Running head: 210 PRACTICUM PORTFOLIO

210 Practicum Portfolio Emily Hamblin V00778460 August 02/2013 CYC 210 Jonathan Morris

210 PRACTICUM PORTFOLIO Child and Youth Care 210 Practicum Portfolio Introduction

My Practicum Portfolio consists of both a webpage and a written assignment. This is the written assignment and the website address is http://practicum210.weebly.com/. The webpage was created in order to break up some of the longer assignment. It also presents a more creative, unique way to display my experience. Most of the main practicum data is contained in the written document. The website contains the additional evidence, as well as my references and appendixes. A copy of the written assignment is contained on the website for referencing. The table of contents, that will be displayed on the next page in this written assignment, outlines each specific piece of portfolio evidence and its location neatly and succinctly. I hope you enjoy reading about my experience as much as I enjoyed creating it!

210 PRACTICUM PORTFOLIO 1.0 Portfolio Table of Contents i) Introduction 1.0 Portfolio Table of Contents 1.1 Agency Profile 1.2 Agency Profile Statement 1.4 Self-Assessment 1.5 Practicum Supervisors Assessment 1.6 Revised Written Assessment- Evidence and Reflection for Developing Professionalism 1.7 Observation and Recording Reflection 2. 0 Additional Evidence All additional evidence is available at http://practicum210.weebly.com/ 2.1 Hello Page 2.2 Observation Assignment 2.3Illustration of Therapeutic Relationships 2.4 Legacy Project Slideshow 2.5 Legacy Project Goal Reflection 2.6 Fernwood Photograph Slideshow

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Website Website Website Website Website Website

210 PRACTICUM PORTFOLIO 2.7 Professional Goal Planning 2.8 Practicum Supervisor E-mail 3.0 References All references available online at http://practicum210.weebly.com/. 4.0 Appendixes All appendixes available online at http://practicum210.weebly.com/. 4.1 Appendix A- Agency Contact Information 4.2 Appendix B- Hours Time Log

4 Website Website Website

Website

Website Website

4.3 Appendix C- Fernwood NRGs Policy and Procedure Manual- Includes Fernwoods Declaration of Principals and Values 4.4 Appendix D- Photo Release Forms ii) Conclusion Website Website 40

210 PRACTICUM PORTFOLIO Agency Profile

Agency Profile

Nature of the Agency/Organization: SET ONE 1. General description of your agency (include size, description of service)

The Fernwood Community Centre is a building run by the Fernwood NRG Incorporated program under an agreement with the City of Victoria. Fernwood NRG opened this not for profit community centre in 1980. The centre has a pre-natal program called best babies, two full-time child care programs and many other community based programs. They are funded by a series of organizations that are listed below in set two question number three. Fernwood uses sustainable methods in order to try to be as financially self-sufficient as possible. The organization's staff provides both direct and indirect support to families and the community through family programs, recreation, urban sustainability, emotional support and offering resources. The staff works collaboratively as a team to figure out what the need is in the community; furthermore, the Fernwood employees implement resources and programming to meet the needs of community members. Much of this process involves working collaboratively with members of the community to gain insight into possible problems and solutions. Overall, this organization is community, grass roots non-profit that works locally to support members of the community in a variety of ways.

2. General age of clients

The age of the community centre clients varies greatly. However, the client's are typically families which of course come in all shapes and sizes!

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Most parents who come into the drop-in program and/or the community dinner are typically in their 20's, 30's or early 40's. There are more females than males at the drop-in, although father's do bring their children often. Children at the drop-in range from newborns to eleven or twelve year olds during the summer. Most of the children at the drop-in are on average between nine months and three years old. The youth drop-in serves children from ages thirteen to seventeen years of age, although most youth that attend are between the ages of thirteen and fifteen. 3. How does the agency or organization refer to those being served: as clients, patients, youth, or something other?

Typically the centre refer to their clients by their first name no matter how old they are; since it is a community based organization, they are often familiar with the local families. Many staff and volunteers learn the families names and speak to them in a personable way. This casual reference to clients illustrates the high degree of relational cohesion that the workers have with their clients. It also encourages equity between the worker and clients and allows the client to feel comfortable.

