Course Outline. Code: SWK701 Title: Master of Social Work Field Education 2

Transcription

1 Course Outline Code: SWK701 Title: Master of Social Work Field Education 2 Faculty of Arts and Business School of Social Sciences Teaching Session: Semester 2 Year: 2015 Course Coordinator: Gerard Jefferies Room: D1.01 Phone: (07) [email protected] 1. What is this course about? 1.1 Course description Master of Social Work Field Education 2 provides the final opportunity to apply classroom based learning in a social work practice context, with emphasis upon the own practice framework. You will have the opportunity to develop beginning level skills and build knowledge around one or more social work methods and be able to articulate your learning in these areas. On-going professional development is expected through the integration of social work values, theories and knowledge practiced in a supervised environment. 1.2 Course content The requirements of this course are underpinned by the Australian Association of Social Workers Practice Standards, which articulate the 6 broad areas in which social workers are expected to develop and maintain their professional proficiency. The course also emphasises the articulation of your own professional practice framework, based on all studies and experiences throughout your Masters of Social Work. Social work theories, methods, knowledge and skills Social work assessment, intervention and evaluation in individual, group or community situations Organisational and agency contextual analysis Understanding of self within the agency Becoming a Beginning Practitioner within the agency Reflective practice Ethical practice Accountability Understanding practice frameworks of the agency Collaborative and inclusive approaches to working in multi-disciplinary teams Report writing and documenting 2. Unit value 36 units

2 Page 2 3. How does this course contribute to my learning? Specific Learning Outcomes Assessment Tasks Qualities On successful completion of this course you should be able to: You will be assessed on the learning outcome in task/s: Completing these tasks successfully will contribute to you becoming: Articulate and apply social work theory, skills and values in a practice situation. Clearly identify inappropriate or inequitable social policy goals and outcomes, and to consider policy alternatives for achieving equity and effective distribution of social resources. Developed analysis of organisational systems and processes and societal systems, to identify inequalities. Critically reflect on your own practice and values. Where appropriate apply research knowledge and skills to undertake ethical research and to disseminate findings. Utilise research in practice to address the needs of individuals, groups and communities, and to further organisational goals and social policy. Engage with individuals, groups and communities in society and apply social work knowledge and skills to enable them to develop their potential and to gain greater control over their lives. Show respect for and value others with an understanding of and sensitivity towards issues of cultural diversity, gender and disability. Communicate respectfully with clients, colleagues and community members. Use written communication and appropriate technology for completing reports and other documentation as required. 1, 2 and 4 Creative and critical thinkers. Ethical. 1 and 4 Creative and critical thinkers. Knowledgeable. 1 and 2 Knowledgeable. Engaged. 1 Creative and critical thinkers. Engaged. 1, 2, 3 and 4 Ethical. Knowledgeable. 1 Engaged. Sustainability-focussed. 1 Empowered. Creative and critical thinkers. 1, 2, 3 and 4 Empowered. Ethical. 1, 2, 3 and 4 Knowledgeable. Ethical. 1, 3 and 4 Creative and critical thinkers. Knowledgeable.

3 Page 3 Use initiative in learning and practice during the fieldwork placement. Use all opportunities offered on placement to gain experience working in a human service organisation and develop knowledge of the sector. Apply the values and ethical principles of Social Work according to the Code of Ethics (2010). Act in a professional manner and show self-respect. 1 and 3 Knowledgeable. Creative and critical thinkers. 1 and 3 Knowledgeable. Creative and critical thinkers. 1, 2, 3 and 4 Ethical. Creative and critical thinkers. 1 Empowered. Knowledgeable. 4. Am I eligible to enrol in this course? Refer to the Coursework Programs and Awards - Academic Policy for definitions of pre-requisites, corequisites and anti-requisites 4.1 Enrolment restrictions Must be enrolled in AR707. Permission required for enrolment please contact your Faculty Office. 4.2 Pre-requisites SWK700 and SWK Co-requisites Nil 4.4 Anti-requisites Nil 4.5 Specific assumed prior knowledge and skills You will have an understanding of your social work practice framework. 5. How am I going to be assessed? 5.1 Grading scale Limited Pass (PU), Fail (UF)

