusing onspecific learning needs.AppealStudents may appeal an assessor's decision should they feel it does not accurately reflecttheir work. Please see the School of Social Work web site for the policy on grade reviewprocedures.Role of the PLA AssessorUnlike traditional 'course work', where information is presented through course readingsand instruction, PLA is based on learning which has occurred in previousexperience/practice. It is not the role of the assessor, therefore, to coach or teach thestudent. The expectation is that the student has already 'learned' and integrated therequired competencies and is able to demonstrate this. This is not meant to diminish thelearning, which may occur as a result of dialogue, early feedback on competencies or theprocess of completing the portfolio itself.The assessor is available throughout the course to clarify any questions about the processand/or the workbook.How to Get StartedThe workbook will act as a guide in preparing your evidence for assessment. It includesfive methods of demonstrating your prior learning:a) a personal statementb) responses to a series of questions/reflectionsc) an analysis of a case studyd) a video demonstration and written critiquee) a supervisor's evaluationTime Frame for Completing the PortfolioThis timetable is set up for a 13 week semester and can be adjusted accordingly ifthe PLA is done over two terms. Week 1 – 5 need to remain the same in either caseto allow enough time to drop this course in time if needed.Week 1: Begin by reading the introduction to this PLA workbook thoroughly. Should youhave any questions be sure to contact your PLA assessor right away.Read through the complete package and familiarize yourself with its contents.PRIOR LEARNING ASSESSMENT WORKBOOK 5

Week 2 – 4: Work actively on completing two competencies for perusal by yourassessor. Early feedback is invaluable and will assure you that your work ismeeting the demands of the PLA. Submitting early will also afford you theopportunity to drop the PLA course by the drop date if you find yourself runninginto difficulty.End of Week 3: Submit your first competency to you assessor for feedback, should youwish to decide on dropping the PLA.Begin thinking about your video demonstration. Do you have a video (oraudiotape) that is adequate for the PLA; or do you need to arrange to tape aninterview?Week 5 – 10: Work actively on completing your portfolio. Check with your assessor ifanything in the Workbook is not clear to you as you continue working throughit.Week 11: Proof-read and check over your finished product making sure nothing wasmissed, as well as to catch any grammatical and spelling errors.By the end of week 11 your portfolio should be ready to go into the mail (make sure tokeep a copy) and should reach your Assessor no later than the end of week 12. Anyextensions need to be negotiated with your assessor, s/he is aware of the exact date theyneed to receive the port-folio to get your grade in by the date grades need to be in as setby the university. Students who, for whatever reason, do not complete their portfoliowithin the required time frame must apply for a deferral following the usual universityprocedures.Additional InformationAlong with these required methods you are encouraged to include any other pieces ofinformation, which would provide insight into your learning about self, anti-oppressivepractice and social justice. This may include previously collected evaluation forms fromparticipants in groups/workshops you have facilitated, letters from previous 'clients'which attest to your anti-oppressive practice, editorials, notes/entries which capture howyou have engaged with the complexities of practice etc. Due to the power differentialinherent in the 'client' - social worker relationship you are asked not to solicit areference or evaluation from service users. Please also delete any identifyinginformation when submitting materials respecting people with whom you have worked.Since we acknowledge a diversity of ways of learning, we also want to honour the manyways students may be able to demonstrate their learning. If you want to demonstrate yourunderstanding of a competency in a creative, artistic, non-linear, or oral manner, pleaseconsult your assessor around the options available for this.PRIOR LEARNING ASSESSMENT WORKBOOK 6

Video DemonstrationIf you received a B+ or higher on the video portion of your SW 300/323 videoassignment you may use this as your video submission. Please complete the writtencritique, which is laid out in the portfolio. Should you choose not to use a video from SW300/323, you are encouraged to begin preparations for videotaping early in the term. Anumber of the competencies in the workbook rely on this piece of evidence todemonstrate your practice competence. You will want to ensure that the work you submitreflects your best practice. This may necessitate completing several different videos inorder to select your best work. Be sure to give yourself time for this process.Supervisor EvaluationYou are required to have an individual, who has supervised/overseen your social workpractice, complete the evaluation form found in Section V. In the event that you mayhave difficulty locating/contacting this person, it is recommended that you initiate thisprocess early on. Sites, such as collectives and coalitions, which engage in socialwork/social justice, may work using other models of feedback. If you are unable to locatea previous supervisor, or would like to have another person, who is familiar with yourwork, complete the evaluation form, please consult your PLA assessor regarding options.Your assessor may ask for additional information from you in the event that the personcompleting the evaluation form rates certain competencies as unable to comment or notdemonstrated.Ungraded FeedbackRemember to take advantage of the opportunity to check out whether you are on track bysubmitting one or two early responses for feedback.PRIOR LEARNING ASSESSMENT WORKBOOK 7

