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Discipline of Social WorkField Education Manual

Bachelor of Social Work

&

Master of Social Work (Qualifying)

T2 2018

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CONTENTS

CONTENTS 2ABOUT THIS DOCUMENT 3STEP BY STEP GUIDE FOR STUDENTS 4INTRODUCTION 6STAFF DETAILS 6OVERALL AIMS 7GOALS 7COLLABORATING WITH ORGANISATIONS 8SUMMARY OF ASWEAS 2017 8BENEFITS OF FIELDWORK 9PLACEMENT OPPRTUNITIES & EXPECTATIONS 9CONFLICT OF INTEREST 9RESPONSIBILITIES FOR ALL STAKEHOLDERS 9PLACEMENT PLANNING CHECKLIST 13FIELD EDUCATORS’ QUALIFICATIONS 13FIELD EDUCATORS’ TRAINING AND PROFESSIONAL DEVELOPMENT 13SUPERVISION: KEY POINTS 14EXPECTATIONS OF STUDENT LEARNING 16EVALUATION OF STUDENT LEARNING 16STUDENT COMMUNICATION WITH THE FIELD EDUCATION TEAM 17SOME PRACTICAL ISSUES 17COMPLIANCE CHECKS 20CONTINGENCY PLANS FOR STUDENT PLACEMENTS 24OTHER PLACEMENT MATTERS 26PREPARING FOR PLACEMENT AND THE WORKPLACE 28FIELD EDUCATION – CURRICULA 29REFERENCES 32GLOSSARY 33

ABOUT THIS DOCUMENT

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This is a key document that is integral to the Field Education program. It is mandatory reading for all students undertaking a Social Work degree with the Discipline of Social Work, ACAP. Many of the terms utilised in this document have been defined in the glossary at the back. If, in reading this document, you become aware of any errors or confusing points, we would be grateful if you could let us know by emailing [email protected] We have endeavoured to make information about your Field Education clear and accessible.

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mailto:[email protected]

A STEP-BY-STEP GUIDE FOR STUDENTS

PRE-PLACEMENT INFORMATION: FE1 and FE2 The pre-placement process begins 2 Trimesters before the student is due for placement.

STAGE 1: PRE-PLACEMENT PREPARATION REQUIREMENTS

Indicate your interest in doing placement responding to the Field Education Program Expression of Interest (EOI) email invitation.

↓Watch the Pre-Placement Video Series

Read The Field Education Manual Consider your placement

readiness↓

Read FAQ’s about SONIA – ACAP’s Student Placement Management Systemhttp://www.acap.edu.au/current-students/managing-my-course/placement/sonia-/#whatissonia

↓Log in to SONIA

https://sonia.pep.navitas.com/SoniaOnline/School.aspxLog-in details for SONIA are the same as your ACAP user name and password.

Read through steps 1-7 in SONIA & upload (1) your resume, (2) cover letter and (3) all mandatory clearances (Police Check, Working with Children Check, Vaccination Record (final year hospital placement only)

↓Complete the ACAP Placement Application Form, email this form to Field Education Team, and then attend Pre-

Placement Readiness Interview

STAGE 2: PRE-PLACEMENT MATCHING, PLACEMENT CONFIRMATION REQUIREMENTS Students will be matched to social work placement settings

Agency supervisors will interview students prior to confirming the placement offer ↓

Student must complete the contract and submit this in SONIA prior to placement commencement. From this point, all placement assessment tasks are to be completed in SONIA including timesheets.

Placements start date aligns with commencement dates of the trimester except for International students doing FE2 who will commence 2 weeks prior to the start of trimester.

STAGE 3: DURING PLACEMENT – REQUIREMENTS & ASSESSMENT TASKS

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Stage 1: Pre-Placement Preparation Requirements

Stage 2: Pre-Placement Matching & Confirmation Requirements

Stage 3: During Placement - Requirements & Assessment Tasks

https://sonia.pep.navitas.com/SoniaOnline/School.aspx

http://www.acap.edu.au/current-students/managing-my-course/placement/sonia-/#whatissonia

The First 3 Weeks of Placement: Consult with on-site supervisor in the first week of placement to develop the Learning Plan (Assessment Task 1)

Complete the Learning Plan template in Sonia and submit this by Week 3 of placement.↓

Writing your Journal Maintain a reflective journal throughout placement with 3 (20 minute) journal entries each week.

Mid Placement RequirementsThe student coordinates a time with their supervisor and the ACAP Liaison person to arrange the Mid Placement Liaison Visit (Assessment Task 2). Student, supervisor, and ACAP Liaison person participate in this meeting at

midpoint of the placement (250 hours).

A Mid-Placement Report (Assessment Task 3) is to be completed in SONIA and submitted one week after the Mid Placement Review Meeting. Supervisor comments and sign off required. This is a 1,500 word academic piece of

work on the first half of the placement and will require appropriate referencing.↓

↓The Ending Phase of Placement

Final Placement Report (Assessment Task 4) is to be completed in SONIA and submitted one week after placement ends. Supervisor comments and sign off required. This is a 1,500 word academic piece of work on the

second half of the social work placement and will require appropriate referencing.↓

Timesheet (Assessment Task 5) The student completes his/her timesheet and submits to supervisor for approval.

SUCCESSFUL COMPLETION OF THIS UNIT OF STUDY

INTRODUCTION

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Field Education is a core component of ACAP’s Social Work programs. These programs support student learning in a supportive environment with all field education units having full academic status.

“Field education is a distinctive pedagogy for social work education. It enables students to integrate classroom learning with professional practice so that students notice and refine their ways of thinking, doing, and being…Supported by field education partners in practice settings, students achieve deep learning through experimentation, reflection, feedback and critique of practice experiences [to] understand themselves as professionals [and] the complex, changing and ambiguous nature of practice” (ANSWEAS, 2017, p. 25).

Two Field Education units are integrated into each Social Work program to provide students the opportunity to put theory into practice, linking classroom learning with real life work experiences under the guidance of qualified social work supervisors. Each unit requires students to complete 500 placement hours (approximately 70 days). This is a requirement in accordance with the Australian Social Work Education and Accreditation Standards (ASWEAS) 2017.

The Australian Association for Social Workers (AASW) is the professional association for social Workers which represents the interests of this group of human service workers.

This Field Education Manual has been prepared to provide information about ACAP’s Discipline of Social Work’s processes, procedures, polices and requirements for the Field Education Program, from pre-placement preparations to post-placements requirements. This manual is to be used in conjunction with the course unit outlines and is intended to assist students, field education supervisors and liaison visitors in the planning and implementation of student field education placements.

STAFF DETAILS

Professor Sharon MooreHead of Social [email protected]

Allison FranksField [email protected]

Dr Goetz Ottmann Program Coordinator for MSWQ [email protected]

Mary CantrillStudent Placement Relationship [email protected]

Kashmira AsparField Education Administration [email protected]

Bianca RizzoStudent Placement Relationship [email protected]

OVERALL AIMS

The overall aims of the Field Education Program are to:

Link theory with practice in real life contexts

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Provide students with a wide variety of placement experiences, professional practice tasks and diverse learning opportunities

Provide effective and professional supervision in the workplace Enable students to develop a professional identity Develop critical reflection skills.

Underpinning all placement experiences are theories of social work, adult learning principles and components linked to transformational learning as well as social work ethics, practice principles, values and critical analysis and reflection and development of a professional competence.

GOALS

The goals of Field Education are to:

Explore the different ways social work knowledge informs the practice of social work and social work interventions

Develop conceptual skills in linking theory with practice and practice with theory Explore the values, knowledge and skills that underpin practice and reflect on its effectiveness Explore a range of social work interventions and their efficacy in current context Develop knowledge of organisational structure, ethics, codes of conduct and professional practice

and the role of social work within this context Demonstrate personal and professional competence in the various placement settings Demonstrate a capacity to work independently and demonstrate initiative in practice situations and

ability to self-care Recognise the ways in which students’ values influence responses to particular practice situations Identify the ways in which the interests and values of dominant groups determine the definition of,

and responses to, service user needs Demonstrate effective communication (oral, IT, writing skills) recording and evaluation skills,

organisational and planning skills and capacity for critical reflection Use supervision constructively Demonstrate a practice-based awareness of the issues of consumers’ service and resource networks

associated with their placement agencies functions Continually assess social work practice in the light of personal and organisational ideology and social

work values.

