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0Revised January 2018

Social Work

Field Educator’s Handbook

Master of Social Work (Graduate Entry)

Bachelor of Social Work

Semester One 2018

Table of Contents

1. Introduction.................................................................................................................31.1. Purpose of Handbook................................................................................................3

1.2. What is Field Education?...........................................................................................3

1.3. Australian Association of Social Workers Field Education Requirements.................3

2. Field Education Overview..........................................................................................42.1. Structure....................................................................................................................4

2.2. Academic Pre-requisites............................................................................................6

2.3. Student Compliance Requirements...........................................................................8

3. Placement Allocation Process...................................................................................93.1. Pre-placement Planning............................................................................................9

3.2. University Access Plans..........................................................................................10

3.3. Matching Process....................................................................................................10

3.4. Placement Matching Criteria....................................................................................11

4. Roles & Responsibilities..........................................................................................124.1. Overview..................................................................................................................12

4.2. Topic Coordinator....................................................................................................12

4.3. Student....................................................................................................................12

4.4. Agency Field Educator/s (AFE)...............................................................................12

4.5. External Field Educator (EFE).................................................................................13

4.6. Field Education Coordinators (FEC) / Field Education Liaison Officers (FELO).....13

4.7. Manager, Field Education........................................................................................13

4.8. Course Advisor........................................................................................................13

4.9. Field Education Administrative Staff........................................................................14

5. Placement Milestone Responsibilities....................................................................155.1. Pre-Placement.........................................................................................................15

5.2. Beginning Phase: 0 to 113 hours.............................................................................17

5.3. Middle Phase: 113 to 250 hours..............................................................................18

5.4. End Phase: 250 – 525 hours...................................................................................19

6. Day-to-Day Conduct on Placement.........................................................................206.1. Professionalism.......................................................................................................20

6.2. Attendance & Placement Hours...............................................................................20

6.3. Sick Leave...............................................................................................................21

6.4. Fares and Expenses................................................................................................21

6.5. Confidentiality..........................................................................................................21

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6.6. Work Health & Safety Reporting..............................................................................21

6.7. Completing Assignments on Placement..................................................................22

6.8. Use of Social Media.................................................................................................22

7. Supervision................................................................................................................237.1. What is Supervision?...............................................................................................23

7.2. Purpose...................................................................................................................23

7.3. Supervision Requirements & Arrangements............................................................23

7.4. Establishing Supervision Contracts and Relationships...........................................23

7.5. Functions of Supervision.........................................................................................24

8. Assessment...............................................................................................................268.1. Assessment Components........................................................................................26

8.2. Assessment Process...............................................................................................26

8.3. Assessment Meetings..............................................................................................27

8.4. The Role of Field Educators in the Assessment of Students..................................27

8.4.1.Development of the Learning Plan.........................................................................27

8.4.2.Ongoing Feedback.................................................................................................27

8.4.3.Mid placement FEAD and Meeting Contributions..................................................27

8.4.4.End of Placement FEAD Contributions..................................................................28

8.5 Placement Completion Requirements.....................................................................28

8.6 Grading of the Field Education Assessment Document (FEAD).............................28

9. Resolving Challenging Situations...........................................................................299.1 Managing Difficulties on Placement.........................................................................29

9.2 Harassment & Discrimination..................................................................................29

9.3 Placement Terminations..........................................................................................29

10. Appendix..................................................................................................................3110.1 Directory of College & Field Education Personnel............................................3110.2Other Policies & Documents Relating to Field Placement................................31

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1. Introduction

1.1. Purpose of Handbook

The purpose of the Handbook is to provide a ready reference to all aspects of the Field Education program with the goal of providing students with a clear understanding of the:

Role of field education in social work education Structure of the field education program Key stages and processes in field education Roles, responsibilities and accountabilities of students, staff and agencies Supervision and assessment process Resources and supports available to support a successful field placement

Note: as this Handbook links to other resources, it is advisable that Field Educators use the electronic version for maximum functionality rather than print the document.

1.2. What is Field Education?

Field Education is often described as the heart, or ‘crucible’, of social work education. The learning of good professional practice cannot be acquired through classroom teaching, skills training or fieldwork experience in isolation. It is important that each of these educational experiences informs and expands upon the other two.

The learning of practice skills is often incremental and takes time. It occurs through learning, doing and interaction, in both a classroom and an agency setting. The model for field education is one of adult learning, requiring students to be an active participant in successfully achieving the attributes expected of social work graduates.

Field Education offers the student the opportunity to integrate theory and practice in real life situations by:

Critically reflecting on the interface between learning in the classroom and in the field

Developing a range of practice skills including, but not necessarily limited to: critical reflection, relational, policy, assessment, intervention, research and administrative.

