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School of Social Work
Master of Social Work (Qualifying)
SWSP6053 Field Education 1
Trimester 1, 2017
Social workers acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians,
whose lands, winds and waters we all now share, and pay respect to their unique values, and their
continuing and enduring cultures which deepen and enrich the life of our nation and communities.
Social workers commit to acknowledge and understand the historical and contemporary
disadvantage experienced by Aboriginal and Torres Strait Islander peoples and the implication of this
for social work practice. Social workers are responsible for ensuring that their practice is culturally
competent, safe and sensitive.
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SWSP6053 Field Education 1
Trimester 1, 2017 Page 1 of 24
SWSP6053 Field Education 1
Level: Master
Duration: One trimester
Credit Points: 18 (out of a total of 96)
Prerequisites: SWSP6003 and SWSP6013
Mode(s) of Delivery: On-campus (Sydney)
Core/Elective: Core
Unit Co-ordinator: Iris Silva Brito
Unit Description All Field Education units include 500 hours of supervised practice in a social service agency.
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 for the first placement include agencies and human service organisations,
such as family and children's services, local community centres, 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.
Unit Workload Integrative Seminar: The unit includes five weeks of 2 hours of class time on campus. This time will
be used for interactions with students to facilitate discussion of field education unit materials and
assessments, presentations and group activities. Course material will be available in the online class
space.
In addition to the seminars, students are expected to engage in 2-3 hours of private study per week.
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SWSP6053 Field Education 1
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Learning Outcomes On completion of this unit, 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 agency’s functions.
10. Continually assess the process of intervention in the light of personal and agency ideology and
social work values.
Learning and Teaching Approach 1. Learning is an active process – which involves both questioning and challenging.
2. Learning is a shared process – where others’ thoughts and ideas are presented, critically
analysed, exchanged and respected.
3. Learning is a collaborative and empowering process for self and others.
4. Learning is thoughtful and reflective.
5. Learning requires integration with prior knowledge and other arenas of knowledge development
in the program.
6. Preparation for lectures and seminars and reading the recommended texts and references is
essential.
The content of this unit has been designed to maximise both online and face-to-face learning to
integrate the subject matter.
Students are expected to:
1. Complete all activities
2. Complete readings
3. Complete all assessments
4. Attend all classes
It is also recommended that students:
Keep a record of new terminology that is introduced in this unit
Keep a copy of assessments and other correspondence
Keep notes on unit content and readings
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SWSP6053 Field Education 1
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There will be learning activities linked to all lecture materials which are designed to encourage
students to deliberate and reflect and to provide opportunities for further learning. The activities are
designed to help students think through and practise the specific skills and general concepts
presented in this unit as well as provide valuable learning opportunities.
Attendance Requirements Attendance requirements ensure that students in Australian Association of Social Workers (AASW)
accredited courses meet the AASW Practice Standards, and that learning outcomes are met for all
units offered by the School of Social Work. Students are required to maintain at least 80%
attendance for all Social Work units in order to pass the unit. For this course, it means that you
cannot miss more than ONE seminar out of the FIVE seminars.
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SWSP6053 Field Education 1
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Readings Recommended Text
Cleak, H., & Wilson, J. (2013). Making the most of field placements. Melbourne, Australia:
Cengage Learning.
Social Work Field Education Manual (ACAP) Revised September 2016.
Recommended Reading
Giles, R., Irwin, J., Lynch, D., & Waugh, F. (2010). In the field: From learning to practice. South
Melbourne, Australia: Oxford University Press.
Note: Both these books are excellent reference texts for preparing for your placement and
supporting you and your learning throughout the process. They are also excellent resources for your
supervisor and for use and reference in your supervision sessions and importantly, for when you
become a supervisor.
Additional Recommended Readings
Australian Learning & Teaching Council (2010). A guide to supervision in social work field
education. Sydney, Australia: Creative Australian Learning & Teaching Council.
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.
Davys, A., & Beddoe, L. (2010). Best practice in supervision: A guide for the helping professions.
London, England: Jessica Kingsley Publishers.
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.
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
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SWSP6053 Field Education 1
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innovations in the Asia Pacific. Brisbane, Australia: The Primrose Hall Publishing Group.
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.
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 individuals, 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.
