Social Work Field Education Manual

Transcription

1 SOCIAL WORK UNIT Victoria University Social Work Field Education Manual Revised July 2015

2 Placement Processes Overview 1

3 Pre-placement processes Attendance at a compulsory pre placement briefing Students submit Resume, apply for police check, Working With Children Check. Student to enter preferences at Agency proposes placement option. Victoria University Staff propose a match. Placement Agreement Student and Agency supervisor undertake pre-placement interview (Student to take WWC and National Police Certificate) Placement agreement form sent to Field Education Coordinator for approval. Liaison Social Worker appointed, Confirmation issued. Placement Agreement details to be entered by student into the Placement Portal Learning goals and tasks Entered into and confirmed with liaison person by day 15 Placement Report: Progress/Mid-placement (day 36 approx) Placement report with mid-placement learning plan ratings entered at 3 working days before mid- liaison visit. Final placement Assessment (day 60-72) Placement report with final ratings entered at 3 working days before final liaison visit. 2

4 Table of Contents Placement Processes Overview... 1 TABLE OF CONTENTS... 3 Introduction... 5 STAFF DETAILS... 5 KEY DATES... 6 THE SOCIAL WORK FIELD EDUCATION PORTAL... 6 Part 1: Field Education in the Bachelor of Social Work... 7 Bachelor of Social Work Curriculum... 7 COURSE REQUIREMENTS FOR FIELD EDUCATION... 9 FIELD EDUCATION PROGRAM PRINCIPLES OF FIELD EDUCATION FIELD EDUCATION ARRANGEMENTS PLACEMENTS TAKEN OVERSEAS: RECOGNITION OF PRIOR LEARNING (RPL) PLACEMENTS IN THE STUDENT S PLACE OF EMPLOYMENT Part 2: Placement Planning and Preparation SEEKING PLACEMENTS PROCESS CONFLICT OF INTEREST REJECTION OF A PLACEMENT OFFER PLACEMENT PLANNING CHECKLIST PLACEMENT ACTIVITIES STUDENT S PREPARATION FOR PRE-PLACEMENT INTERVIEW PRE PLACEMENT CHECKLIST FIELD EDUCATOR S PREPARATION FOR PLACEMENT: USEFUL REFERENCES Part 3: Roles / Responsibilities in Field Education ROLES AND RESPONSIBILITIES IN SOCIAL WORK FIELD EDUCATION UNIVERSITY ROLE AND RESPONSIBILITIES: UNIVERSITY LIAISON ROLE AND RESPONSIBILITIES AGENCY ROLES AND RESPONSIBILITIES FIELD EDUCATOR (SOCIAL WORK SUPERVISOR) ROLES AND RESPONSIBILITIES EXTERNAL SUPERVISION TASK SUPERVISORS COMMUNICATION SUPERVISION ARRANGEMENTS STUDENTS RESPONSIBILITIES IN FIELD EDUCATION: BACHELOR OF SOCIAL WORK FIELD EDUCATION REVIEW PANEL (THE REVIEW PANEL) Part 4: Field Education Learning Outcomes and Assessment INTEGRATION OF FIELD-BASED AND CLASSROOM BASED LEARNING FIELD EDUCATION LEARNING OUTCOMES FOR FIELD EDUCATION

5 FIELD EDUCATION LEARNING OUTCOMES FOR FIELD EDUCATION ASSESSMENT PLACEMENT REPORT THE DEVELOPMENT OF A LEARNING PLAN MID PLACEMENT ASSESSMENT (AROUND DAY 35 OF PLACEMENT) FINAL PLACEMENT ASSESSMENT RESULTS FOR PLACEMENT ADDITIONAL PROCESSES THAT MAY ASSIST IN PLACEMENT WORK PLAN DIARY / LOG Part 5: Practical Issues TIME REQUIREMENTS USE OF AGENCY RESOURCES STUDENT SAFETY COSTS INSURANCE DRIVING LICENCES NATIONAL POLICE CERTIFICATE (POLICE CHECK) INTERNATIONAL CRIMINAL RECORDS CHECK WORKING WITH CHILDREN CHECK (WWC) HOW THE CHECK IS DIFFERENT FROM A NATIONAL POLICE CERTIFICATE APPLICATION PROCESS FOR WWC Part 6: Resolving Difficulties on Placement GENERAL PROCESSES REGARDING DIFFICULTIES IN PLACEMENT COMMENTS ON COMMON DIFFICULTIES ON PLACEMENT WITHDRAWAL OF A STUDENT FROM A PLACEMENT UNSATISFACTORY STUDENT PERFORMANCE Part 7: Appendices APPENDIX 1: FIELD PLACEMENT EXCEPTIONAL CIRCUMSTANCES APPENDIX 2: APPLYING FOR RPL APPENDIX 3: PLACEMENT AGREEMENT FORM Appendix 4: Social Work Field Education Learning Plan and Assessment Report. 64 APPENDIX 5: OCCUPATIONAL HEALTH AND SAFETY CHECKLIST

6 Introduction This manual provides details of Victoria University s Social Work field education arrangements and requirements, as a guide for students and field educators in placement planning, monitoring and assessment. It places field education in the context the Bachelor of Social Work curriculum, expectations of the field, and requirements of the accrediting body, the Australian Association of Social Workers (AASW). The learning plan and assessment tool was developed in conjunction with the Combined Schools of Social Work in Victoria. The field education program is integral to Victoria University s AASW-accredited Bachelor of Social Work (BSW). It provides students with the opportunity to develop their practice skills in real life situations under the supervision of qualified social workers. Staff and students of the BSW appreciate the ongoing contributions of agencies and field educators in providing supervised field education experiences. Many agencies value the contributions of our students and welcome the association with this university. We hope the relationships that have developed over the years will continue to grow, enriching the work of all involved. We value the contributions of staff, students and Field Educators to the structure, content and processes of our field education program and look forward to further incorporating their input in the future. Staff details Professor, Marty Grace Head of Social Work Unit Ph: [email protected] Dr. John Fox Lecturer in Social Work Ph: [email protected] Ms Shelley Turner Lecturer in Social Work/Academic Leader Field Education Ph: [email protected] Dr. Doris Testa Senior Lecturer Ph: [email protected] Ms Angela Daddow Lecturer in Social Work Ph: [email protected] Mr. Max Broadway Field Education Coordinator, Social Work Ph: [email protected] Ms Vaska Dervisovski Field Education Coordinator, Social Work Ph: [email protected] 5

7 Key dates Semester Dates each year Semester 1 Last week of February second last week of May Semester 2 Last week of July third week of October Field Placement Dates 2015 Field Education 1: (Year 3 students) Second day of semester 2 December (exact dates negotiated with agency) Field Education 2: (Year 4 students) Second day of semester 1 July (exact dates negotiated with agency) The Social Work Field Education Portal At Victoria University, as much as possible of the placement administration process is undertaken online vie the Social Work Field Education Portal at 6

8 Part 1: Field Education in the Bachelor of Social Work 7

9 Bachelor of Social Work Curriculum The Victoria University Bachelor of Social Work (BSW) course is accredited by the Australian Association of Social Workers (AASW), and prepares students for generalist social work practice. The philosophy of the Social Work Unit reflects the humanitarian and social justice orientations of the College of Arts and the larger University. We are committed to the continuing development of a critical approach to social work in recognition that many of our social problems are associated with an unjust social order. Field education is integral to the development of relevant values, skills and knowledge for critical social work practice. Students undertaking the BSW reflect the diversity of the western region of Melbourne and beyond. Our students come from many different cultural backgrounds and with a broad range life experiences this adds significantly to the richness of the Victoria University program. The structure and content of the BSW is founded on a belief in the value of generalist social work education as a basis for locating and addressing social injustice at all levels personal, group, community and societal. There is an ongoing commitment to contribute to the strengthening of communities in the Western region and beyond, through direct practice, community development, research and critical analysis. The BSW requires a four-year course of study, with three years dedicated to social work education following at least one year of general tertiary study. A significant number of current students enter the BSW having completed a full undergraduate degree. The field education program reflects, in its structure, content and processes, the Social Work Unit s critical theoretical base. In keeping with the generic nature of the BSW, the Field Education program includes diverse settings, organisational structures, intervention approaches, client groups and social issues. Units of study taught in the Bachelor of Social Work (ABSW) Year Semester 1 Semester 2 Year 1 Critical Literacy in the Social Sciences Sociology 1A Indigenous Australian Issues and Understandings Arts Elective Year 2 Year 3 Year 4 Human Development in the Social Context Social Welfare: History and Current Context Social Work Theories Interpersonal and Communication Skills Social Work Practice : Legal Context Skills for Social Work Direct Practice Health and Mental Health Social Research 2 Community Development Field Education 2 Field Education 2 Integrative Seminars Introduction to Social Work Sociology 1B Foundations of Social Science Research Arts Elective Introduction to Social Policy Group Work Theory and Practice Working in Human Service Organisations Critical Social Work Theories Working with Individuals and Families Field Education 1 Field Education 1 Integrative Seminar Social Policy Analysis: Current Issues Schools and Student Wellbeing Two Electives Some final year students undertake Social Work Honours instead of Schools and Student Wellbeing and their two final year electives. 8

10 Course requirements for field education The AASW requirements for field education placements are set out in Guideline 1.2 of the Australia Social Work Education and Accreditation Standards (ASWEAS), available on the AASW public website at In this Field Education Manual, material taken directly from the Accreditation Standards Guideline 1.2 is indented. Students are required to complete a total of 1,000 hours of field placements, usually in two placements over two years: It is essential that students have the opportunity to participate in a broad range of learning experiences in field education. In particular, students must undertake field placements in at least two different fields of practice and organisations, with different client groups, using different methods of social work practice and with a different field educator for each placement. (ASWEAS Guideline 1.2, p. 6) Field education subjects must be taken over two years within the professional social work program of study. (ASWEAS Guideline 1.2, p. 3) Students must successfully complete a minimum of 1,000 hours in at least two field education subjects. These hours must be completed within the normal working hours / days of the organisation hosting the placement. No leave of any kind may be included in this requirement; that is, the full 1,000 hours must be completed. (ASWEAS Guideline 1.2, p. 3) No placement will be shorter than 280 hours. (ASWEAS Guideline 1.2, p. 3) No placement will be an observational placement. (ASWEAS Guideline 1.2, p. 3) All placements are carried out in a host organisation that provides appropriate social work tasks and meets the educational requirements of the field education program. (ASWEAS Guideline 1.2, p. 4) Each student is allocated a field educator who is a suitably qualified and experienced practitioner. (ASWEAS Guideline 1.2, p. 4) At least one placement will be in direct practice. (ASWEAS Guideline 1.2, p. 4) At Victoria University students usually complete two placements of 72 days each. The number of days for each placement is calculated on the basis that students are expected to work a 7-hour day, for example 9am-5pm with one hour of breaks. Note that breaks are not counted as placement hours, nor is it acceptable for students to work through without breaks. More detailed information about practical arrangements is included in a later section of this manual: Practical Issues. Placements are usually undertaken over a continuous period at a minimum of 3 days per week at 7 hours per day. In order to ensure that placements are structured in a way that is educationally viable, we expect placements to be undertaken over a continuous period, without breaks for holidays. This means that usual mid semester break periods do not apply, except for public holidays, and other days, for example because of family responsibilities, as negotiated with the Field Education Coordinator and the Field Educator and Task Supervisor if applicable. No leave of any kind may be counted towards the 500 hours/72 days required. To be recognised as a placement, the minimum days on placement must be not less than 40 days. 9

11 Please see Part 5: Practical Issues later in this manual for more details, including exceptions to the above. Placements are a practice-based learning experience for students and student activity should reflect agency practices and functions, as a means of achieving placement objectives. Completion of class-based requirements would not ordinarily be undertaken during field education hours, although students may be required to include material about placement activities in their class-based subject assignments. Field Education 1 ASW 3201 Field Education 1 is undertaken in Semester 2 of Year 3 for 72 days typically from the first week of Semester 2 until December. Students may undertake 3 or 4 placement days per week during semester; then may increase this to 4 or 5 days per week after the teaching period ends in late October. Integrative seminars (ASW 3202) are a co-requisite and attendance is expected. Students usually undertake Working with Individuals and Families (ASW 3300) concurrently with placement. These classes are held on Mondays. Field Education 2 ASW 3203 Field Education 2 is undertaken in Semester 1 of Year 4 for 72 days typically from the first week of Semester 1 until July/August. Students may undertake 3 or 4 placement days per week during semester; then may increase this to 4 or 5 days per week after the teaching period ends in late May. Integrative seminars (ASW 3204) are a co-requisite and attendance is expected. Students usually undertake Community Development (ASW 3105) concurrently with placement. These classes are held on Mondays. Please note that students should keep an accurate diary of their placement hours and ensure that they have evidence of completion of 500 hours. Field Education Program Field education is a core component of Australian entry-level professional social work education. It is a cooperative endeavour between the higher education provider, the student, agencies and field educators to assist the integration of theory and practice. The goal of social work education is to provide a rigorous program which results in graduates who are competent, effective, skilled, knowledgeable, ethical and confident practitioners. Field Education is integral to the social work curriculum and provides students with the opportunity to apply, test and develop theory and practice skills. Field experience enables students to develop their understanding of practice reality and from this, to contribute to building the theoretical and skills base of their own practice. A core educational principle in the BSW course is that theory and practice are inseparably linked. As such, a major objective in the design and implementation of the course is to ensure that the class-based and the field education parts of the curriculum are integrated and mutually reinforcing. Conceptually, this demands a partnership model of class-based and field education, rather than the subordinate model of field education that has often characterised social work education elsewhere in the past. Operationally, it requires an interactive and interlocking approach to the development and implementation of the two streams of the curriculum. Integrative Seminars are designed to strengthen the linkage between classbased and field-based learning. 10

