School of Social Work

Field Education Unit Outline

Bachelor of Social Work SWSP2013 Field Education 1SWSP4013 Field Education 2

Master of Social Work (Qualifying)SWSP6053 Field Education 1SWSP6103 Field Education 2

Trimester 2 2018

Social workers acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians, whose lands, winds and waters we all now share, and pay respect to their unique values, and their continuing and enduring cultures, which deepen and enrich the life of our nation and communities. Social workers commit to acknowledge and understand the historical and contemporary disadvantage experienced by Aboriginal and Torres Strait Islander peoples and the implication of this for social work practice. Social workers are responsible for ensuring that their practice is culturally competent, safe and sensitive.

Field Education

Levels: Undergraduate and PostgraduateDuration: One trimester Credit Points: 18 Prerequisites: BSW FE1: SWSP1003; SWSP1013; SWSP1023

BSW FE2: SWSP2013MSWQ FE1: SWSP6003 and SWSP6013MSWQ FE2: SWSP6053

Mode(s) of Delivery: On-campus (Sydney)Core/Elective: CoreUnit Co-ordinator: Sharon Moore

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

Field Education 1The first placement introduces students to human services organisations and social work fields of practice. This is when the student immerses the full integration of theory and practice applying the knowledge and skills learned in class. It is in this unit that the student commences to experience themselves as social work professionals. Students are mentored, supervised and supported to reflect critically upon their practice as well as their personal assumptions and beliefs.

Placement opportunities for the first placement include agencies and human service organisations, such as family and children's services, local community centres, community health centres, crisis support and/or accommodation services, hospitals, housing services, mental health services, and large and small government and NGOs will be utilised for the placement.

Field Education 2The final placement serves three purposes: firstly, it provides students with an opportunity to build on and extend the professional knowledge and skills acquired on the first placement and to apply and 'test out' subsequent theoretical and critical skills learned; Secondly, student are challenged further to allow for greater depth of learning. Finally, the second placement offers students a contrasting practice setting, allowing them to transfer their learning across client populations,

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problem circumstances and organisational environments. This process facilitates the development of professional identity based on an understanding of the 'universals' of practice.

Placement opportunities for the second placement in addition to direct practice placements, students can undertake a research, community development or policy placement, where they will have the opportunity to undertake a project of some kind. Further placement options include local government, local councils and federal electorates, university, trade unions, community health centres, neighbourhood houses, neighbourhood renewal programs, and with special research projects.

Integrative seminars designed to facilitate the integration of theory and practice during students’ placement support their learning experience.

Unit WorkloadIntegrative Seminar: The unit includes five weeks of 2 hours of class time on campus. This time will be used for interactions with students to facilitate discussion of field education unit materials and assessments, presentations and group activities. Course material will be available in the online class space. In addition to the seminars, students are expected to engage in 2-3 hours of private study per week.

Learning OutcomesAccording to their respective levels of skills and knowledge, students on completion of this unit will be able to:1. Demonstrate knowledge relevant to the placement context, organisational structure and

function, and the role of social work within this context. 2. Apply conceptual skills in relating theory to practice.3. Work independently and demonstrate initiative in practice situations. 4. Demonstrate professional conduct in the field education placement and recognise the ways in

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

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

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

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

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

social work values.

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Learning and Teaching Approach1. Learning is an active process – which involves both questioning and challenging.2. Learning is a shared process – where others’ thoughts and ideas are presented, critically

analysed, exchanged and respected.3. Learning is a collaborative and empowering process for self and others.4. Learning is thoughtful and reflective.5. Learning requires integration with prior knowledge and other arenas of knowledge development

in the program.6. Preparation for lectures and seminars and reading the recommended texts and references is

essential.

The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.

Students are expected to:1. Complete all activities2. Complete readings3. Complete all assessments4. Attend all classes.

It is also recommended that students: Keep a record of new terminology that is introduced in this unit Keep a copy of assessments and other correspondence Keep notes on unit content and readings.

There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.

Attendance RequirementsAttendance requirements ensure that students in Australian Association of Social Workers (AASW) accredited courses meet the AASW Practice Standards, and that learning outcomes are met for all units offered by the School of Social Work. Students are required to maintain at least 80% attendance for all Social Work units in order to pass the unit. For this course, it means that you cannot miss more than ONE seminar out of the FIVE seminars.

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ReadingsRecommended Text Cleak, H., & Wilson, J. (2013). Making the most of field placements. Melbourne, Australia:

Cengage Learning. Noble, C., Gray, M. & Johnston, L. (2016), Critical supervision for the human services: A social

model to promote learning and value-based practice. London, UK: Jessica Kingsley Publishers. ACAP, School of Social Work, (2016). Field Education Manual.