4 Page Assessment tasks Task Assessment No. Tasks Individual or Group Weighting % What is the duration/ length? When should I submit? Where should I submit it? Work Integrated Learning (WIL) activity/ Professional Competency Task 1a 1b Field Education Placement Performance - Completion of 500 hours of placement Field Education Placement Performance Report 2 Active participation in pre-placement Integration (1 day intensive and interactive learning session in weeks 6 and 12) 3 Learning plan and its evaluation 4 Critical Reflection Research Project and weekly two-hour tutorial participation Individual Individual Individual Individual Ungraded Pass/Fail Ungraded Pass/Fail Ungraded Pass/Fail Ungraded Pass/Fail N/A Mid / Final Placement assessment report. Set template involving 5-10 pages N/A Set template involving 5-10 pages Individual Pass/Fail words Placement dates to be negotiated Assessed throughout duration of placement (Mid and Final Placement Assessment Report) Notification of days and times on Blackboard First draft due by of the end of Week 3. Final evaluation due Friday of last week of placement Two weeks prior to the end of placement N/A N/A Attendance at oncampus seminars Draft ed to Liaison Officer prior to first visit; final evaluation submitted via Assignment Box Safe Assign Yes Yes Yes Yes

5 Page 5 Assessment Task 1a: Field Education Placement Performance - Completion of 500 hours placement Goal: Product: Format: To undertake 500 hours of Professional Practice in the Social Work field Part A. Completion of 500 hours placement You are required to complete 500 hours of fieldwork placement. Your attendance will be recorded on the Hours Verification Sheet and approved by the Field Educator / Task Supervisor. University Liaison Officer You will be assigned a University Liaison Officer from the University who will provide you with specific support throughout your placement, including undertaking one liaison visit. The field education manual outlines the process for dealing with difficulties on placement and these must be adhered to in order to avoid failure in this course. Remember, this course is designed to assess your ability to work as a professional in your chosen field, and your conduct as outlined in these procedures is an integral part of this assessment. If you have any problems with the teaching or assessment of this course, raise these problems with the Course Coordinator. Criteria Successful completion of 500 hours of fieldwork placement. Generic skill assessed Skill assessment level Problem solving Organisation Assessment Task 1b: Field Education Placement Performance Report Goal: To undertake professional practice in accordance with AASW Practice Standards (2013) and AASW Code of Ethics (2010) Product: Part B. Professional Performance Format: During your field education placement, you are required to demonstrate a number of competencies. The competencies required are based on the *AASW Practice Standards(2013) and the *AASW Code of Ethics (2010) and include learning objectives that relate to the following areas of professional practice: Value and Ethics Professionalism Cultural responsive and inclusive practice Knowledge for practice Applying knowledge to practice Communication and interpersonal skills Information recording and sharing Professional development and supervision Details relating to the learning objectives are further articulated in the assessment criteria below and additional details are provided in the Field Education Assessment Report. * Australian Association of Social Workers (2013) Practice Standards, ACT, AASW * Australian Association of Social Workers (2010), Code of Ethics, ACT, AASW