Practice CompetenciesStudents completing SW 304A are evaluated using the same competencies as studentsengaged in the third year practicum. In order to receive credit for SW 304A you mustachieve a pass in each of the following eight competencies:1. The student demonstrates the ability to engage in and integrate critical self-reflection.2. The student engages in critical inquiry.3. The student is able to articulate and critique various relations of power.4. The student demonstrates an understanding of and an ability to engage with FirstNations communities and concerns.5. The student demonstrates an understanding of, and a commitment to, social justice.6. The student demonstrates the ability to engage in anti-oppressive practice.7. The student demonstrates the ability to work effectively as a generalist practitioner.8. The student demonstrates the ability to engage with and apply social work values andethics.Grading CriteriaEach competency will be evaluated based on the following six criteria:1. Critical self reflection (i.e.) an understanding of how one's own social, political andhistorical location impacts practice especially with those who have been relegated tothe margins (i.e. in regards to class, gender, sexuality, race, physical and mental abilityetc.).2. Ability to critique and make visible one's anti-oppressive practice through the use ofactual examples from one's work, especially as they relate to your work with those whohave historically been oppressed, such as the poor, Aboriginal peoples, trans-peopleetc.3. Knowledge, integration and critical analysis of anti-oppressive frameworks andtheories. Demonstrate clearly how theory and practice come together for you, and howanti-oppressive theory informs your work.PRIOR LEARNING ASSESSMENT WORKBOOK 8

4. Ability to generalize previous learning to current practice. Showcase what you havelearned to date about working across difference, and how this has informed yourpractice.5. Engagement with the complexities and contradictions of practice.*6. Clear, concise, organized writing including proper referencing of outside materials.References to learnings and readings from previous courses, especially those focussingon Anti-oppressive practice are essential here.* Examining contradictions, both personally and politically, is crucial within an antioppressiveanalysis. You are encouraged to critically interrogate both your owncontradictions as you see them in your practice as well as 'mainstream' social workpractices and assumptions, which are evident in the workplace. This means thinkingdeeply about how your own past experiences of learning, socialization and mainstreamsocial work practice might be at odds with anti-oppressive thinking.PRIOR LEARNING ASSESSMENT WORKBOOK 9

INTRODUCTIONThe following questions are meant to assist you in reflecting on specific aspects of youranti-oppressive practice. You are expected to respond to each question. If you wish todemonstrate your learning for any particular competency through another creativemedium please discuss this with your PLA assessor. For example, students may wish todemonstrate learning through the creation of a poem or a painting. However, studentsmust be prepared to provide an in depth explanation of the relevance of the creativeexpression and how it applies to the competency.You will note that certain methods of demonstrating your prior learning (i.e.) personalstatement, analysis of the case study, video demonstration and written critique, supervisorevaluation, will be used as evidence for a number of competencies in Section II. Forexample, your personal statement is listed under three competencies to provide additionalevidence of your prior learning in these areas.SECTION IPERSONAL STATEMENTThe personal statement provides an opportunity for you to make explicit how your ownpersonal experiences, identities and ways of knowing have informed your ideas aboutsocial work and social justice. Please respond to the following questions. You may alsowish to add and respond to your own questions.• What life experiences have shaped your views on social work and social justice? *• How has your understanding of your social, political and historical location andidentities both facilitated and constrained your ability to practice anti-oppressively?• What theoretical frameworks/paradigms have informed your understanding of socialwork and social justice?• How have you and how has your social work practice changed over time to becomemore critical, self reflective and radical/anti-oppressive?• How have you benefited from/ been complicit in the marginalization of others (forinstance Indigenous peoples, GLBT, differently abled persons etc)?Length: 6-8 pages***Please note: You are not expected to relate your full personal life history. Justthose events/experiences which have particularly shaped your views.***PRIOR LEARNING ASSESSMENT WORKBOOK 10

