School of Sociology and Social Work

SOCIAL WORK

FIELD EDUCATION

MANUAL

2012

MASTER OF SOCIAL WORK

AND

BACHELOR OF SOCIAL WORK

PROGRAMS

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PREFACE

This manual has been developed for the use of students, field educators (including agency task

supervisors) and teaching staff within the School of Sociology and Social Work (SSSW) at the University

of Tasmania (UTAS). It provides a reference point for information about the field education component in

social work at UTAS, including placement procedures, assessment processes and relevant UTAS

policies. There are two social work programs at UTAS for which field education is a requirement: the

Bachelor of Social Work (BSW) and the qualifying Master of Social Work (MSW) program.

This manual relates to the Bachelor of Social Work (BSW), the Bachelor of Social Work with

Honours (Honours) and the professional qualifying Master of Social Work (MSW) programs, and

is to be read in conjunction with the unit outlines for the social work practicum units within these

programs, as follows:

HGW303 Social Work Practicum 1 (BSW first year students)

HGW403 Social Work Practicum 2 (BSW final year students)

HGW409 Social Work Practicum Honours (Honours students)

HGW513 Social Work Practicum 1 (MSW first year students)

HGW613 Social Work Practicum 2 (MSW final year students).

Unit outlines will be provided prior to or with this manual, and contain the following information:

Unit description Intended learning outcomes Generic graduate attributes

Alterations to the unit as a result of student feedback Prior knowledge &/or skills

Learning expectations and teaching strategies/approaches

Learning resources required

Details of teaching arrangements (including Work Health and Safety (WHS)

Specific attendance/performance requirements

Assessment

How your final result is determined

Submission and collection of assignments

Requests for extensions

Penalties

Review of results and appeals

Academic referencing

Academic misconduct

Further information and assistance

Available school resources

Unit schedule Students and field educators can also access the unit outline via MyLO, which is the UTAS online

learning website. Passwords will be supplied to field educators when students are allocated to them.

Field education is a core component of the BSW and MSW courses, and has the same status as an

academic unit. For a student to complete field education units successfully, commitment, rigor and

enthusiasm are required on the part of both students and field educators. UTAS acknowledges the

continuing efforts of field educators in offering a wide range of learning opportunities for students, usually

as an „add on‟ to their regular duties. Successful outcomes depend on this commitment.

SSSW is always interested in extending the range of placement opportunities. Students, field educators,

and other agency staff are welcome to make suggestions that the field education coordinators will

explore further.

This manual is regularly reviewed and updated. Comment is invited from students and field educators

about changes to content and presentation that might enhance „user-friendliness‟. Please address

comments about this manual or suggestions for placements to the field education coordinators as per

their contact details listed herein.

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CONTENTS

PREFACE ............................................................................................................................................................. 3

CONTENTS .......................................................................................................................................................... 4

CONTACT DETAILS ............................................................................................................................................ 6

KEY PLACEMENT DATES 2012 ......................................................................................................................... 7

FIELD EDUCATION POLICIES AND PROCEDURES ........................................................................................ 8

AUSTRALIAN ASSOCIATION OF SOCIAL WORKERS STANDARDS AND CODE OF ETHICS ............................................ 8 UNIVERSITY OF TASMANIA SAFE TO PRACTICE POLICY .......................................................................................... 8

FIELD EDUCATION WITHIN THE UTAS UNDERGRADUATE SOCIAL WORK DEGREE ............................ 11

PLACEMENT ARRANGEMENTS ............................................................................................................................ 11 REQUESTS FOR PART-TIME PLACEMENTS .......................................................................................................... 11 REQUESTS FOR VARIATIONS TO PLACEMENT ARRANGEMENTS ............................................................................ 12

GEOGRAPHIC LOCATION OF PLACEMENTS ............................................................................................... 13

RURAL AND REMOTE - TASMANIA ....................................................................................................................... 13 INTERSTATE ...................................................................................................................................................... 13 OVERSEAS PLACEMENTS ................................................................................................................................... 13

RECOGNITION OF PRIOR LEARNING IN FIELD EDUCATION ..................................................................... 15

APPLICATION PROCESS FOR RPL ...................................................................................................................... 16 OUTCOME OF APPLICATIONS ............................................................................................................................. 18 REVIEW ............................................................................................................................................................ 18 HGW308 & HGW516 ETHICAL, LEGAL AND ORGANISATIONAL CONTEXTS OF PRACTICE .................................... 18 FINAL YEAR PLACEMENTS ................................................................................................................................. 18

IDENTIFICATION AND ALLOCATION OF PLACEMENTS ............................................................................. 19