Journals ADVANCES: Journal of Social Work and Welfare Education
Australian Journal of Social Issues
Australian Social Work
Critical Social Work
Journal of Social Work (UK)
Journal of Social Work Education (USA)
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SWSP6053 Field Education 1
Trimester 1, 2017 Page 6 of 24
Unit Content Session Topic Compulsory Readings Tasks
Pre-Placement
Orientation
School of Social Work, Field Education Manual The Australian Association of Social Workers (2010). Code of Ethics. Canberra, Australia: AASW. http://www.aasw.asn.au/document/item/1201
Session 1 03 Mar 2017
(Week 3 T1)
Student as Learner
Being on placement –
expectations on the
student and professional
expectations
Development of the
learning plan and the
inclusion of the AASW
Practice Standards
(2013)
Establishing learning
frameworks and practice
standards
Assessment tasks
Professional supervision
Working with your
supervisor
Journal as a tool for
critical reflection
Time sheets
Cleak, H., & Wilson, J. (2013) Making the most
of field placement (3rd ed.) South Melbourne,
Australia: Cengage Learning. (Chapter 3, 4 & 5).
The Australian Association of Social Workers
(2013). Practice Standards. Canberra, Australia:
AASW.
http://www.aasw.asn.au/document/item/4551
Giles, R., Irwin, J., Lynch, D., & Waugh, F.
(2010). In the field: From learning to practice.
South Melbourne, Australia: Oxford University
Press. (Chapters 1, 2 & 3)
Australian Learning & Teaching Council (2010).
A guide to supervision in social work field
education. Sydney, Australia: Creative
Australian Learning & Teaching Council (Section
1-4).
Learning Plan
Review:
AASW Practice
Standards for
Social Workers
The AASW Code
of Ethics
Reflective journal
Map skills,
knowledge and
lived experience
relevant to
placement
Time sheets
Session 2 17 Mar 2017 (Week 5 T1)
The Organisational Context
of Human Services
Self-awareness
Social work in context:
Reflecting on the
organisational context
What is the role of
social work?
Adding value to the
organisation
Organisational context
of supervision
Developing a learning
culture
Exploring theory and
practice integration
Davys, A., & Beddoe, L. (2010). Best practice in
supervision A guide for the helping professions.
London, England: Jessica Kingsley Publishers.
(Chapter 4).
Giles, R., Irwin, J., Lynch, D., & Waugh, F.
(2010). In the field: From learning to practice.
South Melbourne, Australia: Oxford University
Press. (Chapters 4 & 5)
Hawkins, P., & Shoet, R. (2012). Supervision in
the helping professions. Maidment, England:
Open University Press. (Chapter 13)
Beginning
development of a
sense of
professional self
Develop an
organisational
map with
particular
reference to
where social work
fits in the agency
Explore some key
elements of
successful
partnership
between the
professional and
the organisational
Case presentation
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SWSP6053 Field Education 1
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Session Topic Compulsory Readings Tasks
Session 3 07 Apr 17 (Week 7 T1)
Methods and Context of
Practice & Critical and
Inclusive Practice
Theories and methods
overview
Professional practice
Integration of theory to
practice
Teaching and learning
tools
Making inclusive ethical
practice decisions
Identifying professional
challenges, conflicting
values, and difficulties
in the field
Developing learning
processes into your
practice
Developing skills for
individual, family and
group work.
Cleak, H., & Wilson, J. (2013). Making the most
of field placement (3rd ed.) South Melbourne,
Australia: Cengage Learning. (Chapter 6 & 9)
Muller, L. (2014). A theory for indigenous
Australian health and human service work:
Connecting indigenous knowledge and practice.
Sydney, Australia: Allen & Unwin. (Chapter 4)
Payne, M. (2014). Modern social work theory.
(4th ed.). London, England: Palgrave Macmillan.
(Chapter 3)
The Australian Association of Social Workers
(2010). Code of Ethics. Canberra, Australia:
AASW.
http://www.aasw.asn.au/document/item/1201
Chenoweth, L., & McAuliffe, D. (2012). The road
to social work & human service practice (3rd
ed.). South Melbourne, Australia: Cengage
Learning. (Chapter 3)
McAuliffe, D., & Chenoweth, L. (2008). Leave no
stone unturned: The inclusive model of ethical
decision making. Ethics & Social Welfare, 2, 38-
49.
Describe a piece
of work you have
undertaken on
placement and
highlight what
large scale
theoretical
perspectives are
applicable and
how these relate
to the methods
and skills you
have used
Role-play
Case studies
Practice examples
Identifying
challenging
situations from
placement
Session 4 21 Apr 17 (Week 9 T1)
Critical Reflections
Working with difference
Working in groups &
teams
Peer support
Working with ATSI
communities
Integration of theory to
practice through critical
reflection
Reflecting on the field
education experience
Reflecting on ‘endings’
Cleak, H., & Wilson, J. (2013). Making the most
of field placement (3rd ed.) South Melbourne,
Australia: Cengage Learning. (Chapters 11 & 14)
Giles, R., Irwin, J., Lynch, D., & Waugh, F.