12 Principles of Field Education Field education occupies a central position in the curriculum of the Bachelor of Social Work course at Victoria University. Effective field education involves an active partnership between the BSW course and the field. This requires: (i) the establishment and maintenance of strong links between BSW staff, agencies and field educators in the region; (ii) a collaborative approach to the planning and organisation of field placements; (iii) the provision of opportunities for agency and individual practitioner input and involvement in the course; (iv) (v) (vi) community access to the library resources of Victoria University; a commitment to high quality field education, through the provision of adequate resources, placement preparation both for students and Field Educators, regular field education liaison and support to students on placement and to Field Educators; and a commitment to field education opportunities that reflect the practice context in the western region and a commitment to contribute to the overall development of human services in the western region. The model for field education (as for the BSW course in general) is one of adult learning, requiring students to be: (i) involved in the organisation and negotiation of placements (ii) responsible for negotiating their own learning experiences (iii) responsible for contributing to assessment in field education (iv) engaged in placement development, through providing feedback on existing placements and through contributing suggestions for new placements. The BSW course at Victoria University seeks to encourage structural, critical, developmental and innovative approaches to social work practice. Field Education arrangements The field education program is designed and implemented to meet the field education requirements of the Australian Association of Social Workers (AASW). Field Educators appointed to supervise student placements will be qualified social workers with a minimum of two years full-time practice experience, or its part-time equivalent, who demonstrate a commitment to continuing professional education and an interest in developing social work knowledge and skills. Field placements are usually offered in agencies that employ social workers and are supervised by experienced social workers. However, valuable learning experiences are increasingly available in agencies that do not employ social workers, or where qualified social workers are not available to provide on-site supervision. If a student is placed in such a setting, arrangements will be made to ensure that appropriate social work supervision takes place and that the learning objectives specified for the placement are achieved. Placements taken overseas: Although at least 50 percent (72 days/500 hours) of the field education requirements must be taken in Australia, students may undertake one placement overseas. It is preferred that the first placement be taken in Australia. In cases where placements are arranged overseas, all the usual standards, criteria and responsibilities related to field education will apply. Students interested in undertaking a placement overseas must apply to the Field Education Coordinator, with details of their proposed placement. This proposal will be considered in conjunction with the Head of the Social Work Unit for approval. 11

13 Recognition of prior learning (RPL) Details of AASW requirements in relation to RPL for Field Education units of study are included in the ASWEAS Guideline 1.3, available at The AASW acknowledges that life experience informs the student's participation in a social work course, but does not replace the required course content. Only formal work experience, tasks and duties in line with social work roles, tasks and functions should be considered when granting RPL, not life experience. (ASWEAS Guideline 1.3, p. 5) Credit for the first field education placement or part thereof, may be possible on the basis of recognition of prior work experience or the successful completion of field education placements completed prior to entry into the social work program. (ASWEAS Guideline 1.3, p. 5) Students may apply for RPL for one placement or part thereof on the basis of: Prior work experience. This may result in a partial reduction in the number of placement days or credit for the entire placement; or Previous field placements within a human services degree or diploma. This will usually result in a partial reduction of placement days. Prior work experience must be: Minimum three full-time equivalent years practice in a relevant context, using social work practice skills such as assessment and counselling and methods such as case work or community work. The minimum expectation for a relevant context is that it includes an organisational context and similar kinds of professional work experience that correspond to what would be expected of a first placement student. (ASWEAS Guideline 1.3, p. 5) Previous field placements The AASW supports the recognition of prior learning for students who have successfully completed a diploma accredited by the Australian Community Workers Association or a social welfare degree accredited by the Australian Community Workers Association and who, within this diploma or degree, have undertaken formal work experience, tasks and duties in line with social work roles, tasks and functions (ASWEAS Guideline 1.3, p.5). The Social Work Unit at Victoria University may grant up to 15 days (105 hours) credit to students who have completed previous placements in accredited diplomas and degrees. Principles and process for RPL The principles underpinning the processes that the Social Work Unit at Victoria University uses to assess whether a student will be granted credit for their field placement are outlined in ASWEAS Guideline 1.3. The process for deciding whether to grant recognition of prior learning is based on the assessment of a student portfolio. This portfolio is to include: 1. The student s statement describing the tasks, roles and functions undertaken during field placement that reflect the AASW Learning Areas as outline on pages of the Social Work Field Education Manual (Victoria Univeristy Social Work Unit 2015); 2. Field Education Reports submitted during and on completion of the field education placement undertaken during the diploma or degree. These Reports must include the Supervisor s Assessment and the Student s Field Work Report; 3. The student s log of field work hours undertaken; 12

14 4. A statement from the student s supervisor verifying the number of placement hours undertaken by the student; 5. A written reference from the field education supervisor or teacher supporting the granting of RPL. The portfolio will be assessed by the Academic Leader/Field Education and at least one other social work academic. The criteria used for assessing the portfolio will include: a) Evidence that the placement must have been undertaken within the last five years; b) Evidence in the portfolio that students have undertaken formal work experience, tasks and duties in line with social work roles, tasks and functions in at least five of the Learning Areas outlined by the AASW and found in the Victoria University Social Work Field Education Manual (2015); c) References from a field educator/supervisor that attest to the student s successful completion field education placements, recommending the suitability of the student s learning to social work. The outcome of the recognition of prior learning decision will be notified via an . A student may appeal the outcome of the decision via Victoria University policies as detailed in the Student Appeals procedure Students are advised to discuss the request for RPL with the Field Education Academic Leader before the lodgement of a Portfolio. (Refer to Appendix 2). All required documents must be lodged by the appropriate dates otherwise the RPL process will be hindered. The due date for submission of Recognition of Prior Learning Portfolios are: Field Education 1: Field Education 2: Week 8, Semester 1 of year of placement Week 2, Semester 2 for following year 13

15 Placements in the student s place of employment While it is expected that student placement will be undertaken in different organisations from the student s place of employment, the AASW guidelines do provide for one placement to be undertaken in a student s place of employment, under quite strict conditions. Note that in the following extract SWAOU refers to the Social Work Academic Organisational Unit. At Victoria University, this is the Social Work Unit within the College of Arts: 1) In order to provide a breadth of experience and to prevent conflicts of interest between employment and education roles, field education placements will be undertaken in a different context, organisation and field of practice to the student s place of employment. 2) This requirement may be waived for one placement only if the SWAOU is satisfied that all other principles and policies set out in this document can be met. 3) If a placement is undertaken in a student s place of work, a written agreement signed by the organisation, the SWAOU and the student will be completed. All parties will agree to: a. agreement that the employee is in a student role while on placement and that the student is able to meet the educational requirements, principles and policies set out in this document b. allocation of learning experiences not involving the student s routine work responsibilities, including details of the differentiation between learning goals and usual employment duties c. protected time while on placement that is separate from the duties carried out at work and includes time to complete reading, reflective learning and assessment activities related to the placement d. specification of how the criteria outlined in this document for field education are met e. specification for how the placement will be monitored to ensure that the criteria will be met f. that wherever practicable, the supervisor is not the student s line manager or usual supervisor. (ASWEAS Guideline 1.2, p. 8) The AASW guidelines provide that in exceptional circumstances, a student may be granted two field placements in the student s place of employment. For details please see ASWEAS Guideline 1.2, p. 8. Field Education placements within a workplace must be significantly different from employment within that agency. The focus of a placement is the student s education and development as a social worker. This requires that students have the opportunity and support to experiment, take risks, learn from experiences, reflect and analyse their social work tasks. Assessment on placement focuses on the student s developing competence as a social worker and this may be different from the agency requirements of a worker. Difficulties can arise if a student is placed in a situation where conflicting role expectations, (as student and worker), or conflicting assessment criteria exist. Thus, with a selection of placements, clear delineation will occur between a student s placement and a student s workplace. A student requesting a placement in their place of employment must approach the Academic Leader, Field Education well ahead of the proposed start date in order to assess whether the AASW-required conditions can be met. Before a student commences a workplace placement, special attention will be paid to clarifying the goals of the placement and to determining the learning opportunities that will be available and the educational processes that will be used. If a student wishes to undertake a work based placement, they must complete a required form which is available from the Field Education Coordinator. Similar requirements apply to students who are, or have recently engaged in voluntary work in welfare agencies. 14

16 Part 2: Placement Planning and Preparation 15

17 Seeking placements The Field Education Coordinator begins seeking placements from the beginning of the year. The Field Education Coordinator identifies the type of placement being offered, the availability of social work supervision and suitable tasks are clarified with agencies. Students are asked not to approach agencies regarding possible placements. However, in the event that students learn of potential placements, they should talk with the Social Work Field Education Coordinator, who will then contact the potential placement agency in order to clarify with the agency what is being offered and whether it meets course requirements. It is important to recognise that circumstances for most social and community service organisations may change at short notice. This often requires ongoing negotiations about the nature of placements after initial agreements. Please note that supervisors are briefed about students learning needs. For example, if a student needs to improve their written work, or has experienced particular difficulties or failure on a previous placement, the student s particular learning needs will be discussed with a prospective supervisor in order to ensure a learning environment within which a particular student s learning needs may be met. Process The initial step in the Placement process is compulsory attendance at a Field Education briefing session. This session is conducted in the semester prior to the Field Placement and outlines the pre placement, placement and post placement requirements involved in the Field Placement. Well before the scheduled commencement date, students are invited to express their preferences via the Victoria University on-line professional placements portal to indicate areas of practice interest and relevant personal circumstances. The preference form also details any possible constraints to completing the placement within the usual time frame. A resume is also submitted via . The Field Education Coordinator matches students with available placements, adhering to student preferences wherever possible. Both students and supervisors are notified, the students are provided with a briefing about the placement and supervisors with a briefing about the student. Once notified of their proposed placement organisation, students should contact the supervisor within two weeks to arrange a visit to the agency, to meet with the supervisor and discuss the proposed placement, mutual expectations, the student s learning needs and the learning opportunities available within the agency. If at the pre-placement interview the agency indicates that they would like to offer a placement to the student, then they together complete the Placement Agreement Form. This form is available online at If there are technical difficulties, then this form can be filled in as a Word document using the form in Appendix 3, and entered into the portal at a later time. Alternatively, the supervisor and student need to sign a hardcopy of this form, scan it, and then submit this to the Field Education Coordinator via . The placement may not proceed until this form is submitted. Receipt of the signed Placement Agreement Form will inform the Field Education Coordinator that both parties have agreed to proceed with the placement as negotiated. This form also sets in process the appointment of a University Liaison Social Worker to oversee the placement and ensures that the placement is properly registered with the University (Placement Agreement Form is Appendix 3). 16

18 Conflict of Interest A student must declare any conflict of interest that may influence the sourcing, negotiation and finalisation of a field education placement. This requires the student to discuss any previous, current and/or ongoing relationship with a supervisor or an agency that has been nominated for a potential placement. Examples of a conflict of interest include being member of any of an Agency s governing bodies or committees, current volunteering arrangements within the Agency, you or a family member being a current client of the Agency, or someone who has a current or prior close personal relationship with the student. Rejection of a placement offer When a student rejects an offered placement, or is rejected by an agency at the interview stage of the process, the student must discuss the situation with the Field Education Academic Leader, and seek feedback from the potential Field Educator. The Field Education Coordinator will attempt to negotiate an alternative placement. In the event of a student rejecting or being refused a placement twice and 1. the criteria of the placement is appropriate to the student s learning needs and objectives; 2. the placement is reasonably accessible by car or public transport; and 3. the agency is able to offer appropriate and adequate supervision, it is at the discretion of the Field Education Academic Leader in consultation with the Head of the Social Work Unit whether further placements will be sought. As part of the placement negotiation process, the student should discuss their proposed placement dates. Factors to be considered include the nature of the agency s work and the student s personal needs and commitments. 17

19 Placement planning checklist The following areas will be helpful for you to ensure you have completed all necessary items Yes/No Have you secured a Driving Licence? A driving license is a basic requirement in most placement agencies. The absence of a driver s license severely limits the placement options, and may mean a delay in finding a suitable placement for a student. Semester before placement: Attendance at a COMPULSORY Preparation for Placement Briefing Students will not progress to placement unless they have participated in this briefing session 5 months before placement Have you obtained a National Police Certificate (police check)? Have you applied for a Working with Children Check (WWC)? Will you be applying for RPL? If so, prepare and submit portfolio. (Refer to Part 1 of this manual) Would you like to complete placement in your place of employment? If so, please discuss with the Field Education Coordinator Have you read, and are you conversant with the contents of this manual? 3 months before placement Have you completed and submitted online your Field Education Placement preferences? Have you prepared and submitted your CV with a focus on your professional self When matched with an agency Have you organised a pre-placement interview with the Agency? Have you submitted your Placement Agreement Form (Appendix 3) During Placement Are you familiar with the Field Education Manual and the processes and responsibilities associated with Field Education? Are you keeping a Placement Diary/Log detailing appointments, meetings and hours completed? Have you submitted your online first draft of the Learning Agreement to your appointed Liaison Person? (this is due by week three of placement) Have you met with your Field Educator and completed the online o o Mid-Placement Report? Final Placement Report? 18

20 Placement activities Students on Field Placement are engaged in a number of activities. These activities have a number of elements: 1. professional 2. work environment 3. people contact 4. administrative tasks and 5. transport Although this list of elements is not exhaustive, they give an indication of the activities that are involved in field placement. Below is a list of activities that may be required during placement. If students have particular circumstances, for example not having a driver s licence, or having particular requirements because of a disability or medical condition, they should discuss any adjustments that may be required, in the first instance with the Field Education Coordinator or Academic Leader of the Field Education program. It is important to consult about adjustments, and to keep a record of these consultations and any adjustments made to the usual expectations of the placement organisation. Element Professional Work Environment People Contact Key Activity (this list is not exhaustive and Agencies may have other requirements) Uphold the AASW values of respect for persons, social justice and professional integrity Act in accordance with the principles outlined in the of the AASW Code of Ethics, see Participate in social work student supervision with the designated Field Educator Participate in required meetings such as intake meetings and case planning meetings Present sound theoretical rationale for intervention/case management/community development/policy and/or research Participate in liaison meetings with the Field educator and Liaison Visitor Manage demanding and changing tasks and competing priorities Comply with agency mandates and policies and relevant legislation Work in a team environment Work in different geographic locations Work office hours with the possibility of extended hours Work in office areas of different configurations e.g. an open plan Work in buildings which may be two-storey Work on a computer for several hours in a day Present at court and other jurisdictions Comply with workplace procedures e.g. Occupational Health and Safety, Anti Bullying Policies Perform on call office duties Liaise with government, non-government and community organisations Interact with members of the public who may display the full range of emotional expressions, including parents, partners, significant others, 19