FIELD EDUCATORS ............................................................................................................................................ 19 STUDENTS ........................................................................................................................................................ 19 NATIONAL POLICE RECORD CHECK ................................................................................................................... 20 ALLOCATION OF PLACEMENTS ........................................................................................................................... 20 EXCLUSIONS ..................................................................................................................................................... 21 PLACEMENTS WITH AN EMPLOYER AGENCY ........................................................................................................ 21 NOTIFICATION OF PLACEMENT ........................................................................................................................... 22 PRE-PLACEMENT INTERVIEWS ........................................................................................................................... 22 CONFIRMATION OF PLACEMENT ALLOCATION ...................................................................................................... 22

ROLES AND RESPONSIBILITIES DURING PLACEMENTS ........................................................................... 23

STUDENTS ........................................................................................................................................................ 23 PLACEMENT AGENCIES...................................................................................................................................... 25 FIELD EDUCATORS ............................................................................................................................................ 25 TASK SUPERVISORS AND EXTERNAL FIELD EDUCATORS ..................................................................................... 26 LIAISON STAFF .................................................................................................................................................. 27 UTAS FIELD EDUCATION COORDINATORS ......................................................................................................... 29

ASSESSMENT OF STUDENT PERFORMANCE ............................................................................................. 30

GRADING .......................................................................................................................................................... 30 ASSESSMENT TOOLS ......................................................................................................................................... 30 LEARNING PLAN ................................................................................................................................................ 31 LEARNING JOURNAL .......................................................................................................................................... 31 LIAISON VISITS .................................................................................................................................................. 31 PROGRESS REPORT .......................................................................................................................................... 31 FINAL PLACEMENT REPORT ............................................................................................................................... 32 INTENSIVE UNITS ............................................................................................................................................... 32 STUDY LEAVE ................................................................................................................................................... 33 PROFESSIONAL DEVELOPMENT PROGRAM ......................................................................................................... 33

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PERFORMANCE CONCERNS .......................................................................................................................... 34

PROCESS FOR ADDRESSING PERFORMANCE CONCERNS .................................................................................... 34

PLACEMENT PROBLEMS ................................................................................................................................ 36

INTERPERSONAL ............................................................................................................................................... 36 PERSONAL ........................................................................................................................................................ 36 ABSENCE OF THE FIELD EDUCATOR ................................................................................................................... 36 CHANGE OF AGENCY CIRCUMSTANCES .............................................................................................................. 37 HARASSMENT AND BULLYING ............................................................................................................................. 37

SUPPORT FOR STUDENTS WITH A DISABILITY OR HEALTH CONDITION ............................................... 38

INSURANCE FOR PROFESSIONAL FIELD EDUCATION PROGRAMS ........................................................ 39

PUBLIC LIABILITY ............................................................................................................................................... 39 PERSONAL ACCIDENT ........................................................................................................................................ 39 MEDICAL MALPRACTICE .................................................................................................................................... 39

APPENDICES AND FORMS ............................................................................................................................. 41

APPENDIX A– PLACEMENT LEARNING PLAN – FIRST PLACEMENT LEARNING PLAN TEMPLATE ............................... 41 APPENDIX B – PLACEMENT LEARNING PLAN – FINAL PLACEMENT LEARNING PLAN TEMPLATE .............................. 43 FORM 1 – SOCIAL WORK FIELD EDUCATION CHECKLIST – SEMESTER ONE .......................................................... 45 FORM 2 – SOCIAL WORK FIELD EDUCATION CHECKLIST – SEMESTER TWO ......................................................... 47 FORM 3 – FIRST LIAISON VISIT REPORT 2012 .................................................................................................... 49 FORM 4 – PLACEMENT PROGRESS REPORT (FIRST PLACEMENT) ......................................................................... 51 FORM 5 – PLACEMENT PROGRESS REPORT (FINAL YEAR) ................................................................................... 55 FORM 6 – FINAL PLACEMENT REPORT (FIRST PLACEMENT) ................................................................................. 59 FORM 7 – FINAL PLACEMENT REPORT (FINAL YEAR) ........................................................................................... 65 FORM 8 – STUDENT PLACEMENT EVALUATION QUESTIONNAIRE .......................................................................... 71

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CONTACT DETAILS

Unit coordinator: Dr Torna Pitman

Campus: Launceston

e-mail: Torna.Pitman@utas.edu.au

Phone: 03 6324 3643

Fax: 03 6324 3970

Room number: 223, Arts Building

Consultation hours: Mondays, Tuesdays, Wednesdays and Thursdays by appointment.

Unit coordinator: Ms Christine Caleidin

Campus: Hobart

e-mail: Christine.Caleidin@utas.edu.au

Phone: 03 6226 2550

Fax: 03 6226 2279

Room number: 430, Social Sciences Building

Consultation hours: Mondays, Tuesdays and alternate Thursdays by appointment.