(2010). In the field: From learning to practice.
South Melbourne, Australia: Oxford University
Press. (Chapter 13)
Ling Kee, H., Martin, J., & Ow, R. (2014). Cross-
cultural social work: Local and global. South
Yarra, Australia: Palgrave Macmillan. (Chapter
2).
Evaluating,
assessing and
finishing
placements
Share Field
Education
portfolio
learnings
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SWSP6053 Field Education 1
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Assessments
Requirements
Please upload your assessment with a completed portfolio cover sheet. A portfolio cover sheet is
available on Sonia under the documents at the bottom of your ‘Placement’ tab page.
Please ensure you keep a copy of all assessments submitted. This includes audio visual
recordings.
Students are to inform themselves about plagiarism and copyright rules and requirements.
Assessment Task
Assessment Type Weighting Word Count Week Due
Field Education
Portfolio
100% 4,500 words The learning plan is due exactly three
weeks following the commencement of
placement
The mid-placement report is due one
week following the mid-placement visit
The final placement report and timesheet
are due one week after the placement
ends.
Submission Instructions: Students should submit their portfolio online (via Sonia).
Field Education Portfolio
The placement Portfolio will contain signed copies of each of the following:
1. Learning plan
2. Mid-placement liaison visit report
3. Mid-placement supervisor and student report
4. Final placement supervisor and student report
5. Time sheet
6. Reflective journal (provision of portions of this are optional).
Assessment Details
For final assessment, the completed learning plan, mid-placement liaison visit report, signed mid-
placement report and time sheet will have been submitted previously via Sonia. However, the final
signed copies must also be uploaded and submitted as part of the portfolio, together with the final
placement report and completed time sheet. The portfolio is due one week following the end of
placement.
Please note that the Learning Plan requires online Sonia completion. The Timesheet is accessible at
the bottom of the ‘Placement’ tab page on Sonia.
No students will have completed Field Education until all portfolio requirements are uploaded on
Sonia.
Alignment with learning outcomes: 1-10
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1. Learning Plan
The learning plan is to be completed by the student, and signed off by the task supervisor, within
three weeks of starting placement. This is done online via Sonia. Completion at the third week allows
for students to benefit from an orientation period, during which they will be able to develop an
understanding of the learning opportunities available within the agency. It will also allow the task
supervisor to develop a better sense of the student’s preferred learning style, level of competence,
and level of confidence. The student will prepare a draft learning plan by the end of the first week,
which will allow for a period of review and negotiation with their task supervisor during the second
week of placement. After completion, feedback on the first draft will be provided online from a Field
Education staff member. The learning plan is the basis for monitoring and evaluating ongoing
learning. It will be specifically discussed at the mid-placement liaison visit. It is a working document
that guides the process of learning in practice and should be adjusted as the learning goals are
achieved and new areas are identified throughout the placement. A re-draft of the learning plan
must take the Field Education staff member’s online feedback into account.
Developing a Learning Plan
It is important that both the student and the social work supervisor are actively involved in the
development of the learning plan. As this is also the beginning of the student/supervisor
relationship, the learning plan can be a starting point for beginning discussions and how to work
together productively and how to develop an understanding of each other’s approach and
expectations.
Useful questions students should consider in the process of developing a learning plan are:
What are my current learning needs in terms of social work knowledge, skills, and values?
What do I already know about these areas of practice and concepts and what do I still need to
learn?
How do I think these can be best achieved in relation to the learning opportunities in this
placement context?
What is my approach to practice? What are the values and attitudes that are important to me?
How would I like this to be reflected in my professional practice?
How do I best learn?
What do I expect of my supervisor (and my supervisor of me) in relation to time and availability,
approach and methods of supervision, level of expertise? Do I want someone who both
challenges and supports me and moves me beyond the task and into critical reflection and
analysis?
What do I bring to supervision? Given my educational and life experiences what do I have a
sense of confidence or mastery over? What are the areas I need to strengthen?
Content of the Learning Plan
1. Practical details of the placement – including the name of the student, Field Education
Coordinator, and task supervisor, agency address, length, and dates of placement
(commencement and completion date).
2. A concise description of the agency including the organisational structure and the social work
role within the agency.