1.3. Australian Association of Social Workers Field Education Requirements

Flinders University is an accredited provider of social work education by the Australian Association of Social Workers (AASW) and the Field Education program operates in accordance with the Australian Social Work Education and Accreditation Standards' (ASWEAS) guideline on field education.

More information on the ASWEAS guidelines can be found here.

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2. Field Education Overview

2.1. Structure

Unless otherwise noted, the same placement structure and expectations exist for students enrolled in both the Bachelor and Master of Social Work degrees:

Placement Hours

Students are required to complete a total of 1, 000 hours of field education in order to graduate.

Students fulfil these requirements by undertaking two separate placements of 500 hours in different environments.

Placement Offerings

Bachelor of Social Work Field Education 1 (SOAD3102) is offered in S1 in the third year of

study Field Education 2 (SOAD4007) is offered in S2 in the fourth year

of study

Master of Social Work Field Education 1 (SOAD 9107) is offered in the students' second

semester in the first year of study Field Education 2 (SOAD 9208) is offered in S1 & S2 of the

students' second year of study

Integration Seminars

Student attendance is compulsory and the seminars are offered in the following modalities:

BSW: on-campus only MSW: on-campus or distance/online

NOTE: international students may not be able to enrol in the distance / online version of the integration seminar as special conditions may be placed on their student visas. Should an international student wish to explore that option, they should contact the course advisor.

Placement Days

Placements are typically undertaken 4 days per week: Bachelor of Social Work: Tuesday - Friday Master of Social Work: Monday - Thursday

Students can request to undertake placement <4 days per week in exceptional circumstances, but require special permission from the Placement Matching Team.

Students wishing to undertake placement 5 days per week must negotiate this arrangement directly with their Agency Field Educator and notify their FEC/FELO.

Placement Start Date

The majority of placements start before the semester so that they can be completed within the semester.

Placement Location

Students must undertake their placement within a university-sourced agency. Adelaide metropolitan students cannot arrange their own placement.*

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* Generally, interstate and rural and remote students are responsible for locating their own placement with the support of the FEC for this portfolio.

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2.2. Academic Pre-requisites

Prior to enrolling in placement topics, students are required to complete several pre-requisite topics. For course outlines for each of these topics, and for detailed information on both of the degree options, please follow the relevant link to either the BSW or MSW program page.

The information below applies to students enrolling from 2017 onwards. Students who have enrolled prior to 2017 may have different pre-requisites and the relevant course rules should be consulted.

IMPORTANT: It is the student’s responsibility to determine if they have completed the necessary academic pre-requisites in order to enrol in placement topics.

Bachelor of Social Work

SOAD3102: Field Education 1


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Social Work and Reflective Pracitce:

SOAD3104OR

SOAD2011OR

Field Education 1:SOAD3100A

Social Work with Diverse Populations:

SOAD3103OR

SOAD3108OR

SOAD2010

Pre-requisites

Field Education 1: SOAD3102

ORSOAD3102A

Pre-requisite

Master of Social Work



Complexities in Work with Children & Families:

SOAD9110

Social Work Theories

SOAD9060

Social Work with Diverse

Populations:SOAD9102

Engaging in Professional

Contexts: SOAD9106

Pre-requisites


Pre-requisites

SOAD9207: Integrity in Social

Work Practice

Co-requisite

2.3. Student Compliance Requirements

In addition to the academic prerequisites listed above, students must complete the following requirements prior to commencing placement:

Obtain DCSI Screening and Background checks Complete Child Safe Environment training If required by the placement agency:

o Complete National Criminal History checko Complete Reporting Abuse and Neglect trainingo Provide evidence of current immunisation vaccinations

Complete a Placement Schedule Form (previously known as a Placement Confirmation Form)o This form will be included in the email notification you receive about your

placement match Complete the Student Deed Poll

3. Placement Allocation Process

3.1. Pre-placement Planning

Organising placements is a long and complex process commencing the semester before students are placed. It involves the university, students and agencies, in order to plan and successfully complete the matching process.

To facilitate the matching process, students are required to complete the following actions below.

1 Consult the course rules Ensure the pre-requisite and co-requisite topics are met

2 Read the Inherent Requirements for Social Work See a university Disability Advisor if an Access Plan is required

3 Confirm intention to enrol for placement by responding to the Placement Intention email

4 Complete/update their information on InPlace, including the Fitness for Placement declaration

5 If seeking an alternate placement arrangement (i.e., place of employment placement, etc.), complete application process within deadlines

6 Complete the Compliance Requirements as outlined in Section 2.3 above prior to the start of the placement

3.2. University Access Plans

The Social Work program is committed to facilitating the integration of students with disabilities into the University community. A ‘disability’ can be a medical condition, mental health condition, learning difficulty, or any disability that impacts on study.