SECTION IIPRACTICE COMPETENCIES1. The student demonstrates the ability to engage in and integrate critical selfreflection.Evidence for evaluation:a) Reflection(i)Reflect on a time, in your social work practice, when you responded in anoppressive manner. What was your learning about 'social work' as a resultof this incident? What was your learning about 'self'? How did youultimately address this? Explain how this learning has directed yourcurrent practice. You may want to reflect here on how you were socializedto regard individuals who are seen as “other” in our society as different.Length: 4-5 pagesYour assessor will also look for evidence of your understanding of this competency inyour:b) Personal statementc) Case studyd) Video critiquee) Supervisor evaluation2. The student engages in critical inquiry.a) Reflection(i)Provide an example from your practice of when you successfullychallenged an existing service, policy, practice or decision which youfound oppressive. How did you come to recognize this service or policyetc. as problematic? What form did the challenge take? What, in yourmind, made the challenge successful? What was your primary learningfrom this experience? In hindsight is there anything you would dodifferently? Your critical inquiry should rely heavily on anti-oppressivetheory as well as practice.PRIOR LEARNING ASSESSMENT WORKBOOK 11

Length: 4-5 pagesYour assessor will also look for evidence of your understanding of this competency inyour:b) Case studyc) Video critiqued) Supervisor evaluation3. The student is able to articulate and critique various relations of power.a) Reflection(i)Discuss your ideas about resistance. How has anti-oppressive theoryinfluenced the way you view resistance. What other theoreticalframeworks have influenced your thinking? How have you resisted and/orhonoured resistance in your social work practice?Length: 3-4 pagesii)How is social work currently and historically implicated in maintainingstructural inequalities related to First Nations, race, class, gender, sexualorientation, ability and other markers of identity? Who benefits and howby our current approaches to social services? As part of your responseconsider the current political, provincial and federal climate; consider aswell how power is used to keep large groups of people marginalized.Length: 5-6 pagesYour assessor will also look for evidence of your understanding of this competency inyour:b) Case studyc) Video critiqued) Supervisor evaluation4. The student demonstrates an understanding of, and ability to engage with, FirstNations communities and concerns.a) Reflection(i)In what traditional First Nations territory is your community located? Ifyour work has primarily been within a non First NationsPRIOR LEARNING ASSESSMENT WORKBOOK 12

Length: 3-4 pagesgroup/organization/institution describe and critique the protocols, whichhave been developed when working with First Nations in your area. If noprotocols have been established, examine why this is so, and what you seeas possibilities for change here.(ii)Use the medicine wheel model below to guide your analysis in thissection. Beginning in the East, what informs your knowledge ofIndigenous communities and people? In the South, consider whatknowledge you may be missing and how your knowledge privileges you?In the West, what must you do differently with your knowledge to practiceresistance? Finally, in the North, how will you engage with Indigenouscommunities /people in the future for social justice?Length: 4-6 pagesExamine, in detail, how you work with an anti-colonialist analysis. Applya critical commentary on the strengths and limitations of your ability towork within an anti-colonial framework Ensure you explore yourcomplicitness personally, politically and institutionally in supportingrelations of racism as well as the strategies you have employed to resistthese relations.Your assessor will also look for evidence of your understanding of this competency inyour:b) Supervisor evaluationPRIOR LEARNING ASSESSMENT WORKBOOK 13

you have conducted in your work; a letter to the editor; a submission to anewsletter; a proposal; a letter on behalf of a 'client' etc. Please delete allidentifying information to protect confidentiality. If no such writing isavailable to you discuss with your assessor what evidence you mightsubmit here to demonstrate this competency. (For instance: you mightwant to write a simulated letter or short article for a newspaper outliningyour concern regarding a social justice issue in your community that youare aware of).How does your example reflect anti-oppressive practice and theories? Critique youragency/institution/personal writing/reporting style or requirements. How do this styleand/or these requirements support or disrupt relations of dominance?Length: 3-4 pagesYour assessor will also look for evidence of your understanding of this competency inyour:b) Case studyc) Supervisor evaluation8. The student demonstrates her/his engagement with and use of social work valuesand ethics.a) Reflection(i)Provide an example from your practice of where your personal andpolitical ethics were challenged or in conflict with the Social Work Codeof Ethics. Discuss the nature of the conflict, what you did and what youwould do differently if given the opportunity. What learning did youextract from this experience and how has this learning directed yourcurrent practice? Think here in particular about ethical issues arounddifference that challenged the status quo.Length: 4-5 pagesYour assessor will also look for evidence of your understanding of this competency inyour:b) Supervisor evaluationPRIOR LEARNING ASSESSMENT WORKBOOK 15