3. The purpose and content of the student’s supervision sessions and a brief outline of the
preparation for supervision that the student will do each week.
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4. The student’s specific learning goals for the placement. For each learning goal the following four
areas should be addressed:
Knowledge, skills and understanding that will be developed
Strategies for developing the knowledge
Evidence to demonstrate that learning has been achieved
A realistic time frame for reviewing progress in relation to the various learning goals
5. The level of detail in the plan needs to be sufficiently detailed so that specific skills and
knowledge can be evaluated.
6. Learning goals should be performance oriented and in accordance with the AASW Practice
Standards (2013).
The average learning plan is to be 1,500-2,000 words in length.
2. The Mid-Placement Liaison Visit
All students and their task supervisors will be visited by an ACAP liaison visitor at least once during
the placement. The liaison visitor’s details will be made available on the student’s Sonia portfolio.
The student should liaise with their task supervisor to present a number of agreed upon dates and
times to propose to the liaison visitor for the mid-placement review. The visit occurs at about the
mid-point of placement. The student should have sufficient time on placement to become familiar
with the agency and to be engaging with their placement tasks. However, the visit must be held
early enough to allow for the redirection of particular aspects of the placement, should this be
required, to optimise student learning.
The visit usually takes between 45 minutes to 60 minutes and includes discussion of:
The development and use of the learning plan
The nature and outcomes of supervision sessions
The monitoring and progress in terms of knowledge, skills, use of self, understanding of theory in
practice and application of practice standards
The identification of areas of strengths and how to develop them further
The identification of areas for development and discussion of ways to maximise such
development, and
The identification of learning to be achieved in the remainder of placement.
At the end of the visit, the liaison visitor will complete a written summary of the main issues raised
including a plan for the development of the student’s learning goals for the second half of the
placement. If significant learning issues have been raised, a second visit will be arranged and/or
contact from a Field Education staff member will take place. The Liaison Visit Report will be given to
the student to co-sign. This should be uploaded to Sonia and added into the final portfolio.
3. The Mid-Placement Report
The mid-placement report should be written by the student following the mid-placement liaison
visit. The task supervisor will read, sign and add their comments. The student signs and dates the
report once their task supervisor has signed and commented on the report. This must be uploaded
to Sonia one week after the liaison visit.
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The mid-placement report includes:
Practical details of the placement, including the names of the student, social work supervisor
and ACAP Field Education staff member, the agency details, length and dates of placement
Progress in learning, including a description of the tasks the student has been involved in and
specifying the skills and knowledge they have developed
Any changes made to the learning goals
Areas of strength that have been identified
Areas on which to focus learning for the second half of placement, including practical ways in
which this learning will be demonstrated
Openness to learning and capacity to relate theory, policy and practice
Reflection of self as worker, including ethical practice, team work, and the ways in which the
student is finding the placement personally or professionally challenging
Supervision pattern and processes, including the student’s use of supervision, the way it is
assisting with student’s learning, and any changes to arrangements to be made for the second
half of placement
Social work supervisor’s comments
The average mid-placement report is about 1,500-2,000 words. Students are encouraged to write
this report in a critically reflective style.
4. Final Placement Report
The final placement report is a statement about the student’s readiness to proceed with the next
stage of learning. In the last few weeks of placement, the student and task supervisor should discuss
the expectations of the skills and knowledge and ways in which the student has demonstrated these
on placement, and whether there are any expectations that have not yet been met.
The report is written by the student following discussions with the task supervisor. The report should
relate to significant events, tasks, actions, that illustrate learning, and the development of critical
thinking and reflection. Task supervisors are asked to provide additional comments on the student’s
performance and learning during the placement. This information may be recorded throughout the
body of the report or in one separate section at the end.
The final placement report includes:
Practical details of the placement, including the names of the student, task supervisors, and
ACAP Field Education staff member, the agency details, length and dates of placement
Summary of the overall learning achieved by the student, including ways in which this has been
demonstrated
Areas of strength that the student has demonstrated throughout placement
Areas on which to focus further learning. These are areas that the social work supervisor or
student consider necessary for development of competence and confidence and may include
learning in the next placement (for students undertaking their first placement) or areas to focus
on early in the student’s professional career
Openness to learning and capacity to relate theory, policy and practice
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Reflection on self as worker, including the effect of the placement experience on the student
and challenges to preconceived ideas
Supervision patterns and processes
Task supervisor’s comments, including a statement that the student has satisfactorily completed
the required placement time, and a recommendation whether or not the student should pass
the placement
The average final placement report is about 1,500-2,000 words. Students are encouraged to write in
a critically reflective style. This is due one week after placement ends. The document must also be
uploaded to Sonia.