Reasonable adjustments can be made in teaching and/or assessment methods, including field education placements, for students with disabilities, provided those adjustments do not compromise academic requirements and the ASWEAS.

Agency Field Educators can access a copy of the program’s Access Plan Guidelines for Field Education Placements by clicking on the enclosed PDF document:

3.3. Matching Process

Once a placement offer has been made, students must complete the following activities prior to the match being confirmed and the placement commencing:

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1 Within 3 days of receiving an email advising of a placement offer, contact the agency to arrange an interview

2 Prepare for the interview as instructed in the matching email and the SW Field Education FLO site and present in a professional manner

3 Upon the conclusion of the interview, immediately inform SWPlacements if the match is confirmed/not confirmed

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If the match is confirmed, complete and return the Placement Schedule Form and the Student Deed Poll to SWPlacements

IMPORTANT: the Placement Schedule Form must be returned prior to the commencement of the placement. Any hours undertaken on placement prior to the return of this form will not be counted.

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

3.4. Placement Matching Criteria

The university adheres to the AASW standards which guide the selection of an appropriate placement for each student. The placement allocation process seeks to match students’ learning needs and respond to practical circumstances rather than focus on career aspirations.

There are several elements that are taken into consideration in matching a student to a host organisation; these include:

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Placement Match

First or Final

Placement

Learning needs

Health, wellbeing

or language

needs

Place of residence

Access to vehicle or

public transport

Needs and

location of host

agencies

4. Roles & Responsibilities

4.1. Overview

There are several key participants in the placement process with distinct roles and responsibilities as well as accountabilities to each of the other participants:

High-level roles and responsibilities for each participant are outlined below. Specific tasks and accountabilities at key stages of the placement process are described in detail in Section 5.

4.2. Topic Coordinator

Overall responsibility for the topic and determination of the final grade Develop/update the Topic Guide and distribute the Statement of Assessment

Methods Determine structure and assessment of integration seminars Liaise with FEC/FELOs and students in a timely manner regarding difficulties with

the placement Finalise student grades and coordinate reporting Manage concerns regarding academic integrity Manage student appeals

4.3. Student

Follow organisational policies and procedures Act professionally Take responsibility for own learning and seek assistance as needed Prepare for supervision Provide feedback and discuss concerns with supervisor Prepare for and participate in assessment

4.4. Agency Field Educator/s (AFE)

Provide appropriate accommodation, orientation and safe work practice training Provide learning opportunities; allocate and supervise tasks Support the development of the Field Education Assessment Document (FEAD) Provide regular supervision and provide timely, constructive feedback Assist with the integration of theory into practice

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Student

Agency Field Educator

External Field Educator

Field Education Administrative

Staff

Field Education Coordinator / Liaison Officer

Topic Co-ordinator

o If the Agency Field Educator is not a qualified social worker the university will provide an External Field Educator to support this outcome through regular formal supervision in accordance with AASW requirements

Contribute to student assessment Address issues as they arise and communicate with the EFE and FEC/FELO in a

timely manner

4.5. External Field Educator (EFE)

Support the development of the FEAD Negotiate attendance at the Early Placement meeting with the FEC/FELO and AFE Provide regular supervision Assist with the integration of theory into practice Provide support and link students to Health, Counselling & Disability Services as

needed Address issues as they arise and communicate with the AFE and FEC/FELO in a

timely manner

4.6. Field Education Coordinators (FEC) / Field Education Liaison Officers (FELO)

Ensure all information regarding placement arrangements is provided to the Field Educator/s and students

Review supervision requirements and arrangements with the student, AFE and EFE Review and approve the FEAD to ensure it provides sufficient opportunities for

learning Facilitate, as required, field education seminars to assist in linking theory and

practice and facilitating mutual support Provide consultation and support to the Field Educator/s and the student to

support learning and address questions, concerns or issues Take primary responsibility for placement-related assessment Complete written reports in the event of a placement breakdown/termination Report issues of academic integrity to the Topic Coordinator Inform and consult with the Manager, Field Education regarding students at risk of

failing placement Provide support and link students to Health, Counselling & Disability Services as

needed FEC's also provide mentorship and support to FELOs

4.7. Manager, Field Education

Field education staff management Placement development Agency engagement & training Field education administrative policies and procedures Managing student and agency complaints Liaising with Field Education professional and academic staff about at risk students

4.8. Course Advisor

Course advice to commencing, continuing and prospective undergraduate and postgraduate students

Admission and re-admission information Enrolment, topic selection and study plan assistance Exams, assessments and results assistance Completion advice Academic transcript issues Credit applications

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4.9. Field Education Administrative Staff

Responding to initial enquiries from students Administering and monitoring student compliance requirements Providing administrative support for portfolio areas Updating field education website pages Collating Field Education data for statistical reports

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5. Placement Milestone Responsibilities

IMPORTANT NOTE FOR SEMESTER ONE 2018: This section is applicable to students enrolled in SOAD 3102, SOAD 4107 and SOAD 9208 only. Students enrolled in SOAD 9107 are impacted by the roll-out of the MSW Online, so please consult the Topic Guide for more information.