SECTION IIICASE STUDYBob Wilson is a forty-two year old, urban Indigenous single father of two teenage girls.He is a freelance writer who also teaches creative writing, which provides the family witha “just adequate” income. His partner died of Aids 3 years ago. Raised in a lowermiddle-class home, Bob describes his parents as loving and supportive. He does recallthat his mother was prone to bouts of depression, and was twice hospitalized for briefperiods.Bob has come in to Community Services because he feels dissatisfied with his career,feeling that the excitement has gone out of it. There are days he can barely drag himselfout of bed, and he feels exhausted much of the time. At times he feels that he needs tojust get over himself and be grateful for what he has.He wants help in sorting out where he is at. He feels guilty about not being there more forhis kids, who are doing well at school, and helping around the house a lot. He isconcerned that they are taking over too much of the care taking. Bob went to see hisDoctor, who offered anti-depressants, and also suggested Bob make an appointment withCommunity Services. Bob wants to access services with Community Services first,before deciding to go on medication. He has a past history of drinking and is reluctant totake “drugs”, as he has been clean and sober for more than 12 years.Community Services is a non-profit, charitable organization with a good reputation ofproviding services to many differing populations. Community Services provides unpaid,practicum opportunities for university students. Service users are advised that they willbe working with a trainee who is supervised by a fully trained social worker. Fees arebased on a sliding scale and are considerably less than other professional services.You are the student assigned to meet with Bob Wilson.Analysis1. What is the problem here? How does your definition of the problem reflect yourideology, and how is this influenced by your multiple locations in society?2. Make your assumptions in the above case scenario explicit (i.e.) what have you takenfor granted in this scenario, and what you have presumed based on your own social,political and historical locations. What differences are you aware of, and which mayremain invisible to you because of your location?3. How might your assumptions facilitate and/or constrain your choices about how towork in this situation?PRIOR LEARNING ASSESSMENT WORKBOOK 16

4. A generalist social worker is one who engages on many levels (i.e.) politically, withindividuals, in community, with families, in alliances etc. Structural theorist BobMullaly suggests that generalist social work involves both, "provid[ing] practical andhumanitarian care to the victims and casualties of our patriarchal, liberal-capitalistsociety" and a longer term strategy to "restructure" and "transform" the social, culturaland political practices and beliefs which perpetuate injustice.Identify several critical ways a generalist social worker might engage in this situationwhich would reflect 'practical, humanitarian care' and an attempt to'restructure/transform' existing oppressive structures.Length: 5-6 pagesPRIOR LEARNING ASSESSMENT WORKBOOK 17

SECTION IVVIDEO DEMONSTRATION AND WRITTEN CRITIQUEThe video demonstration is intended to provide a concrete example of your ability torelate and communicate in a way that is respectful, genuine, ethical, purposeful, andsensitive to issues of power and oppression. The written component of this sectionencourages you to critically reflect on your actions, motivations, assumptions, meaningmaking, use of self and your ability to work across difference and challenge oppression.Though this demonstration and critique may appear similar to assignments in 200Aand/or 323, there is a significance difference. This particular demonstration is not anassignment, rather, it is a way for you to demonstrate your competency as an antioppressivepractitioner, and your critique should reflect this.A reminder that you may choose to use the video from your SW 300/323 assignment forthis portion of the portfolio, however, you must have achieved a B+ or higher on thevideo portion of the assignment. The expectation is that you will use video rather than anaudio tape. Should you have difficulties accessing video equipment please contact yourassessor immediately. Please use a standard VHS tape, a recorded DVD is often alsoacceptable, again check with your assessor.For purposes of the video we ask that you do not work with 'clients' from yourprevious or current practice. This is due to the considerable amount of real orperceived authority in the worker/client relationship. Ensure that you have informedconsent from all parties who will be interviewed. Please either obtain this on video orinclude a written consent in your portfolio.Videos will vary in duration. They might be anywhere from 30-90 minutes. The length ofthe video should be determined by the needs of the individuals with whom you areworking. The PLA assessor will review at least 20 minutes of the video.A reminder that your practice in the video demonstration and your written critique ofyour work will be used as evidence for a number of the competencies in Section II. Youwill want to ensure that you submit your best practice.DirectionsYour interaction may involve a communication with an individual (e.g.) a colleague,friend, community member; the facilitation of a group meeting or workshop; or perhaps apresentation which involves interaction with your audience etc. This must be a realsituation, not a role-play, and have a specific purpose. If you are uncertain whetheryour choice of interaction meets the requirements of the assignment please consult yourassessor.PRIOR LEARNING ASSESSMENT WORKBOOK 18