4.Number of clients

The Community Centre typically deals with clients who live in Fernwood. However, many clients come from other places in Victoria in order to take advantage of the programming. This makes the number of client's very difficult to calculate. 5. Description of the average client

This question is very difficult to answer since there are so many different kinds of people who use the community centre. However, there is some similarities between certain clients that come to the centre. The following information is a rough idea of the clients that is mostly based on observation and

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judgements and cannot be accepted as absolute. In the parent/tot drop-in program many of the mothers are between about twenty-five and twenty-eight. Often these mothers will have one child who is between thirteen months old and twenty-nine months old. Most of the mothers only have one child that they take to the drop-in program but some have older children between the ages of nine and thirteen. Most of these mothers are well dressed, sometimes with a hippy twist to their style which matches up with the stereotypical Fernwood persona. Essentially all of these mothers are friendly and personable. They often are chatty amongst each other and others from the community centre. They are kind and loving and good with their children.

6. Does your placement agency or organization have emergency plans? Where are these located?

The community centre does have emergency training that they must review during the hiring process. The General Policy and Procedure Manual has a section called, "Occupational Health and Safety." This part of the guide outlines necessary emergency procedures for acquiring emergency training and outlines the necessary actions in the case of a fire, earthquake, or first aid situation. It also includes a section called, Emergency procedures/Evacuation plan which outlines an entire plan from what to do if the fire alarm goes off to how to properly exit the building.

There is also an Emergency Preparedness Guide which is kept in an office downstairs and brought out on to a display table during the parent tot drop-in program. This guide acts more as a resource for families than an emergency guide for the centre in general. 7. What reporting methods are used by the agency? Can you find the method for incident reporting? Is there other reporting that you will be expected to do (such as updating a record of medicine given).

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According to the General Policy and Procedure Manual, all staff are responsible to report to their immediate supervisor at the time. An example of this is that childcare supervisors must report to the Director of Family Programs. All the Directors report to the Executive Director who is responsible for reporting to the Board of Directors. Reporting is not an expectation within my practicum placement. Whenever something worth mentioning arises I report it to my immediate supervisor who would decide whether or not to report to her supervisor. 8. Are there rules and regulations such as a dress code at your organization or agency? Why are these in place?

Yes, there are some rules and regulations such as dress code at the agency. The dress code is called a business casual dress code. It seems that employees are expected to dress casually in a way that enhances themselves being viewed as professionals. Individual style is encouraged within reason and in a way that does not offend others.

I think these rules are in place in order to set a general guideline for employees to fall back on in times of doubt and to set a standard of expectations for employees within the organization. They clarify expectations of employees in order to ideally avoid misunderstandings and miscommunication. 9. Is there a policy manual? If yes, does the manual outline the professional ethics expected of employees?

There is a policy manual at Fernwood Community Centre; the policy manual does not specifically state professional ethics expected of employees. However, the General Policy and Procedure Manual explains the organization's Declaration of Value's and Principals and expectations for staff. It also includes step by step guides of how to handle specific scenarios such as conflict resolution.

210 PRACTICUM PORTFOLIO From this information I believe professional ethics may be assumed, even if they are not specifically stated by the policy manual.

10. Does the agency or organization keep confidentiality or privacy guidelines?

Yes, the general policy and procedure manual has a section titled, "Conduct Agreement and Oath of Confidentiality." Upon hiring, all staff must sign an Oath of Confidentiality/Conduct Agreement form. It is clearly stated that any breach in confidentiality may lead to disciplinary action or termination of employment. A non-exhaustive list of breaches of confidentiality include: " disclosing information over the phone about staff and/or clients without permission, discussing suspected cases of child abuse with other staff, family, and/or clients, discussing specific work issues or incidents with friends and/or family, disclosing personal information to clients [and] disclosing information about clients and/or their families to other clients," (Fernwood NRG Policy & Procedure Manual, p.11).

11. If there are no written codes of ethics or confidentiality guidelines in place in your practicum setting, where will you find the ethics that will guide your practice there?

It is helpful that there is a section of written codes of confidentiality. However, there does not seem to be a written code of ethics for the organization. I feel that since the General Policy and Procedures Manual is so detailed, it includes enough information to make educated suppositions regarding a code of ethics. Following a Child and Youth Care code of ethics based off of my experiences in my Child and Youth Care Ethics course 240, seems to be helpful in finding my ethical footing within my practicum placement.