The placement is divided into four phases: pre-placement, beginning, middle and end. Each phase has different responsibilities for all participants.

Please note: the milestones are intended to serve as guidelines only and are based on the assumption that students undertake placement 7.5 hours per day. Negotiation of deadlines will vary depending upon individual agency or student circumstances (i.e., Access Plans, etc.)

5.1. Pre-Placement

Responsibilities/Accountabilities

Milestone Student Agency Field Educator / External Field Educator

Field Education Coordinator/Liaison Officer

Topic Coordinator

Agency Matching

Upon receipt of notification email regarding a match, must:

Organise agency interview

Complete and return Placement Schedule Form

Sign and return Student Deed Poll

Submit DCSI and other background checks

Complete any other agency requirements (i.e., immunisation).

Prepares Topic Guide and Statement of Assessment Methods.

Establishes seminar groups.

FEC/FELO/EFE Regularly consults Matching Sheet for student

Reviews Matching Sheet for student, agency and

Allocation allocations, agency information and updates.

FEC/FELO matches for their topic.

Introductions

Promptly follow-up on any instructions from FEC/FELO (i.e., submission of missing forms, etc.)

EFE contacts student upon receiving introduction email from FEC/FELO to organise supervision schedule.

Within 48 hours of allocation of a confirmed placement, emails student, Field Educator & EFE with introduction and provides Field Education documents.

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5.2. Beginning Phase: 0 to 113 hours




Topic Coordinator

75 hours

(~Day 10)

Develops and submits Field Education Assessment Document Learning Plan to FEC/FELO.

Agency Field Educator initiates student orientation and induction process.

Agency Field Educator/External Field Educator develop supervision agreement and schedule with student.

AFE/EFE support student in developing the Field Education Assessment Document Learning Plan.

Contacts AFE/EFE to assess need for an early placement meeting. Considerations include:

First placement students Field Educator request for

meeting Student identified as

requiring additional support.

Posts introduction message to students on FLO site.

113 hours

(~Day 15)

Reviews, provides feedback & approves student Field Education Assessment Document.

Confirms WHS orientation has occurred.

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5.3. Middle Phase: 113 to 250 hours




Topic Coordinator

113 hours

(~Day 15)

Coordinates date and venue with AFE/EFE and FEC/FELO for mid placement assessment meeting.

Checks-in with AFE/EFE to review student progress.

Confirms mid placement meeting with student.

160 hours

(~Day 21)

Coordinates feedback on FEAD with AFE/EFE.

Provides written feedback on student progress in mid placement comments section on FEAD.

Emails student with reminder re: mid placement assessment requirements.

220 hours

(~Day )

Submits assessment pieces and FEAD with completed mid placement comments one week prior to meeting.

Marks and provides written feedback on assessment pieces.

250 hours

(~Day 33)

Participates in mid placement assessment meeting.

Participates in mid placement assessment meeting.

Chairs mid placement assessment meeting; completes report and sends copy to student and AFE/EFE.

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5.4. End Phase: 250 – 525 hours




Topic Coordinator

398 hours

(~Day 53)

Coordinates date and venue with FEC/FELO for end of placement assessment meeting.

Checks-in with AFE/EFE to review student progress.

Confirms end of placement meeting with student.

440 hours

(~Day 59)

Coordinates feedback on FEAD with AFE/EFE.

Provides written feedback on student performance in end of placement report comments section on FEAD.

Emails student with reminder re: end-placement assessment requirements.

500 hours

(~Day 67)

Finishes placement.

Submits assessment piece and FEAD with completed end of placement comments one week prior to meeting.

Signs time sheet. Marks and provides written feedback on assessment piece.

525 hours

(~Day 70 )

Participates in end-placement assessment meeting.

Chairs end-placement assessment meeting; completes report and notifies Topic Coordinator of the outcome of placement requirements.

Emails final report to student, AFE/EFE and confirms electronic sign-off by participants.

Reviews FEC/FELO notification and confirms seminar and other topic requirements have been met; finalises grade.

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6. Day-to-Day Conduct on Placement

While field placements are part of a student’s studies, they occur in placement agencies engaged in providing direct, professional services to clients. As such, a high degree of maturity and professionalism is required on the part of students on placement in order for:

Students to advance their own learning in an adult learning environment Agencies to be able to maintain the integrity of their operations Clients to be able to receive appropriate, professional services from students under

supervision

As a result, students must review the below expectations and are required to adhere to them throughout the course of their placement.