6 Page 6 Criteria Field Education Assessment Report Your Field Educator / Task Supervisor will provide a report detailing your performance throughout the placement. The format of the report is in your Field Education Manual and a copy of the template will be available in social work connect/field education site on Blackboard. Your field educator / task supervisor will also receive a copy of this manual. You are required to discuss this report as part of a mid-placement review with your field educator / task supervisor. This report is to be submitted to the University after the mid-placement review and end of placement review. The report will provide a recommendation regarding your performance, with the final result being the responsibility of the Course Coordinator. Gaining success as indicated in the Field Education Assessment Report which addresses your values, ethics, skills and knowledge in relation to the following practice areas: Value and Ethics Professionalism Cultural responsive and inclusive practice Knowledge for practice Applying knowledge to practice Communication and interpersonal skills Information recording and sharing Professional development and supervision These learning outcomes are further articulated in the Field Education Assessment Report, and will be tailored to your specific field education placement. You will be assessed as relevant to your own particular agency, and on your understanding and application of the above Learning Outcomes. A more detailed assessment criteria is contained in the Field Education Assessment Report outlined in the Field Education Manual. Generic skill assessed Skill assessment level Collaboration Communication Assessment Task 2: Active participation in pre-placement Integration & Interactive Learning Sessions. Goal: Product: Format: To integrate critical theory and skills with professional social work practice Active participation in the pre-placement Integration & Interactive Learning Sessions. On Campus pre-placement Integration Session: Integration 1 is a full day, where possible pre O week. On campus Interactive Learning sessions are 3 hours and are held in weeks 6 and 12. This series of three seminars in the week prior to O Week, Week 6 and Week 12 provide you with opportunities to connect with other students on placement and discuss your practice experiences, concerns and issues in a learning environment. In these seminars you will be required to actively participate, share appropriate information and carry out other tasks as designated in the seminars. Alternative arrangements will be made for students with extenuating circumstances who cannot complete the integration seminars to give them the opportunity to complete this component of the course. Appropriate supporting documentation must

7 Page 7 be provided as evidence of extenuating circumstances to the field education coordinator. Criteria attendance as per requirement of AASW Accreditation and Education Standards demonstrated ability to discuss the own learning agreement for your placement demonstrated and active engagement in seminar activities developing a critically reflective approach to your practice sharing the major focus of your placement with students and staff, including sharing learning outcomes Generic skill assessed Skill assessment level Communication Assessment Task 3: Learning plan and its evaluation Goal: Product: Format: To develop and evaluate professional learning goals based on the AASW Practice Standards (2013) Learning plan and its evaluation Set template involving 5-10 pages The purpose of the learning agreement is to plan and guide your learning mapped against the AASW standards for practice. The learning agreement clearly outlines your goals, tasks, and methods for achieving outcomes across assessment areas and therefore provides a platform for negotiating if problems arise in relation to your progress or achievement. The Learning Agreement is an important document in that it formalises the relationship and understanding between you, the field educator / task supervisor and the University. It is a tool used extensively in supervision to monitor your progress. The learning agreement is developed in three stages. Stage one: The initial draft is to be forwarded to your USC liaison officer at end of Week 3 for formative feedback. Stage two: The agreement is finalized after your liaison visit with the field educator / task supervisor in approximately Week 6. Stage three: The completed learning agreement that includes the learning outcomes is submitted to the liaison officer with the Field Education Assessment Report and the Hours Verification Report at the end of the last week of placement. Criteria Details of the learning agreement, including the required format, are provided to you separately in your Field Education Manual and as a template on the Field Education Blackboard site. You are expected to consult with your field educator / task supervisor in the agency in the development of this plan and also with the University field education staff should you need further assistance. This task will be assessed according to your level of achievement in the following: demonstrated linkage between appropriate social work theory and knowledge with your tasks while on placement articulation of specific learning objectives including social work theory, theory for practice, skills development and organisational/agency analysis