COLLABORATING WITH ORGANISATIONS

Field Education requires collaboration with organisations to:

Provide high quality field education Support the Field Educators in assisting students’ learning Develop and strengthen reciprocal relationships in order to strengthen student learning and the social

work profession Create opportunities for collaboration in research, policy development and new practice initiatives.

SUMMARY OF ASWEAS 2017 REQUIREMENTS

The ASWEAS 2017 specifies a number of requirements that need to be implemented for fieldwork:

1. Field education subjects must demonstrate a developmental approach to learning that complies with principles for social work set out in the ASWEAS 2017 document (May 2017).

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a. Field education must be integrated fully within the structure and delivery of the social work program.

b. Students must successfully complete prerequisite academic units before attending Field Education placements.

c. Field Education subjects must be taken over two (calendar) years of the professional social work program.

2. Students are required to undertake a minimum of 1,000 hours in at least two, discretely different structured practice settings

a. Students may undertake no more than 3 field education placementsb. The full 1,000 hours must be competed; no reduction of any kind may be included without

formal Recognition of Prior Learning, adhering to credit transfer requirements in ASWEAS (2017) section 2.3, 2.6, and 6.10.

c. At least 500 hours of placement time must be in direct practiced. No placement will be shorter than 250 hours

3. The norm for placement attendance is full time in accordance with the work rhythms of the host agency. However placement attendance may be granted from two to four days per week.

a. Where students are granted minimum attendance of two days per week, they must attend placement full time for two blocks of five-days.

4. Where a placement is extended for health reasons a medical certificate is required. 5. No placement will be an observation-only placement6. All variations in attendance arrangements must be reported and justified as part of the annual reporting

process to the AASW. 7. Practice-theory integration seminars may be included within the required hours up to a maximum of 14

hours per 500 hours. Preparatory days and seminars held before the start of placement must not be included in the 1000 hours of placement.

8. Clear expectations for learning goals and performance outcomes based on practice standards and code of ethics are set out and documented in the learning plan.

BENEFITS OF FIELDWORK

Your field education experiences allow you to:

Put into practice and consolidate theoretical knowledge in individual and/or group environments Work with a variety of clients in different settings in the community Capitalise on and expand existing experience Gain a sound understanding of the placement organisation’s objectives in relation to practice Interact with skilled clinicians and practitioners Explore career options and exposure to different ways of working with a wide array of clients, issues,

and settings/environments.

PLACEMENT OPPORTUNITIES AND EXPECTATIONS

ACAP work in partnership with many government and non-government agencies to create opportunities for social work students to have a wide variety of field education experiences. Agencies offer placements voluntarily and ACAP are thankful for their commitment to social work learning. As valued partners in the field education curriculum we require students to act with the utmost professionalism when interviewing and/ or on placement as ambassadors of the college.

Placements are offered with students requests in mind, however cannot be guaranteed as placement opportunities are in limited supply. Students will often have placement experiences offered that fall outside their requests (eg. location, field of practice, specific agency). It is strong recommended to be open to all opportunities for learning.

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CONFLICT OF INTEREST

A student must declare any conflict of interest that may influence the sourcing, negotiation and finalisation of a field education placement. This requires the student to discuss any previous, current and/or ongoing relationship with a supervisor or an organisation that has been nominated for a potential placement. Examples of a conflict of interest include being member of any of an organisation’s governing bodies or committees, current volunteering arrangements within the organisation, you or a family member being a current client of the organisation, or someone who has a current or prior close personal relationship with the student.

RESPONSIBILITES FOR ALL STAKEHOLDERSAll stakeholders involved in Field Education have a range of responsibilities that need to be considered:

Student Consider carefully your learning goals and how these might be achieved Prepare for and participate in pre-placement interview Attend on campus classes as per the unit outline Complete all assessments as per the unit outline Develop a learning plan in conjunction with the Field Educator Work the organisation’s hours, accept organisation’s rules and regulations Be aware and adhere to organisational policies and procedures Maintain integrity, respect and ethical practices and conduct yourself in a professional manner Inform class lecturer and supervisor of any difficulties or personal issues that may influence your

learning process Attempt to resolve with the supervisor all issues, problems or differences in a constructive and co-

operative manner Adhere to the Student Contract submitted in Sonia.

Field Education Coordinator

The responsibilities of the Field Education Coordinator include:

Ensuring all field education placements meet with ASWEAS (2017) Ensuring that Field Educators appointed by host organisations comply with ASWEAS (2017)

requirements and are equipped to carry out their role Maintaining effective communication channels between ACAP, students, and Field Educators

throughout the placement Addressing concerns raised by any party in the course of the placement Organising and contributing to orientation and professional development workshops for Field Educators Lead the ongoing development, monitoring and assessment of all Field Education courses Approve, evaluate and oversee the Field Education component of the course Ensure academic integrity of each placement.

The Field EducatorThe role of the Field Educator is critical to the students’ learning experience. Through this relationship students develop their ability to critically reflect, to connect theory to practice, to understand and respond to diverse needs and situations, and to practice creatively.

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Eligibility Criteria of Becoming a Field Educator

1. The Field Educator is eligible for full membership of the AASW with a minimum of two years full time post qualifying practice experience

2. In the absence of point 1, the Field Educator of the placement setting may have qualifications in a related discipline to social work. In this situation, an External Social Work Supervisor is appointed to support the role of the on-site Field Educator.

The Field Educator carries responsibility for:• Managing the details of the student’s placement learning and negotiating learning opportunities with

other professionals• Obtaining feedback from other professionals working directly with the student• Guiding the student’s learning experience, through direct observation, feedback and discussion• Providing professional knowledge and acting as a role model• Assisting the student to critique their own performance, including obtaining direct feedback from service

users and other stakeholders in the process and outcomes of intervention• Observing the student’s practice on a regular basis• Providing a minimum of 1.5 hours of formal supervision for each 35 hours of placement at least half of

which is on a one to one basis• Assessing and reporting the student’s progress throughout the placement against Profession-Specific

Graduate Attributes and bringing any concerns to the attention of the Field Education, ACAP- Approve Learning Plan in Sonia- Rate student using the Final Assessment Report Section of the Learning Plan document in

Sonia- Participating in the mid-placement review- Providing separate feedback comments on students’ Mid and End Placement Assessment

Report - Making a recommendation of Pass or Fail to the Field Education Unit, ACAP

The Field Education Unit, ACAP will provide support to Field Educators in recognition of their contribution to students’ professional education. This will include:

• Access to ACAP library resources• Supervisor training and ongoing professional development to equip Field Educators in their role• Consultation with the Field Education Coordinator as required• Other professional development activities offered through ACAP

External Social Work Supervisor (where required, see glossary)The responsibilities of an External Social Work Supervisor are to:

Provide formal social work supervision in the absence of a social work qualified staff to supervise students on placement- Must be qualified social worker (eligible for full membership of the AASW) with a minimum of two

years full-time practice experience, or its part-time equivalent and who demonstrates a commitment to ongoing professional education and an interest in developing social work knowledge skills

- Must be able to provide a minimum of 1.5 hours of formal supervision per student for each 35 hours of placement

Engage in discussions with the student on all aspects of their learning and assist them to critically reflect on their experiences and on developing skills and knowledge

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Work collaboratively with Field Educator and student to address student’s progress and learning and if any problems arise

Reviewing the Learning Plan Conduct mid-placement visit of students under his/her supervision Provide constructive feedback and comments on students’ progress Alert the Social Work Field Education Coordinator via email regarding recommended mid and final

Placement Reports having been completed and uploaded into SONIA Monitoring placement via supervision sessions Ensuring that both mid-placement and final placement reports are completed and uploaded in SONIA.