6.1. Professionalism

Students on placement are required to conduct themselves in a professional manner and are expected to familiarise themselves and comply with the agency’s protocols and the University’s expectations for a professional, work-based placement. This includes, but is not necessarily limited to, students:

Undertaking orientation at the placement agency and familiarising themselves with the organisation’s policies and procedures

Completing the agency’s Work Health & Safety training Adhering to the agency’s dress code Conducting and maintaining appropriate interpersonal interactions and relationships

with peers, supervisors and clients

6.2. Attendance & Placement Hours

Students are expected to attend placement consistently and not miss placement days in order to work on university assignments, attend paid employment or for other personal commitments apart from sick leave or personal/family emergencies. Further, students cannot change their agreed placements days without approval from their Agency Field Educator and must notify their Field Educator/Liaison Officer of any change.

Agency Field Educators are required to sign-off on student placement timesheets fortnightly and contact the appropriate FEC/FELO if you have any concerns as to the accuracy of the hours claimed. Students are required keep a time sheet and submit this to their Field Education Coordinators/Liaison Officers at the end of placement for verification.

Placement Hours

Placement hours must occur on-site at the placement agency under supervision.

Students cannot work from home unless in exceptional circumstances - for example, students on a school placement undertaking a project during school holidays. IMPORTANT: any time spent on placement related activities at home must be pre-approved by both the Field Educator/s and Field Education Coordinator/Liaison Officer.

The following count as part of placement hours:

All placement-related activities at the agency and other relevant organisations Attendance at field placement seminars (up to 14 hours) Active after hours work (i.e., attendance a weekend camp as part of placement)

The following activities do not count as part of placement hours:

Lunch breaks Sick leave Travelling between placement and home Child Safe Environments training Activities related to other topics Time spent volunteering in other human service agencies Time spend on university studies and activities not directly related to field placement

6.3. Sick Leave

If a student falls sick on placement they must:

Follow the agency's absence reporting procedure and immediately notify their Agency Field Educator of absence due to illness or carer responsibilities

Comply with the agency procedures on providing medical certificates Contact their Field Education Coordinator/Liaison Officer and provide a medical

certificate if absent for more than 3 placement days

Students are required to make up time lost due to sickness or other reasons.

6.4. Fares and Expenses

Students are responsible for their own fares/expenses in getting to and from their field placement.

Agreed expenses arising from activities allocated to a student on placement, including fees to attend a seminar or conference, and fares for home visiting or petrol expenses are usually provided by the agency.

Most agencies will have a policy allowing students to use the agency vehicles for client and agency work related learning tasks. Where this is not possible, a student may be required to use their own vehicle. If the placement agency does not have a formal policy on expenses, the student should consult their Field Education Coordinator/Liaison Officer before agreeing to carry out the activity.

6.5. Confidentiality

Confidentiality is core to the social work profession. Students should exercise great caution before releasing any information obtained directly or indirectly about the people, projects or agency business connected with their placement, whether it relates to specific cases or to policy matters.

In particular, any information related to users of the agency’s services must be presumed confidential unless stated otherwise. Students should never discuss clients using identifying information at home, on line or in the classroom. If in doubt about the confidentiality of material, students should seek advice from their Field Educator.

6.6. Work Health & Safety Reporting

As previously noted, the agency’s policies and procedures on Work Health & Safety (WH&S) should be reviewed as part of the orientation process.

Should a student experience any WH&S issues while on placement, they must follow the agency’s reporting and management process and immediately notify their Field Education Coordinator/Liaison Officer.

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6.7. Completing Assignments on Placement

The AASW Field Education guidelines allow for students to work on field education assignments while on placement and it is recommended that, on average, students allocate thirty minutes per day for reflection and to work on assignments.

Students should negotiate with their Agency Field Educator at the commencement of placement how they will manage this time. If students are struggling to negotiate time to work on placement assignments they should contact their Field Education Coordinator/Liaison Officer.

6.8. Use of Social Media

Students are strongly advised to exercise caution in the use of any social media about their placement or while on placement. This includes:

Not using mobile phones for personal calls on placement Not disclosing private or confidential information of either the agency or clients on

social media sites such as Facebook, etc. Not taking photographs for personal use during placement Professional use of the agency’s internet during placement

It is recommended that students familiarise themselves with the agency’s policies and procedures as well as the AASW ethics and practice guideline on social media.

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7. Supervision

7.1. What is Supervision?

There are many descriptions and definitions related to supervision. Bond and Holland (1998) describe it as:

“Regular, protected time for facilitated, in-depth reflection on clinical practice. The supervisee reflects on the part they play as an individual in the complexities of the events and the quality of their practice. This reflection is facilitated by experienced colleagues and the frequent, ongoing sessions are lead by the supervisee’s agenda. The process of clinical supervision should continue throughout the person’s career, whether they remain in practice or move into management, research or education.”