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Guidelines for Assessment Criteria This unit is mastery assessment and therefore all assignments must be submitted and a result of
either Ungraded Pass or Ungraded Fail will be recorded.
The MSW(Q) promotes principles of adult learning, encouraging students to build upon skills and
knowledge they already have and to develop their capabilities for acquiring further knowledge and
skills while engaging with critical theory and critical thinking. Students are expected to progressively
take more responsibility for their learning, developing knowledge, skills and values for graduate level
practice. Each program undertakes this process of learning within the frameworks of the Australian
Social Work Education and Accreditation Standards (2012), the Australian Association of Social Work
Practice Standards (2013) and the Australian Association of Social Work Code of Ethics (2010).
The field education learning expectations are based on the AASW Practice Standards (2013). The
learning expectations are designed to be developmental, reflecting each student’s stage of
professional practice knowledge, values, and skill development. These are to be used as a guide for
the creation of each student’s individual field education learning plan according to the learning
opportunities in the agency setting, the student’s current level of knowledge, skills, and values, and
the areas still to be developed. The practice standards can be found at:
http://aasw.asn.au/document/item/4551
Levels of Performance:
To pass Field Education 1, students must at least reach a level of ‘beginning capability’ (2) for all
learning outcome areas appropriate to the setting by the end of the placement.
Rating Level Descriptors
Not Capable 0 Performance not at basic level expected. Poor understanding of
requirements. Practice unsafe or inappropriate. Knowledge or skills
undeveloped. Little application to learning.
Some Capability 1 Working towards a basic capability, more needed.
Beginning Capability 2 Performance at beginning level expected. Requirements
understood. Practice capable under close guidance and supervision.
Limited adaptability.
Capable 3 Performance at level expected of newly qualifying practitioner.
Requirements integrated into practice. Can perform independently.
Demonstrates adaptability and critical appreciation of own/others’
practice.
Highly Capable 4 Performance beyond level expected of newly qualifying
practitioner. High levels of independence. Engages strongly in
critical reflexivity. Exhibits ethical fluency. Generates new
understandings or practices.
Unable to be Assessed U/A The work has either not been undertaken, or the supervisor has not
had an opportunity to assess competence in this level
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1. Values & Ethics
Social workers demonstrate that the values of social work are integral to their practice, they uphold
their ethical responsibilities and they act appropriately when faced with ethical problems, issues, and
dilemmas.
Standard Indicators Level
FE1
Level
FE2
1.1 Practice in accordance
with the AASW Code of
Ethics (2010)
a. Practices within a social justice & human
rights framework.
2 3
b. Facilitates people’s empowerment and works
to eliminate all violations of human rights.
2 3
c. Identifies social systems and structures that
preserve inequalities and injustices and
advocates for change.
2 3
d. Challenges policies and practices that are
oppressive and fail to meet international
standards of human rights, social inclusion and
social development.
2 3
e. upholds ethical responsibilities to relevant
others, to the social work profession, and in the
workplace.
2 3
1.2 Manage ethical dilemmas
and issues arising in practice
a. Identifies and critically reflects on ethical
dilemmas in accordance with ethical
responsibilities outlined in the code.
2 3
b. Raises the ethical issue/dilemma with
relevant parties and attempts to seek a
solution.
2 3
c. Seeks supervision/consultation with
manager/supervisor/relevant other when faced
with an ethical dilemma.
2 3
d. Reports to supervisor/manager or other
appropriate person if they determine they are
in a position which contravenes ethical
principles outlined in the code.
2 3
e. Critically reflects on and examines personal
and professional ethics and values that
influence practice.
2 3
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2. Professionalism
Social workers demonstrate active promotion and support of the social work profession, act with
integrity and ensure accountability.
Standard Indicators Level
FE1
Level
FE2
2.1 Represent the social
work profession with
integrity and
professionalism.
a. Promotes the social work profession by
contributing to social work activities and
knowledge development through research,
evaluation, education, consultation, and
presentation.
2 3
b. Articulates the values, processes, and
outcomes of social work and how they apply to
different practice contexts.
2 3
c. Models and promotes social work values,
responsibilities and objectives in professional
practice and consistently acts in a principled
and accountable manner.
2 3
2.2 Behave in a professional
manner and be accountable
for all actions and decisions.
a. Acknowledges that social work positions
carry power and uses authority responsibly to
prioritise people’s own expressed interests, as
far as possible.