8 Page 8 demonstration of a collaborative approach with your field Educator / task supervisor regarding the development of the learning agreement articulation of evidence required to demonstrate achievements clearly demonstrated achievements clear explanation where a goal was not able to be achieved Generic skill assessed Skill assessment level Organisation Problem solving Assessment Task 4: Critical Reflection Research Project/Manuscript & Project development tutorials Goal: Product: Format: To undertake a critically reflective research based project and prepare a manuscript for submission to a journal Critical Reflection Research Project/Manuscript & project development tutorials This word assessment task requires you to build on the critically reflective process that you undertook in SWK707. Whilst you may want to draw upon much of the same literature that you read and researched for the major reflective analysis that you completed for the Critical Reflection: Practice and Research Course, this project will require you to identify a new area of learning within your practice that focuses on another specific critical incident, that you will subsequently write up as a piece of research and will prepare as a manuscript that could be submitted to a journal. You will attend weekly two-hour tutorials on campus which will be facilitated as a workshop space in which you will be supported to develop your Again, some of the reasons for the significance of this practice/ incident may include that you would like to learn more about it; you felt challenged by it; you would like to improve your practice in this area; it presented some dilemmas for you; you would like to change in some way; and/or you thought you did it particularly well. Your manuscript will consist of: An introduction: indicating to the reader what you will be covering in your article A description of your critical incident: highlighting the practice problem you will be researching using your critically reflective methodology Methodology: This should include a description/explanation of the method (i.e. deconstruction and reconstruction) and relevant theoretical concepts. You should use the Guidelines for Critical Reflection as exemplified by Fook (2012) in your set text for SWK707. Findings: You will present an in-depth critically reflective analysis of your incident: what you have found based on deconstruction and reconstruction of your own interpretations, values and assumptions, etc. Discussion: This should be an in-depth analysis of the whole piece of practice/incident, summarising the main learning gained from your analysis, the subsequent practices attempted/proposed future practices. The analysis should be linked with relevant literature and critical theories covered throughout the MSW (Q) program (e.g. feminism, post structuralism, critical postmodernism, etc.), and should end with a description of the critical skill/ practice framework which you believe you have developed over the duration of the program. This may include: How is your thinking different from your practice now that you have critically reflected on your piece of practice/incident? What have you learned in this process? What are the implications for your future practice?

9 Page 9 How might you use this process as a tool for on-going practice framework? Conclusion: Summarise the main ground you have covered in your article. References: Presentation of references and formatting throughout article should be crafted to the scholarly specifications of the journal you are targeting your manuscript for submission (e.g. Critical Social Work, Australian Social Work, Practice Reflexions, Advances, etc.). Criteria It will be entirely up to you if you decide whether to submit your manuscript to a journal for review. There may also be opportunities to co-author your research with one of the social work staff if you feel we can contribute to your work and assist with the preparation for publication. Please discuss this with the Program Coordinator if you would like more information about this option. This major reflective analysis essay will be assessed according to your ability to demonstrate: demonstrated ability to use as a research methodology to generate new knowledge about practice advanced application of the skills of to your practice the own professional framework through critically analysing your practice experience and inductively generating theory from the process of reflection-on-action a sound understanding of the deconstruction and reconstruction processes of and its associated critical postmodern theoretical underpinnings a solid understanding of the ethical dimensions of critically reflective practice a logically structured, well researched, coherently argued essay that is appropriately supported by relevant published literature clarity and expression: clear quality of expression including correct grammar, punctuation and spelling referencing: evidence or reading referenced and documented through correct use of citations, quotations and reference list and presented according to the style guide of an appropriate journal Generic skill assessed Information literacy Communication Skill assessment level 5.3 Additional assessment requirements To be eligible for a pass grade, you must achieve a satisfactory result in the Field Educator s Report, which is a report to the University regarding your performance in the agency. The field educator/task supervisor provides a recommendation to the Course Coordinator, who then assesses your performance on a pass or fail basis. A pass grade for this item must be achieved in order to be eligible for a pass grade in the course.