CritiqueCritique your work in this video applying anti-oppressive practice frameworks. You willwant to use specific examples from the dialogue in the video to substantiate yourresponses to a number of the following questions.1. Discuss the anti-oppressive practices, which are reflected in your interaction. Pleasedraw on verbatim examples from the video to corroborate your observations.2. What kinds of power were at work in the interaction? How did you challenge orrecreate dominance in the relationship?3. How did you 'make meaning' of this person or group's story? Make explicit yourunarticulated assumptions. How did your 'meaning making', politics, identities andsocial location both challenge and facilitate your ability to hear the other'sperspective? What did you uncover as the significant differences between you andhow did you work across these differences?4. What contemporary and historical social/political relationships also influenced yourinteraction?5. What would you do the same/differently in this interaction given the opportunity?* Make sure to draw on your knowledge of AOP theories and frameworks and how youare able to integrate this into practice.Length: 6-8 pagesPRIOR LEARNING ASSESSMENT WORKBOOK 19

SECTION VSUPERVISOR EVALUATIONLetter to Supervisor(to be attached to evaluation form)Dear Evaluator,Thank you for taking the time to complete the attached evaluation form. The individualwho has approached you to complete this form is a student in the School of Social Workat the University of Victoria and is completing a prior learning assessment to determinewhether her/his previous social work experience meets the objectives of the first socialwork practicum. If the student is successful in completing the prior learning assessments/he will be allowed to proceed directly to the second social work practicum. Your inputrepresents one piece of evidence in this process and will assist the assessor in identifyingthe student's strengths and areas requiring development.The eight criteria outlined in the evaluation form have been judged by the School ofSocial Work to constitute essential, core, social work competencies. The student is to beevaluated at the level of a social worker who has completed three months training. If youfeel you do not have sufficient information to evaluate a specific competency it is criticalthat you do not evaluate the competency. The student may not have had the opportunityto demonstrate the competency within your setting or you yourself may not feel able tocomment. For example, if you are unfamiliar with the Social Work Code of Ethics, weask that you not respond to the question, which pertains to this. Please use the unable tocomment box in these instances. The use of this rating will not jeopardize the student'sevaluation. Rather, s/he may be asked to provide additional data in this area.We have included a copy of the School of Social Work's mission statement and aglossary of terms for your information. Should you have any questions regarding theevaluation form or process please do not hesitate to contact the PLA assessor through theSchool of Social Work at (250) 472-5072.Your assistance in helping us to determine whether this individual has met the learningobjectives of a first year social work practicum is greatly appreciated. Thank you again!PRIOR LEARNING ASSESSMENT WORKBOOK 20

SUPERVISOR EVALUATIONStudent:_____________________________________________________________Evaluator: ____________________________________________________________Agency:_____________________________________________________________Period student was supervised: ____________________________________________Please rate the student on the eight competencies considering the student at the level of asocial worker who has completed three months training. Note: For the sake of simplicitythe terms 'agency' and 'client' are used to describe the site where the student hasconducted her/his social work practice and the persons with whom they have worked.Rating Scale:Demonstrated: Has successfully demonstrated her/his competence in this area.Not demonstrated: Has had the opportunity, but has been unable to successfullydemonstrate her/his competence in this area.Unable to comment: Insufficient data to evaluate this competency.EVALUATIONPlease circle the rating which best reflects your views.1. The student demonstrates the ability to engage in and integrate critical selfreflection.a) Is able to integrate theoretical knowledge and learning from practice situations.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTPRIOR LEARNING ASSESSMENT WORKBOOK 21

) Is able to reflect on how her/his own social, political and historical locations impacther/his social work practice.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTc) Is able to work through personal and professional issues that surface in the work place.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTComments:________________________________________________________________________________________________________________________________________________________________________________________________________________________2. The student engages in critical inquiry.a) Is able to appreciate and respect diverse ways of knowing and thinking.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTb) Is curious and open about how and why agency practice is conducted as it is.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTComments:________________________________________________________________________________________________________________________________________________________________________________________________________________________PRIOR LEARNING ASSESSMENT WORKBOOK 22

3. The student is able to articulate and critique various relations of power.a) Is able to identify ways in which social work is currently and historically implicated inmaintaining structural inequalities related to First Nations, race, class, gender, sexualorientation, ability and other markers of identity.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTb) Is able to identify how and where the agency is committed to redressing structuralinequalities and how and where it is challenged in doing this.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTComments:________________________________________________________________________________________________________________________________________________________________________________________________________________________4. The student demonstrates an understanding of, and the ability to engage with,First Nations communities and concerns.a) Engages with First Nations communities in a respectful way and follows theappropriate courtesy protocols.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTb) Has an understanding of the relationship between local First Nations communities andthe agency.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTComments:________________________________________________________________________________________________________________________________________________________________________________________________________________________PRIOR LEARNING ASSESSMENT WORKBOOK 23