21 Element Administrative Tasks Transport Key Activity (this list is not exhaustive and Agencies may have other requirements) family members, advocates, doctors, police. Interact with clients and members of the public who could display verbal or physically challenging behaviour Deliver practice in culturally sensitive ways Undertake administrative tasks which may include the following: computer work, writing reports, participating in meetings, concentrating for long periods of time, managing resources and budget and researching and analysing information and data Communicate clearly in both written and verbal forms Use technology including photocopier, telephones including mobiles, overhead projectors, data projectors, televisions, videos, electronic whiteboards Drive vehicles in all traffic and weather conditions 20

22 Student s preparation for pre-placement interview 1. When you visit a potential placement, you should be able to tell them: Why you are potentially interested in the placement. The educational needs you hope to meet during placement. The personal strengths and skills you bring to the placement. The practicalities of placement according to the information you have been given by the University (dates, time, etc) 2. You should be prepared to ask the Field Educator about: Learning Opportunities What does the agency offer as learning opportunities and tasks? Why is the Field Educator and agency interested in having a student? What are the philosophy /general value orientation of the agency? Methods of Learning Who will be involved in supervision? What are the necessary co-supervision arrangements? Times/frequency of supervision available, and what to do if there is a problem with supervisor absence? How will the Field Educator evaluate your performance (including specific tasks to be undertaken). What expectations does the Field Educator have regarding the use of a contract, preparation for supervision and assessment procedures? Practical Organisational Arrangements What hours does the agency operate? What are the expectations on working hours/attendance after hours/time in lieu etc.? Does the agency have particular policies about dress and presentation? Are there any safety procedures particular to this placement? What facilities are available for you room/desk/telephone? 21

23 Pre placement checklist The following areas will be helpful for you to check when you conduct your Pre-placement Interview and when you begin placement. Issue Possible Questions to Ask your Supervisor Date discussed with Field Educator 1. Appropriate standards of dress Have I asked my supervisor what I should wear? Are there any special issues (related to dress) that I should be considering in this agency? Am I dressing as I would expect a professional to dress? Does my dress reflect sensitivity to the different cultures that I might be working with? Have I noticed what other staff members are wearing? 2. Work Hours and Agency Expectations Have I checked agency work hours? How do keep a record of attendance? Do I need to complete a time sheet? Who should I contact when I am sick? By what time? Do I have the phone number? Is a text message acceptable? Is an acceptable? What happens if I work extra hours? Can I take time off? How long should I take for my lunch break? 3. Taking responsibility for tasks assigned 4. Communication Who should I tell if I cannot complete a task assigned to me? When should I notify my supervisor that I can t complete a task allocated to me? Who should I ask if I need help on a particular matter? If my supervisor is unavailable, who is my next contact? What is the usual practice when my supervisor is away from the office and I need to speak to them mobile? Pager? Another staff member? 22

24 After placement Completion Has your liaison social worker advised the Field Education Coordinator of the recommended result for this placement? Have you submitted your online placement report? (This should be submitted no later than one week after the end of placement) Field Educator s preparation for placement: University social work staff will discuss and arrange placements individually with each Field Educator. Where there is a need, a meeting may also be arranged to allow supervisors to meet university staff, to discuss placement requirements from the University and the agency. Field Educators are encouraged to attend one of the two-day Workshops organised by the Victorian Combined Schools of Social Work each year. The Field Education Coordinator has a range of resources available to support Field Educators in their role. Please contact the Field Education Coordinator for more details of these. Useful references AASW 2010, AASW Code of Ethics, Australian Association of Social Workers, Canberra. Available AASW 2015, Australian Social Work Education Accreditation Standards, Australian Association of Social Workers, Canberra.Available Beddoe, L & Maidment, J 2009, Mapping knowledge for social work practice: Critical Intersections, Cengage Learning, South Melbourne. Cleak, H (ed.) 2009, Assessment and report writing in the human services, Cengage Learning, South Melbourne. Cleak, H & Wilson, J 2007, Making the most of field placement, 2nd edn, Thomson, Sotuh Melbourne. Egan, R & Testa, D 2010, 'Models of Supervision', in K Stagnitti, A Schoo & D Welch (eds), Clinical and fieldwork placement in the health professions, 1 edn, Oxford, South Melbourne, pp Giles, R, Irwin, J, Lynch, D & Waugh, F 2010, In the field: from learning to practice, Oxford, South Melbourne, Victoria. Trevithick, P 2012, Social work skills and knowledge: A practice handbook, 3rd edn, Open University Press, Maidenhead, UK. 23

25 Part 3: Roles / Responsibilities in Field Education 24

26 Roles and Responsibilities in Social work Field Education Social Work field education involves quite complex arrangements between the University and placement organisations. The arrangements involve students, University academic staff, the Field Education Coordinator and Academic Leader, qualified social workers in placement organisations, the managers and team leaders in placement organisations, University-appointed liaison visitors, and sometimes task supervisors and external social work supervisors. This section of the manual provides details of the different roles and responsibilities of the people involved. University role and responsibilities: Provide theory and skills input that prepares students for field education and complements the field education process. Provide Field Educators with written material to assist with placement preparation. Provide guidelines for field learning and assessment at each level of the student's education. See Provide adequate pre-placement planning and liaison visiting. Provide students with assistance to complete preliminary tasks for placements, such as preparation of resume Provide Field Education workshop for students to adequately prepare them for placement Assist should problems arise in placements. Ensure a fair assessment procedure for student performance that gives a central place to Field Educators contributions. Provide information to Field Educators and students during the planning and placement. Notify students and Field Educators of insurance arrangements. At any time, the Field Education Academic Leader may make enquiries into and formally seek feedback about the progress of a placement from the student, agency manager, supervisor, task supervisor, and/or liaison person. Typically, these enquiries are made when the student, Agency manager, supervisor, task supervisor, and/or liaison person have raised concerns about student performance and/or placement difficulties and the progress of the student s placement requires academic input in relation to AASW standards and requirements. University Liaison role and responsibilities The liaison person is either a member of the BSW staff or an experienced social worker contracted to provide liaison between the university and the placement organisation. The liaison role includes: Reviewing the Learning Plan section of the Placement Report (Appendix 4) which is expected to be submitted, via the on-line portal, by the student by day 15 of the placement. Assist with any recommended changes to make it SMART (Specific, Measurable, Achievable, Realistic and within Timeframes) Contacting both student and supervisor individually by week 3 of the placement to confirm the learning plan and arrange the first visit Monitoring placement 25

27 Using professional judgement to determine when to visit the agency and review the student s progress. There should be three contacts during the course of every placement, of which two are to be in-person visits. If the liaison social worker considers that it would be beneficial to the student to visit before midway, they are asked to notify with the Field Education Coordinator. Ensuring that both mid-placement and final placement reports are completed in the Field Education portal by both student and Field Educator including the rating scales and associated text. Problem-solve any minor matters Alert the university to any serious matters Alert the Social Work Field Education Coordinator via regarding recommended mid- and final- Placement Reports having been completed on the portal. A Victoria University liaison person will make three contacts, two in person and one by phone or , with the student and Field Educator during each placement. Field Educators and students are expected to be present at the liaison visits. The purpose of these contacts is to offer support to both student and Field Educator, to monitor placement progress and to facilitate assessment of the student s performance. Telephone and contact is maintained as required. At each liaison visit, the liaison person reviews the Learning Plan and Assessment Report (see Appendix 4) prepared by the student and supervisor. Assessment of the student s progress is focussed on the online Learning Plan and Assessment Report. Where any concerns are raised, further liaisons visits can be arranged (For examples of potential difficulties and suggestions for how to manage them, see section managing difficulties on placement ). It is the role of the liaison person to assist in clarifying any issues, to work through solutions and arrange extra placement time for the student, if this is deemed necessary. By mid-placement, the Field Educator is asked whether they consider that the student is likely to pass the placement, so that if there are major concerns there is sufficient time to address these issues. In the event of disagreement (for example regarding assessment or student learning opportunities) it is critical that the Field Educator, student and liaison person negotiate between them acceptable arrangements. If this cannot be achieved, any of these people can elect to contact the Field Education Coordinator. At the final visit, the summary report includes a record of the Field Educator's recommendation (satisfactory or unsatisfactory) regarding the student's assessment, and, at the end of the first placement, any recommendations about subsequent placement. Agency roles and responsibilities The relationship between the Placement Agency and Victoria University is not an employment relationship of any kind. Rather the role and responsibility of the agency is to: Provide a range of practice opportunities suitable for student learning. Provide staff time for field teaching. Provide suitable working space and facilities. Provide travel costs for expenses incurred due to work undertaken during placement. Provide opportunities for students to participate in the organisational processes of the agency. 26

28 Provide support for Field Educators (in terms of time, recognition of workload; if possible and replacement staff in the event that field teachers are ill or unable to continue field teaching). Provide orientation and induction for students, including OHS briefing. Field Educator (Social Work Supervisor) roles and responsibilities Field Educators are the formally appointed social work supervisors for the placement. The role of the Field Educator is to help students satisfy the practical training requirements related to their social work Field Education module of study. Accreditation requirements of the AASW require Field Educators to undertake training for the field education role before or during their first experience in the field educator role. Field Educators must be eligible for membership of the AASW, with at least two years' work experience in the field. In exceptional circumstances relating to distance, a field educator with less experience may be allocated for one placement only. In this circumstance the Field Education Coordinator must ensure that the Field Educator has additional support and mentoring. Social Work Field Educators must be able to provide a minimum of 1.5 hours formal supervision per student for each 35 hours (5 days) of placement. This supervision may be individual or group supervision, but at a minimum, half of this supervision must be provided on a one-to-one basis. The social work field educator will be able to observe the student s practice in placements where the focus is on direct practice. The Field Educator is also expected to observe the student s engagement in team and interdisciplinary meetings. Participate in placement pre-planning and Field Educator briefings if held. Be clear about knowledge, skills and other requirements for completing placement activities. Recognise and understand that students have different learning styles. Assist students in formulating the placement contract which gives details of: a) the student's learning goals and methods of learning b) agency expectations of the student regarding performance of tasks and hours of work c) supervision times, methods of teaching and assessment, time availability and accessibility. Be clear about expectations of students and feedback to them about performance. Provide time for regular supervision sessions - formal and informal. Complete online assessment reports at mid-placement and end of placement. Ensure that the university is alerted to difficulties in the placement at the earliest possible time and when appropriate. External supervision In circumstances where an on-site qualified social worker is not available, an external supervisor is employed by Victoria University to fulfil this role. Please note that we will not entertain this option unless there are NO options with on-site supervision available. In keeping with AASW requirements, Field Educators must undertake training for the field education role before or during their first experience in the Field Educator role. Social work Field Educators must be able to provide a minimum of 1.5 hours formal supervision per student for each 35 hours (5 days) of placement. This supervision may be single or group supervision, but at a minimum, half of this supervision must be provided on a one-to-one basis. The social work Field Educator will be able to observe the student s practice, particularly in placements where the focus is on direct practice. Ideally the Field Educator will also observe the student s engagement in team and interdisciplinary meetings. 27

29 External supervisors are expected to conduct supervision within an environment conducive to the academic engagement of students and in environments that are covered by Victoria University Occupational Health and Safety Standards [OHS] regulations. For this reason supervision must not occur in informal settings for example a café or supervisor s home. The external social work supervisor must meet with the student and the on-site Task Supervisor at the agency to make suitable arrangements prior to placement commencement. It is the responsibility of the social work supervisor to inform the Field Education Coordinator of the supervision arrangements that are negotiated between student, agency and social work supervisor. Such information ensures that student and supervisors have the support of OHS policies and procedures. Victoria University facilities at Footscray Park or Nicholson Street campus are available for offsite supervision and rooms can be booked via the normal processes. External social work supervisors are asked to contact the Field Education Coordinator for assistance in securing these room bookings. When offsite supervision occurs, supervisors are reminded that the AASW Code of Ethics [5.5] education, training, supervision and evaluation standards inform and guides supervision practice. Task Supervisors If the person undertaking the day to day supervision of the student is not the Field Educator, this person is called the Task Supervisor. A Task Supervisor will have opportunity to provide verbal feedback regarding the student s tasks and performance during Liaison Visits. Communication Students and liaison visitors are expected to use their Victoria University addresses for communicating with the Field Education team at Victoria University. Please send s to: [email protected] Supervision Arrangements Some of the issues that may be addressed in the social work supervision include professional ethics, integrating social work theory and practice as well as the role of social work in the organisation. If there is both a Field Educator and a Task Supervisor, it is important that all parties have clearly negotiated their responsibilities and that the student is clear about supervision arrangements. Students responsibilities in field education: Student Behaviour Students undertaking placements are not staff or employees of the placement agency. While undertaking field education placement, students are required to comply with Victoria University student regulations and policies. This requires student to be familiar with Victoria University s Student Charter, relevant regulations of the University, and Social Work Field Education Manual. These documents are located at: and 28