Recommended Reading Giles, R., Irwin, J., Lynch, D., & Waugh, F. (2010). In the field: From learning to practice. South

Melbourne, Australia: Oxford University Press. Beddoe, L., & Maidment, J. (2009) Mapping knowledge for social work practice: Critical

intersections. Melbourne, Australia: CengageNote: These books are excellent reference texts for preparing for your placement and supporting you and your learning throughout the process. They are also excellent resources for your supervisor and for use and reference in your supervision sessions and importantly, for when you become a supervisor.

Additional Recommended Readings

Australian Learning & Teaching Council (2010). A guide to supervision in social work field education. Sydney, Australia: Creative Australian Learning & Teaching Council.

Australian Learning & Teaching Council (2010). A guide to supervision in social work field education. Sydney, Australia: Creative Australian Learning & Teaching Council (Section 1-4).

Chenoweth, L., & Mcauliffe, D. (2012). The Road to Social Work: Human Services Practice (Chapter 10 p.290)

Giles, R., Irwin, J., Lynch, D., & Waugh, F. (2010). In the field: From learning to practice. South Melbourne, Australia: Oxford University Press. (Chapter 1 & 2)

Grant, L., Kinman, G., & Alexander, K. (2014). What’s All this Talk About Emotion? Developing Emotional Intelligence in Social Work Students, Journal of Social Work Education, 33(7), 874-889.

Hawkins, P., & Shoet, R. (2012). Supervision in the helping professions. Maidment, England: Open University Press. (Chapter 13)

Ling Kee, H., Martin, J., & Ow, R. (2014). Cross-cultural social work: Local and global. South Yarra, Australia: Palgrave Macmillan. (Chapter 2).

Loyd, C, King, R, &Chenoweth, L. (2002). Social Work, Stress and burnout: A Review. Journal of Mental Health, 11(3), 255-265.

Mattsson, T. (2014). Intersectionality as a Useful Tool: Anti-Oppressive Social Work and Critical Reflection. Journal of Women and Social Work, 29(1), 8-17.

McAuliffe, D., & Chenoweth, L. (2008). Leave no stone unturned: The inclusive model of ethical decision making. Ethics & Social Welfare, 2, 38-49.

Muller, L. (2014). A theory for indigenous Australian health and human service work: Connecting indigenous knowledge and practice. Sydney, Australia: Allen & Unwin. (Chapter 4)

Payne, M. (2014). Modern social work theory. (4th ed.). London, England: Palgrave Macmillan. (Chapter 3)

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The Australian Association of Social Workers (2010). Code of Ethics. Canberra, Australia: AASW. http://www.aasw.asn.au/document/item/1201

The Australian Association of Social Workers (2013). Practice Standards. Canberra, Australia: AASW.

Journals ADVANCES: Journal of Social Work and Welfare Education Australian Journal of Social Issues Australian Social Work Critical Social Work Journal of Social Work (UK) Journal of Social Work Education (USA)

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Unit ContentSession Topics Compulsory Readings TasksPre-Placement

Orientation School of Social Work, Field Education Manual

The Australian Association of Social Workers (2010). Code of Ethics. Canberra, Australia: AASW. http://www.aasw.asn.au/document/item/1201

The Australian Association of Social Workers (2013). Practice Standards. Canberra, Australia: AASW. http://www.aasw.asn.au/document/item/4551

Session 1 Student as Learner and the Supervisory RelationshipFE1 Being on placement –

expectations on the student and professional expectations

Learning plan and the inclusion of the AASW Practice Standards (2013)

Establishing learning frameworks and practice standards

Assessment tasks Professional

supervision Working with your

supervisor Journal as a tool for

critical reflection Time sheets

FE1Cleak, H., & Wilson, J. (2013) Making the most of field placement (3rd ed.) South Melbourne, Australia: Cengage Learning. (Chapter 3, 4 & 5).

The Australian Association of Social Workers (2013). Practice Standards. Canberra, Australia: AASW. http://www.aasw.asn.au/document/item/4551

Learning Plan review and discussions

Students to bring to class a copy of drafted Leaning Plan

Review: AASW Practice Standards for Social Workers

AASW Code of Ethics

Reflective journal

Review the following videos: -Sonia (Timesheets information)-Core assessments

FE2 Additional focus Theories informing

supervision Functions of

supervision Interdisciplinary

practice Transformational

learning

FE2Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapter 1).

Giles, R., Irwin, J., Lynch, D., & Waugh, F. (2010). In the field: From learning to practice. South Melbourne, Australia: Oxford University Press. (Chapter 1 & 2)

Grant, L., Kinman, G., & Alexander, K. (2014). What’s All this Talk About Emotion? Developing Emotional Intelligence in Social Work Students

AASW Mental Health Practice Standards (2018) https :// www.aasw.asn.au/document/item/17

Oehlers, K., & Shortland-Jones, R. (2016). Advances in Social Work and Welfare Education, Vol. 18, No. 2, Nov 2016: 8-23.