Student Placement Relationship CoordinatorThe role and responsibility of the Student Placement Relationship Coordinator includes:

Preparation of students for placement (requirements, expected tasks, expectations) Assessment and allocation of students to first and final social work placements Monitoring of student progress and prompt response to issues raised on placement including conduct,

compliance, and WHS Development of placement opportunities for the Discipline of Social Work Assessing suitability and quality of placements and agency capacity Providing mentoring and professional development for Field Educators and agencies Respond to supervisor issues and manage agency supervisors

The Academic Liaison Person (ALP)ACAP has a continuing duty of care for students on placements and must maintain and ongoing dialogue with all parties to the placement. In consultation with the Field Education Coordinator and Student Placement Relationship Coordinators, the liaison person maintains a general oversight of the progress of placement. The ALP is a qualified social worker with a minimum of 5 years practice experience, and is eligible for AASW membership.

The liaison’s responsibilities include: Respond to concerns and issues raised by student, Field Education Coordinator, Student Placement

Relationship Coordinators, and other parties to the placement Meet at least twice with the student and Field Educator to clarify education issues, monitor progress,

and mediate difficulties. At least one of these meetings must be face to face. More than one face to face meeting may be required where difficulties arise in the placement

Arrange the mid-placement review with student and supervisor and review the students learning goals and progress of placement

Problem-solve any minor matters and alert the college to any serious matters.

Organisation roles and responsibilities

The role and responsibility of the organisation is to:

Provide a range of practice opportunities suitable for student learning Provide staff time for field teaching and supervision Provide suitable working space and facilities Provide reasonable access to organisation records Protected time for learning

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Provide support for Field Educators/Supervisor (in terms of time, recognition of workload; if possible and replacement staff in the event that supervisors are ill or unable to continue field teaching)

Provide a physically and emotionally safe learning environment

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PLACEMENT PLANNING CHECKLIST

The following table is a checklist that will be helpful for your pre placement interview and for when you begin placement.

CHECKLISTPossible Questions to Ask your Supervisor

Appropriate Standards of DressHave I asked my supervisor what I should wear? Yes No Are there any special issues (related to dress) that I should be considering in this organisation? Yes No Am I dressing as I would expect a professional to dress? Yes No Does my dress reflect sensitivity to the different cultures that I might be working with? Yes No Have I noticed what other staff members are wearing? Yes No Work Hours and Organisation expectationsHave I checked the organisation’s work hours? Do I keep a record of attendance/time sheet? Yes No Who should I contact when I am sick/running late etc.? Is there a protocol with time/deadline for this to be addressed? Do I have the phone number? Is a text message or email an acceptable form of communication?What happens if I work extra hours? Can I take time off?How long is my lunch break? Are there any other breaks scheduled throughout the day? Is there a set time for my lunch break?Taking responsibility for tasks assignedWho should I tell/communicate with if I am unable to complete a task that has been assigned to me?When should I notify my supervisor that I am unable to complete a task allocated to me?CommunicationWho should I ask if I need help on a particular matter?If my supervisor is unavailable, who is my next contact?What is the usual practice when my supervisor is away from the office and I need to speak to them? Do I contact them via mobile, email, pager etc.? Is there another staff member I am able to communicate with?

The following table is a checklist that will be helpful for you to ensure you have completed all necessary stepsCHECKLIST YES NO

When Matched With an OrganisationHave you submitted your student contract for placement in SONIA? During PlacementHave you started writing your journal? Minimum 2 entries per week (Begin week 1 of placement) Have you submitted your online first draft of the Learning Plan? (within 3 weeks of beginning placement) Are you keeping a timesheet with your hours? Have you organised your Field Education Mid Placement review? (to be organised within the first 3 weeks of beginning of placement) Have you completed your Mid-Placement report? (due 1 week after Mid Placement review) Have you completed your Final Placement report? (due 1 week after placement has been completed)

FIELD EDUCATORS’ QUALIFICATIONS

It is a requirement of ASWEAS 2017 that all social work Field Educator hold a recognised qualification in social work and have at least two years full-time practice experience. However, these guidelines also acknowledge that a wide range of learning opportunities is available from having access to professionals with other qualifications and across other disciplines. In situations where the Field Educator do not have a social work qualification, the Discipline of Social Work will appoint an external social work supervisor to meet ASWEAS requirements.

FIELD EDUCATORS’ TRAINING AND PROFESSIONAL DEVELOPMENT

It is also an ASWEAS recommendation that the supervisor and liaison visitors have training to inform this educational role. Therefore, the Discipline of Social Work will provide a workshop pre-placement to provide an overview of the current program as well as learning requirements, evaluation processes and the relationship between theory and all forms of practice.

In addition,

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All supervisors will be eligible to attend Professional Development seminars and workshops offered by the College.

The Discipline will conduct supervision and preparation for placement workshops / training day each term.

All students will receive supervision while on placement. Supervisors will be required to meet AASW standards for supervising students. Field supervision will be provided by the supervisor in the nominated organisation at the minimum of 1.5

hours for every 35-placement hours, with individual supervision for at least half of the placement. The Field Education Coordinator will monitor the quality and effectiveness of the supervisor.

SUPERVISION: KEY POINTS

Field Educators are required to provide students with supervision on a regular basis. Good quality supervision is central to the development and maintenance of high standards of social work practice. The primary purpose of professional supervision is to facilitate competent, independent practice and not to perpetuate dependency. Supervision is most effective when it is valued by the organisation, the supervisor and the supervisee; where both parties are motivated to give it a high priority; and where there is recognition of the rights and needs of the supervisee as an adult learner. Effective supervision also requires the supervisor to have the necessary knowledge and skills to be able to identify and understand the process of how to teach, monitor, evaluate, reflect upon and encourage ‘best practice’. Additionally, effective supervision involves skills in deconstructing complex, often ambiguous and contradictory aspects of social work practice into more easily observable parts.

Supervision in Social Work Education

Please access key information and resources to support the provision of supervision during Field Education at: https://www.aasw.asn.au/professional-development/field-education.

Supervision is considered an essential component of effective and efficient social work practice. In the main, it involves a process where one worker is given responsibility to work with another worker (or student) in order to meet certain organisational, educational, professional and personal objectives. These objectives are listed as competent, accountable performance, continuing professional development and personal support.

There are a number of important assumptions around high quality supervision:

1. Individual learners’ perspectives are valued as legitimate, different, separate from, and equal to the perspectives of teachers or other learners.

2. The experience of learners is valued, and is used as an integral part of the educational process.3. Learning is best conceived as a process, not in terms of outcomes.4. Learning is a continuous process grounded in experience.5. The process of learning requires resolution between abstract and concrete thinking; observation and

action; values and facts; and information and assumptions.6. Learning links social work theory with the realities and demands of practice.7. Learning is a process of creating knowledge.

In summary, effective supervision

Occurs within the context of a clearly defined relationship within the organisation Is an ongoing process rather than a once-off event Has multiple and interrelated objectives which include organisational, educative, professional and

personal objectives May occur in an individual and group settings Depends on clearly defined responsibility and authority Occurs within the context of a positive and supportive relationship.

Students and supervision

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https://www.aasw.asn.au/professional-development/field-education

Both students and Field Educators need to prepare for supervision session. The agenda for each session is the responsibility of both student and supervisor. Without an agenda the session can be focussed on only one educational aspect to the detriment of others. A supervision session agenda should at minimum cover the following: tasks undertaken against student’s learning plan, analysis and discussion of a particular significant event or intervention and self-care. However, an agenda is only a guiding tool. Supervision sessions should also be flexible enough to allow both supervisors and students to be responsive to that moment, not stifled by process.

Topics that can be covered in supervision

Student’s adaptation to the organisation Activities and tasks undertaken – how time has been spent Congruency with Learning Plan Challenges Success and learnings Linking theory with practice Student’s insights (self-awareness, impact of assumptions, understanding of client group, interventions

used, social work roles in that particular environment, impact of public policy on services etc.)

Feedback: supervisors to students; student to supervisor; and student and supervisors to ACAP.

Students need reassurance from their supervisors. They need to know whether or not they are moving in the right direction. Therefore, feedback is essential for learning. Consequently, in a learning environment it is important that feedback is given in a clear, factual, concise, respectful and encouraging manner. In other words, we ask supervisors to providing constructive feedback to students.