2 3
b. Provides opportunities and encourages
people to evaluate social work services and
ensure people are aware of organizational and
professional complaints mechanisms.
2 3
c. Maintains appropriate professional
boundaries.
2 3
d. Recognises and declares conflicts of interest
when they arise.
2 3
e. Maintains confidentiality and understands
the legal limits of confidentiality.
2 3
f. Recognises when personal factors or issues
impact on professional practice and seeks
support.
2 3
g. Justifies all decisions, recommendations, and
actions, and recognizes limites to knowledge,
skills, and practice competence.
2 3
h. Seeks support and information or refers
people when professional capabilities are
exceeded.
2 3
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3. Culturally Responsive and Inclusive Practice
Social workers have adequate understanding and knowledge of cultural diversity in order to work in a
culturally responsive and inclusive way.
Standard Indicators Level
FE1
Level
FE2
3.1 Work respectfully and
inclusively with cultural
differences and diversity.
a. Demonstrates knowledge of diversity
between and within different cultures including
ethnicity, disability, economic status, age,
sexuality, gender and transgender, faiths, and
beliefs.
2 3
b. Proactively and respectfully promotes the
rights of culturally diverse and minority groups
in society.
2 3
c. Demonstrates understanding of the
complexity of cultural identities and how this
impacts on practice.
2 3
d. Creatively adapts and modifies practice in
order to work effectively and inclusively with
people who have different and diverse cultural
identifies, values, affiliations, belief, and
customs.
2 3
e. Engages in continuing professional
development, supervision, cultural supervision,
and critical reflection; consults with relevant
community members and professionals; and
engages in collaborative learning and research
to enhance knowledge and practice in working
with culturally different and diverse groups.
2 3
f. Critically reflects on own personal values,
cultures, and beliefs, and how these impact on
interactions with people, community members
and colleagues; and on organisational policies
and practices; and seeks supervision or
consultation as appropriate.
2 3
g. Recognises and appropriately challenges
discriminatory and oppressive practice and
policies with respect to culturally diverse
people; at a local, national and global level, as
appropriate and where possible.
2 3
3.2 Respect, strive to
understand and promote the
rights of Aboriginal and
Torres Strait Islander peoples
a. Acknowledges, identifies, and builds on
strengths, capacities and contributions that
Aboriginal and Torres Strait Islander People
make to society.
2 3
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and their cultures. b. Demonstrate awareness of the diversity
among, and differences between, Aboriginal
and Torres Strait Islander cultures throughout
Australia.
2 3
c. Demonstrates knowledge and understanding
of Aboriginal and Torres Strait Islander cultures,
protocols and practices in a local context.
2 3
d. Acknowledges and understands the historical
and continuing disadvantage and oppression of
Aboriginal and Torres Strait Islander peoples
and the impact this has on practice.
2 3
e. Works collaboratively with Aboriginal and
Torres Strait Islander peoples in order to
develop and provide culturally responsive
practice.
2 3
f. Engages in continuing professional
development, consults with relevant
community members and professionals and
engages in collaborative learning and research
to enhance knowledge and practice in working
with Aboriginal and Torres Strait Islander
peoples.
2 3
4. Knowledge for Practice
Social workers have and obtain the knowledge required for effective practice.
Standard Indicators Level
FE1
Level
FE2
4.1 Understand higher level
systemic influences on
people with respect to area
of practice.
a. Demonstrate understanding of social work
practice within a global and environmental
context.
2 3
b. Critically analyses the structure of society
with respect to power and disadvantage
including the influence of gender, age, ability,
sexuality, ethnicity, and economic
disadvantage.
2 3
c. Demonstrates awareness of social, political,
legal, cultural, and organisational contexts and
systems, and how they impact on people.
2 3
d. Demonstrates understanding and awareness
of policy, including organisational policy,
relevant to practice context and how this
impact on people.
2 3
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e. Demonstrates an understanding and
awareness of changes in society, demography
and culture and how this impacts on the social
work profession and people.
2 3
f. Demonstrates an understanding of relevant
legislation governing practice and the legal
frameworks which inform and mandate
practice.
2 3
g. Critically analyses policies, systems, and
structures that contravene social work values
and do not prioritise the interests of people,
groups, communities and wider society and
works for change.
2 3
h. identifies policies that will promote and
prioritise social work values and the interests of
people and understands the mechanisms to
influence policy change.
2 3
4.2 Understand and
articulate social work and
other relevant theories and
concepts.
a. Demonstrates a crucial understanding of
specific social work theories underpinning social
work practice at all levels.