FE2Learning Plan (LP) review and discussions

Students to bring to class a copy of drafted Leaning Plan

Self-reflection activity in class

Reflective practice and emotional learning in Field Education - class activity

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Session Topics Compulsory Readings TasksSession 2 The Organisational

Context of Human Services FE1 Self-awareness Social work in context:

Reflecting on the organisational context

What is the role of social work?

Adding value to the organisation

Organisational context of supervision

Developing a learning culture

FE1Cleak, H., & Wilson, J. (2013) Making the most of field placement (3rd ed.) South Melbourne, Australia: Cengage Learning. (Chapter 4).

FE1Develop an organisational map based on handout

Professional development in an organizational context - discussion

FE2 - Additional focus

Critical aspects of HS in a global context

Management in Human Service Organisations

Mid Placement Review How to prepare Tips for the review day

FE2

Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapters 2 &3).

Payne, M. (2014). Modern social work theory. (4th ed.). London, England: Palgrave Macmillan. (Chapter 3)

FE2

Review homework from Seminar 1

Organizational analysis – role play

What policies and practice shape the social work role on placement

Session 3 Building and Consolidating Direct Social Work Practice SkillsFE1Practicing skills for individual, family and group work Building rapport and

engagement Tuning in Contextualizing Containing Communication clues

etc.Making inclusive ethical practice decisions

FE1Beddoe, L., & Maidment, J., (2009). Promoting critical thinking. In Mapping Knowledge for Social Work Practice. South Melbourne, Australia: Cengage Learning. (pp. 24-38).

Shulman, L., (1992), The Skills of Helping: Individuals Families and Groups, (3rd Ed.). Boston University. Illinois: F.E. Peacock Publishers. (Ch.2)

FE1Fishbowl conversations

Practice examples

Skills review

McGoldrick’s genograms symbols

FE2 – Additional focusCritical practice fundamentalsModelling critical practice

FE2Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapters 4 & 8).

Beddoe, L., & Maidment, J., (2009). Promoting critical thinking. In Mapping Knowledge for Social Work Practice. South Melbourne, Australia: Cengage Learning. (pp. 1-9).

FE2Review homework Skills building Mid placement

report writing activity

Facilitated discussion – factors affecting practice - Noble et al. p.88,89

Session 4 Core concepts for critical

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Session Topics Compulsory Readings Taskssocial work practiceFE1 & FE2In this session we will consider: Critical reflection Critical thinking Critical analysis Critical theory Critical perspectives

FE1Cleak, H., & Wilson, J. (2013). Making the most of field placements. Melbourne, Australia: Cengage Learning. (Chapter 6).

Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapter 5 and 10).

Collingwood, P. (2005) Integrating theory and practice: The Three-StageTheory Framework. The Journal of Practice Teaching in Health and SocialWork.

FE1Case study discussion

The Three-Stage Theory Framework handout

FE2 – Additional focus Managing stress and

burnout Self-care plans Vicarious trauma

FE2Chapter 5: Core concepts of a critical perspective (pp. 105-126)

Chapter 10: Critical supervision: Using the process (pp. 197-215)

Loyd, C, King , R, &Chenoweth, L. (2002) Social Work, Stress and burnout: A ReviewJournal of Mental Health 11,3, 255-265.

FE2 Chart discussion:‘Facets-in-focus in critical supervision and practice’ Noble et al. (2016 p.19)

Case study small group discussions)

Life style questionnaire – Students to complete

Self-Care plan to be completed and discussed in class

Session 5 FE1 – Ending Placement FE1Cleak, H., & Wilson, J. (2013). Making the most of field placements. Melbourne, Australia: Cengage Learning. (Chapter 16 and 17).

Self-reflections

Participation in role plays

FE2 – Careers and Professional Framework Development

Developing your own practice framework

Critical reflections - Reflecting on the field education experience

Preparing for the job market

Future career aspirations

Industry guest speakers and open Q& A discussion with social work panel

FE2Chenoweth, L., & McAuliffe, D. (2015). The road to social work & human service practice (4th ed.). South Melbourne, Australia: Cengage Learning. (Chapter 10)

FE2Panel of Social Workers - prepare questions for discussion

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Assessments

Requirements All assessments are to be complete in Sonia. Please ensure you keep a copy of all assessments submitted. Students are to inform themselves about plagiarism and copyright rules and requirements.

Assessment TaskAssessment Type Word Count Week Due The learning plan

The mid-placement report Final placement report Timesheet

1500 -2000

1500-20001500-2000-

due three weeks following the commencement of placement

due one week after the mid placement liaison visit due on last day of placement due on last day of placement

Reflective Journal submission: Submission of your Reflective Journal is not compulsory. If you would like to submit it, please do so as a Word Document under the ‘Documents’ tab. In special circumstances, ACAP reserves the right to request its submission when evidence of the student’s work is necessary to resolve a particular issue.