5. The student demonstrates an understanding of, and a commitment to, socialjustice.a) Demonstrates a commitment to social justice by participating in social justiceactivities.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTComments:________________________________________________________________________________________________________________________________________________________________________________________________________________________6. The student demonstrates the ability to engage in anti-oppressive practice.a) Is able to communicate with others in ways that are respectful, genuine, ethical andsensitive to issues of power and oppression.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTb) Understands that 'clients' are the experts of their own lives through honouring client'sperceptions and understandings of their lives.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTc) Demonstrates a strengths-based perspective.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTd) Is able to work constructively across difference.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTPRIOR LEARNING ASSESSMENT WORKBOOK 24

e) Demonstrates energy, patience and respect for the change process in 'client's' lives.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTf) Is transparent in her/his practice.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTComments:________________________________________________________________________________________________________________________________________________________________________________________________________________________7. The student demonstrates the ability to work effectively as a generalistpractitioner.a) Is able to engage on a variety of levels (i.e.) with individuals, families, in community,politically etc.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTb) Demonstrates time and workload management skills.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTc) Demonstrates teamwork skills: communicates clearly and directly and engages inconstructive use of supervision and consultation.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTd) Is able to handle conflict in a direct, open and respectful way.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTPRIOR LEARNING ASSESSMENT WORKBOOK 25

Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________8. The student demonstrates her/his engagement with and use of social work valuesand ethics.a) Is able to articulate and critique the provincial Social Work Code of Ethics.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTb) Is able to articulate and critique the legal authority under which the agency operatesand the legal rights and recourses available to clients.DEMONSTRATED NOT DEMONSTRATED UNABLE TO COMMENTComments:________________________________________________________________________________________________________________________________________________________________________________________________________________________Please return this evaluation to the student who will include it in his/herportfolio.Thank you for your time!PRIOR LEARNING ASSESSMENT WORKBOOK 26

The School of Social Work's Mission Statement and Glossary of Terms are meant toassist the supervisor in completing the Supervisor's Evaluation Form. Please includethese documents along with the introductory letter when requesting completion of theEvaluation Form.Mission StatementThe emerging vision of the School of Social Work commits us to social justice, antioppressivesocial work practices, and to promoting critical enquiry that respects thediversity of knowing and being.Our educational mission is to prepare generalist social work practitioners skilled incritical self-reflection and in working with individuals, families, groups and communities.In particular, we endeavour to prepare First Nations social workers and child welfarepractitioners and we emphasise structural, feminist, First Nations and anti-oppressiveanalyses.Our scholarly mission is to share and create collective knowledge and understandingthrough engaging in critical enquiry, and by supporting research and innovativecurriculum development at the undergraduate and graduate levels.Our practice mission is to act on social justice issues through community changeinitiatives and anti-oppressive social work.In all our activities, we aspire to create a supportive environment that promotes equity,respect, responsibility, curiosity, collaboration, flexibility, risk-taking and creativity. Wesupport inter-disciplinary collaboration. We seek to provide accessible and flexiblesocial work education and we are committed to working across differences, such asgender, age, race, ethnicity, class, abilities, and sexual orientation.PRIOR LEARNING ASSESSMENT WORKBOOK 27

GLOSSARY OF TERMSAllyMember of a dominant group (e.g. white, heterosexual, male, able-bodied)who works to end a form of oppression that gives them privilege.Anti-Oppressive Practice (AOP)A form of social work practice, which emphasizes the importance ofstructural inequalities and issues of marginalization, oppression andprivilege. It brings a critical perspective and necessitates an analysis ofpower and an examination of the social locations of both client andworker. AOP emphasizes issues of empowerment and strengths,authenticity and relationship, community and personal transformation. Itholds social justice and equality as the goal of social work practice.ColonizationThe process by which one group or nation uses power to oppress anothergroup or nation in order to obtain access to their land and resources— forexample, the European establishment of colonies in North America.Colonization can be seen at different levels—military, political, social,spiritual etc. For example, the imposition of Western Europeaneducational systems on First Nations children can be seen as intellectualcolonization of Aboriginal youth.ConscientizationLearning to see social, political, and economic contradictions, and to takeaction against the oppressive elements of society (Freire, 1984)DecolonizationUndoing the effects of colonization by reversing the impact ofcolonization. This includes movement towards aboriginal selfgovernmentand may also refer to unlearning racism, becoming aware ofthe roots of oppression, working to end oppression and developingculturally appropriate forms of political, economic, social and spiritualexpression.DeconstructionIn this context, deconstruction refers to a process of systematically takingresearch, theory, policies, practice, and institutions apart and looking atthem in reference to their historical development and application in aracist society. It is an examination of the structures which holdoppression, racism and colonization in place.PRIOR LEARNING ASSESSMENT WORKBOOK 28

