The Bachelor of Social Work program aims to train professionals capable of working in all areas of social work. They must be able to contribute to their community’s social change project and rise to today’s challenges. The Bachelor of Social Work fosters both analytical and intervention skills, and internships are an opportunity to put them into practice and integrate the skills inherent in professional practice (Référentiel des compétences, OTSTCFQ, 2012).
The Teaching Unit maintains collaborations with the Ordre des travailleurs sociaux et des thérapeutes conjugaux et familiaux du Québec (OTSTCFQ) and its regional chapter in order to constantly adjust to new issues and standards of practice, as well as to contribute to the evolution of the social work profession.
In addition, aware of the need for openness to the world, the program allows for professional mobility within North America, thanks to its accreditation by the Canadian Association for Social Work Education (CASWE). The Unité d’enseignement en travail social also collaborates with Québec-Canada-AIFRIS (Association internationale francophone pour la recherche en intervention sociale) to enable students enrolled in the bachelor’s program to take part in exchanges in French-speaking European countries.
School of Social Work Commitment to Truth and Reconciliation
The School of Social Work does not make any explicit commitment to Truth and Reconciliation.
Strategic Plan of the Social Work Teaching Unit (UETS) December 6, 2021
Axis 4: Valorizing and recognizing Indigenous cultures, languages, territories and knowledge at UETS
Orientations:
- Improve accessibility
- Offer a culturally safe environment
- Objectives:
- Enhance the cultural competence of teachers, professionals and trainers
- Promote intercultural understanding
- Review admission criteria
- Partners: Aboriginal organizations and communities
- Aboriginal organizations and communities
- Elders
- CPNN
- Teachers
The School states the following:
Objectives
(…)
This program recognizes the importance and complexity of Quebec and Canadian society, and is sensitive to the dynamics of relations between English-speaking, French-speaking, Indigenous and immigrant populations.
(…)
- develop the professional skills and attitudes needed to work with individuals, families, groups or communities with diverse sociodemographic and ethnic characteristics, and more specifically with Indigenous populations and francophone communities outside Quebec;
Baccalauréat en travail social – UQAC
TRC Call to Action # 1
We call upon the federal, provincial, territorial, and Aboriginal governments to commit to reducing the number of Aboriginal children in care by:
- Monitoring and assessing neglect investigations
- Providing adequate resources to enable Aboriginal communities and child-welfare organizations to keep Aboriginal families together where it is safe to do so, and to keep children in culturally appropriate environments, regardless of where they reside.
- Ensuring that social workers and others who conduct child-welfare investigations are properly educated and trained about the history and impacts of residential schools.
- Ensuring that social workers and others who conduct child-welfare investigations are properly educated and trained about the potential for Aboriginal communities and families to provide more appropriate solutions to family healing.
- Requiring that all child-welfare decision makers consider the impact of the residential school experience on children and their caregivers.
Mandatory Course: None
Baccalauréat en travail social – UQAC
UQAC offers different diplomas in intervention that are more culturally relevant than the main Social Work degree. They are all certificates, they do not lead to an official Social Work license.
PROGRAMME COURT DE PREMIER CYCLE EN INTERVENTION PLEIN AIR POUR LES PREMIÈRES NATIONS
PROGRAMME COURT DE PREMIER CYCLE EN PRÉVENTION DES DÉPENDANCES CHEZ LES JEUNES DES PREMIÈRES NATIONS
School of Social Work Commitment to Call to Action # 1: 3, 4 and 5: : 0 out of 3 = 0%
| 3 | History and impact of residential schools (theory) |
| No. Not explicitly addressed | |
| 4 | Potential for Aboriginal communities and families to provide more appropriate solutions to family healing (practice) |
| No. Not explicitly addressed | |
| 5 | All child welfare decision makers consider the impact of the residential school experience on children and their caregivers |
| No. Not explicitly addressed |
Compliance with CASWE/ACFTS Statement of Complicity and Commitment to Change
| At the May 27th, 2017 Board meeting, the Board of Directors of CASWE-ACFTS committed to ensuring that social work education in Canada contributes to transforming Canada’s colonial reality and approved a “Statement of Complicity and Commitment to Change”. “This is an important step in engaging social work education in the reconciliation process and supporting the Truth and Reconciliation Calls to Action” affirms CASWE-ACFTS President, Dr. Susan Cadel. Of the 12 actions articulated in the “Statement of Complicity and Commitment to Change, the following two are directed at Schools of Social Work |
| 7 | Will encourage institutional members to post a territorial acknowledgement on their School’s website and post a link to the CAUT guide to territorial acknowledgement on the CASWE-ACFTS website to assist Schools with this task |
| No land acknowledgement on any part of the website | |
| 8 | Will encourage and support Canadian schools of social work in revising mission statements, governance processes, curriculum, and pedagogy in ways that both advance the TRC recommendations and the overall indigenization of social work education |
| Yes, see point 4 of UETS’s strategic plan |
| NOTE: All content has been submitted to the respective faculty for validation to ensure accuracy and currency as of the time of posting. The Université du Québec à Chicoutimi School of Social Work reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Lead Researcher, Julia Dubé |