Unit Coordinator Ms Diane Keygan

Campus: Cradle Coast

e-mail: Diane.Keygan@utas.edu.au

Phone: 03 6430 4931

Fax: 03 6430 4950

Room number: B1-45 (Building B)

Contact Mondays, Tuesdays and alternate Wednesdays

by appointment.

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KEY PLACEMENT DATES 2012

25 June Placement preparation workshop for HGW403/409/613 (Includes second Professional Development session)

26 June Placement Preparation Workshop for HGW303/513 (Includes second Professional Development session)

2 July All placements begin

23 July – 3 August First liaison visits (full-time placements)

24 – 25 July First Intensive Cradle Coast campus (Includes third Professional Development session on 24 July)

25 – 26 July First Intensive Sandy Bay and Newnham campus (Includes third Professional Development session on 25 July)

30 July– 10 August First liaison visits (four day placements)

13 – 24 August First liaison visits (three day placements)

21 – 22 August Second Intensive Cradle Coast campus (Includes fourth Professional Development session on 21 August)

22 – 23 August Second Intensive Sandy Bay and Newnham campuses (Includes fourth Professional Development session on 22 August)

27 August – 7 September Second liaison visit (full-time placements)

3 – 21 September Second liaison visit (four day placements)

18 – 19 September Third Intensive Cradle Coast campus (Includes fifth Professional Development session on 18 September)

19 – 20 September Third Intensive Sandy Bay and Newnham Campuses (Includes fifth Professional Development session on 19 September)

19 October Students doing 5 day placements finish

19 October Final Day Workshop and Celebration for HGW403/409/613 (Includes sixth Professional Development session for HGW403/409/613 only)

29 September– 9 November Second liaison visit (three day placements)

16 November Students doing 4 day placements finish

4 January 2013 Students doing 3 day placements finish

Details of times and locations for 2012 are contained in the Unit schedule in the unit outlines.

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FIELD EDUCATION POLICIES AND PROCEDURES

AUSTRALIAN ASSOCIATION OF SOCIAL WORKERS STANDARDS

AND CODE OF ETHICS

Field education policies and procedures at UTAS are underpinned by standards established by

Australian Association of Social Work (“AASW”) and contained in the following documents:

AASW Australian Social Work Education and Accreditation Standards, (January 2010) (“AASW

Education and Accreditation Standards”)

AASW Code of Ethics (2010) (“AASW Code of Ethics”), and

AASW Practice Standards for Social Workers (2003) (“AASW Practice Standards”).

These documents may be accessed via this website: www.aasw.asn.au/publications/forms-resources or follow the links via Publications on

www.aasw.asn.au.

UNIVERSITY OF TASMANIA SAFE TO PRACTICE POLICY

From 2011, SSSW has adopted the University of Tasmania Safe to Practice Policy. This document

is accessible to students and field educators on the MyLO page for each field education unit. Field

educators will also be provided with an electronic copy.

UTAS is committed to continuously improving the management and standards of occupational

health and safety and in so doing strives to protect the health and safety of students and other

people in the community with whom students interact as part of their study.

In accordance with the University of Tasmania Safe to Practice Policy and Work Health and Safety

Policy, all students required to undertake placement(s) are to establish and maintain their medical,

physical and psychological capacity to practise safely and without adverse impact on either

themselves, professional colleagues or clients.

Students are therefore required to declare their capacity to safely undertake the professional

experience placement and be able to meet the functional requirements for their course.

The functional requirements will vary according to the course that the student is enrolled in. The

Safe to Practice Policy requires students to declare their capacity to safely undertake professional

experience placement and to meet the functional requirements in the areas of reading and writing,

critical thinking and analysis, communication, and psychological wellbeing. The functional

requirements for students enrolled in Social Work programs are as follows:

1. The capacity to read, write, comprehend, and evaluate at a level that enables the student to participate in a professional and competent manner within an organisational context. This includes:

i. participation at meetings ii. adherence to policies and procedures iii. maintenance of accurate records iv. maintenance of client notes v. appropriate report writing skills

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2. The capacity to undertake critical thinking and reflective analysis. This includes the ability to:

i. self-evaluate and reflect upon one‟s own practice, feelings and beliefs ii. reflect on the consequences of one‟s own practice, feelings and beliefs for other

individuals or groups iii. adjust one‟s behaviour accordingly

3. The capacity to use appropriate communication skills and use of self that enables the student to:

i. interact with clients and colleagues in a professional manner (i.e. with self-awareness and respect)

ii. accept instruction and professional feedback iii. respond appropriately to and adjust attitudes or behaviour accordingly in response to

instruction and professional feedback iv. clarify instructions or feedback which may be unclear v. negotiate collaboratively with professional colleagues and clients.