SET TWO

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1. Is there a mission statement? If yes, do you see CYC perspectives and values (think back to CYC100) reflected in the mission?

The Fernwood Community Centre does not have a mission statement but they do have a Declaration of Principals and Values. Although there are no exact connections, I believe that CYC perspectives and values are illustrated throughout the whole Declaration of Principals and Values. I will explain some examples of how this declaration demonstrates specific CYC perspectives. Firstly, the declaration expresses a very strength-based approach. One example of this approach is seen in the declaration when it states, " We are committed to ensuring neighbourhood control or ownership of neighbourhood institutions and assets," (Fernwood NRG, 2011). Relational interactions seem to be a key focus of the organization; therefore, a relational perspective is illustrated when the Declaration of Principals and Values says, " We are committed to engaging the dreams, resources, and talents of our neighbours and to fostering new links between them," (Fernwood NRG, 2011). The last CYC perspective I will talk about that is displayed in the Declaration of Principals and Values is the pluralist. This is displayed when the declaration states, " We are committed to focusing on the future while preserving our neighbourhoods heritage and diversity," (Fernwood NRG, 2011). These are only a few examples of CYC perspectives and values being demonstrated in Fernwood Community NRG's Declaration of Principals and Values.

2. Is this organization connected to a parent organization? If so, which one?

The Fernwood Community Centre is operated by Fernwood NRG Holdings Incorporated based upon an agreement with the City of Victoria. Fernwood NRG is not an official parent organization but is a governing organization of the Fernwood Community Centre.

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3. Where does the organization or agency receive its funding from? Who governs the organization or agency? Is it not for profit, or is there a Board of Directors, or is it a government agency, or is the governance composed of some combination of these?

The Fernwood Community Centre is a not for profit organization that is run by a Board of Directors. They receive a large amount of support and funding from Victoria Organizations. Their funding comes from the BC Gaming Commission, Canada Helps, Canada Mortgage and Housing Corporation, Canada Summer Jobs, City of Victoria, Community Action Program for Children, Enterprising Non-profits, Industry Canada, Ministry of Advanced Education and Labour Market Development, Ministry of Children and Family Development, Oak Bay Kiwanis, Fernwood members and other private donors, Provincial Employees Community Services Fund, Public Health Agency of Canada, Queen Alexander Centre for Childrens Health, Real Estate Foundation of BC, School District #61, Success By Six, Vancouver Island Health Authority, V.E.M.A., Victoria Firefighters Foundation and the YMCA.

4. What licensing / accreditation /legislation does the organization operate under?

Fernwood NRG is an organization that strives to give it's client's only the best service. Therefore, they strive to not only meet but ideally surpass of all applications regulations. Some of these include: Child Care Licensing, the Employment Standards Act, the Human Rights Act and Worksafe BC.

5. Where is the organization or agency located within the larger CYC/social service community? What interrelationships are there with this organization or agency and others?

After some research, neither my supervisor, colleagues or myself could find the answer to this question. However, Fernwood NRG does belong to coalitions with other organizations in order to ensure

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funding and resources are continuously available to the organization. Some of these organizations they work with are the Burnside Gorge Community Association, Esquimalt Neighbourhood House, Fairfield Gonzales Community Association, James Bay Community Project, Metis Community Services, Saanich Neighbourhood Place, Salt Spring island community Services, Sooke Family Resource Society, Victoria Native Friendship Centre and the Young Parent Support Network.With these other organizations they create the Coalition of Neighbourhood Houses and the Captial City Coalition (Fernwood NRG, 2011).

6. What are some of the traditions or history of the organization or agency?

Fernfest and Fernwood bites are two main traditions that started at the Fernwood Community Centre. Fernfest is a community event throughout the Victoria High School Property, Fernwood Square and along Gladstone Avenue. It consists of performers, a bike parade, food, musicians, games and much more. This event is free and open to the public. Fernwood bites is a fundraiser for Fernwood NRG where participants pay a specific amount to taste test various delicious local foods and beverages. It includes food, beer, wine, a silent auction and live music.

Nature of the staff team: SET ONE 1. How many employees are there?

There are roughly twenty-five people employed at the Community Centre. However, Fernwood NRG holdings has some more executive staff, along with all caf and saloon staff.