30 Students are required to: be familiar and comply with AASW and Agency policies and practices. The AASW Code of Ethics can be located at Have a working familiarity with the Field Education Manual and the processes and responsibilities associated with Field Education Apply for a National Police Certificate and Working With Children Check prior to commencement of placement Submit Recognition of Prior Learning Form (if applicable) Be willing to participate actively in the placement selection process e.g. submission of resume and preference forms by due date, meeting with Field Education Coordinator to discuss any issues that will impact on placement, presentation of Portfolio by due date Attend and complete placement interview process Submit a completed Learning Plan prior to day 15 of placement. Please note that failure to submit a complete Learning Plan by this deadline may jeopardise the progress of the placement. Attend Integrative Seminars and offsite supervision if required Develop learning objectives and methods of learning within the framework of the Learning and Assessment Plan and the expectations of the University and the placement organisation Negotiate and complete two Placement Reports - one by mid-placement (day 35), and a final report at the conclusion of placement using the prescribed format. These reports should be prepared and entered onto the on-line portal at: at least thee days prior to scheduled liaison meetings so that the Liaison Social Worker has time to read them prior to the meeting. Carry out professional practice tasks as negotiated with the Field Educator and agency. Engage in self-evaluation and receive constructive feedback. Work within the agency structure and meet agencies' expectations of practice. Be aware of and act in a manner consistent with the ethics and values of the social work profession as detailed in the AASW Code of ethics. Students should note that breaches of confidentiality can cause damage to service users, loss of career opportunities for the student, and damage to the reputation of the course and agency. Such breaches are regarded as serious violations of professional ethics. Practice situations must not be discussed in class without the prior approval of the field education supervisor. If this approval is granted, details need to be sufficiently disguised so that the identity of service users and other persons involved remain anonymous. Clients situations should never be disclosed within informal conversations with family, friends, or fellow students. Where students identify difficulties in the placement, these matters should first be discussed with the agency Field Educator/s, then, if not resolved, with the University liaison staff. Part 6 of this manual provides detailed guidance regarding processes to be followed if difficulties arise on placement. This process is particularly important where students make decisions about significant aspects of the placement, for example terminating the placement, or refusing particular activities. Should students unilaterally take such decisions, their successful completion of the placement is jeopardised. Field Education Expenses: Students are expected to pay their own expenses in travel to and from the agency. Agencies generally reimburse travel costs related to field education responsibilities. 29

31 Bachelor of Social Work Field Education Review Panel (The Review Panel) The Review Panel is a panel convened when a student has experienced practice difficulties during her/his field education placement or when a student s social work qualified supervisor has recommended an Unsatisfactory result for her/his field education placement. The Review Panel s role is to review the Placement Reports and Evaluations and any other documents needed to inform their decisions regarding the placement and the student s result. The Review Panel consists of: The Social Work Field Education Academic Leader whose role it is to call for any additional reports that may be required, usually from the Liaison Visitor and External Supervisor if applicable, circulate reports to the members of the panel, convene a meeting to determine the student s Field Education result and communicate the Review Panel s decision to the student. The Field Education Coordinator whose role is to provide input on the placement processes, issues and actions that have arisen during the placement The Head of the Social Work Unit or Social Work Course Coordinator who can provide input to the decision making process. The role of the Review Panel is to Review all documentation and assess the documentation against the AASW Accreditation Standards to ensure compliance with the AASW standards Review all documentation and assess the documentation against the relevant policies and procedures of Victoria University Review all documentation and assess the documentation against the Field Education requirements as set out in the Social Work Field Manual Determine a result for the student s placement NB. At any time, the Field Education Academic Leader may make enquiries into and formally seek feedback about any placement from the student, agency manager, supervisor, task supervisor, and/or liaison person. Student appeals against result Students who wish to appeal against their results will find the relevant policies and procedures on the following website: 30

32 Part 4: Field Education Learning Outcomes and Assessment 31

33 The AASW requires that students must complete a minimum of 1000 hours over two placements, usually completed during 72 placement days per placement, unless they have sought the appropriate RPL. A midsemester break of one week may be taken, however students are encouraged to continue on placement unless participating in Winter/Summer schools. Integration of field-based and classroom based learning The structure and content of course work encourages students to conceptualise, articulate and enrich their learning by the interaction of theory and practice. Students are expected to discuss practice examples in the classroom and to use placement practice examples for assessment tasks for class-based subjects. Field Educators are encouraged to assist students to identify and articulate the theory they are using in the field. Field Educators may arrange to attend some teaching sessions at the University, if they would like to learn, revise, make a contribution, or familiarise themselves with the language and style of theoretical discussion being used in class. Field Education 1 Field Education 1 falls in the second semester of the third year of studies. Field Education 1 focuses on developing knowledge and skills in direct practice. A prerequisite for Field Education 1 is the satisfactory completion of Skills for Direct Practice in Social Work (ASW3101), which includes weekly skills workshops to prepare students for work with individuals, families and small groups. Integrative seminars run concurrently during the placement with students attending Victoria University for a weekly two hour class during the teaching semester. Classes are structured to provide students with an opportunity to reflect on their placement experience and to integrate class-based and field-based learning. Field Education 1 provides students with the opportunity to develop, under the supervision of a qualified social worker, skills in 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 psychosocial situation, to gain an understanding of the policy and organisational context of direct practice and to explore the application of critical, developmental, feminist and other approaches to direct practice. Students are expected to apply a generic process model of social work practice to direct practice and to develop skills in applying relevant theory and knowledge in the field of practice where they are placed. This placement is supported by the concurrent class-based curriculum in Field Education Integrative Seminars. Learning outcomes for Field Education 1 On successful completion of this unit, students are expected to be able to: 1. Exhibit the values and ethics of social work as an integral part of their practice. 2. Appraise the organisation s legal and political context within the human services field. 3. Analyse the legislation and social policies that influence the field of practice. 4. Articulate the theories and methods relevant to practice and reflect critically upon their use and application. 5. Exemplify the interpersonal and communication skills required to communicate and work effectively with others. 6. Plan and present a learning plan in accordance with the AASW Practice standards for application 32

34 within the particular field of placement. 7. Critically reflect on and in practice while engaged in field placement and in professional supervision. 8. Exhibit and apply a range of specific social work assessment, intervention and referral skills and knowledge appropriate to the particular field of placement. 9. Locate and critically analyse research knowledge, methods and application appropriate to social work practice and field placement setting. 10. Interpret and adapt knowledge of cultural diversity in order to work in a culturally responsive and inclusive manner in a social work context. Field Education 2 Field Education 2 falls in the first semester of the fourth year of studies. Field Education 2 reflects the policy, research and community development themes in the class-based curriculum. A prerequisite for Field Education 2 is the successful completion of Field Education 1. Integrative seminars run concurrently during the placement with students attending Victoria University for a weekly two hour class during the teaching semester. Classes are structured to provide students with an opportunity to reflect on their placement experience and to integrate class-based and field-based learning. Placements will usually focus on community development, research or policy work. A mixed placement that includes some direct practice may be negotiated between individual students and the Field Education Coordinator. Learning outcomes for Field Education 2 On successful completion of this unit, students are expected to be able to: 1. Analyse the values and ethics of social work practice as they apply to a particular field and ensure their appropriate application when faced with ethical problems, issues and dilemmas. 2. Critique the organisation s legal and political context within the human services field and apply this critique in line with anti-discriminatory practice approaches. 3. Contextualise the legislation and social policies that influence work within a particular field of practice and their impact on disadvantaged individuals, families and groups. 4. Critically reflect upon the theories and methods of social work practice and evaluate their relevance and application within the particular placement context. 5. Critically assess and modify their interpersonal and communication skills to work effectively with others. 6. Take initiative to contextualise, critique and justify their own personal and professional development in relation to their own practice. 7. Adapt skills and knowledge for direct practice, community development, social research or policy work in the particular field of practice and context of the field placement. 8. Consult with others to identify, propose and /or plan relevant research and research methods in the context of the placement. 9. Exemplify cultural responsiveness, sensitivity and inclusive practice. 33

35 Assessment The underlying principles when assessing field education placements are detailed in the AASW s: Australian Social Work Education and Accreditation Standards (2012) document. Principles one to eight are reproduced below: 1) Social work programs should map the practice standards specified in the AASW Practice Standards across the entire curriculum and show how field education is located within this. 2) Social work programs have a responsibility to assist organisations and field educators to map the AASW Practice Standards against the experiential learning opportunities offered to students during placements and to articulate how the students field education experiences relate to the practice standards. 3) Performance outcomes based on the AASW Practice Standards and the AASW Code of Ethics will be used to assess students in each of their field placements. It is expected that different performance outcomes will assess novice students (first placement students) and graduating students (final placement students). 4) A range of learning activities and methods of assessment should be used to assess the student s level of achievement and whether they have met the performance outcomes specified. 5) Assessment strategies will require the student to demonstrate performance at the same standards of academic rigour as is expected in any academic subject. 6) The assessment process will include contributions from all parties involved in the placement and is carried out in an equitable and collaborative manner. 7) The final decision about whether the student has achieved the identified learning goals and performance outcomes and has passed the field education subject is made by the social work academic organisational unit (SWAOU) after consideration of material submitted by all parties. 8) Field education curricula must incorporate a development component, such as a rating scale, so that student progress against the practice standards and/or levels of achievement can be assessed and recorded. The Australian Social Work Education and Accreditation Standards (2012) that frame the Learning Plan and Assessment Report are aligned with Victoria University s Learning Outcomes for ASW 3201 Field Education 1 and ASW 3204, Field Education 2. Placement Report The Combined Schools of Social Work in Victoria have developed a joint Learning Plan and Assessment Report format for Field Education placements. A copy of this assessment tool is in Appendix 4. It is based on the AASW Practice Standards, available at The Learning Plan and Assessment Report is available through an online student portal at Students and supervisors will be given information via about how to access this portal. The portal provides for the learning tasks to be entered in the Learning Plan, and then ratings given at the mid and final placement stage on each of the Learning Areas. The portal also has a place to enter a Mid Placement and Final Placement report which will include the ratings. This assessment is a joint interactive process between student and Field Educator that is ongoing throughout the placement. Field Educators need to provide ongoing feedback to students about their learning and whether or not their performance on placement is progressing satisfactorily. 34

36 There are three aspects to the use of the Learning Plan and Assessment Report: The development of a Learning Plan The Learning Plan is central to the structuring and assessment of field education. It is intended as a dynamic guide to action, not as an inflexible document. The plan is a written agreement between student and Field Educator, drawn up in the first two or three weeks of placement, and its preparation must be seen as a key part of the placement in these early days. It must be personally and organisationally useful and relevant. It should be completed by, at latest, day 15 of placement unless there are difficulties. In this latter case, the Liaison Social Worker should be consulted immediately. The Learning Plan is structured in relation to the nine Learning Areas that will be assessed on placement. The expected learning outcomes for each area are detailed in the Learning Plan and Assessment Report tool (see Appendix 4). The student, in consultation with the Field Educator, is required to identify learning tasks on placement that will allow them to develop their practice in relation to the learning outcomes listed for each learning area. The tasks and the details about how and when the student will demonstrate their knowledge and skill to the Field Educator must be SMART (Specific, Measurable, Achievable, Realistic and within Timeframes). It is important to be very specific in identifying objectives. For example, rather than saying 'I want to learn how to interview', it may be more useful to say 'I wish to learn how to begin an interview, how to complete an assessment, how to handle silence in an interview and what to do if someone cries in an interview'. The Learning Plan should be completed in consultation with your Field Educator (and Task Supervisor if relevant) and be submitted to the University Liaison Social Worker by day 15 (for placements shorter than 72 days completion by day 10.) The preparation of the Learning Plan includes a summary of the organisation or program focus, a summary of the student s learning goals for the placement, and a summary of the mechanisms for critical reflection and supervision that will support reflective practice and learning (for example formal supervision; peer/group supervision; practice forums etc.). Mid Placement Assessment (around day 35 of placement) Field Educators and students are required to undertake a formal mid-placement assessment at the midplacement liaison meeting. This is to ensure that the student knows how s/he is progressing at this point and allows for a re-assessment of the student's learning tasks for the remainder of the placement. In a situation where a student's performance is not considered to be of a satisfactory standard, the mid-placement assessment is an opportunity to define explicitly the criteria to be met, for a student's performance to be considered satisfactory. It is also an opportunity to assess any obstacles to learning and plan for strategies for the remainder of the process. The University s liaison person should be involved in this process. Students and Field Educators provide comments and a progress rating for the student s performance in each of the nine key learning areas. This is then submitted to the liaison person 3 days prior to the first liaison meeting, and discussed at the liaison meeting. Final Placement Assessment. Students and Field Educators provide comments and a final rating for the student s performance in each of the nine key learning areas. This is then submitted to the liaison person 3 days prior to the final liaison meeting, and discussed at the liaison meeting. Results for Placement Liaison Social Workers notify the Social Work Unit of the Field Educator s recommendation regarding the student s result. The decision regarding a student s result for a placement rests with the BSW academic staff. Students have a right to appeal against their results. Students who wish to appeal against their results will find 35

37 the relevant policies and procedures on the following website: Additional processes that may assist in placement Work plan As part of the Field Education 2 placement, students working either individually or in a team may develop a work plan, which contains specific details of the project. This will form the basis for evaluating the outcomes of the project and for assessing the performance of the student/s. Areas to be covered by a work plan 1. Description of overall project, its purpose and objectives. 2. Detailed project plan including clearly identified stages of the project, strategies, tasks and activities associated with each stage, who will take responsibility for each task and timelines for completion. 3. Statement of how all work will be managed, i.e. timelines, person power, costs, resources available and needed and consultation. 4. Identification of constraints and statement of how these may be dealt with. 5. Statement of how Field Educator and agency will monitor and evaluate progress. 6. How and when the plan will be reviewed and modified and by whom? Diary / Log On placement, students are expected to maintain a working diary including details of appointments, meetings and hours completed. In addition, students are encouraged to maintain a log or diary of their work, thoughts and emotional responses. Such a journal is an invaluable aid in self-reflective learning. It is an aid to assist the student rather than a document to assess the student. However, if the student feels comfortable to share their diary with the Field Educator, it can be a useful learning tool. Where students are doing a group placement they are asked to keep a group log which will include records of group meetings dates, times, attendance, issues discussed, agreements reached, plans for action and individual/s responsible. Analytical comment on group development may also be included in the shared record. However, students are encouraged to use their own reflective diary/log to reflect on group processes and on their own contributions, roles and impacts in the group. Monitoring one's feelings and responses in direct social work practice, (keeping a log/diary) is strongly recommended for any student undertaking a placement. 36