When receiving feedback, students need to be curious not defensive about the feedback. Ask questions to discover what has been said and where the problem is. Look for the root cause, listen and respond to feedback.

Students will also benefit from paying attention to non-verbal feedback. That is feedback provided through clues such as smiles, nods, high eyebrows and other body language performed by either the supervisor or other staff members.

Given that learning is a two-way process students can also provide supervisors with feedback. In this instance, students need to also be clear, factual, concise, respectful and encouraging.

ACAP Discipline of Social Work also welcomes constructive feedback from both students and supervisors.

Communicating concerns to ACAP Discipline of Social Work

Field Educators and students involved in placement should be aware of the following processes:

Field Educators are required to contact the Field Education Coordinator with any concerns at any time during the placement. This will ensure all issues are dealt with in a timely and professional manner.

Students and Field Educators will have a copy of the Grievances and Appeals Policy and Procedure and are encouraged to follow this.

Students are encouraged to discuss with their Field Educators any issues raised during placement. Field Educators will provide students with ongoing feedback and support during placement. Student performance is reviewed in the mid-placement review. Final student performance review is conducted at the end of placement hours.

EXPECTATIONS OF STUDENT LEARNING

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Before commencing Field Education placements, all students must familiarise themselves with The Australian Association for Social Workers Code of Ethics (2010) which sets standards for the ethical practice for social workers in Australia: https://www.aasw.asn.au/practitioner-resources/ethics-standards.. Students should also familiarise themselves with the AASW Practice Standards for Social Workers as these standards are the minimum requirements for all social work practitioners. These are listed as: Practice Standards 2013; Supervision Standards 2014; Practice Standards for Social Workers 2013; and Practice Standards for Mental Health Social Workers 2008. These documents are available here: https://www.aasw.asn.au/practitioner-resources/publications.

EVALUATION OF STUDENT LEARNING

Student learning is evaluated in the following way:

Student progress is monitored and reviewed by the Field Educator and student in regular supervision sessions with reference to placement learning goals.

Field Educators make final recommendations to the Discipline of Social Work as to whether the student passes/ fails the placement.

The responsibility for the final mark rests with the Discipline.

Evaluation is based on:

AASW practice standards and specific learning goals contained in the placement learning plan The expectations of the particular placement The performance outcomes that the student has achieved in the placement.

The process of ongoing feedback and reflection is part of the learning experience.

Attributes of Australian social work graduates

These are based on the AASW Practice Standards (2013) and it is expected that students achieve these outcomes by the time they are due for graduation.

Graduate attributes:

1. Demonstrated sense of identity as a professional social worker2. Sound understanding of and commitment to social work values and ethics to guide professional practice

3. Ability to apply social work knowledge and interventions to respond effectively in meeting the needs of individuals, groups and communities in diverse settings, client groups and geographic locations

4. Ability to apply knowledge of human behaviour and society, as well as the social, cultural, political, legal, economic and global contexts of practice to respond effectively within a human rights and social justice framework

5. Ability to review, critically analyse and synthesise knowledge and values and apply reflective thinking skills to inform professional judgement and practice

6. Ability to apply research knowledge and skills to understand, evaluate and use research to inform practice and to develop, execute and disseminate research informed by practice

7. Demonstration of effective communication and interpersonal skills8. Ability to work with diversity and demonstrate respect for cultural difference9. Understanding of the importance of and commitment to ongoing professional development.

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https://www.aasw.asn.au/practitioner-resources/publications

https://www.aasw.asn.au/practitioner-resources/publications

https://www.aasw.asn.au/practitioner-resources/ethics-standards

STUDENT COMMUNICATION WITH THE FIELD EDUCATION TEAM

Students are expected to use their ACAP email addresses for communicating with the ACAP Field Education team. Please send correspondence and emails to: [email protected]

SOME PRACTICAL ISSUES

Assessment of student readiness Student readiness is an important part of the assessment process prior to acceptance into the Field Education Program. Students may self-assess that additional skills are needed for field readiness, or it may be identified that students require additional skills and experiences either at the application review point or after the assessment interview. Once identified, there are a number of opportunities that are available to students. Students are strongly encouraged to undertake the following course of self-directed learning.

1. Become involved in a volunteer program. There are opportunities via local councils to volunteer in a number of programs. Some volunteer opportunities include free introductory / orientation training that provide a good source of information and learning. These opportunities provide client based experiences, communication skills development, and exposure to the Australian based welfare systems. Volunteering can also greatly improve employability at the conclusion of your formal education. Contacts: https://www.volunteeringaustralia.org/ www.govolunteer.com.au

2. Review and update your Curriculum Vitae (CV). A well written CV is essential to Field Education and is used to match students to placements. ACAP have a CV assistance program.

3. Additional courses and coaching opportunities may be available eg. Mental Health First Aid Course. 4. If placement readiness has been identified by Field Education through the placement interview process,

then students will need to provide a copy of a mock job application (with updated CV attached) as part of the application pack to demonstrate that additional skills have been developed and that they are now placement ready.

Time RequirementsPlacements are usually undertaken over a continuous period at a minimum of three days per week at 7.5 hours a day. Please note that 2 days per week placement is only possible under special circumstances and approval from the head of the Discipline of Social Work. ACAP recommends a minimum of 3 days. In order to ensure that placements are structured in a way that is educationally viable, we expect placements to be undertaken over a continuous period, without breaks for holidays. This means that usual mid semester break periods do not apply, except for public holidays, and other days, for example because of family responsibilities, as negotiated with the Field Education Coordinator and the Field Educator. if applicable. No leave of any kind may be counted towards the 500 hours/ approximately 70 days required.

Placement dates are calculated on the basis that students work seven and half (7.5) hours daily during the normal hours of operation of the organisation (excluding lunch and other breaks) and therefore they should plan their other responsibilities to allow for this. It is not an option for students to work straight through the day without breaks. Special arrangements regarding the hours of work within a placement may be negotiated between the student and Field Educator. It is not acceptable for students to miss placement days to attend their paid work commitments.

Field education working hours

Students who wish to vary their Field Education hours should talk to the Field Educator and negotiate agreed upon alternative hours which take account of student need and organisation/field education requirements/priorities. If a student requests a variation in times and days of placement, it is at the Organisation’s discretion whether it is possible to vary the placement days and hours. Variation of days and hours can only be considered in exceptional circumstances. Exceptional circumstances do not include for example holiday arrangements, or study leave to prepare assignments.

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http://www.govolunteer.com.au/

https://www.volunteeringaustralia.org/


Students should remember that they are on placement as a student worker. They should discuss other needs, for example part-time work, childcare, with their supervisor, with a proposal about making up the time. Please note that organisations’ first responsibility is to their clients and their workers. If students’ needs are in conflict with organisations’ responsibilities to their clients or workers, then it is understandable that an organisation may terminate a placement. Any proposal to vary the placement arrangements needs to be acceptable to both the organisation and supervisor. Where a significant change occurs, for example reducing placement days from 4 to 3 per week, the Social Work Field Education Coordinator must also be notified.

Where placements are undertaken substantially out of hours to provide flexibility for the student, then hours should be negotiated between the student and Field Educator prior to the commencement of placement and indicated on the Placement Schedule and Registration form. Where a flexible time plan is negotiated (for example shorter working days), the student should keep a record of placement hours, signed off by the supervisor at the completion of placement. Hours completed on weekends are still counted as single hours. These would usually only take place upon the request of the agency (e.g. for out of the ordinary events) and where sufficient supervision is provided. This should be arranged in negotiation with the student.

Punctuality

Students are expected to be punctual on placements. Late arrival or unexpected placement absence must be communicated and explained to the supervisor no later 30 min from the expected arrival time.

Timesheet

Students are required to register their starting and finishing time on the Placement. The timesheet template is available in SONIA. The timesheet needs to be sighted by the Field Educator on a regular basis. If you have an external social work supervisor, he/she does not need to sign it. Only the Field Educator who sees the student on a daily basis signs it.

Illness and Absence

If a student is sick during fieldwork and cannot attend placement, they must notify the placement organisation as soon as possible, within 30 min of the agreed start time, that they will not be attending and of the expected return date. Most fieldwork activities and placements will require that the time be made up.