Mid-placement liaison visit report: This report is completed by the mid placement liaison person from ACAP. This report is also part of overall assessment of your progress in field education.

1. Learning PlanThe learning plan is to be completed in Sonia using the AASW practice standards as a guide. We expect students to have a draft by Week 2. Your Field Education class teacher will check your progress during the first seminar session. Completion of Learning Plan at the third week allows students to benefit from an orientation period, during which they will be able to develop an understanding of the learning opportunities available within the agency. It will also allow the ‘on-site’ supervisor to develop a better sense of the student’s preferred learning style, level of competence, and level of confidence. The student will prepare a draft learning plan by the end of the second week, which will allow for a period of review and negotiation with their ‘on-site’ supervisor during the second week of placement. After submission, feedback on the first draft will be provided online from a Field Education staff member. The learning plan is the basis for monitoring and evaluating ongoing learning. It will be specifically discussed at the mid-placement liaison visit. The Learning Plan is a working document that guides the process of learning in practice and should be adjusted as the learning goals are achieved and new areas are identified throughout the placement. A re-draft of the learning plan must take the Field Education staff member’s online feedback into account.

Developing a Learning Plan

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It is important that both the student and the ‘on-site’ supervisor are actively involved in the development of the learning plan. As this is also the beginning of the student/supervisor relationship, the learning plan can be a starting point for beginning discussions and how to work together productively and how to develop an understanding of each other’s approach and expectations. Useful questions students should consider in the process of developing a learning plan are:

What are my current learning needs in terms of social work knowledge, skills, and values? What do I already know about these areas of practice and concepts and what do I still need to learn? How do I think these can be best achieved in relation to the learning opportunities in this placement context? What is my approach to practice? What are the values and attitudes that are important to me? How would I like this to be reflected in my professional practice? How do I best learn? What do I expect of my supervisor (and my supervisor of me) in relation to time and availability, approach and methods of supervision, level of expertise? Do I want someone who both challenges and supports me and moves me beyond the task and into critical reflection and analysis? What do I bring to supervision? Given my educational and life experiences what do I have a sense of confidence or mastery over? What are the areas I need to strengthen?

Content of the Leaning Plan1. Practical details of the placement – including the name of the student, Field Education

Coordinator, and task and/or social work supervisor, agency address, length, and dates of placement (commencement and completion date).

2. A concise description of the agency including the organisational structure and the social work role within the agency.

3. The student’s specific learning goals for the placement. For each learning goal the following four areas should be addressed: Knowledge, skills and understanding that will be developed Strategies for developing the knowledge Evidence to demonstrate that learning has been achieved A realistic time frame for reviewing progress in relation to the various learning goals

4. The level of detail in the plan needs to be sufficiently detailed so that specific skills and knowledge can be evaluated.

5. Learning goals should be performance oriented and in accordance with the AASW Practice Standards (2013).

The average learning plan is to be 1,500 -2,000 words in length.

2. The Mid-Placement Liaison VisitAll students and their on-site supervisors will be visited by an ACAP liaison visitor at least once during the placement. The liaison visitor’s details will be made available on the student’s Sonia profile. The student liaises with their on-site supervisor to present a number of agreed upon dates

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and times to propose to the liaison visitor for the mid-placement review. The visit occurs at about the mid-point of placement. The student should have sufficient time on placement to become familiar with the agency and to be engaging with their placement tasks. However, the visit must be held early enough to allow for the redirection of particular aspects of the placement, should this be required, to optimize student learning.

The visit usually takes between 45 minutes to 60 minutes and includes discussion of: The development and use of the learning plan The nature and outcomes of supervision sessions The monitoring and progress in terms of knowledge, skills, use of self, understanding of theory in

practice and application of practice standards The identification of areas of strengths and how to develop them further The identification of areas for development and discussion of ways to maximize such

development, and The identification of learning to be achieved in the remainder of placement

At the end of the visit, the liaison visitor will complete a written summary of the main issues raised including a plan for the development of the student’s learning goals for the second half of the placement. A second visit will be arranged If significant learning issues are raised.