38 Part 5: Practical Issues 37

39 Time requirements Placements are usually undertaken over a continuous period at a minimum of three days per week at 7 hours a day. In order to ensure that placements are structured in a way that is educationally viable, we expect placements to be undertaken over a continuous period, without breaks for holidays. This means that usual mid semester break periods do not apply, except for public holidays, and other days, for example because of family responsibilities, as negotiated with the Field Education Coordinator and the Field Educator and Task Supervisor if applicable. No leave of any kind may be counted towards the 500 hours/72 days required. To be recognised as a placement, the minimum days on placement must not be less than 40 days. Placement dates are calculated on the basis that students work seven (7) hours daily during the normal hours of operation of the agency (excluding lunch and other breaks) and therefore they should plan their other responsibilities to allow for this. It is not an option for students to work straight through the day without breaks. Special arrangements regarding the hours of work within a placement may be negotiated between the student and Field Educator. It is not acceptable for students to miss placement days to attend their paid work commitments. Students may take up to three single days of sick leave without a medical certificate during their 72 day placement, although the hours taken must be made up. For more than two consecutive days or more than a total of three days overall, students are required to submit a medical certificate to their agency supervisor. Any leave taken, including sick leave, must be made up by added placement days. Students will need to make up for any time missed if agencies close for a full day or half day for public holidays, or if time off is needed due to illness or other circumstances. Students should advise their supervisors immediately if they are unable to attend placement when expected. Orientation to the organisation should include clear guidelines about who to contact and how (phone, or text message) in the event of being unable to attend placement on any particular day. Students should take this requirement very seriously as it will affect their overall assessment in relation to their ability to conduct themselves in a professional manner, and with integrity. Students may be required to undertake evening or weekend work. Where this is in addition to normal daytime hours equivalent time in lieu should be negotiated with the supervisor. Students are not entitled to time and a half, or double time, which other workers may receive for working out of hours or on public holidays. For all placement activities one hour is equivalent to one hour. Students who wish to vary their Field Education hours should talk to the Field Educator and negotiate agreed upon alternative hours which take account of student need and agency/field education requirements/priorities. If a student requests a variation in times and days of placement, it is at the Agency s discretion whether it is possible to vary the placement days and hours. Variation of days and hours can only be considered in exceptional circumstances. Exceptional circumstances do not include for example holiday arrangements, or study leave to prepare assignments. Students should remember that they are on placement as a student worker. They should discuss other needs, for example part-time work, childcare, with their supervisor, with a proposal about making up the time. Please note that agencies first responsibility is to their clients and their workers. If students needs are in conflict with agencies responsibilities to their clients or workers, then it is understandable that an agency may terminate a placement. Any proposal to vary the placement arrangements needs to be acceptable to both the agency and supervisor. Where a significant change occurs, for example reducing placement days from 4 to 3 per week, the Social Work Field Education Coordinator must also be notified. Where placements are undertaken substantially out of hours to provide flexibility for the student, then hours should be negotiated between the student and Field Educator prior to the commencement of placement and indicated on the Placement Agreement Form. Where a flexible time plan is negotiated (for example shorter 38

40 working days), the student should keep a record of placement hours, signed off by the Field Educator at the completion of placement. Use of agency resources Students are reminded that agency resources such as cars, , telephones, fax machines and photocopying are not for students personal use and may be used for agency purposes only. Misuse of agency resources (for example forwarding chain letters by ; unauthorised personal use of computers) may result in the termination of a student s placement and an unsatisfactory result for the Field Education unit of study. Student safety The university, agencies, supervisors and students themselves all have a role to play in ensuring students safety on placement. The university, in the course of class-based teaching, will encourage students to avoid having a false sense of security in relation to their personal safety on placement. Lecturers will draw to students attention the fact that social workers are, from time to time, threatened or assaulted in the course of their work and that this happens as a result of the nature of some of the work undertaken NOT because of any fault, mistake or incompetence on the part of the worker. A Victoria University Volunteer Occupational Health and Safety Checklist is included in the appendices. While you are not considered a volunteer when on placement, we suggest this checklist can be used to ensure a thorough OH&S orientation is completed. Agencies are expected to have adequate Occupational Health and Safety procedures in place to prevent assaults whenever possible and to deal adequately with them, should they occur. In the unlikely event of a student s safety being threatened while on placement, the agency is expected to provide adequate debriefing and to facilitate the student receiving medical attention or other supports as required, and to notify the university regarding what has happened. Supervisors are expected to give students a copy of the relevant Occupational Health and Safety procedures during the orientation period of their placement and to discuss with them typical situations that could compromise worker safety. Supervisors should advise students of any particular precautions usually taken with particular client groups, for example making home visits in pairs; not wearing ties or dangly ear-rings; location of warning buttons or any other precautionary practices. Students themselves should seek out relevant documentation early in the placement, ask about the likelihood of threats to worker safety, discuss any potential threats with supervisors and take any precautions as advised. Costs Costs associated with travel to and from placement are entirely the responsibility of the student. It is expected that agencies will reimburse students for travel costs incurred during the working day for agency purposes. Agencies generally require a police check certificate for students on placement. Students are charged a fee at the same rate as volunteers, providing their application form is stamped by the Social Work Field Education Coordinator to verify their student status. 39

41 Insurance The University has a Personal Accident Insurance covering students on practical placement or work experience, excursion or field assignment or study tours organised as part of the students' course. It covers accidental bodily injury to students while such students are actually engaged in practical or community placement activities or off campus field work, or travelling during to or from such activities. Students should note that Victoria University s insurance policy covers accidental injury only. It does not cover injuries that were the result of an assault. It does not cover loss of earnings because of either physical or emotional impacts of an assault. It does not cover for personal loss (theft, vandalism) experienced in the course of placement. Students requiring insurance coverage for loss of earnings as a result of an assault are advised to arrange their own insurance coverage. Victoria University has the following 2015 insurance policies covering its students on practical or community placement organised as part of the course. 1. Public Liability - Limit of liability - $20 million Interest Insured All amounts which the University shall become legally liable to pay in respect of personal injury or property damage caused by an occurrence in connection with the business of the University and/or the products, including expenses incurred with the Insurer s consent in defence or settlement of any claim. Geographical limit world wide 2. Professional Indemnity - Limit of liability - $20 million The insured s liability for claims made during the policy period for breach of professional duty by reason of any negligent act, error or omission committed either within the policy period or subsequent to the retroactive date specified, including costs incurred in the settlement or defence of any claim. 3. Personal Accident Insurance covering students on practical placement or work experience, excursion or field assignment or study tour. Limit Death and capital Benefits $250,000 Death Benefit students without dependents and/or under 18 y.o. $10,000 Note: Under the Health Legislation Act 1985, it is not legal for the University to insure medical expenses and the Medicare gap. This means that the student is only covered for non Medicare medical expenses. All others should be claimed through Medicare or their own private health cover, if any. Non Medicare medical expenses $5000 Geographical limit world wide 4. Liability to Host Employers Insurance up to $5 million The University will, in certain circumstances, compensate the host employer for any increase in its WorkCover premium where such increase is a result of a compensable injury to the student while on practical placement with the host employer. 40

42 Geographical Limit Australia We strongly recommend that students going overseas obtain an Overseas Travel and Illness Insurance policy for their medical and additional expenses, for example emergency transportation, repatriation, personal property, personal liability. For any questions regarding the above, please contact the Victoria University Team Leader Insurance and Assets on The Victoria University Student Union also has Student Personal Accident Insurance policies. Contact is made via telephone no. (03) for details. Commonly asked questions about insurance cover for students Staff of Victoria University s Finance Office have noted below the most asked questions together with appropriate responses. If further details are required please contact the Finance Office. Accident Insurance Motor Vehicle Public Liability and Professional Indemnity WorkCover Work Experience or Voluntary Work Accident Insurance What cover do we have for students on outside placement, fieldwork or other work undertaken off campus as part of a course or approved research work? Insurance is provided by the University, including travel to and from the activity under the Personal Accident and Travel Section of the Insurance Policy. If students are members of Student Associations on campus such as the student union, do they have cover against accidents occurring whilst participating in University's activities? Yes, the Student Union has a Personal Accident insurance policy, which includes cover whilst taking part in an organized activity. It is advisable to check details. Does the University's policy on Students on Outside Placement cover medical expenses? Yes, but due to Health Insurance Act restrictions it is limited to "non- Medicare" expenses in areas where no Medicare benefit is payable [e.g.: physiotherapy]. No cover is provided for the Medicare Gap. ("i.e.: the difference between the medical fee and the amount recoverable from Medicare) as NO insurer is permitted by government legislation to cover this aspect. Most students are covered under Medicare, although this does not apply to overseas students coming to Australia. Motor Vehicle If students use their private cars and/or motor cycles on outside placements, fieldwork or other work undertaken off campus as part of a course or approved research work --- are their vehicles insured? 41

43 No - it is the responsibility of the vehicle/motor cycle owners to insure their own vehicles/motor cycles. Public Liability and Professional Indemnity What cover do students have when on outside placement, field work or other work undertaken off campus as part of a course or approved research work if a client or other person is injured or sustains financial loss as a result of a student's conduct? Assuming that the students act within the limits of their training, they would generally be indemnified by either the insurance of the client or the University. However, if they act outside their training or experience, or exceed the limits of responsibility given to them, then they could be personally liable. A full summary of the cover is available under the University's Public Liability and Professional Indemnity insurances. [Note: Student social workers are reminded that they are eligible to become student members of the Australian Association of Social Workers (AASW). The AASW s professional indemnity insurance policy includes cover for student members of the AASW.] WorkCover Are students undertaking work experience as part of their course covered by WorkCover? Students are not employees of the University and therefore they are not covered under Victoria University's WorkCover insurance. In most cases, the students would not be covered under the host organisation's WorkCover either. However, if the organisation that the students are placed with pays them for their services, then they might [depending on the legislation relating to workers compensation in the area concerned] be covered under the organisation's WorkCover or workers compensation insurance. Does this mean that if students are not paid by the host organisation and suffer an injury, WorkCover can never be involved? No one can be adamant on this, for whilst the short answer would be yes there is always a remote possibility that a court might decide that the student was a deemed worker of the host organisation and therefore entitled to WorkCover benefits under the host organisation's WorkCover arrangements. Work Experience or Voluntary work Are students covered while on work experience or if they undertake work voluntarily with other organisations? A distinction must be drawn between work experience and official outside placement activities. Activities undertaken during placement, and determined by the supervisor as placement related e.g. inter-agency visits, accompanying workers from other agencies who routinely network with the placement agency, training programs conducted off-site as part of the student s placement, are covered by the University's Public Liability, Professional Indemnity and Personal Accident insurances. However, if students become involved in work experience [whether paid or not] or other non-compulsory activities, which are not an official course requirement, then they would not be covered by the University's insurance policies. 42

44 Can you give a brief summary of the scope of cover granted by the various insurances which might be relevant to students on work experience or undertaking work voluntarily with outside organisations? Public Liability - Applies to claims for bodily injury or property damage to third parties arising from negligence or carelessness of "the insured". University students on work experience [whether paid or not] are not covered by the University's Public Liability insurance if they should negligently cause bodily injury or property damage to others. They may be covered under the Public Liability insurance arrangement of the outside organisation and this should be checked before they start. Professional Indemnity - Provides cover for claims for breach of professional duty, but the University's policy does not cover students on work experience. Cover might be provided under this type of policy arranged by the outside organisation, but the student would be wise to check. WorkCover - University students are not insured under the University's WorkCover and under normal circumstances would not be covered under an outside organisation's WorkCover. However, if students are paid by the outside organisation, they might be covered under that organisation's WorkCover arrangement. Again this should be checked. Work Experience or Voluntary Work - Many [but not all] organisations that accept volunteers choose to arrange Personal Accident insurance to protect any volunteers who may be injured whilst working. In some cases travel to and from work is also covered. Students should check what arrangements apply at the organisation to which they intend going. Although the University has Personal Accident insurance to cover its volunteers, the policy does not cover students who volunteer their services to outside organisations. 43

45 Driving Licences The vast majority of placement agencies require students to have a drivers licence. If you do not have a drivers licence, then it will significantly limit your placement opportunities, or possibly mean you may miss out on a particular placement. National Police Certificate (police check) All students are requested to apply for a National Police Certificate (also known as a national police record check) three months before placement. This request is made as most agencies require students to have this certificate before being eligible for placement. As the certificates are deemed current for a period of 12 months a further certificate should not be required for Field Education 2. Some agencies, even where students already have a certificate, make and pay for their own applications for certificates. Students will be advised by the Field Education Coordinator in these cases. The Social Work Unit procedures detailed below are based on the principles of maximum choice and privacy for students, with students personal information being disclosed only to those who need to know the information in order to fulfil their responsibilities. Any student who wishes NOT to be placed in an agency requiring a certificate must make their position clear to the Social Work Placements Coordinator. Students undertaking Field Education 1 are required to access online Victoria Police Consent to Check and Release Police Record form, which will be stamped with the Social Work Unit s fee concession number and signed by the Field Education Coordinator. It is the student s responsibility to complete and send the form, with the required fee (currently $15.90 if Victoria University details have been entered into section E). Replies are sent directly to the student, who is then responsible for providing their certificate report to the agency supervisor. The National Police Certificate application form is found at: Specific Information for Form: Section A: You need a National Name Check (fingerprints not required) Section D: No Section E: Choose Option 2. Then tick other within this section, and state Student Placement. The Field Education Coordinator will need to complete the CVF details. If you complete the form to the point it will enable you to print it, and then to: [email protected] we can fill this detail for you and sign it. Students who normally reside interstate should contact their local State Police force to obtain their clearance. A wait of several weeks can be expected before a reply is received. Submission of the Certificate form should occur as early as possible to avoid delays to beginning placement. 44