2. What are the job titles or basic roles and responsibilities of the people who work there?

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At Fernwood Community Centre there are many workers; some of these worker positions include an Administration Coordinator, Receptionist, Family Programs Supervisor, Child Care Supervisor. There is all the employees who work under these staff and volunteers. Furthermore there are the members of the NRG Incorporated Staff who have positions such as Director of Development, Director of Human Resources, Bookkeeper and Software Products Developer. Roles and responsibilities vary greatly based on the specific position that a staff member is working. However, on a whole the staff works collectively to ensure that Fernwood's community members needs are being met. Employees plan and implement family and recreational programs that support families with acquiring food in times of financial struggle, connecting with their children, daytime and after school care for their children, social time with other people and families and many other forms of support. The workers assist to the individual needs of clients as well as the community as a whole. They run food sustainability projects for the community, supply a variety of resources, show emotional support and do essentially whatever is in their power to make the community the best it can be. It is up to staff members to look for where the need is in the community and come up with creative ideas on how to support the need in the most sustainable way possible.

3. Where does the leadership in this organization come from? If you perceive there is no leadership present in the organization or agency, where will you go to get it?

There are many supervisors at the Community Centre. However, it is the Directors and the Board of Directors at the Fernwood NRG Incorporated office who act as leadership for the Fernwood Community Centre.

4. What is the team structure? Is the team organized hierarchically, or in another fashion? Is there an organization chart?

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The team structure is arranged hierarchically. This hierarchy is presented in a chart which is available in the Fernwood General Policy and Procedure Manual. At the very top of the table is the Board of Directors that leads down to the Executive Director. Below them are the Software Products Developer, Bookkeeper, Director of Development, Director of Human Resources and the Director of Family Programs. Below the Director of Family Programs is the Administrative Coordinator and the Coordinator of Recreation and Family Programs. Furthest down the hierarchy is the Management Team and staff.

SET TWO 1. Are professional qualifications for employment required for some of these roles? (are some of the caregivers required to be certified ECE instructors, or licensed psychologists, for example?) What is the range of professional credentials represented in the organization or agency? (For example, an organization could have employees with a BSW, or BA in CYC, or MEd, or another with a Business. Administration degree.) What professional values will those roles bring to the organization?

The necessary credentials for working at the Fernwood Community Centre is typically job specific. All daycare positions require a minimum of an ECEA. Childcare licensing mandates the ratio of how many ECEs and ITEs need to be in the centre. For most of the other positions credentials may vary depending on the position. Most positions do require some form of post secondary education or a list of necessary skills and requirements for the position. These specifications allow for a professional face to be shown for the Fernwood Community Centre. Showing that the workers are qualified individuals for their jobs allows for professional service and help to be provided for client's of the Community Centre. It also illustrates that the workers are serious about their jobs and committed to helping those in the community. However, occasionally long-term members of the Fernwood community may be given a job in order to support them in times of struggle.

210 PRACTICUM PORTFOLIO 2. What is the starting wage?

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The starting wage for a lower end front line worker is $10.25 an hour, although it can be as high as $18.00 an hour. Supervisors wages are between $13.00 and $20.50 an hour. Management positions are between $17.00 and $25.00 per hour. Directors are paid between $24.00 an hour and $32.00 an hour. Finally, the ED Specialized Director is paid a wage of $31.00 per hour.

3. Do the people working in your organization or agency function collaboratively or independently?

They work collaboratively at Fernwood Community Centre. According to my practicum supervisor, the organization believes in it's employees supporting one another. They also believe in resource sharing.

4. Given what you have seen so far, what are some of the beliefs and values that guide the practice of the team in your organization or agency?

There are many beliefs and values that seem to direct the members of the Fernwood Community Centre. However, there are several prominent themes I have noticed over my practicum experience at the Community Centre. Firstly, there seems to be a large emphasis on sustainability. It seems the whole organization revolves around being self-governing, sustainable and creating coalitions with the community members and other organizations in order to implement sustainable long-term solutions to community problems. There also appears to be some values regarding both community and building strong relationships with a professional twist. The importance of relationalism and building connections would seem to be important beliefs that the employees guide their practice with. All programs within the centre involve collaboration between professionals and clients in a way that illustrates a sense of both equity and equality. Furthermore, I think a major belief within this organization involves inclusion of all

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persons. Clients directly involving themselves in the programs and supporting the professionals with ideas is appreciated by staff. This includes all members, no matter who they are, in the centre and programs directly. This is particularly effective in assisting the client's specific needs. Overall, it would seem to me that some beliefs and values of the Fernwood Community Centre are sustainability, selfgoverning, professionalism, relationalism, building connections, community involvement and inclusion.