DiscriminationThe denial of equal treatment and opportunities to an individual or group,on the basis of factors such as gender, race, nationality, disability, religion,sexual orientation, marital or family status or age. It may occur in relationto areas such as employment, housing, services and health care and isusually prohibited by legislation.Feminist PracticeAlthough there are many differences within feminist thought, feministpractice generally emphasizes the importance of gender as a basis for theanalysis of oppression and structural inequalities. Feminist approachesoften emphasize power dynamics and ethics, the relational nature of theself, and the need for social change.First Nations PerspectivesFirst Nations perspectives within social work are perspectives that arebuilt upon a knowledge base that is informed by First Nations ways ofknowing, learning, being, and helping. A First Nations approach to socialwork practice takes the points of view of First Nations people andcommunities as the starting point for analysis. An understanding of theimpact and legacy of colonization, marginalization and oppression isessential, as is a critical questioning of dominant understandings andpractices. A First Nations Perspective within social work includes healingand is a life long journey.Generalist PracticeSocial work practice with individuals, families, groups, organizations andcommunities. Generalist practice may be informed by a wide range oftheoretical models and as well as by social work values and ethics. It isbroad- based rather than specialized, and demands competency and skillsin a wide range of tasks and roles—for example, group facilitation,supportive counseling, advocacy, case management, referral, communityorganizing etc.HegemonySocial traditions, ideas and discourses that reinforce the power,privilege and norms of the dominant group at the expense ofmarginalized groups.OppressionThe domination of certain groups by others, causing injustice anddisadvantage to members of the oppressed group. Oppression is structuralrather than individual, and is deeply embedded in dominant norms andeveryday practices. Aspects of oppression include marginalization,PRIOR LEARNING ASSESSMENT WORKBOOK 29

cultural imperialism, powerlessness, exploitation and violence (Young,1990).ParadigmA model or framework that one uses to understand their environment orworld. For example, one could use a structural paradigm to examine FirstNations issues.PatriarchySocial organization based on the principles of hierarchical maledomination.Power analysisAn examination of the ways in which power is structured, exercised andmaintained in relationships between and within groups, communities andinstitutions.Praxis“Reflection and action upon the world in order to transform it” (Freire,1984: 36). This means that intellectual learning must include reflectivethought and must lead to action.PrejudiceA strong attitude of pre-judging by attributing to every member of a groupa set of characteristics falsely attributed to the group as a whole.Prejudices can be held by individuals and are also often deeply embeddedin our society. They can have direct consequences-- for instance,prejudices about “lazy Indians” or “irresponsible youths” subsequentlyturns into discrimination in job hiring.Privilege“Privilege” refers to the unearned advantages that we may have becauseof our social locations. For example, white people experience whiteprivilege, heterosexuals experience heterosexual privilege and menexperience male privilege. Privilege is gained by dominant groups at theexpense of marginalized groups.RaceA category used to classify people according to skin colour and otherphysical characteristics. It is a socially constructed and artificialcategory—it has no scientific or biological basis.RacismA system in which the dominant group (white people) exercise power overpeople of colour on the basis of their racialized identities. Racism includesbeliefs, assumptions and actions based on an ideology which holds whitePRIOR LEARNING ASSESSMENT WORKBOOK 30