46 The reply for the certificate will be in one of two formats: 1. No Disclosable Court Outcomes. 2. Disclosable Court Outcomes. 1) In the case of No Disclosable Court Outcomes, the student will take the document to the pre-placement meeting at the agency and show the result to the potential Field Educator at the agency where placement is being offered. 2) In the event of Disclosable Court Outcomes, the student should then request the details from Victoria Police and follow the procedure below. Confirmation of an offer of placement in direct client/patient areas cannot occur until the certificate result has been assessed and cleared by the appropriate agency staff member. Any certificate information released by students to the Social Work Unit will not be incorporated into any manual or electronic database or filing system. The only allowable recorded information under Victoria Police confidentiality guidelines is that the University would retain student name, date of certificate and a notation of the result. International Criminal Records Check Some agencies are now asking international students to supply these prior to being able to embark on placement. As procedures vary, international students are strongly advised to discover the means by which this information can be obtained, if necessary by contacting their local embassy, so that delay in proceeding to placement can be minimised. In the event your country of origin cannot provide such a check, please advise the Field Education Co-Ordinators via [email protected] In the event of Disclosable Court Outcomes In the event of Disclosable Court Outcomes, the student must seek a discussion with the Academic Leader/Field Education. At this stage the student will be required to apply for and present a Full CRC record to the Academic Leader/Field Education. It is on the basis of this full record that a further discussion held to discuss the impact of the disclosure on the securing a placement and, if progress towards a placement is appropriate, to prepare for giving the certificate outcome to the agency. Not all Disclosable Court Outcomes result in the withdrawal of a placement. If a placement offer is withdrawn on the basis of a certificate outcome: 1) Any negotiation between Field Education Coordinator and agency staff regarding a student in this category will be confirmed in writing and documentation will explicitly note the basis on which the potential placement is confirmed or withdrawn. 2) The student will be expected to have a discussion with the Field Education Coordinator about the outcome of the certificate so that the Field Education Coordinator is fully informed before commencing negotiations for a placement with another agency. 45

47 Rights of Students A. If the result of the Certificate is a Disclosable Court Outcome 1) If advised by agency staff that a student's certificate result is unsatisfactory for that particular agency, BSW Academic Leader/Field Education will cease placement negotiations with that agency. An agency s acceptance of any particular student on placement is always at the agency s discretion. 2) In the event that a student's certificate result is unsatisfactory for a particular agency, the Field Education Coordinator will seek a placement in another agency. The Coordinator will usually advise any other placement agency contacted on this student's behalf that there are Disclosable court outcomes on the certificate. 3) If a student cannot be placed after three attempts (whether due to reasons related to Certificate clearance or for other reasons), there is no obligation to continue to seek alternative placements and the student will be unable satisfactorily to complete the Field Education component of the BSW degree. B. If a student does not wish to apply for a Certificate It is unlikely that a placement would be found for a student where a certificate would not be required. Field Education staff would be obligated to seek placement as in A: 2 and 3 (above), with similar limitations and implications for the student concerned in relation to completion of the Field Education components of the BSW degree. C. If a student obtains a Certificate but objects to the disclosure of its contents As in A 2 and 3 (above). Additionally, Social Work Unit staff, in seeking to negotiate alternative placements would be ethically obliged to bring to the attention of the proposed placement agency the fact that the student objected to the disclosure of certificate contents. It would then be up to that agency to determine whether or not the proposed placement could proceed in the absence of disclosure of the Certificate details. D. If a student obtains an unsatisfactory Certificate and advises this fact to Field Education staff, but does not wish this information disclosed to prospective placement agencies. As (C) above. Victoria University s policy regarding certificates is Policy Number: POA Further information from the Victoria Police about the process is at: 46

48 Working with Children Check (WWC) 79B S W F I E L D E D U C A T I O N M A N U A L In 2005, the Victorian Government introduced a new checking system to help protect children under the age of 18 from physical or sexual harm. The Working with Children Check (WWC Check) creates a mandatory minimum checking standard across Victoria. The intention of the WWC Check is to prevent those who pose a risk to the safety of children from working with them, in either paid or volunteer work, by checking a person s history for serious sexual, violence or drug offences. Employers, volunteer organisations and agencies must ensure that any of their staff or volunteers who need a WWC Check in accordance with the WWC Act have applied for such check by the due date as outlined in the phasing in schedule of the WWC Act. How the Check is Different from a National Police Certificate According to the Victorian Department of Justice, there are four major differences between the Working with Children (WWC) Check and a standard police records check. Not all offences are of concern to the WWC Check. The WWC Check primarily considers serious sexual, violent and drug offences, but may also consider other relevant offences. While a standard Police Records Check gives information about a person s past criminal record, the WWC Check conducts ongoing monitoring of all cardholders. This means the Department of Justice is notified of new offences and charges made against cardholders. The department will re-assess a person s eligibility to hold a WWC Check card if the new charges, convictions or findings are relevant to the Check. A new WWC Check is not required when you change your employer or volunteer organisation unless you move from a volunteer to a paid position. The WWC Check is valid for five years, unless revoked, suspended or surrendered during that time. However, when you change your place of child-related employment or volunteer work, you must inform the Department of the organisation s details, in writing, within 21 days of the change. The WWC Check also considers relevant determinations of the Victorian Civil and Administrative Tribunal under the Health Professions Registration Act 2005 and findings made against a person by a prescribed professional disciplinary body. Currently, these are the Victorian Institute of Teaching and the out of home carers Suitability Panel. Application Process for WWC It is the responsibility of the student to complete and submit the WWC form, and pay the required fee. To apply you will need to Obtain a WWC Check application form from Australia Post or the internet. Do not sign the form as you will need to do so when you lodge your application. Prepare your original iidentification documents. Organise a passport-size photograph. Take your completed application form, original identification documents and passport-size photograph to a participating Australia Post outlet. Note: your placement is regarded as volunteering, so you do not need to pay any fee. For instructions regarding filling in the application form, see: Unless you already work with children, in Section E, nominate I DO NOT currently work 47

49 What happens after you lodge your WWC form? The following steps will be undertaken to process your application: proof of identity check national police records check professional disciplinary body check (currently only the Victorian Institute of Teaching) assessment of offences and findings from professional disciplinary body (if any) where required, the Department of Justice may seek further information from you or others if there are any relevant offences and findings, an Interim Negative Notice will be issued if the department does not intend to pass your WWC Check application if an Interim Negative Notice is issued, you may lodge a submission explaining why you believe you should pass the Check, which will be considered by the Department in assessing your application outcome issued (Assessment Notice or Negative Notice) Negative Notices may be appealed to the Victorian Civil and Administrative Tribunal. 48

50 Part 6: Resolving Difficulties on Placement 49

51 General processes regarding difficulties in placement Field Education is an educative endeavour. This means that agency-based Field Educators are expected to observe and give feedback on students performance on placement, from the beginning of placement, and right throughout the placement. Regardless of the student s level of performance, feedback should be specific and should include guidance about how to improve performance. The mid placement review is an important time for supervisors to alert students to any of the nine learning areas where their performance may be deemed unsatisfactory. At this time, specific strategies and supports should be put in place to assist the student if possible to reach the required level of performance by the end of the placement. If a Field Educator identifies problems arising from the student s performance or behaviour on placement, or if students encounter difficulties on placement, which they consider are affecting their learning and/or performance, they should be discussed in the first instance with the person concerned. In this instance, we would suggest following a problem-solving process to assist parties to express their views and feelings and at the same time invite the other person to do the same. This means being clear about the issue, perhaps even writing down a description of the issue; explaining the issue and its impact; listening to the other party s explanation of their perception of the issue and its impact; discussing possible resolutions; and agreeing on resolution or action. We strongly recommend making notes of this discussion. If an issue cannot be resolved, then the liaison person should be consulted. In this instance, as far as possible, the resolution of difficulties will be attempted through a three-way discussion between Field Educator, student and liaison person. In some circumstances, it may be necessary to terminate a placement prior to its completion, and prior to the final assessment. If more than 40 days have been completed, the student and Field Educator should enter their final assessment comments and ratings into the online portal. Decisions about termination of a placement should be made after discussions between the Academic Leader, Field Education, Field Educator, student and the liaison person. This courtesy is requested of all parties because placements are basically an inter-organisational agreement between the University and the agency. It is acknowledged that Agencies may have their own Student Placement Policy and therefore their own processes when placement difficulties arise or when the Agency decides to terminate a placement. These local Agency policies take precedence over the processes advised in this manual. It is advisable that the liaison person and student make themselves aware of the Agency Student Placement Policy at the beginning of the placement. 50

52 Comments on common difficulties on placement Personality Clash or poor communication between student and Field Educator It is our experience that with the negotiated placement planning process, the likelihood of this difficulty arising is minimised. If this occurs, it is useful to put it on the table at a liaison visit. The liaison person, in the role of mediator, can assist in clarifying the issues and points of difference and assist with identifying common ground as a basis for working together. Student is critical of agency work practices or ethics There are both content and process issues in this type of situation. Regarding content, it is helpful if the Field Educator can clarify the history and purposes of agency practices. The professional Code of Ethics can also be used to clarify and discuss concerns about agency practices. The Social Work Unit encourages students to follow the AASW Code of Ethics as a guide to their professional practice. Hopefully, a field-teaching climate will exist in which the student and Field Educator can freely discuss, debate and explore the merits of agency practices. Field Educator has too little time and student hardly ever sees her/him If a Field Educator finds that they cannot commit the time to a student as planned, it would be helpful if another Field Educator is nominated who is more accessible to the student. Where there is not another social worker available, the Field Education Coordinator should be contacted to discuss external supervision arrangements. Insufficient suitable work Sometimes this arises because an aspect of agency work is particularly complex or unforseen changes arise in the learning opportunities available. Tasks and activities, graduated in difficulty, should be sought for the student. It is important that giving a student their own workload is not delayed too long, because: Valuable practice learning time is lost, and The student s anxiety can increase further. Sometimes this concern arises because students are being consistently asked to undertake routine administrative or office tasks. This situation may also arise because a student is not taking initiative as expected, or is losing contact with service users because of her or his practice difficulties. If this is the case, difficulties should be clearly identified and relevant learning opportunities sought. Observation of the supervisor s work, co-work, or the supervisor sitting in on a student s group or project meeting can assist the Field Educator to identify clearly what is going wrong and what might be a more positive and constructive way to work. An early liaison visit should be called. If suitable work cannot be negotiated, an alternative placement can be sought Student not coping or succeeding with placement tasks It is helpful if the Field Educator can gain sufficient access to the student s work to pinpoint clearly for the student what is going wrong, what can be changed and what needs to be learned to achieve positive outcomes. The more specific these can be, the more likely it is that the student can understand what is of concern and can practise other behaviours. Over-generalised criticisms can raise a student s anxieties. Often negative criticisms can be heard best in the context of feedback about strengths and positive achievements. Field Educators can gain access to a student s performance by: 51

53 Observation (e.g. sitting in on an activity); Audio taped record (with service user s permission) Process record or diary/journal, written by student just after activity; and Joint work. The liaison person can be called in to a three-way discussion, which attempts to identify: The details of difficulties Objectives to be achieved in relation to a particular difficulty What can be done to achieve these objectives. Difficulties between students on placement (in pairs or groups) The first step in this situation is for the students to acknowledge the difficulties between themselves and discuss these with the Field Educator if they are not able to resolve them between themselves. The Field Educator, acting in the role of mediator, can assist in clarifying the points of difference, common ground and can facilitate the students negotiating a common basis for agreement and moving ahead. If the Field Educator is unable to act as a mediator, or if a student perceives the Field Educator to be too partisan, anyone involved can initiate a liaison visit, as a further attempt to mediate. Agency deems that the placement is no longer viable If an Agency deems the student not to be meeting their learning goals in spite of the support and direction offered by the Agency and staff, the Agency may take the action of terminating the placement. In this instance, the student and the Field Educator should both complete the final assessment comments and ratings in the online portal, the liaison person and the Field Education Coordinator and the Academic Leader, Field Education should be notified. Social Work Unit staff will review comments and ratings and any other relevant documents and will determine the result for the student, and future action to be taken. Student s personal problems interfering with placement work Any such difficulties should be acknowledged in discussions between student and Field Educator. If either party feels uneasy about doing this, each is free to explore a process for doing so in a discussion with the liaison person. The liaison person will encourage the student or Field Educator to raise the issue for discussion, with or without the liaison person being present. Options in this situation are clarified in discussion, for example: A student may be encouraged to seek professional assistance, for example from the University s student counselling service; A student may be given time out from placement (to be made up later); The perceived problems may be identified to be about conflicting attitudes or values between student and Field Educator; or A placement may be terminated if the difficulties are agreed to be severely limiting the student s ability to complete the placement. Field Educators should not engage in personal therapy or counselling with students about their problems. Instead it should be suggested that students seek assistance from Victoria University Student Services. Student not fitting in to agency The important process here is to identify the details of the claim and work out some steps towards overcoming it. This can occur in a liaison visit if it is considered helpful. 52

54 Field Educator becomes ill or leaves unexpectedly As field placements are inter-organisational arrangements between agencies and the University, if a Field Educator becomes ill or leaves unexpectedly, an alternative Field Educator should be negotiated with the Field Education Coordinator. If it is not possible to organise another Field Educator and the unexpected change occurs early in a placement, the liaison person and Field Education Coordinator will seek an alternative placement. If the change occurs half way through or late in the placement and the agency cannot find an on site or off site Field Educator, the Field Education Coordinator will seek an external supervisor. Sexual Harassment, discrimination or workplace bullying For issues of Sexual Harassment, discrimination or workplace bullying, the student should refer first to agency policy, then Victoria University policy or the relevant legislation. Any such issues can be raised with the Field Educator, the University Liaison Social Worker, the Field Education Coordinator, the Academic Leader, Field Education, or the Head of the Social Work Unit. In addition, Victoria University has a Student Complaint policy and procedure, see 53