210 PRACTICUM PORTFOLIO Agency Profile Statement How did I go seeking the answers to my profile questions? My first step in answering the questions in the Agency Profile was to seek out information

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resources. I first web searched the Fernwood NRG website and found a large amount of information available there. However, I recognized that I still did not have enough information so I contacted my practicum supervisor regarding some sort of code of conduct or code of ethics. Luckily, a previous practicum student had made up an extensive PDF. manual in 2012 called the General Policy and Procedure Manual. I read through the Agency Profile questions briefly before reading the General Policy and Procedure Manual thoroughly. Next, I went through each individual question and answered all the ones I could using the General Policy and Procedure Manual and the Fernwood NRG website. Once I was finished, I discovered there was some additional contact information and about seven questions I could not find the answers to. I approached my practicum supervisor and asked if we could meet to discuss the answers. My supervisor requested that I e-mail the questions to her so she could find the answers. She then e-mailed me the answers several days later, which I looked over and after re-wording them added them in to my Agency Profile. How did the answers to these questions support my practice? Answering the agency profile questions allowed a more accurate illustration of Fernwood NRG and the Fernwood Community Centre as a whole. At the beginning of my practice I felt as though I was working for an agency without fully understanding their code of conduct and specific expectations. I soon became acquainted with the casual but professional style of the community centre but lacked further knowledge regarding why the agency was set up that way and what the specific expectations of the staff are. Through answering the agency profile questions I became aware of exactly what was expected of me as a professional. Furthermore, I gained a greater perspective of how Fernwood NRG uses coalitions,

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funding, food sustainability and many other techniques to help their community. Through filling out the agency profile I was able to gain greater insight into the expectations of the people at the agency, as well as how the agency functions holistically and collaboratively as a whole.

210 PRACTICUM PORTFOLIO Self-Assessment Practice Area: Observing and Recording Learning Outcome:

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The student will demonstrate observing and recording skills that are objective and relevant. Please check the appropriate box to measure student competencies.
The student is able to: Gather information that is purposeful, planned and focused on a broad range of individual and interactive behaviors. Demonstrate common observation strategies and methods. Demonstrate common recording strategies and methods. Sift through observations and recordings to extract relevant information. Make observations that are free of personal biases or be aware of personal biases and make necessary compensations. Specific comments or examples: Level 1 Level 2 Level 3 Level 4

See self-assessment write-up.

At which level would you place this student in this Practice Area?
(See Assessment Criteria and Standards for more information on achievement standards)

Level 1 LevelLevel 2 Level 3 3

Level 4 (Please circle)

Running head: 210 PRACTICUM PORFOLIO Practice Area: Developing Professionalism Learning Outcome: The student will consistently perform as a self-aware, self-directed, goaloriented professional. Please check the appropriate box to measure student competencies.
The student is able to: Be punctual and manage time effectively. Be self-directed when identifying professional needs, setting goals and carrying through with responsibilities. Demonstrate awareness of own beliefs, values and behaviour. Work effectively in a team. Effectively problem-solve and resolve conflicts. Demonstrate an awareness of professional standards and codes of ethics relevant to the agency or organization. Critically question information and ideas, including their own. Articulate and apply the concepts of confidentiality, self-determination and respect for the client. Specific comments or examples: Level 1 Level 2 Level 3

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Level 4

See self-assessment write-up.