people to be superior. Whiteness is held as the norm and people of colourseen as “other”. Racism may be evident and expressed on a number oflevels as individual racism, systemic, structural or institutional racism.Racist IdeologyA system of concepts, ideas, theories, institutions and images that providea framework for how race is thought about in society. It creates andsustains a system, which protects white privilege and dominance andoppresses people of colour.Self-DeterminationThe right of a people or Nation to determine their political future andfreely pursue their economic, cultural and social development.Self-GovernmentThe right to govern one’s own affairs, politically, socially, culturally andeconomically independent of Federal or Provincial governments. In thiscontext self-government is an expression of self-determination.Self-LocationAn important aspect of AOP, self-location requires the worker to be awareof and understand the meanings and implications of her/his own positionwithin various relations of difference/domination—that is, her/his ownlocation with respect to class, age, gender, racialized identities, sexualorientation, ability, religion, family background and life experiences.Social DarwinismOne of the fundamental tenets of Darwinism is “survival of the fittest” –that idea that the strong will survive over the weak. Originally meant toexplain biological evolution, some have used this idea to explain andjustify social inequalities and the difficulties experienced by colonized andoppressed groups—for example, it has been used to justify the socioeconomicconditions of Aboriginal people.SocializationThe manner in which we are taught to think, feel, believe and behave.Social Justice ActivitiesWorking towards social justice is a cornerstone of anti-oppressive socialwork practice. Social justice activities are activities that are aimed atreducing inequity and oppression and moving our society towards a moreequal distribution of resources and power. Some examples of social justiceactivities are: letter writing, media campaigning and public education togenerate support for social change efforts; engaging in various forms ofgrassroots organizing and community development; opposing legislation,policies or practices that are oppressive to marginalized groups; andPRIOR LEARNING ASSESSMENT WORKBOOK 31

engaging in protests or acts of civil disobedience to draw attention to andoppose oppressive government or corporate systems and actions.StereotypingThe attribution of a particular characteristic or set of characteristics to allmembers of a group.Strengths PerspectivesWhile much traditional social work practice has been heavily influencedby the medical model and its emphasis on deficits, illness and pathology,strengths perspectives offer a radically different way of thinking aboutpeople and problems. Strengths perspectives are a way of thinking aboutpractice which emphasizes the strengths and abilities of individuals andcommunities to overcome obstacles and achieve their goals. Theseapproaches are collaborative and based on a belief in the human capacityfor growth and transformation.Structural PerspectivesStructural perspectives in social work emphasize that social problems areinherent in the ways in which our society is organized. Unlike traditionalsocial work, which has often individualized both problems andinterventions, structural social work focuses on social structures and theways in which these maintain oppression and privilege. Structural socialwork recognizes that while radical social change (e.g. redistribution ofwealth and resources) is needed, it is also essential to attend to the needsof those who are being marginalized, exploited and harmed in our societyas it exists now. A structural social worker may work at a personal level(e.g. with individuals and families) as well as at a political level, but thework will be informed by an analysis of structural power and oppression.TransparencyTransparency in social work practice means openness on the part of theworker about one’s role—including one’s power, one’s limitations, andone’s goals.PRIOR LEARNING ASSESSMENT WORKBOOK 32

University of VictoriaSchool of Social WorkSTUDENT EVALUATION OF PRIOR LEARNING ASSESSMENTIn order that the School of Social Work may continually improve on the Prior LearningAssessment (PLA) course and workbook, we would greatly appreciate your comments onthe PLA process you just completed. Many thanks for taking the time to complete thisevaluation.I. PRIOR LEARNING ASSESMENT COORDINATORNAME: ________________________________How satisfied were you with the PLA Coordinator in the following areas:a). SupportivenessVery Satisfied Satisfied Unsatisfied Very Unsatisfiedb). AccessibilityVery Satisfied Satisfied Unsatisfied Very Unsatisfiedc). Amount of ContactVery Satisfied Satisfied Unsatisfied Very UnsatisfiedAdditional Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PRIOR LEARNING ASSESSMENT WORKBOOK 33

II.PLA WORKBOOK CONTENTThe purpose of the workbook assignments is to provide students with the opportunity todemonstrate both their theoretical and experiential wisdom, and their practice skills in thearea of anti-oppressive social work.How satisfied were you with the PLA workbook assignments based on the above statedcriteria?Very Satisfied Satisfied Unsatisfied Very UnsatisfiedHow might the workbook assignments be improved?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________III.PRIOR LEARNING ASSESMENT ASSESSORNAME: _______________________________The role of the PLA assessor is to clarify any questions about the process and/or theworkbook, and provide the student with early feedback on competencies. The PLAassessor is not expected to coach or teach the student.How satisfied were you with the PLA Assessor in the following areas:a). SupportivenessVery Satisfied Satisfied Unsatisfied Very Unsatisfiedb). AccessibilityVery Satisfied Satisfied Unsatisfied Very UnsatisfiedPRIOR LEARNING ASSESSMENT WORKBOOK 34

c). Amount of ContactVery Satisfied Satisfied Unsatisfied Very UnsatisfiedAdditional Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Thank you for your inputPlease return to the Practicum AssistantSchool of Social WorkUniversity of VictoriaPO Box 1700Victoria, BCV8W 2Y2Or by fax to: (250) 472-4127PRIOR LEARNING ASSESSMENT WORKBOOK 35