55 Withdrawal of a student from a placement Should a student wish to withdraw from their placement temporarily or permanently or a Field Educator terminate a placement, it is essential that the liaison person and the Academic Leader, Field Education be contacted prior to any final decision about the outcome of the placement, so that a course of action can be negotiated. If the student withdraws from a placement, reports entered into the online portal will be considered by the BSW Review Panel, which decides whether further requirements will justify a Satisfactory result, or whether the withdrawal results in an Unsatisfactory result, or some other outcome. In the event that the student achieves an unsatisfactory result in any of Field Education 1 or 2, then the student will be required to repeat all components of the subject for a subsequent placement. If a student wishes to appeal against a Field Education result, they may utilise the Victoria University appeal Against result procedures, see Assessment and Progress Policy (POA ) If a student believes that he or she has been treated in an unethical manner (which is not necessarily the same as being treated in an incompetent or insensitive way) by a social worker in the Field Education setting and that the above process has not led to a satisfactory resolution, a student may make a complaint to the AASW, see 54

56 Unsatisfactory student performance 79B S W F I E L D E D U C A T I O N M A N U A L The level of competency in the nine learning areas that students must attain while on field placement is set by the AASW. These levels are: 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 To pass Field Education 1 (first placement), students must at least reach a level of beginning capability (2) for all nine areas, appropriate to the setting by the end of the placement. To pass Field Education 2 (final placement) students must at least reach a level of capability (3) across all nine areas, relevant to placement setting, by the end of the placement. In circumstances when a social work supervisor assesses that the student has not achieved the AASW required standard, the recommendation is a U grade for the placement. On receipt of a fail ( U Unsatisfactory) recommendation from the social work supervisor, the BSW Review Panel will review the Placement Reports and Evaluations as submitted via the Victoria University Field Education portal and determine the final grade. Additional to Placement Reports and Evaluations, the BSW Panel will review all other relevant documentation that they regard relevant to the decision making process e.g. s, communications, supervision notes. Students who receive a fail ( U Unsatisfactory) grade will have access to the Victoria University Appeals Process as set out in Student Assessment and Progress Policy (POA ) 55

57 Part 7: Appendices 56

58 Appendix 1: Field Placement Exceptional Circumstances The Australian Association of Social Work (AASW) requires that students undertaking an accredited Bachelor of Social Work program complete two field education placements. The nature, time requirements and other characteristics of these placements must be in accordance with AASW guidelines as set out in the Australian Social Work Education and Accreditation Standards (ASWEAS), see ; Ordinarily, both field placements are in a context, organization and field of practice that is different from the student s place of employment. However, the AASW guidelines do allow that this requirement may be waived for one field education placement if the student provides evidence, to the university s satisfaction, that all other principles and policies of AASW Social Work Education and Accreditation Standards are met. Specific, nonnegotiable guidelines to follow in these cases are set out by the AASW. The AASW also provides that in exceptional circumstances the student may undertake two field education placements in their place of employment. In determining whether to allow or extend exceptional circumstances in these cases the first principle is the continued compliance with AASW accreditation standards. This placement allowance based on exceptional circumstances cannot be extended purely for the convenience of the student, nor can it be allowed where doing so would constitute non-compliance with any provision of the AASW accreditation standards. According to the ASWEAS Guideline 1.2 (p. 8): In exceptional circumstances, a student may be granted two field placements in the student s place of employment. These exceptional circumstances could include: a) Where students are living and/or working in remote areas and there is no suitable placement within a reasonable distance (> 90 kilometres travel) b) Mobility, support, access and equipment requirements of students with a disability that would exclude other placement options c) Extreme financial circumstances. This would involve a significant change to a student s living circumstances if they were required to undertake an unpaid placement and documentation must be provided to substantiate these claims If the SWAOU approves two field placements in student s place of employment, it must guarantee that all of the principles and policies of this document are met. Grounds for exceptional circumstances must be documented in the social work field education handbook. In cases where exceptional circumstances apply, the second placement in a place of work must be in a completely different practice setting and field of practice and with a different field educator from the first placement. Those students wishing to apply for exceptional circumstances consideration must submit to the Bachelor of Social Work Academic Leader, Field Education a formal request in writing, stipulating their reasons for requesting such consideration and further describing specific steps, measures and processes that will be taken within the proposed placement to ensure compliance with each of the salient AASW accreditation standards for field education. 57

59 Appendix 2: Applying for RPL Bachelor of Social Work Recognition of Prior Learning (RPL) for Field Education The Australian Association of Social Workers (AASW) requires that students undertaking an accredited Bachelor of Social Work program complete two field education placements. The nature, time requirements and other characteristics of these placements must be in accordance with AASW requirements as set out in the Australian Social Work Education and Accreditation Standards (ASWEAS), see ; AASW Policy The ASWEAS, p.21 states: The AASW recognises that students may enter their social work degree study program with a breadth of prior learning and experience in the human services sector. Recognition of prior learning (RPL) may therefore be considered with respect to field education. If a social work academic organisational unit (SWAOU) elects to use RPL, however, it must follow the guidelines which complement this document. Granting of RPL for a complete field education subject should be considered very carefully and granted only if the SWAOU is certain the person will meet all learning outcomes. The AASW acknowledges that life experience informs the student's participation in a social work course, but does not replace the required course content. Only formal work experience, tasks, and duties in line with social work roles, tasks and functions should be considered when granting RPL. SWAOUs must ensure that students are not granted credit beyond those allowed and articulated in Guideline 1.3. Guideline 1.3, pp. 5-6 states: 2. Recognition of prior learning in field education The AASW supports the recognition of prior learning (RPL) only as a basis for application for credit in one (the first) field education subject in a social work program. If a school, department or unit elects to use RPL, it must clearly articulate the following: 1) a transparent process 2) the rationale for how RPL is to be used 3) the criteria used to assess RPL 4) the weighting which the school intends to use 5) the mechanism for appeal by the student. The AASW acknowledges that life experience informs the student's participation in a social work course, but does not replace the required course content. Only formal work experience, tasks and duties in line with social work roles, tasks and functions should be considered when granting RPL, not life experience. 2.1Decision-making principles 1) Credit for the first field education placement or part thereof, may be possible on the basis of recognition of prior work experience or the successful completion of field education placements completed prior to entry into the social work program. 2) Recognition of Prior learning for field education must be thoroughly assessed. 58

60 3) Performance outcomes for first placement based on the AASW Practice Standards and Code of Ethics must be used to assess students for RPL. Guideline 1.2 Guidance on Field education programs should be referred to with respect to assessment in field education. 4) In order to be granted RPL for field education the student must provide evidence that they have met the standards and performance outcomes for the first placement. 5) Granting of RPL for a complete field education subject should be considered very carefully and granted only if the SWAOU is certain the person will meet all learning outcomes of the program by the time they complete the program. 6) Only formal work experience, tasks, and duties in line with social work roles, tasks and functions must be considered when granting RPL for field education credit Assessment conditions for granting credit Assessment conditions for granting credit will include: 1) Currency of the work experience (with a minimum of three full-time equivalent years practice in a relevant context in the previous seven years of which at least one year of full-time equivalent has been in the last three years 2) Minimum three full-time equivalent years practice in a relevant context, using social work practice skills such as assessment and counselling and methods such as case work or community work. The minimum expectation for a relevant context is that it includes an organisational context and similar kinds of professional work experience that correspond to what would be expected of a first placement student. 3) Assessment of a portfolio developed by the student demonstrating how he/she meets the practice standards and demonstrates the integration of theory and practice, social work ethics and values. 4) External, independent verification/reference as to accuracy of student s claims Assessment process for granting credit 1) Students will provide a portfolio (which should include for example, job descriptions accompanied by referee reports; skills assessment and critical reflection on placement or work experience) to be assessed which demonstrates: a) how their work experience meets the relevant AASW practice standards to the level required by completion of the first field education subject b) the integration of theory and practice, social work ethics and values c) how they have met the specific learning outcomes for the first field education subject. 2) A qualified social worker who can attest to its accuracy will provide external, independent verification/reference as to the accuracy of student s claims. 3) The student will be assessed by a panel made up of the field education coordinator and at least one other member (a social work practitioner and/or a social work program staff member with expertise in RPL). The granting of credit must to be considered with respect to the implications for second placement subjects Policy regarding subsequent placements If partial or full RPL is granted, the following conditions apply for the second field placement. The meeting of these conditions must be considered prior to the granting of RPL for first placement. 1) The second placement must be undertaken in an Australian setting where the student can gain extensive experience with human services agency clients and practice case work, group work or community practice skills. The prime focus of the placement cannot be policy or research. 2) Strong preference is for on-site supervision unless in a remote setting where no other placement is available and high-quality external supervision is provided. 3) The placement setting must be different to settings in the student s work history and any experience on which the RPL application was based. Victoria University Bachelor of Social Work Program RPL Policy 59

61 The Victoria University Social Work Program, in seeking to implement the AASW policy, has developed the following processes: 1. Any student wishing to have RPL applied for a placement or part thereof is required to make a formal application for RPL to be considered. 2. There will be one application date per semester and students will be invited to submit a written application in accordance with the procedure outlined below. 3. Applications will be submitted to the Academic Leader, Field Education. 4. The Academic Leader, Field Education will verify portfolio items. 5. Paid work experience will be assessed against the AASW Practice Standards. 6. A panel of at least two Social Work unit academic staff, including the Academic Leader, Field Education will be convened to consider the RPL application and determine the outcome of RPL application. The due date for submission of Recognition of Prior Learning Portfolio are: Field Education 1: Field Education 2: Week 8, Semester 1 of year of placement Week 2, Semester 2 for following year Applying for RPL: Students should submit a portfolio comprising the following forms of evidence for RPL: Personal details, including a Curricula Vitae Overall statement as to why they believe their work experience/ field education experience allows them to meet the Learning Objectives implicit in the AASW Practice Standards. Details of relevant work experience (must meet AASW guidelines re minimum 5FTE in last10 years, with a minimum of 3 years practice in a relevant context). This includes job descriptions and examples from practice. Students should argue their case against each of the AASW Practice Standards, giving examples of their use of social work practice skills such as assessment and counselling and demonstrating familiarity and use of a range of methods such as case work and community work. These standards are available at The student s claim should be verified by a qualified social worker who can attest to its accuracy. A template will be forwarded to the nominated social worker for completion. Submission of AASW Practice Standards Assessment Criteria completed on applicant s behalf by a qualified social worker who can attest to the applicant s skills and knowledge The names and contact details of 2 referees are to be provided. These referees will be contacted by the Academic Leader, Field Education prior to the meeting of the RPL panel. The portfolio will be assessed by a panel of Victoria University social work staff. Students may be required to meet with this panel and should be prepared to elaborate upon and if necessary defend their portfolio. The panel may decide: o to require major or minor revisions to the portfolio o to decline approval for RPL o approve RPL for one Field Education placement or part thereof 60

62 Appeal Process: Applicants who are unsuccessful in their RPL application can appeal the decision following the Victoria University policy and procedures. These policies and procedures are available at: 61

63 B S W F I E L D E D U C A T I O N M A N U A L Appendix 3: Placement Agreement Form This agreement must be fully completed, either as a Word doc, or printed, scanned, attached and ed to: [email protected] for approval and confirmation BEFORE placement may begin. This is required for university records and relevant action including liaison arrangements and access to the portal at: Note: Please advise Field Education Coordinator as soon as possible of any change of address, phone contacts or dates. STUDENT NAME: Phone: Home Mobile Emergency contact: Name: Mobile Year: 3 rd 4 th AGENCY NAME: Street Address: Placement Address if different Agency Phone: How should the student advise the agency in the case of sickness or other emergency (e.g. call or txt to Supervisor)? Postcode Postcode How will the student be orientated to the agency? It is the responsibility of the Field Educator to make the student aware of the relevant Occupational Health and Safety Policy of the agency. Should the Field Educator not provide the student with this information in a timely manner, i.e. as part of Orientation, it is then the responsibility of the student to request the provision of such information. DATES & HOURS Placement commencement date: Anticipated placement completion date: Field Education Days (eg Wed-Fri): Working hours (eg ): How are work hours to be accounted for? Have arrangements been negotiated for any work to be done outside of normal working hours? X in applicable box How is this to be managed (e.g. Time-in-leiu, if applicable)? Have breaks from placement e.g. mid semester break been negotiated and approved by the Social Work Field Education Coordinator and the Field Educator? X in applicable box Yes Yes No No 62

64 SUPERVISION Who will be the Field Educator (qualified social work supervisor)? (For clarification about who is qualified to be a Field Education supervisor, please contact the Field Education Coordinator) FIELD EDUCATOR NAME Social Worker: Yes No Phone: Mobile: Job Title: TASK SUPERVISOR (IF ANY) NAME: Phone: Job Title: How often will supervision sessions be held? What will the approximate length of sessions be? Mobile: Social Worker: Yes No Please cross if Victoria University is to organise external social work supervision (i.e. if the agency cannot provide on-site supervision by a Social Worker) What arrangements will be made for supervision if the on-site nominated supervisor becomes ill or unavailable either temporarily, for longer than a few days? Any other relevant matters at this stage? (optional) Student: Signed: Date: On site Field Education or Task supervisor: Signed: Date: Victoria University Field Education Coordinator: Signed: Date: Please return by (PRIOR to beginning placement) to: [email protected] 63

65 B S W F I E L D E D U C A T I O N M A N U A L Appendix 4: Social Work Field Education Learning Plan and Assessment Report 64

66 Social Work Field Education Learning Plan and Assessment Report Student Name: MSW or BSW (delete one) Field Education 1 or 2 (delete one) Name and address of Agency: Field Educator (Qualified SW): Task Supervisor (if any): University Liaison Social Worker: Commencement Date: Estimated Completion Date: Full-time / Part-time (delete one) Number of days per week: Description of Organisation or Program Focus Summary of Student s Learning Goals for this Placement Summary of mechanisms for critical reflection and supervision that will support reflective practice and learning (e.g. formal supervision; peer/group supervision; practice forums etc.) At Victoria University, it is expected that the tasks and descriptors, and then the ratings and comments for each learning area will be entered on the student placement portal: The mid- and final-placement reports will likewise be entered in that separate section of the portal for each student. 65