7.2. Purpose

Supervision serves many purposes, including:

Creating an environment for growth and development Identifying professional strengths, successes and ongoing training/development

needs Providing a forum for continuous professional reflection – use of theories, models

and contemplation of emerging professional practice framework and professional identity

Keeping in touch with core values and beliefs Normalising emotive responses to stressful or difficult situations Reducing the likelihood of stress build-up and burn-out

7.3. Supervision Requirements & Arrangements

The AASW requires that students are supervised by qualified social workers with at least two years full time direct practice experience. Students must receive a minimum of 1½ hours of supervision for every 35 hours of placement with up to fifty percent of supervision being done on a group basis.

Students will receive professional social work supervision from either an onsite social work Agency Field Educator (AFE) or an External Field Educator (EFE). Refer to Section 4 for more information about these two roles.

7.4. Establishing Supervision Contracts and Relationships

The establishment of a supervision contract early in the placement journey provides a number of benefits to Field Educators and students alike. The Social Care Institute for Excellence has summarised the value of establishing a supervision contract, some of which include:

Clarify roles and responsibilities and the purpose of supervision Establish the boundaries of the supervisory relationship, including confidentiality, its

limitations within a Field Education context and communication pathways with others who may have some responsibilities for the student’s work

Provide a forum for establishing from the start the possibility that good supervision will challenge the supervisee; that it may not always be comfortable and that at times there may be disagreements

To explore how feedback will be delivered in a manner optimum for the student’s learning

To explore the assessment component of the Field Educator role and other University requirements.

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The foundation for a robust and collaborative supervision contract begins with an open and honest conversation between supervisee and supervisor. To support this initial discussion, several resources have been developed:

Questions to consider during the agency orientation process

Questions to discuss to form the basis of the supervision contract

A template to map out your supervision contract

A structure for recording supervision sessions

7.5. Functions of Supervision

The supervision of Social Work students can entail some different requirements and functions compared to the supervision of staff. Below is a guide to the key functions of student Social Work student supervision and the associated tasks based on the work by the combined Schools of Social Work and the Australian Learning and Teaching Council. The entire guide can be found here .

Functions Tasks

Adm

inis

trat

ion

/ m

anag

emen

t(k

now

ing

the

wor

kpla

ce)

Supervision agreement/agendas Administrative requirements of work places as well as Field

Education Navigating organizations, administration systems, policies,

legislation and how they influence practice Supporting students to navigate assessment requirements and

explicitly link learning to practice standards

Soci

aliz

atio

n fo

r pr

ofes

sion

al

iden

tity

(bei

ng)

Ethics and values Ethical decision making Social Work purpose and identity formation

Supp

ort

(thriv

ing) Self-care Support regarding wider systemic factors Anxiety associated with learning, assessment and ethical

requirements

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Neg

otia

tion

(med

iatin

g /

advo

catin

g sy

stem

s &

re

latio

nshi

ps)

The mediation between different systems including agency, university and professional networks

The mediation of the different functions of supervision and balancing the roles of support, education and assessment

Educ

atio

n (d

oing

, th

inki

ng,

refle

ctin

g) Theory to practice integration Critical reflective practice development Important and timely feedback

To support the functions of supervision at key stages in the placement process, some useful checklists have been developed by the combined Schools of Social Work and the Australian Learning and Teaching Council:

Beginning Phase of Placement

Middle Phase of Placement

Ending Phase of Placement

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8. Assessment

IMPORTANT NOTE FOR SEMESTER ONE 2018: 8.1 & 8.2 are applicable to students enrolled in SOAD 3102, SOAD 4107 and SOAD 9208 only. Students enrolled in SOAD 9107 are impacted by the roll-out of the MSW Online, so please consult the Topic Guide for more information. 8.1. Assessment Components

In addition to completing the 500 placement hours, students must also successfully complete assessment tasks which are outlined in the Topic Guide. If you have any questions regarding the assessment components, or would like a copy of the Topic Guide for your student(s), please contact your Field Education Coordinator/Liaison Officer.

Assessment Due Date

Assessment 1:Seminar attendance and participation

Refer to Topic Guide for schedule

Assessment 2:Field Education Learning Plan / Field Education Assessment Document

Within first 10 days of placement

Assessment 3:Significant Learning Incident

5 days prior to mid-placement meeting

5 days prior to mid-placement meeting

Assessment 4:Choice of Placement Report

Assessment 5:End of Placement Analytical Reflection

5 days prior to end-of-placement meeting

8.2. Assessment Process

Assessment is a continuous process involving the AFE/EFE, FEC/FELO and Topic Coordinator working collaboratively to provide regular feedback to students on their performance.