At which level would you place this student in this Practice Area?
(See Assessment Criteria and Standards for more information on achievement standards)

Level 1 Level 2 Level Level 3 3

Level 4 (Please circle)

210 PRACTICUM PORFOLIO Supervisors Assessment

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210 PRACTICUM PORFOLIO Revised Written Assessment- Evidence and Reflection for Professionalism This document includes my original self-assessment for both competency areas that was submitted several days before my final meeting with my Professor and Practicum Supervisor. I have added new pieces to the developing professionalism area in order to illustrate discrepancies between my self-assessment before and after the final assessment meeting. The new pieces have been highlighted in blue. My observation and recording was done in a setting separate from my practicum setting. This makes it difficult for my Practicum Supervisor to comment on this practice area for me. From her assessment of these abilities it seems that she has a similar beliefs to me regarding my observation and recording competencies. Since I do not have a corrected observation assignment to compare my competency ratings to, I have not highlighted any changes in my observation and recording competencies. The new, highlighted pieces in the developing professionalism section cover in detail the initial discrepancy between my self-assessment before and after the final assessment meeting. Furthermore, they explain ways to better deal with the situation in future professional situations. This piece of my portfolio illustrates my progression as a professional by first describing where I was during my practicum experience (my initial self-assessment), then explaining what situation occurred (some form of conflict or miscommunication) and following up with my response to the situation and how I might be able to better deal with it in future professional settings (my plan for the future).

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210 PRACTICUM PORFOLIO Introduction I believe that overall I have managed to be a growing and developing practicum student. I look back and recognize there were moments where I could have felt more comfortable as a professional, asked for more support and clarified assumptions. However, overall I believe that due to critical thinking, reflection, familiarization with the agency, goal planning and implementation and self-analysis I was able to grow as a professional. I believe I was able to accurately observe and record a child in a practice setting. Due to this personal and professional growth I have scored myself an average grade of level three in both the practice areas. Practice Area: Observation and Recording The student is able to gather information that is purposeful, planned and focused on a broad range of individual and interactive behaviours I carried through a well thought out, planned and focused observation assignment on a child outside of my practicum setting. I believe I was able to generally able to focus on a broad range of behaviours regarding both the individual child and their interactions with the world around them. For this reason I am scoring myself a three out of four. The student demonstrates common observation strategies and methods I did demonstrate common observation strategies and methods accurately in my observation assignment. For this reason I am scoring myself a four out of four. The student demonstrates common recording strategies and methods I did demonstrate common recording strategies and methods accurately in my observation assignment. For this reason I am scoring myself a four out of four. The student sifts through observations and recordings to extract relevant information

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210 PRACTICUM PORFOLIO I believe that I was able to find developmentally relevant material from my raw data notes during my observation assignment. I was able to critically link this information to well renowned developmental theorists and gage a general sense of the child's current stage of development. However, I have little experience performing observation assignments and know there is always room for improvement. For this reason I am scoring myself a three out of four. The student makes observations that are free of personal biases or be aware of personal biases and make necessary compensations I tried my best to separate myself from any biases or assumptions during my observation. However, I assume there are still places where I made assumptions and may not have realized. I am scoring myself a three out of four for this practice area. Practice Area: Professionalism The student is punctual and manages time effectively During my practicum experience I was late by a few minutes on several occasions due to poor time management and carpooling issues. One day I was about ten minutes late. I participated in a large amount of self-reflection once I recognized how unprofessional my behaviour was and how it was affecting those around me who I was working with. I then took appropriate actions to assess and implement strategies in order to be more punctual. I like to be busy and use time efficiently; this is why I believe I managed my time effectively at my practicum. Especially near the end of my practicum, I was able to quickly and efficiently complete tasks without being told to do so. Overall I gave myself a two out of four for this category. The student is self-directed when identifying professional needs, setting goals and carrying through with responsibilities

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210 PRACTICUM PORFOLIO I believe that throughout my practicum placement I have been self-directed and independent. I was able to carry out most tasks without being told to do them or needing assistance. However, I did ask for help whenever necessary in order to meet my professional needs. I set and implemented goals which helped me adapt to my placement more professionally throughout my practicum experience. I believe that I always followed through with my practicum responsibilities even when they changed from time to time. However, I am aware that there is always room for improvement in these areas. For these reasons I gave myself a three out of four in this category. At the beginning of my placement I found myself feeling uncomfortable and unsure of my role within my practicum setting. I had not had any kind of formal training before beginning my practicum experience and was unsure of my role. I asked my supervisor on a couple occasions if I was performing the correct duties or if there was an area I could improve. Each time, I received a vague answer telling me that I was generally doing a good job and that it was natural to feel uncomfortable. I did not understand at the time that these vague answers were due to my supervisors exhaustion after the program. I recognized that after asking for assistance I felt more uncomfortable and confused than I had before asking for assistance. I confronted one of the practicum students I was working alongside about my predicament and she told me that she often felt the same way but assumed we were performing the tasks correctly. Ideally, I could have confronted my supervisor on my confusion in order to smooth out any blocks in communication. Instead, I gave in to my discomfort after a couple of questions and assumed that I should take responsibility for my own actions. I did not want to be a burden to my