67 Overview of use of Learning Plan and Assessment Report This document has been developed by the Combined Schools of Social Work in Victoria, and has been standardised across all Universities based on the ASWEAS ( ; ) and the AASW Practice Standards ( The Learning Areas and the broad learning goals will be the same for each student no matter which school of social work they are from. Students should, together with their Field Educator, develop a Learning Plan that identifies tasks and ways to measure performance against each of the nine broad learning areas. The Learning Plan is a working document and students and Field Educators should refer to it throughout placement to assess progress and identify any additional learning needs. A draft of this plan should be developed by day and made available to the liaison person at least 3 days prior to their first visit. The mid-placement review identifies progress and/or areas in need of improvement/greater focus for second half of placement. This should be seen as a working document, and is best used as a Word document as tables are used throughout with cells that can expand to accommodate comments and information entered into them. A rating scale that identifies level of achievement against each of the nine core learning areas is to be used to assist students and Field Educators to assess the level of the student s performance. This scale is designed for the purpose of indicating minimum standards expected for Field Education 1 and 2. It is holistic in nature, providing a broad rating against each of the core learning areas. The assessment ratings and comments are to be completed by the student and the Field Educator. Task Supervisors should be consulted by the Field Educator, but the rating is the responsibility of the social work qualified Field Educator. The final decision about whether the student has achieved the identified learning goals and performance outcomes and has passed the Field Education subject is made by the University after consideration of material submitted by the student, Field Educator, and Liaison Visitor. To pass Field Education 1 (first placement), students must reach a level of at least beginning capability (2) for all nine areas by the end of the placement. To pass Field Education 2 (final placement) students must reach a level of at least capability (3) across all nine areas 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 [mid-placement only] U/A The work has either not been undertaken, or the supervisor has not had an opportunity to assess competence in this level 66

68 Learning Area 1 Values and Ethics Awareness of contextually relevant ethics in accordance with the AASW Code of Ethics. Demonstrates that the values of social work are integral to their practice, upholds ethical responsibilities and acts appropriately when faced with ethical problems, issues and dilemmas. 1.1 Practices in accordance with the AASW Code of Ethics (2010), including commitment to core social work values of respect for persons, social justice and professional integrity 1.2 Critically reflects on and examines personal and professional ethics and values that influence practice 1.3 Identifies ethical dilemmas and seeks supervision/consultation in accordance with the ethical responsibilities outlined in the Code 1.4 Identifies social systems, structures, policies and procedures that preserve inequalities and injustices and advocates for change 1.5 Maintains an open and respectful perspective towards the values and opinions of others 1.6 Demonstrates an understanding of social work as a profession and how it differs from other related professions 1.7 Demonstrates an ability to recognise diversity taking account of individual, family, group and community differences. Please document the learning tasks you will undertake and in the second column, outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 1 Mid Placement Review of Learning Area 1 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Mid Placement Rating for Learning Area 1 How and when will you demonstrate your knowledge/skill? Student: Final Report Comments Social Work Field Educator: Student s Comments on Progress: Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 1 Student: Social Work Field Educator: 67

69 Learning Area 2 - Organisational and community context: An understanding of the organisation s legal and political context within the human services field. 2.1 Demonstrates an understanding of the organisation, its structures and processes, and its role in the community 2.2 Provides opportunities and encourages people to evaluate social work services and ensure people are aware of organisational and professional complaints mechanisms 2.3 Critically reflects on the accessibility of services provided by the organisation to diverse groups 2.4 Demonstrates awareness of social, political, legal, cultural contexts and systems and how they impact on people in the practice setting 2.5 Demonstrates an understanding of the policies and legislation relating to data storage, recording, information sharing with professionals and clients within the boundaries of confidentiality 2.6 Demonstrates an understanding of the service system in which the organisation is located and coordinate and liaise when necessary with other service providers in collaboration with the client/service user 2.7 Critically reflects on the broader organisational, societal and political context with in the practice setting 2.8 Demonstrates an awareness of and adherence to the organisational policies and procedures relating to workplace health and safety, risk management, and duty of care obligations to service users. This includes awareness of Human Rights and other legal obligations. Please document the learning tasks you will undertake, and in the second column outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 2 Mid Placement Review of Learning Area 2 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 2 Student: Social Work Field Educator: Final Report Comments for Learning Area 2 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 2 Student: Social Work Field Educator: 68

70 Learning Area 3 -Policy: An understanding of the legislation and social policies that influence the field of practice 3.1. Demonstrates understanding of relevant legislation governing practice and the legal frameworks which inform and mandate practice 3.2. Demonstrates an understanding of current debates, social issues and/or politics which impact on the field of practice 3.3. Identify policies and practices that are oppressive and fail to meet international standards of human rights, social inclusion and social development 3.4. Critically analyses the structure of society with respect to power and disadvantage including the influence of gender, age, ability, sexuality, ethnicity and economic disadvantage 3.5. Critically analyses policies, systems and structures that do not align with social work values and do not prioritise the interests of people, groups, communities and wider society and works for change 3.6. Challenges systemic and policy injustices and recommends/develops new policies using methods such Please document the learning tasks you will undertake, and in the second column outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 3 as: Social action Advocacy Research and evaluation Mid Placement Review of Learning Area 3 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 3 Student: Social Work Field Educator: Final Report Comments for Learning Area 3 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 3 Student: Social Work Field Educator: 69

71 Learning Area 4 - Use of knowledge in practice: An understanding of theories and methods relevant to practice and an ability to reflect critically upon their use and application. 4.1 Demonstrates a critical understanding of specific social work theories underpinning social work practice at all levels. 4.2 Articulates and uses knowledge from other relevant subject areas such as law, sociology, anthropology, politics, economics, history, social theory, psychology, humanities and philosophy 4.3 Able to articulate and apply social work explanatory and practice theories within the practice setting Please document the learning tasks you will undertake, and in the second column outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 4 Mid Placement Review of Learning Area 4 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 4 Student: Social Work Field Educator: Final Report Comments for Learning Area 4 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 4 Student: Social Work Field Educator: 70

72 Learning Area 5 Effective interpersonal and communication skills: Demonstrates skills required to communicate and work effectively with others 5.1 Demonstrates effective communication with a diverse range of people through: clear and effective verbal and non-verbal interpersonal and communication skills with individuals, community members, colleagues, and relevant others the ability to adapt communication form and style to effectively communicate with a diverse range of people in different contexts the ability to use conflict management, mediation, advocacy and negotiation skills respectfully 5.2 Demonstrates effectively working with others in a team/group environment by: working collaboratively and respectfully within a team, and the capacity to promote social work values and principles within team/group activities participating in team processes and assuming a variety of formal roles that may include group cofacilitation, co-chairing of meetings, formal minute taking 5.3 Demonstrates skills in information recording, sharing, and use of information technology through: Please document the learning tasks you will undertake, and in the second column, outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 1 the ability to record and manage information in accordance with organisational and ethical requirements the ability to communicate professionally in written form to a variety of audiences, in an accurate, concise, factual and objective manner, acknowledging the basis of any subjective opinions an understanding of the ethical considerations with respect to using online communication and social media for service provision including confidentiality, privacy and professional boundaries. Mid Placement Review of Learning Area 5 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 5 Student: Social Work Field Educator: Final Report Comments for Learning Area 5 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 5 Student: Social Work Field Educator: 71

73 Learning Area 6 Self learning and critical reflection: The ability to take responsibility for one s own learning and development, and to perform at a level of competence appropriate to a beginning social work practitioner, including the skills to manage the transition from university to professional practice Demonstrates appropriate responsibility, accountability, reliability and initiative within the work setting 6.2. Demonstrates the ability to participate proactively in negotiating and developing the supervisory relationship 6.3. Demonstrates commitment and initiative in arranging social work supervisory sessions 6.4. Demonstrates a willingness to take appropriate risks, identify personal feelings and experiences and expose this practice to the scrutiny of the supervisor 6.5. Demonstrates the ability to engage in reflection on practice in supervision and in practice including examination of personal and professional values that influence practice 6.6. Demonstrates the capacity to work with increasing autonomy and professional responsibility 6.7. Demonstrates an ability to locate and discuss emerging practice issues and relate these to current literature 6.8. Identify areas for learning & development & recognise the importance of future professional development as a social worker 6.9. Demonstrates a capacity to share personal and professional knowledge and experience appropriately Please document the learning tasks you will undertake, and in the second column outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 6 Mid Placement Review of Learning Area 6 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 6 Student: Social Work Field Educator: Final Report Comments for Learning Area 6 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 6 Student: Social Work Field Educator: 72

74 Learning Area 7 - Assessment and Intervention skills Applying knowledge of assessment, intervention and referral skills to practice 7.1. Demonstrate analysis and assessment of needs to inform the service being offered through: the ability to undertake multidimensional assessments in a collaborative manner with individuals, families, groups and communities across a diverse range of circumstances the ability to identify and assess protective and risk factors, and integrate these into an assessment formulation 7.2. Demonstrates the use of a range of specific social work intervention and referral methods collaboratively Please document the learning tasks you will undertake, and in the second column outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 7 and appropriately to the area of practice through: evidence-informed practice when working to address the needs and goals of individuals, families, groups and communities. an understanding of how empowering and non-oppressive practice methods can both challenge systemic and policy injustices and enact change using methods such as social action, advocacy, and research and evaluation. the ability to work collaboratively with other agencies, teams and across jurisdictions at a practice and/or policy level the ability to develop intervention plans that outline collaborative goals, planned outcomes, and mechanisms of review the ability to implement intervention plans, engaging in activities such as facilitation, referral, mediation, negotiation, advocacy, counselling, education and skills transference, collaborative service co-ordination, crisis intervention and working with interpreters and service users significant others. Mid Placement Review of Learning Area 7 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 7 Student: Social Work Field Educator: Final Report Comments for Learning Area 7 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 7 Student: Social Work Field Educator: 73

75 Learning Area 8 - Research: Recognition of research as an integral part of social work practice; demonstrating knowledge and understanding of different types of social research 8.1 Demonstrates an understanding of how research knowledge informs practice - through locating and critically analyzing current literature, research, and practice knowledge relevant to the placement setting 8.2 Demonstrates an ability to contribute to organization-based research 8.3 Able to identify researchable topics/issues relevant to the practice setting, including the ability to suggest appropriate research methodologies and ways of disseminating and utilizing the research findings 8.4 Demonstrates an ability to seek out and establish collaborative partnerships (networks) with others working in the field or related fields, in order to obtain relevant information. Please document the learning tasks you will undertake, and in the second column outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 8 Mid Placement Review of Learning Area 8 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 8 Student: Social Work Field Educator: Final Report Comments for Learning Area 8 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 8 Student: Social Work Field Educator: 74

76 Learning Area 9 Culturally sensitive practice: Develop understanding and knowledge of cultural diversity in order to work in a culturally responsive and inclusive way 9.1. Critically reflects on own subjectivity, personal values, social locations, cultures/racial identifications and beliefs and how these impact on interactions with service users, supervisors, community members and colleagues; and on organisational policies and practices 9.2. Demonstrates knowledge of diversity between and within different cultures including ethnicity, disability, economic status, age, sexuality, gender and transgender, faiths and beliefs 9.3. Uses critically reflective practice including service user and peer feedback, and supervision, to guard against own racial complicities and prejudices, remaining open to hearing the stories and information provided by people from culturally diverse backgrounds 9.4. As an Indigenous or non-indigenous student, demonstrate awareness and understanding of the specific context of Aboriginal and Torres Strait Islander peoples by: demonstrating knowledge and developing understandings of Aboriginal and Torres Strait Islander cultures, protocols and practices in a local context through respectful exploration and examination of current and historical information regarding the local Aboriginal and Torres Strait Islander populations demonstrating an understanding of the historical and continuing dispossession, disadvantage, racism and oppressions experienced by Aboriginal and Torres Strait Islander peoples and the impact this has on current social work practice. Please document the learning tasks you will undertake, and in the second column outline how you will demonstrate to your field educator that you have achieved the required learning in each of these tasks (minimum of three learning tasks). Tasks for Learning Area 9 Mid Placement Review of Learning Area 9 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: How and when will you demonstrate your knowledge/skill? Overall Mid Placement Rating for Learning Area 9 Student: Social Work Field Educator: Final Report Comments for Learning Area 9 Student s Comments on Progress: Social Work Field Educator s Comments on Student s Progress: Overall Final Rating for Learning Area 9 Student: Social Work Field Educator: 75

77 MID PLACEMENT SUMMARY REPORT Further Comments: (please identify author of comments) Has the student has met the standards at mid-placement in your agency? Yes No Field Educator signature and name: Liaison Person name & signature: Task Supervisor name and signature: Student name and signature: Date: 76

78 FINAL ASSESSMENT SUMMARY REPORT Comments: (please identify author of comments) Signatures (confirming the joint completion and acceptance of the Final Assessment Report) Has the student has met the standards for a first/final placement in your agency? Field Educator signature and name: Yes No Liaison Person name and signature: Task Supervisor name and signature: Student name and signature: Date: 77

79 Appendix 5: Occupational Health and Safety Checklist This document was originally developed by Victoria University to ensure volunteers are properly orientated insofar as Occupational Health and Safety. We suggest you use it to ensure all the items are checked off during your agency induction to placement. OHS Induction Checklist Guidance on the general induction requirements for Volunteers Item/Activity Introduction to direct Manager / Supervisor Location of activities Times of work including breaks and lunch / meal arrangements are clear Kitchen, toilet and other facilities location Restrictions on activities defined (e.g. smoke free environment) First Aid arrangements is there a First Aider how can they be contacted and location of First Aid Kit Emergency Response what arrangements are in place for emergency response and what is expected of the volunteer (e.g. immediately evacuate to a specific assembly area) Injury or hazard recording how does the volunteer notify of any injury, hazard or near miss experienced or witnessed Risk assessment for the work involved has a risk assessment been completed, what hazards were identified and what has been, or is to be, done to control the risk of injury Instruction / training on completing required tasks safely has been provided written or verbal Tools, personal protection equipment and other items required to complete tasks safely are available as needed Notes by Inductees 78