Accidents

If a student is involved in an accident during the placement, this needs to be reported to the placement supervisor and the relevant ACAP fieldwork staff member.

Travel and Related Expenses

Travel expenses to and from the placement are the responsibility of the student.

Insurance

Students on placement are covered by the College’s Public Liability and Professional Indemnity policies.

Sick leave

Students may take up to three single days of sick leave without a medical certificate during their 70 day placement, although the hours taken must be made up. For more than two consecutive days absence, or more than a total of three days overall, students are required to submit a medical certificate to their organisation supervisor. Any leave taken, including sick leave, must be made up by added placement days. Students will need to make up for any time missed if organisations close for a full day or half day for public holidays, or if time off is needed due to illness or other circumstances. Students should advise their Field Educator immediately if they are unable to attend placement when expected. Orientation to the organisation should include clear guidelines about who to contact and how (phone, email or text message) in the event of

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being unable to attend placement on any particular day. Students should take this requirement very seriously as it will affect their overall assessment in relation to their ability to conduct themselves in a professional manner, and with integrity.

Use of Organisation ResourcesStudents are reminded that organisation’s resources such as cars, email, telephones, fax machines and photocopying are not for students’ personal use and may be used for placement purposes and with requisite approval only. Misuse of organisational resources (for example accessing personal emails; unauthorised personal use of computers) may result in the termination of a student’s placement and an unsatisfactory result for the Field Education unit of study.

CostsCosts associated with travel to and from placement are entirely the responsibility of the student. It is expected that organisations will reimburse students for travel costs incurred during the working day for the organisations’ purposes. Organisations generally require a police check certificate for students on placement. Students are charged a fee at the same rate as volunteers.

InsuranceStudents are covered by ACAP for public liability and personal accident insurance. These insurance policies will only cover students on approved, registered, unpaid student placements that form part of the academic requirements of their course. There is an implied legal obligation on the part of the placement organisation and the placement supervisor to ensure that the student is not placed in a position where their actions can result in damage to property or injury to other persons. The placement organisation also has a legal requirement to provide a safe and secure working environment and not place the student in a situation where they may be at risk. The Field Educator is responsible for the student’s wellbeing and participation in suitable activities at all times. The Field Educator is responsible for ensuring all case notes are compliant with the organisation’s standards and client files are kept confidential.

COMPLIANCE CHECKS

There are a range of checks that students may be required to undergo before being allowed to commence their placements:

Driving LicencesThe vast majority of placement organisations require students to have a drivers licence. If you do not have a drivers licence, then it will significantly limit your placement opportunities, or possibly mean you may miss out on a particular placement.

National Police CheckAll students are requested to apply for a National Police Certificate (also known as a national police record check) three months before placement.

This request is made as most agencies require students to have this certificate before being eligible for placement. Certificates are deemed ‘current’ for a period of 12 months. Depending on the date of the second placement, a student may be required to apply for another police clearance. Some organisations, even where students already have a certificate, may ask the student to pay for the agency’s own applications for certificates.

The Social Work Field Education Program procedures detailed below are based on the principles of maximum choice and privacy for students, with students’ personal information being disclosed only to those who need to know the information in order to fulfil their responsibilities.

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Any student who wishes NOT to be placed in an organisation requiring a certificate must make their position clear to the Social Work Field Education Coordinator.

It is the student’s responsibility to complete and submit the form. Replies are sent directly to the student, who is then responsible for providing their certificate report to the organisation’s supervisor.

For information about the Police Check, visit the following link:

http://www.afp.gov.au/what-we-do/police-checks/national-police-checks

International Criminal Records CheckSome agencies are now asking international students to supply these prior to be being able to embark on placement. As procedures vary, international students are strongly advised to discover the means by which this information can be obtained, if necessary by contacting their local embassy, so that delay in proceeding to placement can be minimised. In the event your country of origin cannot provide such a check, please advise the Field Education Coordinators via [email protected].

In the event of ‘Disclosable Court Outcomes’ In the event of ‘Disclosable Court Outcomes’, the student must seek a discussion with the Academic Leader/Field Education Coordinator. It is on the basis of this full record that a further discussion will be held to assess the impact of the disclosure on the securing a placement and, if progress towards a placement is appropriate, to prepare for giving the certificate outcome to the organisation. Not all ‘Disclosable Court Outcomes’ result in the withdrawal of a placement. If a placement offer is withdrawn on the basis of a certificate outcome:

1. Any negotiation between Field Education Coordinator and organisation’s staff regarding a student in this category will be confirmed in writing and documentation will explicitly note the basis on which the potential placement is confirmed or withdrawn.2. The student will be expected to have a discussion with the Field Education Coordinator about the outcome of the certificate so that the Field Education Coordinator is fully informed before commencing negotiations for a placement with another organisation. Rights of Students a. If the result of the Certificate is a Disclosable Court Outcome

1. If advised by organisation staff that a student's certificate result is unsatisfactory for that particular organisation, ACAP Field Education Coordinator will cease placement negotiations with that organisation. An organisation’s acceptance of any particular student on placement is always at the organisation’s discretion. 2. In the event that a student's certificate result is unsatisfactory for a particular organisation, the Field Education Coordinator will seek a placement in another organisation. The Coordinator will usually advise any other placement organisation contacted on this student's behalf that there are Disclosable court outcomes on the certificate. 3. If a student cannot be placed after three attempts (whether due to reasons related to Certificate clearance or for other reasons), there is no obligation to continue to seek

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IMPORTANT:

- Students who normally reside interstate should contact their local State Police force to obtain their clearance.

- A wait of several weeks can be expected before a reply is received. Submission of the certificate form should occur as early as possible to avoid delays to beginning placement.

- Confirmation of an offer of placement in direct client/patient areas cannot occur until the certificate result has been assessed and cleared by the appropriate organisation staff member.


http://www.afp.gov.au/what-we-do/police-checks/national-police-checks

alternative placements and the student will be unable satisfactorily to complete the Field Education component of the BSW degree.

b. If a student does not wish to apply for a Certificate It is unlikely that a placement would be found for a student where a certificate would not be required. Field Education staff would be obligated to seek placement with similar limitations and implications for the student concerned in relation to completion of the Field Education components of the BSW degree.

c. If a student obtains a Certificate but objects to the disclosure of its contents Similar limitations and implications as in (a. 2 and 3 above). Additionally, Field Education staff, in seeking to negotiate alternative placements would be ethically obliged to bring to the attention of the proposed placement organisation the fact that the student objected to the disclosure of certificate contents. It would then be up to that organisation to determine whether or not the proposed placement could proceed in the absence of disclosure of the Certificate details.

d. If a student obtains an unsatisfactory Certificate and advises this fact to Field Education staff, but does not wish this information disclosed to prospective placement agencies. Limitations and implications will be the same as if a student obtains a certificate but objects to the disclosure of its contents (c.).

Working with Children Check (WWCC)Some organisations may require students to have a Working with Children check. The organisations themselves will have these on file. Each organisation has the original on file so you may be asked to do one at each of your placements.

The NSW Government introduced reforms to strengthen the protection of children, particularly in situations where they are not in the care of their parents or families. These changes have been made under the Child Protection Legislation Amendment Act 2015 to the Child Protection (Working with Children) Act 2012

The changes aim to make sure that anyone in NSW who: carries out child-related work; resides on a property of an authorised carer or on a property where home-based education and care service of family day care services is provided; or holds a key position in an organisation providing out-of-home care and adoption services has a Working With Children Check (WWCC) clearance that has been properly verified online.

These amendments came into effect on 2 November 2015. They affect all employers and organisations providing child-related services with roles that require a Working with Children Check clearance.

The intention of the WWC check is to prevent those who pose a risk to the safety of children from working with them, in either paid or volunteer work, by checking a person’s history for serious sexual, violence or drug offences. Employers, volunteer organisations and agencies must ensure that any of their staff or volunteers who need a WWC Check in accordance with the WWC Act has applied for such check by the due date as outlined in the phasing in schedule of the WWC Act.