10 Page 10 If you experience problems within your placement, you should first raise them with your field educator / task supervisor if possible. If that is not possible or fails for some reason, the next step is to raise your concerns with your University liaison officer, who will discuss the issue with the Field Education Course Coordinator. If you do not follow correct procedure as outlined here in relation to problems on placement you risk failing the course. Further details regarding problems on placement are in your Field Education Manual, and these must be adhered to in order to avoid failure in this course. You will be assigned a University liaison officer who will provide you with specific support throughout your placement, including undertaking one liaison visit. The field education manual outlines the process for dealing with difficulties on placement, and these must be adhered to in order to avoid failure in this course. Remember, this course is designed to assess your ability to work as a professional in your chosen field, and your conduct as outlined in these procedures is an integral part of this assessment. If you have any problems with the teaching or assessment of this course, raise these problems with the Course Coordinator. SUBMISSION OF ASSIGNMENTS 1. Written assignments are to be submitted no later than the stated deadline. 2. Assignments are to be placed in the Assignment Box in D Building. 3. Always keep a copy of your assignment. It is your responsibility to provide a backup copy if required. 4. Extensions must be requested prior to your specific due date, and you must demonstrate unforeseen or exceptional circumstances. Documentation may be required to support your request. STAYING IN TOUCH DURING YOUR FIELD EDUCATION EXPERIENCE Field Education can be a challenging time for students, with little opportunity to talk regularly with other placement students or to stay in touch with University staff. This semester we will provide additional opportunities for you to stay in touch with other students and staff. We will be using Blackboard for announcements, contact, discussions re your experiences and readings. You will need to access Blackboard weekly to ensure you have the latest information. It is accessed via this link: Your Blackboard site is called Social Work Connect. Announcements will be placed on Blackboard, and will facilitate discussion. You will also have the opportunity to chat with other students as well. Please use this worthwhile opportunity. REFERENCING You must reference your sources of information and include a list of references. Neglecting to reference your sources of information constitutes plagiarism, which is a form of stealing. Students who do not reference properly may be failed. In this course it is not appropriate to cite lectures. They do not constitute publicly available, checkable information. If you wish to refer to lecture material, locate similar material in written form. If you have problems finding appropriate material, consult a librarian or the lecturer for the location of source material. You are required to use the HARVARD SYSTEM OF REFERENCING for this course. You should also consult this guide when preparing, writing and editing your work. Please note that page numbers must be provided for all in-text citations, regardless of whether they refer to a direct quote, a paraphrase, or an idea. For example, if referencing an idea that appears on page 14 of Communicating in the 21st Century your in-text reference would appear as follows: (Eunson 2005:14).

11 Page 11 Safe Assign In order to minimise incidents of plagiarism and collusion, this course may require that some of its assessment tasks are submitted electronically via Safe Assign. This software allows for text comparisons to be made between your submitted assessment item and all other work that Safe Assign has access to. If required, details of how to submit via Safe Assign will be provided on the Blackboard site of the course. Limited Graded Course: This course will be graded as Pass in a Limited Grade Course (PU) or Fail in a Limited Grade Course (UF) as per clause and of the Grades and Grade Point Average (GPA) - Institutional Operating Policy of the University of the Sunshine Coast. In a course using Limited Grades, all assessment tasks relating to a Work Integrated Learning (WIL) activity or a professional competency (PC) task are required to be passed for a student to successfully complete the course. Supplementary assessment is not available in courses using Limited Grades. 5.4 Submission penalties You must contact your Course Coordinator if you require an extension or alternate assessment. 6. How is the course offered? 6.1 Directed study hours On Campus Tutorial: 2 hours per week (Weeks 1-13) On Campus Seminars: Integration Seminar 1 is a full day (Pre- O Week), while Integration Seminar 2 and Integration Seminar 3 are 3hours (Weeks 6 and 12). Dates will be provided on Blackboard. You must complete 500 hours of fieldwork in a social work agency. Note: the first seminar to be held in the week prior to O week at the start of semester and the beginning of placement. 6.2 Teaching semester/session(s) offered Semester 1 Semester Course activities Teaching What key concepts/content will I Week / learn? Module What activities will I engage in to learn the concepts/content? Directed Study Independent Study Activities Activities Week prior to Orientation Week Integration Seminar 1: Introduction to Placement Introductory seminar including activities designed to assist the development of your learning agreement, practice standards and framework. Read chapters 1 to 5 Cleak & Wilson