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210 PRACTICUM PORFOLIO practicum supervisor and lacked the confidence as a professional to understand that it is my job to ask questions. From then on, whenever I felt uncomfortable during my practicum I would sit down by myself and reflect upon my actions in order to set and implement goals to improve my practice. My supervisor did not correct me on any actions and often wasn't directly involved with me during my practicum duties. Therefore, I assumed that my decision to be self-directed was a positive one. It was not until my final meeting with my practicum supervisor that I discovered she would have liked me to seek out assistance more on a regular basis. It seems this misunderstanding was caused by a number of difference factors but could have been helped with a couple of reflections and appropriate actions. Firstly, it is important to note that my decision to be self-directed and ask less questions was based on an assumption. This assumption was created by and worsened by poor communication. Due to lack of experience within a professional setting, I struggled to find the confidence and courage to know that it is appropriate to take advantage of the professional help that is around me. In future settings I will be sure to seek out assistance from my supervisor even when I feel uncomfortable. If my questions are not answered I will make sure that I verbalize this so that my supervisor and I may sit down and have a conversation about expectations and communication. I will also watch out for hidden assumptions in order to avoid poor communication. Overall, I am grateful for this experience because it has shown me that it is okay to have the courage and confidence to stand up and ask for support so that I will be better prepared to help those around me. I recognize that I do not need to be alone in my experience and can take advantage of the generous support system that is around me. Due to my positive reflection, understanding and goal setting in this area I am still rating myself as a three out of four.

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210 PRACTICUM PORFOLIO The student demonstrates self-awareness of own beliefs, values and behaviour I participated in regular self-reflection throughout my practicum experience. Some examples of areas I engaged in self-reflection in specific areas such as time management, professionalism, dressing appropriately, building healthy relationships and many other areas. I recognize that much of this goal setting is based off of my beliefs and values about professionalism. Sometimes while talking to a client or staff member I would catch myself making an assumption and would quickly correct myself by explaining my assumption and clarifying that I truly do not know the truth of the situation. I also would regularly let parents know that I did not understand their situation and therefore was only able to comment. Sometimes I would say things such as ,"My belief about this stage of development is..." Although I am certainly not perfect, I believe I illustrate a positive awareness of my behaviours, beliefs and values. For this reason I scored myself a three out of four. After my practicum meeting I was able to recognize that I had made the assumption that my supervisor had not wanted to communicate with me about her expectations. I had not been as aware of this as I would have liked. In future professional settings I need to recognize and be aware of these assumptions and to openly communicate with my supervisor in order to clarify assumptions and miscommunications. This will also strengthen relationalism between myself and my supervisor in order to create cohesion and ensure a stronger, more positive practicum experience. I feel that this understanding has guided me through reflection and caused me to reexamine my beliefs and values around communication and has helped to nurture my growth. For this reason I am still rating myself as a three out of four. The student works effectively as a team

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210 PRACTICUM PORFOLIO I feel that I easily worked in collaboration with the Fernwood Community staff, the community members and other practicum students and volunteers at the centre. The centre functions collaboratively on a whole so most assignments were done with others present. For example the parent/tot drop-in program would be set up and taken down as a team. Cooking and cleaning was also done as a team. I never felt that I struggled in working with others collaboratively as a team. For this reason I will give myself a four out of four for this section. The student effectively problem-solves and is able to resolve conflicts Problems and conflicts did not arise for me on a regular basis, however, I still felt I managed them appropriately when they did arise. Whenever I had a question or needed assistance I would ask either my practicum supervisor, another practicum student or another staff member for assistance. I effectively helped kids resolve conflicts between each other during play group and implemented tools to help do so. For example I used the five minute rule for sharing when older children wanted to use the same car. While trying to figure out activities for the teen drop-in session I suggested we ask the youth what they would most like to do. This worked out very well. Overall, I give myself a three out of four in this area. Although I was able to plan and implement goals in order to solve and resolve conflicts on a personal level, I could have seeked out assistance from my practicum supervisor or other supports more regularity. This would have made my conflict solving and resolving more effective for the overall well-being of my practicum placement, instead if predominantly helpful for my personal and professional self. I believe I have displayed the necessary skills regarding problem solving and resolving conflicts even if it could have been more collaborative with others. I also believe that I am growing in this area. For these reasons I am still giving myself a three out of four for this area.