3. The Mid-Placement Student ReportThe mid-placement report should be written by the student following the mid-placement liaison visit. The on-site supervisor will read and add their comments in sonia. The report must be in Sonia one week after the liaison visit. The mid-placement report includes: Practical details of the placement, including the names of the student, social work supervisor

and ACAP Field Education staff member, the agency details, length and dates of placement Progress in learning, including a description of the tasks the student has been involved in and

specifying the skills and knowledge they have developed Examples of connecting theory, policy and practice Any changes made to the learning goals Areas of strength that have been identified Areas on which to focus learning for the second half of placement, including practical ways in

which this learning will be demonstrated Openness to learning and capacity to relate theory, policy and practice Reflection of self as worker, including ethical practice, team work, and the ways in which the

student is finding the placement personally or professionally challenging Supervision pattern and processes, including the student’s use of supervision, the way it is

assisting with student’s learning, and any changes to arrangements to be made for the second half of placement

The average mid-placement report is about 1,500 -2,000 words. Students are encouraged to write this report in a critically reflective style. The report is to be completed in Sonia and students are required to use of the literature to substantiate the report.

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4. Final Placement ReportThe final placement report is a statement about the student’s readiness to proceed with the next stage of learning. In the last few weeks of placement, the student and social work supervisor should discuss the expectations of the skills and knowledge and ways in which the student has demonstrated these on placement, and whether there are any expectations that have not yet been met.

The report is written by the student following discussions with the task supervisor. The report should relate to significant events, tasks, actions, that illustrate learning, and the development of critical thinking and reflection. Task supervisors are asked to provide additional comments in Sonia about the student’s performance and learning during the placement.

The final placement report includes: Summary of the overall learning achieved by the student, including ways in which this has been

demonstrated Areas of strength that the student has demonstrated throughout placement Areas on which to focus further learning. These are areas that the task supervisor or student

consider necessary for development of competence and confidence and may include learning during the next placement (for students undertaking their first placement) or areas to focus on early in the student’s professional career

Reflection on self as worker, including the effect of the placement experience on the student and challenges to preconceived ideas

Supervision – how supervision facilitated your learning and development Task supervisors’ comments, including a statement that the student has satisfactorily completed

the required placement time, and a recommendation whether or not the student should pass the placement.

The average final placement report is about 1,500-2,000 words. Students are encouraged to write in a critically reflective style making use of the social work literature to substantiate claims in the report. This is due one week after placement ends. The document must be completed in Sonia.

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Guidelines for Assessment CriteriaThis unit is mastery assessment and therefore all assignments must be submitted and a result of either Ungraded Pass or Ungraded Fail will be recorded.

The BSW and MSW(Q) promote principles of adult learning, encouraging students to build upon skills and knowledge they already have and to develop their capabilities for acquiring further knowledge and skills while engaging with critical theory and critical thinking. Students are expected to progressively take more responsibility for their learning, developing knowledge, skills and values for graduate level practice. Each program undertakes this process of learning within the frameworks of the Australian Social Work Education and Accreditation Standards (2017), the Australian Association of Social Work Practice Standards (2013) and the Australian Association of Social Work Code of Ethics (2010).

The field education learning expectations are based on the AASW Practice Standards (2013). The learning expectations are designed to be developmental, reflecting each student’s stage of professional practice knowledge, values, and skill development. These are to be used as a guide for the creation of each student’s individual field education learning plan according to the learning opportunities in the agency setting, the student’s current level of knowledge, skills, and values, and the areas still to be developed. The practice standards can be found at: http://aasw.asn.au/document/item/4551

Levels of Performance:To pass Field Education 1, students must at least reach a level of ‘beginning capability’ (2) for all learning outcome areas appropriate to the setting by the end of the placement.To pass Field Education 2, students must at least reach a level of ‘capability’ (3) for all learning outcome areas appropriate to the setting by the end of the placement.

Rating Level DescriptorsNot Capable 0 Performance not at basic level expected. Poor understanding of

requirements. Practice unsafe or inappropriate. Knowledge or skills undeveloped. Little application to learning.

Some Capability 1 Working towards a basic capability, more needed.Beginning Capability

2 Performance at beginning level expected. Requirements understood. Practice capable under close guidance and supervision. Limited adaptability.

Capable 3 Performance at level expected of newly qualifying practitioner. Requirements integrated into practice. Can perform independently. Demonstrates adaptability and critical appreciation of own/others’ practice.

Highly Capable 4 Performance beyond level expected of newly qualifying practitioner. High levels of independence. Engages strongly in critical reflexivity. Exhibits ethical fluency. Generates new understandings or practices.

Unable to be Assessed

U/A The work has either not been undertaken, or the supervisor has not had an opportunity to assess competence in this level

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1. Values & EthicsSocial workers demonstrate that the values of social work are integral to their practice, they uphold their ethical responsibilities and they act appropriately when faced with ethical problems, issues, and dilemmas.Standard Indicators Level

FE1Level FE2

1.1 Practice in accordance with the AASW Code of Ethics (2010)

a. Practices within a social justice & human rights framework.

2 3

b. Facilitates people’s empowerment and works to eliminate all violations of human rights.

2 3

c. Identifies social systems and structures that preserve inequalities and injustices and advocates for change.