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Topic Coordinator

• Grades and provides feedback on seminar requirements.

• Assigns final grade for student based on seminar performance and considering FEC/FELO's report.

FEC/FELOAFE/EFE

• Grades and provides feedback on assignments 2 – 5.

• Chairs mid placement and end of placement meetings; assigns grade on each Standard and overall FEAD.

• Verifies completion of field education requirements.

• Provides regular feedback during supervision.

• Provides written feedback on FEAD at mid placement and end of placement.

8.3. Assessment Meetings

A key aspect of the assessment process are the mid placement and end of placement assessment meetings. The purpose of these meetings is to:

Assess student performance and progress Provide clear feedback and reinforce expectations and requirements Maximise, enhance and deepen student learning from practice Explore further opportunities for student learning Monitor and resolve any issues arising in the placement

These meetings are a collaborative process involving the student, AFE/EFE and FEC/FELO. At the mid placement meeting, all parties meet to review the students’ progress on the activities identified in the FEAD and the Learning Outcomes in order to provide constructive feedback on performance and opportunities for further learning and development.

The end of placement meeting involves the student and the FEC/FELO where the students’ progress in the second half of the placement is evaluated.

Students will receive detailed instructions from their FEC/FELO about the meeting requirements after starting placement.

8.4. The Role of Field Educators in the Assessment of Students

8.4.1. Development of the Learning Plan

One of the first tasks students are asked to complete is the Learning Plan component of the Field Education Assessment Document (FEAD).

As an Agency Field Educator (AFE) you provide invaluable information as to the tasks and opportunities that are available for students to complete during their time on placement. We encourage early on that AFE’s and students meet to discuss these opportunities and map them against the appropriate practice standards and learning outcomes. Please note some activities can sit against multiple practice standards.

A guide to completing the Learning Plan is enclosed for reference:

External Field Educators are encouraged to provide feedback on the Learning Plan based on their knowledge of Field Education requirements. If an Early Placement meeting is requested, EFE’s should attend early placement meetings.

8.4.2. Ongoing Feedback

One of the most crucial elements of the student/supervisor relationship is the provision of timely, accurate and important feedback. While you may discuss how to best deliver feedback in your supervision contact, it can still be a difficult process for supervisors. The Postgraduate Medical Council of Victoria has produced a toolkit for delivering feedback that provides resources to support this process.

If you have concerns about a student, please inform the FEC/FELO.27

8.4.3. Mid placement FEAD and Meeting Contributions

As part of the mid placement assessment process, students and supervisors (AFE & EFE) provide comments on the student’s progress against each of the eight practice standards. The purpose of these comments is to inform the Field Education Coordinator/Liaison Officer’s assessment of the student’s progress and act as evidence.

It can sometimes be unclear as to what needs to be included in these comments. We suggest comments in each practice standard include:

What is going well for the student in this area What are the areas of growth for the student in this area What are the potential opportunities within the placement to help address these

areas of growth

Within the meeting the AFE & EFE may be asked to provide additional verbal feedback on student progress.

8.4.4. End of Placement FEAD Contributions

The AFE & EFE provide final summary comments against each practice standard once again to highlight progress since mid placement and to contribute to the final assessment of student’s competence against each practice standard.

8.5 Placement Completion Requirements

Each assessment task is graded on a Non Graded Pass/Fail basis, as is the overall topic.

In order to pass the placement requirements, students must successfully demonstrate the required level of competency for all learning outcomes.

If a student is awarded a fail grade they can appeal this decision. The appeals process is described in the Student Appeals, Complaints and Grievances section of the University website.

8.6 Grading of the Field Education Assessment Document (FEAD)

While the assessment tasks and overall placement are assessed on a Non Grade Pass/Fail basis, the Practice Standards in the Field Education Assessment Document (FEAD) are assessed at the mid placement and end of placement meetings against a series of competency ratings. Refer to page 4 of the FEAD for the table of competency ratings.

First Placement students must achieve a competency rating of BC (or, “Beginning Competency”) in each of the Learning Outcomes by the end of the placement in order to receive a NGP on the FEAD.

Final Placement students must achieve a competency rating of C (or, “Competent”) in each of the Learning Outcomes by the end of the placement in order to receive a NGP on the FEAD.

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9 Resolving Challenging Situations

9.1 Managing Difficulties on Placement

It is important that all concerns are responded to in a timely manner and principles of transparency and due process apply. Where possible, placement difficulties will be addressed in accordance to the department’s policy and procedure to ensure the placement continues and the student has the opportunity to demonstrate competence and pass their placement.

It is important to note that:

Some issues may also be dealt with through an agency’s policies, grievance and complaint processes (e.g. harassment and discrimination, breach of confidentiality or privacy) and be considered within broader University Work Integrated Learning policies and guidelines and the AASW Code of Conduct

Students are on placement at the invitation of the agency and on a voluntary basis. An agency may decide not to follow due process and terminate a placement immediately.