12 Page 12 Week 1 Critical reflection research project Tutorial: Week 2 Critical reflection research project Tutorial: Week 3 Critical reflection research project Tutorial: Week 4 Critical reflection research project Tutorial: Week 5 Critical reflection research project Tutorial: Week 6 Critical reflection research project Tutorial: Integration Seminar 2: Mid-Semester Review of Placement Seminar: including discussion of placement issues, experiences, AASW practice standards (2013), developing your practice framework and activities. Week 7 Critical reflection research project Tutorial: Week 8 Critical reflection research project Tutorial: Between weeks 1 and 6 read chapters 6 to 9 Cleak & Wilson

13 Page 13 Week 9 Critical reflection research project Tutorial: Week 10 Monday 5 th October Labour Day Public Holiday Mid Semester Break Critical reflection research project Tutorial: Week 11 Critical reflection research project Tutorial: Week 12 Critical reflection research project Tutorial: Integration Seminar 3: Completion of placements and end of placement Review Final Seminar: including discussion of placement learning task and review of your placement Week 13 Critical reflection research project Tutorial: Completion of 500 placement hours Please note that the course activities may be subject to variation. Development of Learning Agreement and mid and final placement reviews Read Chapter 18 Cleak & Wilson 7. What resources do I need to undertake this course? 7.1 Prescribed text(s) Please note that you need to have regular access to the resource(s) listed below: Author Year Title Publisher Cleak, H & Wilson, J. 2013, 3 rd edn. Making the Most of Field Placement Thomson, Southbank.

14 Page Required and recommended readings Lists of required and recommended readings may be found for this course on its Blackboard site. These materials/readings will assist you in preparing for tutorials and assignments, and will provide further information regarding particular aspects of your course. 7.3 Specific requirements Please note that some placements require criminal history checks and Hep B vaccinations. It is important to discuss this with the field education coordinator at the pre-placement interviews. 7.4 Risk management There is minimal health and safety risk in this course. It is your responsibility to familiarise yourself with the Health and Safety policies and procedures applicable within campus areas. 8. How can I obtain help with my studies? In the first instance you should contact your tutor, then the Course Coordinator. Student Life and Learning provides additional assistance to all students through Peer Advisors and Academic Skills Advisors. You can drop in or book an appointment. To book: Tel: or [email protected] 9. Links to relevant University policies and procedures For more information on Academic Learning & Teaching categories including: Assessment: Courses and Coursework Programs Review of Assessment and Final Grades Supplementary Assessment Administration of Central Examinations Deferred Examinations Student Academic Misconduct Students with a Disability Faculty specific information Locating Journal Articles If you have been notified that the journal articles in this course are available on e-reserve, use the on-line library catalogue to find them. For journal articles not on e-reserve, click on the "Journals and Newspapers" link on the Library Homepage. Enter the journal title e.g. History Australia, then search for the volume and issue or keyword as needed. Assignment Cover Sheets The Faculty of Arts and Business assignment cover sheet can be found on Blackboard or on the USC Portal at: Faculty of Arts and Business (Students) > Forms. It must be completed in full identifying student name, assignment topic, tutor and tutorial time. This must be attached securely to the front of each assessment item prior to submission. Claims of loss of assignments will not be considered unless supported by a receipt. Help: If you are experiencing problems with your studies or academic work, consult your tutor in the first instance or the Course Coordinator as quickly as possible. Timely assistance can prevent a problem turning into a major issue.

15 Page 15 Difficulties: If you are experiencing difficulties relating to teaching and assessment you should approach your tutor in the first instance. If not satisfied after that you should approach in order your Course Coordinator, Program Coordinator then Head of School. General enquiries and student support Faculty Student Centre Tel: Fax: [email protected]