2 3

d. Challenges policies and practices that are oppressive and fail to meet international standards of human rights, social inclusion and social development.

2 3

e. upholds ethical responsibilities to relevant others, to the social work profession, and in the workplace.

2 3

1.2 Manage ethical dilemmas and issues arising in practice

a. Identifies and critically reflects on ethical dilemmas in accordance with ethical responsibilities outlined in the code.

2 3

b. Raises the ethical issue/dilemma with relevant parties and attempts to seek a solution.

2 3

c. Seeks supervision/consultation with manager/supervisor/relevant other when faced with an ethical dilemma.

2 3

d. Reports to supervisor/manager or other appropriate person if they determine they are in a position which contravenes ethical principles outlined in the code.

2 3

e. Critically reflects on and examines personal and professional ethics and values that influence practice.

2 3

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2. ProfessionalismSocial workers demonstrate active promotion and support of the social work profession, act with integrity and ensure accountability. Standard Indicators Level

FE1LevelFE2

2.1 Represent the social work profession with integrity and professionalism.

a. Promotes the social work profession by contributing to social work activities and knowledge development through research, evaluation, education, consultation, and presentation.

2 3

b. Articulates the values, processes, and outcomes of social work and how they apply to different practice contexts.

2 3

c. Models and promotes social work values, responsibilities and objectives in professional practice and consistently acts in a principled and accountable manner.

2 3

2.2 Behave in a professional manner and be accountable for all actions and decisions.

a. Acknowledges that social work positions carry power and uses authority responsibly to prioritise people’s own expressed interests, as far as possible.

2 3

b. Provides opportunities and encourages people to evaluate social work services and ensure people are aware of organizational and professional complaints mechanisms.

2 3

c. Maintains appropriate professional boundaries.

2 3

d. Recognises and declares conflicts of interest when they arise.

2 3

e. Maintains confidentiality and understands the legal limits of confidentiality.

2 3

f. Recognises when personal factors or issues impact on professional practice and seeks support.

2 3

g. Justifies all decisions, recommendations, and actions, and recognizes limites to knowledge, skills, and practice competence.

2 3

h. Seeks support and information or refers people when professional capabilities are exceeded.

2 3

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3. Culturally Responsive and Inclusive PracticeSocial workers have adequate understanding and knowledge of cultural diversity in order to work in a culturally responsive and inclusive way. Standard Indicators Level

FE1LevelFE2

3.1 Work respectfully and inclusively with cultural differences and diversity.

a. Demonstrates knowledge of diversity between and within different cultures including ethnicity, disability, economic status, age, sexuality, gender and transgender, faiths, and beliefs.

2 3

b. Proactively and respectfully promotes the rights of culturally diverse and minority groups in society.

2 3

c. Demonstrates understanding of the complexity of cultural identities and how this impacts on practice.

2 3

d. Creatively adapts and modifies practice in order to work effectively and inclusively with people who have different and diverse cultural identifies, values, affiliations, belief, and customs.

2 3

e. Engages in continuing professional development, supervision, cultural supervision, and critical reflection; consults with relevant community members and professionals; and engages in collaborative learning and research to enhance knowledge and practice in working with culturally different and diverse groups.

2 3

f. Critically reflects on own personal values, cultures, and beliefs, and how these impact on interactions with people, community members and colleagues; and on organisational policies and practices; and seeks supervision or consultation as appropriate.

2 3

g. Recognises and appropriately challenges discriminatory and oppressive practice and policies with respect to culturally diverse people; at a local, national and global level, as appropriate and where possible.

2 3

3.2 Respect, strive to understand and promote the rights of Aboriginal and

a. Acknowledges, identifies, and builds on strengths, capacities and contributions that Aboriginal and Torres Strait Islander People make to society.

2 3

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Torres Strait Islander peoples and their cultures.

b. Demonstrate awareness of the diversity among, and differences between, Aboriginal and Torres Strait Islander cultures throughout Australia.

2 3

c. Demonstrates knowledge and understanding of Aboriginal and Torres Strait Islander cultures, protocols and practices in a local context.

2 3

d. Acknowledges and understands the historical and continuing disadvantage and oppression of Aboriginal and Torres Strait Islander peoples and the impact this has on practice.

2 3

e. Works collaboratively with Aboriginal and Torres Strait Islander peoples in order to develop and provide culturally responsive practice.

2 3

f. Engages in continuing professional development, consults with relevant community members and professionals and engages in collaborative learning and research to enhance knowledge and practice in working with Aboriginal and Torres Strait Islander peoples.

2 3

4. Knowledge for PracticeSocial workers have and obtain the knowledge required for effective practice.Standard Indicators Level

FE1LevelFE2

4.1 Understand higher level systemic influences on people with respect to area of practice.

a. Demonstrate understanding of social work practice within a global and environmental context.