2 3
b. Articulates and uses knowledge from other
relevant subject areas such as law, sociology,
anthropology, politics, economics, history,
social theory, psychology, humanities, and
philosophy.
2 3
c. Demonstrates understanding of theories of
systems, human behaviour, and development,
personality development and life cycle stages.
2 3
4.3 Understand the role of
research and evaluation in
obtaining and generating
new knowledge for practice.
a. Proactively seeks out new knowledge
relevant to practice context.
2 3
b. Proposes innovative research to develop new
policies, practices, and approaches for the social
work profession.
2 3
c. Has appropriate knowledge of research
methodologies, the limits to these and how to
implement findings in practice.
2 3
d. Works collaboratively with fellow social
workers and others from various different fields
and organisations in conducting research and
generating new ideas.
2 3
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e. Distinguishes and evaluates various sources
of knowledge including practice evidence;
practice experience; personal and community
knowledge and experience; research evidence;
organisational and policy knowledge; and legal
and ethical knowledge to help inform practice
and decision making.
2 3
f. Disseminates research knowledge as
appropriate e.g. seminars, conferences,
publications, peer/group supervision.
2 3
4.4 Understand and
articulate how and when
theories, knowledge bases
and knowledge sources
inform practice.
a. Develops and articulates a practice
framework that draws on contemporary theory,
knowledge, methods, and professional values.
2 3
b. Appropriately and critically identifies and
describes the model or approach used in
practice and its theoretical and conceptual
underpinning.
2 3
c. Identifies, describes, appraises and applies
current research evidence, methodology, and
approaches to practice area.
2 3
d. Understands the principles, framework and
relevant legislation of the practice area, and
selects practice approach accordingly.
2 3
5. Applying Knowledge to Practice
Social workers demonstrate the skills required to implement knowledge into practice.
Standard Indicators Level
FE1
Level
FE2
5.1 Conduct an assessment
and analysis of needs to
inform the service being
offered.
a. Undertake an effective and holistic
assessment by gathering relevant information
appropriate to the person/organisation and
practice context.
2 3
b. Assesses nature and level of risk to people, if
any, and incorporates into the overall
assessment as appropriate.
2 3
c. Analyses this information along with
knowledge and theory in specific practice area
to inform practice.
2 3
5.2 Works collaboratively
with people.
a. Facilitates and enables people to make an
assessment of their own needs where
appropriate.
2 3
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b. Supports people to decide what service/s
they want, to assist in meeting needs, taking
into account any limitations to their capability,
their voluntary/involuntary status and the
choices available.
2 3
c. Works with other agencies, teams and across
jurisdictions both at a practice and policy level.
2 3
d. When appropriate, develops a service plan
that outlines what is being offered,
objectives/goals and planned outcomes and
evaluates and reviews the plan routinely.
2 3
5.3 Use a range of specific
social work methods and
techniques appropriate to
the area of practice.
a. Selects an appropriate method of practice
relevant to practice context to address and
meet the needs, goals and preferences of
individuals, families, groups, and communities,
taking into account best available research
evidence for the field of practice.
2 3
b. Demonstrates competence and skills in the
chosen method/s or technique/s.
2 3
c. Challenges systemic and policy injustices and
recommends/develops new policies using
methods such as:
I. Social action;
II: Advocacy;
III: Research and evaluation.
2 3
d. Demonstrates skills, when undertaking
research in: literature reviews; proposal
development; writing; undertaking ethics
applications; data collection; analysis and
dissemination; and evaluation.
2 3
5.4 Apply critical and
reflective thinking to
practice.
a. Critically reflects on and evaluates practice
with a particular focus on principles of self-
determination, empowerment, inclusion,
equality, human rights, and social justice.
2 3
b. Critically reflects on the role of the social
worker paying particular attention to power
imbalances, professional boundaries, use of
authority in statutory positions and work with
people who are using services involuntarily.
2 3
c. Critically reflects on and conducts evaluation
of practice at an individual, program,
organisational and policy level.
2 3
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d. Critically reflects on the broader
organisational, societal and political context of
practice.
2 3
6. Communication and Interpersonal Skills
Social workers demonstrate skills required to communicate and work effectively with others.
Standard Indicators Level
FE1
Level
FE2
6.1 Effectively communicate
with a diverse range of
people.
a. Uses appropriate verbal and non-verbal
communication with individuals, community
members, colleagues, and relevant others.
2 3
b. Adapts communication form and style to
effectively communicate with a diverse range of
people.