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210 PRACTICUM PORFOLIO The student demonstrates an awareness of professional standards and codes of ethics relevant to the agency or organization I read the Declaration of Principals and Values on the wall in the community centre the day I met my practicum supervisor. I also followed my intuition and personal ethical guidelines and referred to what I had learned in my Child and Youth Care (CYC) classes throughout my practice. However, it was not until closer to the end of my practicum that I read the Fernwood General Policy and Procedure Manual. For this reason, I marked this section as a two out of four. I think that even though I did not read the General Policy and Procedure Manual right away, I still was able to embody professional standards and ethics into my practice. For this reason, I feel I may have rated myself too low in this area and would change my rating to a three out of four instead of a two out of four. The student critically questions information and ideas, including their own I found that although I generally did what I was told, I was sure to assess information and ideas in my practicum setting before following through with them. I did this in order to be sure each activity I performed fit with my own personal sense of ethics. The ideas and information I was exposed to during my experience all seemed to fit for me ethically. Overall, I scored myself a four out of four in this practice area. The student articulates and applies the concepts of confidentiality, self-determination and respect for the clients I was sure to use pseudonyms instead of the clients real names in my portfolio and observation assignment. I was also sure to use photo release forms for my portfolio pictures and had signed consent from the parent and child I observed. I believe I allow children to explore, try out things for themselves and make their own decisions whenever possible during my practicum

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210 PRACTICUM PORFOLIO placement. I believe that this nurtures self-determination, independence and growth in children. I think I approached this experience with a positive, strength-based persona and encouraged children whenever I could. I also took time to have conversations with the parents and tried my best to practice my active listening skills. Because of all this I scored myself a four out of four for this practice area. Conclusion Overall, I believe I did a good job at being growing and developing practitioner. I also believe that there is always room for improvement. I think I have changed since the beginning of my practicum placement I have begun to adapt a more professional approach to reflecting on my beliefs, values and actions. I participated in goal planning and implementation in order to improve myself as a professional. These are some of the reasons why I scored myself as a level three in both of the two practice areas of developing professionalism and observing and recording.

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210 PRACTICUM PORFOLIO Observation and Recording Reflection The observation and recording assignment gave me my first experience performing a detailed observation and recording project. This new experience helped show me how to accurately and professionally plan, observe, record, analyse and make meaning of relevant developmental information in a practicum setting. It showed me that I love the detail of a running record but understand that it is too time consuming in a busy setting and may take away from my interactions with the client. I have decided for this reason that in future situations I may write a few brief notes during the observation to remind myself of details, but use an anecdotal strategy instead of coincidental. Overall, the novelty of observing and recording a child in a professional setting illustrated positive professional development in this area.

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210 PRACTICUM PORFOLIO Conclusion This portfolio gives a clear illustration of my practicum experience at the Fernwood Community Centre. I have included in this document an introduction, table of contents, Agency Profile, Agency Profile Statement, my own self-assessment, my Practicum Supervisor's assessment of me, my revised self-assessment as evidence and reflection for developing professionalism, an observation and recording reflection and conclusion. The website portfolio at http://practicum210.weebly.com/ includes additional evidence of my experience including a hello page, observation assignment, illustration of therapeutic relationships, legacy project slideshow, legacy project goal reflection, Fernwood photograph slide show, a list of professional goals for future reference and a thank-you e-mail to my Practicum Supervisor. The website also includes my references, along with my appendixes. An agency contact form, signed hours time log, Fernwood's Policy and Procedure Manual and photo release forms were included in my appendixes. Thank you for reading my 210 Practicum Portfolio! Sincerely, Emily Hamblin

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