Welcome | Skwúls te Mestíyexw-Syó:s qas te Smomíyelhtel

At UFV’s School of Social Work and Human Services, choose to study from one of our student-centered programs where you contribute to the knowledge base of social work through partnerships and collaborative research with professional and local communities. 

Mission Statement

The UFV Social Work degree programs prepare students for social work practice reflecting principles of social justice, equality, and respect for diversity. The programs address the structural barriers that prevent people from reaching their full potential. With a commitment to lifelong learning and a critical analysis of oppression, graduates will have the knowledge, skills, and professional social work values necessary to work collaboratively with individuals, families, groups, and communities in diverse and cross-cultural environments. The programs contribute to the knowledge base of social work through partnerships and collaborative research with professional and local communities.

Principles

1. Social work education is a critical process that respects diverse sources and forms of knowledge while encouraging dissent. We are committed to scholarship including debate on social work and social welfare, with particular attention to how social problems come to be defined and addressed.
2. All individuals, families, groups, and communities are entitled to be treated with respect, with justice, and without discrimination. To that end, we seek to provide equitable educational opportunities and participation of those groups experiencing systemic oppression. Valuing our community base, we seek to promote social change.
3. We encourage the use of evidence-based practice and contribution to the knowledge base of social work.

School of Social Work Commitment to Truth and Reconciliation

On the UFV Home Page, one of the nine goals under “Mission, Goals and Principles” is:

• To respect the self-determination of Indigenous peoples and be committed to working in partnership with Stó:lō communities in curriculum development and delivery.

In addition to the BSW and Masters programs, UVF also offers the following option:

Social Service Worker diploma 

The Social Service Worker diploma is a two-year, 62-credit program that prepares graduates to work in social service settings and schools. Graduates work in community-based corrections, family support, Indigenous services, mental health, residential care, schools, settlement services, substance use, and women’s services.

The Social Service Worker diploma – Indigenous focus prepares graduates to work in social service settings and schools in culturally safe ways with Indigenous Peoples. Working from Indigenous perspectives, graduates will work with individuals, families, groups, and communities on issues of concern to Indigenous Peoples. As Indigenous Peoples assert their right to self-determination – particularly in the areas of child welfare, healthcare, and education services – demand will continue to grow for Indigenous social service workers to work in culturally safe ways with Indigenous communities. At the same time, students will develop an understanding of the social, cultural, and political context of Indigenous communities.

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: 

1. Monitoring and assessing neglect investigations
2. 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.
3. Ensuring that social workers and others who conduct child-welfare investigations are properly educated and trained about the history and impacts of residential schools.
4. 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.
5. Requiring that all child-welfare decision makers consider the impact of the residential school experience on children and their caregivers.

Mandatory Course: Yes (1) BSW and MSW

SOWK 392 Indigenous Social Work (3 credits)

Students examine allyship between Indigenous Peoples (First Nation, Metis, and Inuit) and social work practitioners. Students critically reflect on their social location, values, and beliefs about working with Indigenous Peoples so that they develop a practice framework based on social justice.

Social Service Worker Diploma: Yes (1)

HSER140 Introduction to Indigenous-Centred Human Services

Introduces the history of human services as it relates to the Indigenous Peoples of Canada from point of contact to the present. Students are prepared to work with Indigenous Peoples in culturally safe ways, exploring Indigenous-settler relationships and differing worldviews.

BSW Elective:

SOWK 410, Social Policy Analysis, 3 credits,

Examines social policies that affect diverse populations, including Indigenous communities. Students learn how policy development is shaped by a range of processes and stakeholders, including politicians, corporations, news media, and social workers. The role of the social worker in influencing the development of policy that promotes social justice is also examined.

SOWK 491, Indigenous Perspectives on Child and Family Welfar, 3 credits

Explores the historical, social, philosophical, and political foundations of child and family welfare in Canada. Students examine critical Indigenous approaches related to central themes, discourses, and concepts within Indigenous child and family welfare policy and practice in British Columbia.

Masters Elective:

SOWK 783, Advanced Social Work Practice with Children and Families, 3 credits

This advanced practice course will provide an in-depth understanding of the theory and practice of family therapy. Students will learn the different models of family therapy and theoretical assumptions, as well as the practice of conducting assessments and interventions, and evaluating intervention with families. A variety of approaches will be utilized to demonstrate different family therapeutic styles, such as role-plays, discussion of case-study interventions, and when available, videos and film. Students will also critically examine the strengths and weaknesses of various family theories and therapeutic techniques, the role of the social worker with families, and the cultural perspective of the client family, including Indigenous orientations. The family therapy approach will be critiqued using multiple theoretical frameworks.

Faculty of Social Work Commitment to Call to Action # 1 3, 4 and 5: 3 out of 3 = 100%

3	History and impact of residential schools (theory)
	Yes. See mandatory course description
4	Potential for Aboriginal communities and families to provide more appropriate solutions to family healing (practice)
	Yes. See mandatory course description
5	All child welfare decision makers consider the impact of the residential school experience on children and their caregivers
	Yes. See mandatory course description

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
	The University of the Fraser Valley is situated in the traditional territory of the Stó:lō peoples. The Stó:lō have an intrinsic relationship with what they refer to as S’olh Temexw (Our Sacred Land); therefore, we express our gratitude and respect for the honour of living and working in this territory.Located on the School of Social Work and Human Services – Home Page and The University of the Fraser Valley – Home Page
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
	Not explicitly addressed

NOTE: All content has been submitted to the respective faculty for validation to ensure accuracy and currency as of the time of posting. The University of the Fraser Valley School of Social Work reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Lead Researcher, Julia Dubé