2 3

b. Critically analyses the structure of society with respect to power and disadvantage including the influence of gender, age, ability, sexuality, ethnicity, and economic disadvantage.

2 3

c. Demonstrates awareness of social, political, legal, cultural, and organisational contexts and systems, and how they impact on people.

2 3

d. Demonstrates understanding and awareness of policy, including organisational policy, relevant to practice context and how this impact on people.

2 3

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e. Demonstrates an understanding and awareness of changes in society, demography and culture and how this impacts on the social work profession and people.

2 3

f. Demonstrates an understanding of relevant legislation governing practice and the legal frameworks which inform and mandate practice.

2 3

g. Critically analyses policies, systems, and structures that contravene social work values and do not prioritise the interests of people, groups, communities and wider society and works for change.

2 3

h. identifies policies that will promote and prioritise social work values and the interests of people and understands the mechanisms to influence policy change.

2 3

4.2 Understand and articulate social work and other relevant theories and concepts.

a. Demonstrates a crucial understanding of specific social work theories underpinning social work practice at all levels.

2 3

b. Articulates and uses knowledge from other relevant subject areas such as law, sociology, anthropology, politics, economics, history, social theory, psychology, humanities, and philosophy.

2 3

c. Demonstrates understanding of theories of systems, human behaviour, and development, personality development and life cycle stages.

2 3

4.3 Understand the role of research and evaluation in obtaining and generating new knowledge for practice.

a. Proactively seeks out new knowledge relevant to practice context.

2 3

b. Proposes innovative research to develop new policies, practices, and approaches for the social work profession.

2 3

c. Has appropriate knowledge of research methodologies, the limits to these and how to implement findings in practice.

2 3

d. Works collaboratively with fellow social workers and others from various different fields and organisations in conducting research and generating new ideas.

2 3

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e. Distinguishes and evaluates various sources of knowledge including practice evidence; practice experience; personal and community knowledge and experience; research evidence; organisational and policy knowledge; and legal and ethical knowledge to help inform practice and decision making.

2 3

f. Disseminates research knowledge as appropriate e.g. seminars, conferences, publications, peer/group supervision.

2 3

4.4 Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice.

a. Develops and articulates a practice framework that draws on contemporary theory, knowledge, methods, and professional values.

2 3

b. Appropriately and critically identifies and describes the model or approach used in practice and its theoretical and conceptual underpinning.

2 3

c. Identifies, describes, appraises and applies current research evidence, methodology, and approaches to practice area.

2 3

d. Understands the principles, framework and relevant legislation of the practice area, and selects practice approach accordingly.

2 3

5. Applying Knowledge to PracticeSocial workers demonstrate the skills required to implement knowledge into practice. Standard Indicators Level

FE1LevelFE2

5.1 Conduct an assessment and analysis of needs to inform the service being offered.

a. Undertake an effective and holistic assessment by gathering relevant information appropriate to the person/organisation and practice context.

2 3

b. Assesses nature and level of risk to people, if any, and incorporates into the overall assessment as appropriate.

2 3

c. Analyses this information along with knowledge and theory in specific practice area to inform practice.

2 3

5.2 Works collaboratively with people.

a. Facilitates and enables people to make an assessment of their own needs where appropriate.

2 3

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b. Supports people to decide what service/s they want, to assist in meeting needs, taking into account any limitations to their capability, their voluntary/involuntary status and the choices available.

2 3

c. Works with other agencies, teams and across jurisdictions both at a practice and policy level.

2 3

d. When appropriate, develops a service plan that outlines what is being offered, objectives/goals and planned outcomes and evaluates and reviews the plan routinely.

2 3

5.3 Use a range of specific social work methods and techniques appropriate to the area of practice.

a. Selects an appropriate method of practice relevant to practice context to address and meet the needs, goals and preferences of individuals, families, groups, and communities, taking into account best available research evidence for the field of practice.

2 3

b. Demonstrates competence and skills in the chosen method/s or technique/s.

2 3

c. Challenges systemic and policy injustices and recommends/develops new policies using methods such as:I. Social action;II: Advocacy;III: Research and evaluation.

2 3

d. Demonstrates skills, when undertaking research in: literature reviews; proposal development; writing; undertaking ethics applications; data collection; analysis and dissemination; and evaluation.

2 3

5.4 Apply critical and reflective thinking to practice.

a. Critically reflects on and evaluates practice with a particular focus on principles of self-determination, empowerment, inclusion, equality, human rights, and social justice.

2 3

b. Critically reflects on the role of the social worker paying particular attention to power imbalances, professional boundaries, use of authority in statutory positions and work with people who are using services involuntarily.

2 3

c. Critically reflects on and conducts evaluation of practice at an individual, program, organisational and policy level.

2 3

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d. Critically reflects on the broader organisational, societal and political context of practice.