Agency Field Educators can access a copy of the policy and procedure by clicking on the enclosed PDF document:

9.2 Harassment & Discrimination

Student grievances against agency staff should be dealt with through the agency’s policies and processes. Students should immediately inform their Agency Field Educator and Field Education Coordinator/Liaison Officer for guidance and support if they are experiencing discrimination or harassment.

To understand their rights and options, students can also obtain advice about discrimination and harassment from the following resources:

The Flinders University Student Health, Counselling and Disability Services The SA Equal Opportunity Commission The Human Rights and Equal Opportunity Commission The Flinders University Equal Opportunity Policy The Flinders University Cultural Diversity and Inclusive Practice Statement

If a student is alleged to have harassed another student or agency staff member, their behaviour will be dealt with through agency policies and procedures. The student and their AFE should contact their FEC/FELO as soon as they are aware of the complaint.

Student grievances against university staff are managed in accordance with the University's Equal Opportunity Grievance Procedures for Complaints of Unlawful Discrimination and Harassment.

9.3 Placement Terminations

While rare, placements may be terminated early due to a variety of circumstances:

Student withdrawal due to personal circumstances such as illness, family emergency, etc.

Change in agency circumstances Student performance concerns, such as professional conduct, negligence, etc.

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Should a student need to withdraw from the placement due to personal circumstances, they should notify their FEC/FELO as soon as possible.

Should a placement be terminated for reasons other than a student withdrawal, the FEC/FELO will meet with the student to discuss the concerns and next steps, including the student’s rights and responsibilities.

In certain exceptional circumstances, students who have their placement terminated may be eligible for consideration for credit hours to be counted towards their next placement.

Agency Field Educators can access a copy of the procedure by clicking on the enclosed PDF document:

In cases where a student’s placement is terminated due to concerns regarding professional conduct, negligence or other issues related to readiness or competence, the student will be referred to the Fitness for Placement procedure.

Agency Field Educators can access a copy of the procedure by clicking on the enclosed PDF document:

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10 Appendix

10.1 Directory of College & Field Education Personnel

The current staff directory can be found here.

10.2 Other Policies & Documents Relating to Field Placement

Before beginning placement students need to be familiar with policies and procedures relating to field placement from the Australian Association of Social Workers and Flinders University:

Australian Association of Social Workers Code of EthicsIn accordance with these policies behaviours that may result in harm to other students, professionals and/or clients and or inappropriate conduct including unsafe, illegal, unprofessional or unethical practice may result in students being withdrawn from field education, receiving a fail grade for the placement topics.

Australian Association of Social Workers Practice StandardsThe Australian Social Work Education and Accreditation Standards (ASWEAS) set out the principles, standards and graduate attributes for social work education in Australia. The standards are used as the criteria for the accreditation of a professional social work course with the Australian Association of Social Workers (AASW).

University’s Work-Integrated Learning (WIL) & student policies This policy sets out responsibilities to ensure that placement arrangements meet the relevant educational requirements and have proper regard for students’ health and safety. The Administrative Procedures provides direction on:

The responsibilities of the College in relation to its own staffing and the conditions provided by placement agencies

Advice and support to be given to students Work Health and Safety Guidelines for student placements Mandatory reporting requirements Student Fitness for Placement Withdrawal of students from placement

Social Work Discipline, College of Education, Psychology and Social Work, Fitness for Placement ProcedureThis procedure is established pursuant to the University’s Administrative Procedures for Student Work-Integrated Learning Placements. The purpose of this procedure is:

To protect the public, students, placement providers and the reputation of the university To establish responsibilities in respect to student fitness for placement To provide a framework for the management of issues or concerns regarding a

student's fitness for placement

Insurance for placement Except where they are in paid employment, students undertaking placements are covered by the University’s insurance policy as follows:

Professional indemnity – for a breach of professional duty and/or the execution of professional activities by reason of act, error or omission

Public liability – for negligence by the student resulting in injury and/or property damage

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Personal accident – for students who have an accident while on placement, which prevents them from earning their usual form of income. Limited hospital and medical expenses and permanent disablement and accidental death benefits also apply

Details are available on request from the Insurance Officer, Financial Services Division, Flinders University and copies of Certificates of Currency are available on the Social Work Field Education webpage.

Where the placement involves paid employment, students are covered by the employee insurance applicable in the workplace concerned.

In respect of injury and/or damage to themselves or passengers arising from the use of their own vehicles whilst engaged in field practice, students are advised to have adequate Comprehensive Motor Vehicle insurance on their own vehicle. The circumstances under which a student may have access to transport provided by the host organisation are defined by the agency’s policies and procedures, including insurance policies.

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