2 3
c. Uses conflict management, mediation and
negotiation skills, when appropriate to achieve
the best outcome.
2 3
6.2 Effectively communicate
the details and nature of the
service offered to people.
a. Engages and includes people in the decision
making processes that affect them as far as
possible including those using services
involuntarily.
2 3
b. Informs people of policies and procedures of
the service being offered.
2 3
6.3 Effectively work with
others in a team
environment.
a. Contributes discipline specific social work
values, principles and practice to team
activities.
2 3
b. Relates to social work and other colleagues
with respect, integrity and courtesy.
2 3
c. Cooperates and collaborates with other
disciplines when undertaking practice to
improve service provision.
2 3
d. Proactively and respectfully seeks to resolve
conflict with colleagues.
2 3
6.4 Use information
technology to communicate
and provide services as
appropriate.
a. Demonstrates skills in the use of information
technology relevant to practice area.
2 3
b. Identifies the benefits of communicating and
providing services in an online environment and
in what circumstances it is appropriate to use
such means.
2 3
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c. Identifies ethical considerations with respect
to using online communication and social media
for service provision including confidentiality,
privacy, and professional boundaries and
address these appropriately.
2 3
7. Information and Recording
Social workers are accountable and responsible for the information they collect and keep in the
course of their work.
Standard Indicators Level
FE1
Level
FE2
7.1 Record and manage
information appropriately.
a. Informs people of social work records and the
purpose for which a record is made.
2 3
b. Informs people of who will/may have access
to their record and why.
2 3
c. Advises people of how to access their
records.
2 3
d. Writes information in an accurate, objective
and contemporaneous manner, acknowledging
the basis of any subjective opinions.
2 3
7.2 Keep and maintain
information in accordance
with ethical principles and
relevant legislation.
a. Keeps information in accordance with ethical
principles including confidentiality, informed
consent and accountability.
2 3
b. Stores records securely including electronic
and paper records.
2 3
c. Understands relevant legislation with respect
to record keeping in area of practice.
2 3
d. Stores records for seven years following last
contact (in the absence of relevant legislation).
N/A N/A
e. Stores child records until the day the child
would turn 25 years of age (in the absence of
relevant legislation).
N/A N/A
8. Professional Development and Supervision
Social workers demonstrate commitment to ongoing learning through continuing professional
development and supervision.
Standard Indicators Level
FE1
Level
FE2
8.1 Actively participate in
professional supervision.
a. Understands the role, purpose and function
of supervision and the importance of seeking
supervision from an appropriately trained and
qualified supervisor.
2 3
b. Ensures active engagement in appropriate
supervisory processes, including cultural
supervision where necessary.
2 3
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c. Actively seeks opportunities for feedback,
mentoring, support and constructive criticism
from senior social workers/colleagues in order
to continuously improve practice.
2 3
d. Demonstrates the ability to engage in critical
reflective practice in supervision and in practice,
including examination of personal and
professional values that influence practice.
2 3
8.2 Engage in continuing
professional development as
outlined in the AASW
continuing professional
development requirements.
a. Develops implements and regularly reviews a
professional development plan.
N/A N/A
b. Identifies learning needs and seeks out
opportunities to address these needs through
training, consultation, supervision, and support.
N/A N/A
c. Keeps abreast of new research, evidence and
developments in specific field of practice and
ensures knowledge and skills are up to date.
N/A N/A
d. Takes opportunities to work with researchers
to generate new knowledge and evidence.
N/A N/A
8.3 Contribute to education
and professional
development of others
where appropriate.
a. Provides supervision to students, co-workers,
and staff as appropriate and in line with ethical
values and responsibilities as outlined in the
Code.
N/A N/A
b. Ensures education and training are provided
in a manner consistent with ethical values and
responsibilities as outlined in the Code.
N/A N/A
c. Is appropriately experienced and qualified to
provide supervision, education and training.
N/A N/A
d. Promotes and shares new social work
research and knowledge.
N/A N/A
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Assessment Support and Information Important and valuable information about completing your assessments can be found on the
Student Learning Support website: http://learningsupport.acap.edu.au/
All assessments are to be submitted online through your online class space. You can find more
information on the assessment process here: http://www.acap.edu.au/current-students/managing-
my-course/assessment-information/higher-education-assessment/
Academic Integrity and Honesty Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. It is
your responsibility to make sure you understand the policy on plagiarism in order to avoid engaging
in it. Please refer to: http://www.acap.edu.au/assets/CurrentStudents/Managing-My-Course/A-Z-
Policies/Academic-Misconduct-Policy.pdf