2 3

6. Communication and Interpersonal SkillsSocial workers demonstrate skills required to communicate and work effectively with others.Standard Indicators Level

FE1LevelFE2

6.1 Effectively communicate with a diverse range of people.

a. Uses appropriate verbal and non-verbal communication with individuals, community members, colleagues, and relevant others.

2 3

b. Adapts communication form and style to effectively communicate with a diverse range of people.

2 3

c. Uses conflict management, mediation and negotiation skills, when appropriate to achieve the best outcome.

2 3

6.2 Effectively communicate the details and nature of the service offered to people.

a. Engages and includes people in the decision making processes that affect them as far as possible including those using services involuntarily.

2 3

b. Informs people of policies and procedures of the service being offered.

2 3

6.3 Effectively work with others in a team environment.

a. Contributes discipline specific social work values, principles and practice to team activities.

2 3

b. Relates to social work and other colleagues with respect, integrity and courtesy.

2 3

c. Cooperates and collaborates with other disciplines when undertaking practice to improve service provision.

2 3

d. Proactively and respectfully seeks to resolve conflict with colleagues.

2 3

6.4 Use information technology to communicate and provide services as appropriate.

a. Demonstrates skills in the use of information technology relevant to practice area.

2 3

b. Identifies the benefits of communicating and providing services in an online environment and in what circumstances it is appropriate to use such means.

2 3

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c. Identifies ethical considerations with respect to using online communication and social media for service provision including confidentiality, privacy, and professional boundaries and address these appropriately.

2 3

7. Information and RecordingSocial workers are accountable and responsible for the information they collect and keep in the course of their work. Standard Indicators Level

FE1LevelFE2

7.1 Record and manage information appropriately.

a. Informs people of social work records and the purpose for which a record is made.

2 3

b. Informs people of who will/may have access to their record and why.

2 3

c. Advises people of how to access their records.

2 3

d. Writes information in an accurate, objective and contemporaneous manner, acknowledging the basis of any subjective opinions.

2 3

7.2 Keep and maintain information in accordance with ethical principles and relevant legislation.

a. Keeps information in accordance with ethical principles including confidentiality, informed consent and accountability.

2 3

b. Stores records securely including electronic and paper records.

2 3

c. Understands relevant legislation with respect to record keeping in area of practice.

2 3

d. Stores records for seven years following last contact (in the absence of relevant legislation).

N/A N/A

e. Stores child records until the day the child would turn 25 years of age (in the absence of relevant legislation).

N/A N/A

8. Professional Development and SupervisionSocial workers demonstrate commitment to ongoing learning through continuing professional development and supervision.Standard Indicators Level

FE1LevelFE2

8.1 Actively participate in professional supervision.

a. Understands the role, purpose and function of supervision and the importance of seeking supervision from an appropriately trained and qualified supervisor.

2 3

b. Ensures active engagement in appropriate supervisory processes, including cultural supervision where necessary.

2 3

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c. Actively seeks opportunities for feedback, mentoring, support and constructive criticism from senior social workers/colleagues in order to continuously improve practice.

2 3

d. Demonstrates the ability to engage in critical reflective practice in supervision and in practice, including examination of personal and professional values that influence practice.

2 3

8.2 Engage in continuing professional development as outlined in the AASW continuing professional development requirements.

a. Develops implements and regularly reviews a professional development plan.

N/A N/A

b. Identifies learning needs and seeks out opportunities to address these needs through training, consultation, supervision, and support.

N/A N/A

c. Keeps abreast of new research, evidence and developments in specific field of practice and ensures knowledge and skills are up to date.

N/A N/A

d. Takes opportunities to work with researchers to generate new knowledge and evidence.

N/A N/A

8.3 Contribute to education and professional development of others where appropriate.

a. Provides supervision to students, co-workers, and staff as appropriate and in line with ethical values and responsibilities as outlined in the Code.

N/A N/A

b. Ensures education and training are provided in a manner consistent with ethical values and responsibilities as outlined in the Code.

N/A N/A

c. Is appropriately experienced and qualified to provide supervision, education and training.

N/A N/A

d. Promotes and shares new social work research and knowledge.

N/A N/A

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Assessment Support and InformationImportant and valuable information about completing your assessments can be found on the Student Learning Support website: http://learningsupport.acap.edu.au/

All assessments for the Filed Education Program are to be submitted online (on SONIA). You can find more information on the assessment process here: http://www.acap.edu.au/current-students/managing-my-course/assessment-information/higher-education-assessment/

Academic Integrity and Honesty Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. It is your responsibility to make sure you understand the policy on plagiarism in order to avoid engaging in it. Please refer to: http://www.acap.edu.au/assets/CurrentStudents/Managing-My-Course/A-Z-Policies/Academic-Misconduct-Policy.pdf

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