A new WWC Check is not required when you change your employer or volunteer organisation unless you move from a volunteer to a paid position. A Working with Children Check is a requirement for people who work or volunteer in child-related work. It involves a national criminal history check and a review of findings of workplace misconduct.

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The result of a WWCC is either a clearance to work with children for five years, or a bar against working with children. Cleared applicants are subject to ongoing monitoring and relevant new records may lead to the clearance being revoked.

The WWCC is fully portable so it can be used for any paid or unpaid child-related work in NSW for as long as the worker remains cleared.

The WWC Check is valid for five years, unless revoked, suspended or surrendered during that time. However, when you change your place for child-related employment or volunteer work, you must inform the Department of the organisation’s details, in writing, within 21 days of the change.

The application process for WWC Check is the responsibility of the student to complete and submit the WWC form, and pay the required fee. Your placement is regarded as volunteering, so you do not need to pay any fee.

Clinical Placements and Vaccination RecordNSW Health and many other clinical placement (private hospital settings) will not accept students on placement without a completed inoculation record. The NSW Health Department circular entitled “Occupational screening and vaccinations of health care works against infectious diseases” contains all relevant information. Immunisations are a compulsory requirement for NSW Health to protect yourself and your patients against a range of specified diseases. You need to provide evidence to NSW Health that you have protection against the following diseases:

- Diptheria, tetanus, pertussis (whooping cough) (dTpa)- Measles, mumps, rubella (MMR)- Varicella (chickenpox)- Hepatitis B

Please read and complete the following promptly: 1. The student check list http://www.health.nsw.gov.au/careers/student_clearance/Pages/forms.aspx2. NSW Health code of conduct:

a. Read the NSW Health Code of Conduct Policy: http://www1.health.nsw.gov.au/pds/Pages/doc.aspx?dn=PD2015_049

b. Complete the Code of conduct agreement for undertaking clinical placements: http://www.health.nsw.gov.au/careers/student_clearance/Pages/forms.aspx

3. Student Immunisation Kit: http://www.health.nsw.gov.au/immunisation/Pages/oasv.aspxa. Information Sheet 1. Risk Categorisation Guidelines b. Information Sheet 2. Checklist: Evidence Required from Category A Applicants c. Information Sheet 3. Specified Infectious Diseases – Risks, Consequences of Exposure and

Protective Measures d. Form 2. Tuberculosis (TB) Screening Assessment Tool e. Form 3. Student Undertaking/Declaration

http://www.health.nsw.gov.au/immunisation/Pages/oasv.aspx4. NSW Health mandatory online training: A link will be sent to the students college email once all

documentation is verified by NSW Health ClinConnect Coordinator and entered into the ClinConnect system. Students will need to successfully complete this training before the commencement of placement.

Workplace Health and Safety Considerations

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http://www.health.nsw.gov.au/immunisation/Pages/oasv.aspx

http://www.health.nsw.gov.au/immunisation/Pages/oasv.aspx

http://www.health.nsw.gov.au/careers/student_clearance/Pages/forms.aspx

http://www1.health.nsw.gov.au/pds/Pages/doc.aspx?dn=PD2015_049

http://www.health.nsw.gov.au/careers/student_clearance/Pages/forms.aspx

There are also some legal obligations that the placement organisation must abide by before accepting students for placement. All agencies and organisations will be required to have in place a Workplace Health and Safety policy before taking students.

Anti-Discrimination Legislation Requirements

All agencies and organisations must be Equal Employment Opportunities employers and have anti-discrimination policies in place.

ACAP is committed to:

Creating a safe and productive working environment in which employees are free from harassment, discrimination and bullying and are treated with dignity and respect

Implementing training and awareness raising strategies to ensure that all employees know their rights and responsibilities

Treating all complaints in a sensitive, fair, timely and confidential manner Supporting staff who report behaviour which breaches this policy Promoting appropriate standards of conduct at all times

Refer to the Navitas Anti-Discrimination Policy and the Prevention of Harassment, Vilification and Bullying Policy – Australia.

International Students Requirements

Due to VISA requirements, international students are required to complete Field Education Unit on a full time basis. Students doing FE2 are required to start placement two weeks prior to term commencement.

CONTINGENCY PLANS FOR STUDENT PLACEMENTS

The following outlines what actions students should take for a range of unplanned events which may take place in the field, ranging from the absence of the placement supervisor to student illness and termination of a placement and for other reasons beyond the students control. All students and supervisors will be provided with this information at the beginning of the first placement. It will be available online for easy reference for the second placement.

Non-compliant Student

All students are expected to conduct themselves cooperatively, professionally and with integrity in the placement organisation; including but not limited to:

Times of attendance Punctuality Presentation and codes of conduct, dress and behaviour Accountability Compliance with the organisation’s policies, practices and code of conduct.

Non-completion of Placement

Where non-completion of placement is related to non-attendance without good reason or because of unacceptable behaviour, the placement will be deemed to be a fail and consequently will need to be repeated at a later date.

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Where a poor or unsatisfactory evaluation report is filed by the supervisor, the student’s performance will be investigated by the Field Education Coordinator with the following results:

The placement is deemed cancelled with the student receiving a failing grade for the field education unit.

The placement is cancelled and an alternative placement is arranged. An extension of placement hours is agreed with the student and supervisor with a re-defined learning

plan to address issues/ behaviours of concern. The placement is deemed completed based on other work completed by the student in class.

Withdrawing from Placement Policy

If students withdraw from placement the following will apply:

1. If students wish to withdraw from their placement temporarily or permanently, they must show sufficient causes for the withdrawal. If all options for saving the placement have been exhausted, the student must notify the Field Education Coordinator and the supervisor before withdrawing. Please note that there are financial consequences for withdrawals after the Census date.

2. If the organisation requests termination of the placement, the supervisor must notify the student and the Field Education Coordinator in writing stating the reasons for the student’s termination.

3. If the supervisor requests the reallocation of the student’s placement location, they must notify the Field Education Coordinator in writing stating the reasons for the placement change.

4. As students are expected to complete the placement hours within the allocated time frame, in the result of an early withdrawal, termination or reallocation of a placement the Field Education Coordinator will organise a meeting with the student and relevant parties to discuss the student’s case.

5. If non-completion is for good reason or outside the student’s control then the process outlined in Risk of Failing/ Underperforming section will be initiated.

Risk of Failing/Underperforming

Any issues and performance problems between the student and supervisor are to be directed to the Field Education Coordinator for resolution.

If failing the fieldwork/placement unit is likely, these procedures will be followed:1. The student will be notified by the Field Education Coordinator.2. The Field Education Coordinator will mediate and provide possible solutions. 3. If no solution is forthcoming and where a poor/fail evaluation is filed by the supervisor one of the

following may result: The placement is deemed cancelled, with the student receiving a failing grade for that unit. The placement is cancelled and an alternative placement or assessment is arranged. The placement is deemed completed. Student can lodge an appeal and grievance as per the relevant policy.

Ensuring Academic QualityProcesses to ensure academic quality of work-integrated learning include:1. Field education placements will be spread over at least two years; and each placement will be at least

500 hours.2. All placements will be carried out in host organisations that provide human/social work service and meet

the educational standards of the field education program of the Discipline.3. No placement will be only an observational placement.4. Students will have clearly defined learning goals and performance outcomes listed for each placement,

and required assessment criteria for each assessment. The learning plan will be established in consultation with the College, the Field Educator/supervisor and student, and documented in the student’s learning plan.

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5. All students and Field Educators will be provided with the Field Education Manual with all details relevant to the course (electronic and hard copy). This manual details other issues like insurance, grievance procedures, roles and expectations, clearances etc.).

6. All placements will be monitored by the Field Education Coordinator. 7. The learning plans will be monitored by the Field Educator, External Social Work Supervisor and class

teacher.8. All students will receive at least one mid-placement review. All parties in the Field Education units will

be required to provide written and online feedback and evaluation surveys on completion of the placement.

9. The final decision about student progress (and grade) will be made by the College after consideration of material submitted by all parties.

OTHER PLACEMENT MATTERS

Grievances and Appeals

In the event a student wants to appeal against the allocated mark, the appeals process is documented in ACAP’s Academic Grievances and Appeals Policy and Procedure and Non-academic Grievances and Appeals Policy and Procedure: (http://currentstudents.acap.edu.au/managing-my-course/a-zpolicies/).

Overseas Placement

Although at least 50 percent (500 Hours) of the field education requirements must be taken in Australia, students may undertake one placement overseas. It is preferred that the first placement be taken in Australia. In cases where placements are arranged overseas, all the usual standards, criteria and responsibilities related to field education will apply. Students interested in undertaking a placement overseas must apply to the Field Education Coordinator, with details of their proposed placement. This proposal will be considered in conjunction with the Head of the Social Work Unit for approval.

Recognition of Prior Learning (RPL) for Field Education units

ACAP’s Social Work Program, in seeking to implement the Australian Social Work Education and Accreditation Standards (ASWEAS, 2017) has developed the following processes:

1. Students are able to apply for RPL for their first placement only. 2. Any student wishing to have RPL applied for a placement or part thereof is required to make a

formal application for RPL. This application, in the form of a portfolio, must be submitted before the placement is timetabled.

3. Applications are to be submitted to the Field Education Coordinator. 4. A panel will be convened to consider the RPL application and determine the outcome of the

application.

Eligibility for Recognition for Prior Learning (RPL)

Recognition for Prior Learning may be used as the basis for part of or all of the first field education placement. To be eligible the student must have worked for at least 3 years (FTE equivalent) in a health or welfare setting that would be deemed appropriate as a field education setting for the first student placement. The student must demonstrate a workload similar to tasks carried out by social workers such as risk assessments, counselling, case management and community work (ASWEAS; 2017, guideline 6.10, p., 29)

Applying for RPL

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http://currentstudents.acap.edu.au/managing-my-course/a-zpolicies/

The assessment process is outlined in the AASWEAS 2017 document under guideline 6.11. The student must provide evidence that they have a sufficient basis of prior knowledge and skills to achieve Field Education learning outcomes as well as the learning outcomes at the AQF level in the time specified.

STEP 1:

Students must provide a portfolio of evidence to include duty statements, accompanied by referrer reports, and a personal skills audit of their work experience to demonstrate how their knowledge, skills and professional insights align with the AASW Practice Standards and Profession-Specific Graduate Attributes.

Students are to submit an RPL application portfolio during week 1 of the trimester before the scheduled placement is due to commence. The portfolio should contain the following items as prior leaning evidence:

1. Personal details, including a Curriculum Vitae2. Details of relevant work experience (must meet AASW guidelines regarding minimum three full-

time equivalent years’ practice in a relevant context in the previous seven years of which at least one full year of full-time equivalent has been in the last three years). This includes job descriptions and examples from practice.

3. Overall statement as to why they believe their work experience/field education experience allows them to meet the Learning Objectives for AASW Practice Standards http://www.aasw.asn.au/document/item/4551 and Profession Specific Graduate Attributes (ASWEAS, 2017, p. 20-24).

4. Students should argue their case against each of the AASW Practice Standards, giving examples of their use of social work practice skills, such as assessment and counselling, and demonstrating familiarity with and use of a range of methods such as case work and community work. Student claims for RPL must be verified by a qualified social worker who worked within the relevant organisation.

5. The portfolio of evidence must include duty statements and a referee report.6. A performance evaluation completed by the student to demonstrate the level of knowledge and

skills consistent with those expected of a student at the end of first placement.*Relevant forms are available to current students in the Social Work Student Lounge in the Student Portal.

Assessment Process for RPL

The portfolio will be independently assessed by a qualified social worker, with at least 5 years of post-qualifying experience, and eligible for AASW membership. The assessor will have direct knowledge in the area of work and an experienced Field Educator who has assessed students on first placement.

The student must be interviewed by the Field Education Coordinator and the independent social worker who reviewed the student’s portfolio.

The decision of the panel must be recorded and reported in ACAP’s annual reporting process to the AASW.

The panel may decide:

1. To require major or minor revisions to the portfolio or application (e.g. require applicant to undertake additional social work related tasks under social work supervision or require applicant to undertake additional supervision sessions from Discipline of Social Work designated social work supervisors).

2. To decline approval for RPL.3. To approve RPL.

Students who are granted RPL for first placement must:1. Undertake placement in an Australian setting in a human services agency that employs social

workers, where the student is engaged in direct practice

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http://www.aasw.asn.au/document/item/4551

2. The placement must be different from that of the student’s work history and experience upon which RPL was based

3. The student must have a Field Educator employed in the placement setting who is a qualified social worker with at least two years of post-qualifying experience.

Work-Based Placements

While it is expected that student placements will be undertaken in different organisations from the student’s place of employment, the AASW guideline will allow no more than one field education placement in a student’s place of employment. This is under quite strict conditions to ensure the provision of a breadth of experience and to prevent conflicts of interest between employment and education roles.

The rationale for allowing Field Education placements to be undertaken within the student’s place of work are in situations where the student will engage in significantly different tasks from their current employment (for example: a secondment to a different team, division, or department within the organisation). The focus is on the student’s education, learning, and professional development as a social worker. It requires the opportunity and support for the student to experiment, take risks, learn from experiences, reflect and analyse their social work tasks. Difficulties can arise if a student is placed in a situation where conflicting role expectations, (as student and worker), or conflicting assessment criteria exist. Thus, with a selection of placements, clear delineation will occur between a student’s placement and a student’s workplace.

If you are considering making an application, please make contact with the Field Education Coordinator prior to making an official application to discuss the viability of an application according to the AASW required conditions. Before a student commences a workplace placement, special attention will be paid to clarifying the goals of the placement and to determining the learning opportunities that will be available and the educational processes that will be used. Those students who wish to undertake a work based placement must complete a required form which is available from the Field Education Coordinator.

If considered viable, students are to submit an application during week 1 of the trimester before the scheduled placement is due to commence. The Field Coordinator and Head of school will provide final approval upon receipt of a portfolio,that will contain the following items:

The following documentation is required by the organisation:

1..Completion of the Work Based Placement application from.

2. Additional material that will be needed:

A written agreement signed by Senior Management not the student’s immediate manager. All

parties must agree that:

a. The student is located in a work setting away from their normal employment setting

b. The student status will be protected and they will not be expected to meet normal work

commitments as an employee of the organisation

c. The placement will be full time, with the same expectations as those placed on other students

to meet the attendance and learning requirements set out by ASWEAS.

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d. The student must not have prior personal or professional relationship with the person

appointed as the Field Educator (ASWEAS 2017, Guideline 6.9 p. 29).

PREPARING FOR PLACEMENT AND THE WORKPLACE

As further preparation for your placement, we highly recommend the reading of A Practical Guide: for Students and Graduating Practitioners (October 2014) published by the AASW which touches on topics such as the anxieties of placement, field placement envy, tips for resume and cover letter writing and preparation for interviews. This handy handbook can be found on the AASW site at: http://www.aasw.asn.au/document/item/6781

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http://www.aasw.asn.au/document/item/6781

FIELD EDUCATION – CURRICULA

Prerequisites:

Bachelor of Social Work

SWSP2013 Field Education 1 SWSP1003 Introduction to Human Services, SWSP1023 Professional Practice 1SWSP1013 Social Work Theories(Further information to be announced - pre-requisites under revision)

SWSP4013 Field Education 2 SWSP2013 Field Education 1

Master of Social Work (Qualifying)SWSP6053 Field Education 1 SWSP6003 Becoming a Social Worker – Social Policy and Practice Context,

SWSP6013 Social Work Theory and Practice (Critical Theories and Skills)SWSP6023 Current Issues in Professional Practice – Fields of PracticeSWSP6033 Social Work Theory and Practice (Individuals and Families )SWSP6043 Social Work Theory and Practice (Group, Teamwork and Organisational Learning)

SWSP6103 Field Education 2 SWSP6053 Field Education 1

All Field Education units include 500 hours of supervised practice in a social service organisation. Opportunities to integrate theory with practice will inform these practice-based units. These units introduce students to the real world of practice. Students will be placed in agencies where they have the opportunity to utilise the skills developed in the practice units, such as engagement, assessment, and intervention with individuals, families, and small groups. Students are expected to develop practices that take account of the socio-economic structure of people’s lives as well as their psycho-social situation, to gain an understanding of the policy and organisational context of direct practice, and to explore the application of relevant theory and knowledge in the field of practice where they are placed.

Placement Opportunities

At present Field Education 1 placement are focused on students gaining experienced within the welfare sector generally. Examples of FE1 placements include local government, local councils, community health centres, neighbourhood houses and small non-government agencies. Most of these agencies provide a range of services to clients that include non-directive and supportive practices. If a social work supervisor is not available on-site, external supervision is provided by ACAP (usually delivered small groups after field seminars at ACAP).

Field Education 2 placements are mostly focused on social work specific role with an emphasis on direct on-placement social work supervision. Examples of placements include government and non government agencies and human service organisations, such as Child Protection, Centrelink, schools, family and children's services, community health centres, crisis support and/or accommodation services, hospitals, housing services, mental health services, and large and small government and NGOs will be utilised for the placement. In the second placement, in addition to (different) direct service placements, students can now undertake a research, community

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development or policy placement, where they will have the opportunity to undertake a project of some kind. This placement will be supported by an integrative seminar designed to facilitate the integration of theory and practice during their learning experience. Integrative Seminar: As part of their 500 hours in a social service organisation, students will attend a 2-hour (fortnightly) practice-theory integration class on campus. These classes are aimed to help students explore the theory/practice relationship and focus on their own experiences and learning opportunities. Further, this unit will: provide a supportive environment for students to discuss personal and professional issues in light of their values, morals, ethics and expectations about their developing roles as social workers; encourage a shared learning environment and develop greater understanding of the links between public issues and private troubles; at the same time encourage individual responsibility for explaining and reflecting on practice issues; and lastly, encourage students to bring to the classroom, learning opportunities from their placement to share with others.

By the completion of the Field Education program students will be able to:

1. Demonstrate knowledge relevant to the placement context, organisational structure and function, and the role of social work within this context.

2. Apply conceptual skills in relating theory to practice.3. Work independently and demonstrate initiative in practice situations. 4. Demonstrate professional conduct in the field education placement and recognise the ways in which

their values influence responses to particular practice situations. 5. Identify the ways in which the interests and values of dominant groups determine the definition of, and

responses to, service user needs.6. Demonstrate specific skills in relation to the particular emphasis of specific placements, i.e.

communication skills, writing skills, recording and evaluation skills and organisational and planning skills.

7. Know how and when to use consultation and supervision. 8. Demonstrate an emerging capacity for critical reflective practice.9. Demonstrate a practice-based awareness of the issues of consumers' service and resource networks

associated with their placement organisation’s functions.10. Continually assess the process of intervention in the light of personal and organisation’s ideology and

social work values.

Assessment Tasks for Field Education units cover

Placement portfolio outlining: Learning opportunities with learning outcomes Evaluation of learning opportunities A demonstration of linking theory with practice Case assessment or case report (1st placement) Policy review of organisation or field of practice (2nd placement) Demonstration of linking theory with practice Mid-placement report Reflection on use of self and beginning practitioner Reflection on supervision and reflection as a tool for improving practice effectiveness Evidence of work undertaken Final placement report Class work attendance and tasks as per unit outline.

Note: Specific learning outcomes for Field Education 1 and Field Education 2 are detailed in the Unit Outlines which are reviewed and updated as required.

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REFERENCESRecommended Texts Cleak, H., & Wilson, J. (2013). Making the most of field placements. Melbourne, Australia: Cengage. Noble, C., Gray, M. & Johnston, L. (2016), Critical supervision for the human services: A social model to

promote learning and value-based practice. London, UK: Jessica Kingsley Publishers.

Recommended Readings• Australian Association of Social Workers (AASW) (May, 2017). Australian Social Work Education and

Accreditation Standards (ASWEAS) 2017. Canberra: AASW. • Beddoe, L., & Maidment, J. (2009) Mapping knowledge for social work practice: Critical intersections.

Melbourne, Australia: Cengage Chung, R., & Benak, F. (2012). Social justice counselling: The next step beyond multiculturalism. Thousand

Oaks, CA: SAGE Publications. Doel, M., Shardlow, S., & Johnson, P. (2011). Contemporary field social work: Integrating field and

classroom. Thousand Oaks, CA: SAGE Publications. Fejo-King, C. (2013). Let’s talk kinship: Innovating Australian social work education, theory, research and

practice through Aboriginal knowledge. Torrens, Australia: Christine Fejo-King Consulting. Giles, R., Irwin, J., Lynch, D., & Waugh, F. (2010). In the field: From learning to practice. South Melbourne,

Australia: Oxford University Press Healy, K. (2012). Social work methods and skills: The essential foundations of practice. New York, NY:

Palgrave Macmillan. Jandt, F. (2013). An introduction to intercultural communication: Identities in a global community. Thousand

Oaks, CA: SAGE Publications. Koprowska, J. (2010). Communication and interpersonal skills in social work. Exeter, England: Learning

Matters. Lindsay, T., & Orton, S. (2014). Group work practice in social work (3rd ed.). Exeter, England. Learning

Matters. Lister, P. (2012). Integrating social work theory and skills: A practical skills guide. New York, NY: Routledge. Maidment, J., & Egan, R. (2009). Practice skills in social work and welfare: More than just common sense.

Crows Nest, Australia: Allen & Unwin. Muller, L. (2014). A theory for Indigenous Australian health and human service work: Connecting Indigenous

knowledge and practice. Crows Nest, Australia: Allen & Unwin. Nikku, B. R., & Hatta, Z. A. (Eds.) (2014). Social work education and practice: Scholarship and innovations in

the Asia Pacific. Brisbane, Australia: The Primrose Hall Publishing Group. Noble, C., Henrickson, M., & Han, I. Y. (Eds.) (2013). Social work education: Voices from the Asia Pacific

(2nd ed.). Sydney, Australia: Sydney University Press. O’Hara, A., & Pocket, R. (2011). Skills for human service work: Working with individuals, groups and

communities. Sydney, Australia: Oxford University Press. Shulman, L. (2009). The skills of helping individual, families, groups and communities (6th ed). Belmont, CA:

Cengage Learning. Trevithick, P. (2005). Social work skills: A practise handbook. London, England: Open University Press. Wonnacott, J. (2012). Mastering social work supervision. London, England: Jessica Kingsley Publishers.

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Glossary

ASWEAS. The Australian Social Work Education and Accreditation Standards.

Discipline. Where reference is made to “Discipline” in this document, it refers to the ACAP Discipline of Social Work.

External Social Work Supervisor. The External Social Work Supervisor is a social work professional that is allocated to students who do not have a Social Work Supervisor on placement. Therefore, every student who has a Field Educator without qualifications in social work and at least 2 years post-qualifying experience (FTE) will have two supervisors: the Field Educator will be the primary on-site supervisor, and an External Social Work Supervisor will provide supplementary supervision that focuses social work theories, values, and the development of the student’s professional identity as a social worker.

Field Educator. This can be a qualified Social Worker or a professional with qualifications in a related discipline employed in the placement setting. The Field Educator provides supervision, support and assistance to students while on placement.

Field Education Coordinator. The person allocated to manage the field education program within the pre-qualifying social work program.

Field Education Liaison Person. The liaison person is either a member of the academic staff or an experienced social worker contracted by ACAP Discipline of Social Work to provide liaison between the college and the placement organisation.

Field Education Staff: A member of the Discipline of Social Work, Field Education team (i.e. this includes the field education coordinator or student placement relationship coordinator).

Field Placement. A field placement (as opposed to classroom-based experience) is a structured learning experience where a student is placed in an organisation or a community working on particular tasks under the supervision of a social worker for a specified number of days. This is a major part of the field education subject.

Learning Goals. The individual learning goals a student develops around each field placement that they undertake.

Organisations. Also known as agency. This is the setting in which you conduct your placement. It may also include a community setting.

Student Placement Relationship Coordinator. This is a member of the Field Education staff team of the Discipline of Social Work (DSW) who is involved in placement coordination.

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