4. The psychological capacity to;

i. understand the importance of and demonstrate the professional attributes of honesty, integrity, critical judgement, insight and empathy

ii. interact with clients, and others in a caring, respectful manner iii. provide appropriate, services and referrals iv. maintain professional attitudes and behaviours in challenging situations

If a student answers YES to any of the questions in the disclosure they may be required to have the

Health Assessment Form completed by their medical practitioner.

Declaring a medical, physical and/or psychological condition will not automatically exclude a student

from undertaking placement. UTAS is committed to anti-discrimination practices and will provide

reasonable adjustments to enable students to participate in placements as long as safety

requirements are not compromised.

A student‟s health information will only be used for the direct purpose for which it is collected. The

information provided by a student in their Safety in Practice agreement may be disclosed to the

agency at which the student undertakes placement, in which case that agency will be informed that

they are bound by the privacy provisions of the University and that they are required to contact the

student in relation to the use, storage and disclosure of a student‟s health information. Prior to any

information being disclosed to the agency, it will be discussed and negotiated with the student

beforehand as to why, how, when and to whom this information will be disclosed.

In addition, students must present to their school a National Police Certificate that has been applied

for in 2012 and agree to abide by the UTAS Code of Professional and Ethical Conduct.

Students need to familiarise themselves with all of the above documents and requirements, and in

particular are expected to actively engage with the AASW Code of Ethics. It is hoped that students

will be able to participate in discussion and debate regarding ethical social work practice in their

placement agency.

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For information about AASW requirements for the structure of field education programs, please refer

to the following relevant section of the AASW Education and Accreditation Standards:

4.3 Learning for Practice in Field Education

4.3.1. Structure of a program for learning in field education

(i) Field education subjects must demonstrate a developmental approach to

learning that complies with the ‘principles for social work education’ [in

the AASW Education and Accreditation Standards].

(ii) Field education subjects must be taken over two years within the

professional social work program of study.

(iii) Students must successfully complete a minimum of 140 seven-hour

working days (at least 980 hours) in at least two field education subjects

as above.

(iv) No placement will be shorter than 40 days.

(v) No placement will be an observational placement.

(vi) Placements must be structured in a way that is educationally viable (so

that educational goals can be achieved). Patterns of placement days

may vary from 5 days per week, to a minimum of 2 days per week.

Placements that are 2 days per week must include at least two full-time

(5 day) block periods.[1]

(vii) All placements are carried out in a host organisation that provides

human service/social work services and meets the educational

requirements of the field education program.

(viii) Each student is allocated a field educator who is a suitably qualified and

experienced practitioner meeting the requirements specified [by

AASW].[2] The field educator guides the student’s learning during the

placement.

(ix) Clear expectations for learning goals and performance outcomes, based

on AASW Practice Standards and Code of Ethics, are established

through a consultative process between the university, field educator

and student, and documented in a learning plan [see Appendices].

(x) At least one placement will be in direct practice.

1 At UTAS, placements must be a minimum of three days per week.

2 The social worker must be eligible for membership of AASW and have a minimum of two years‟ practice

experience.

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FIELD EDUCATION WITHIN THE UTAS UNDERGRADUATE

SOCIAL WORK DEGREE

Field education is a major component of the Bachelor of Social Work (BSW), the Bachelor of Social

Work with Honours (Honours), and the professional qualifying Master of Social Work (MSW)

degrees.

For each degree, students are required to complete 490 hours of placement within a human

services agency in each of the two years of study, i.e. on completion of the degree, a total of 980

hours placement has been completed. The placements are undertaken during a 16-week period

commencing just prior to semester 2 of each year.

AASW Education and Accreditation Standards, section 4.3.4 (a) defines the minimum requirements

for location of field education placements, as follows:

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.

At UTAS, placements in direct client service delivery with individuals, groups or communities are

generally sought for first placement students. For final year students, it is expected that placements

will include a significant component of non-direct practice such as project work, evaluation, policy

analysis or development, or research, especially if this has not occurred in the first placement.

PLACEMENT ARRANGEMENTS

The organisation of field education units at UTAS is based on AASW requirement to complete a

minimum of 140 seven-hour working days (at least 980 hours) in either full or part-time

arrangements.

REQUESTS FOR PART-TIME PLACEMENTS

SSSW considers that full-time placements, worked over five standard agency working days per

week, provide optimal learning experiences for social work students and are preferred by many field

educators. However, SSSW also acknowledges that, in some circumstances, full-time placements

will be difficult to achieve and complete for both students and field educators. SSSW will, therefore,

endeavour to locate part-time placements when these would appear to offer the most educationally

viable arrangement3.

It is expected that requests for part-time arrangements will normally be based on caring

commitments (children, aged or family members with disabilities), health reasons, or an imperative

to work which, for financial reasons, cannot be suspended for the placement period. Students

requesting part-time placements must:

3 AASW Australian Social Work Education and Accreditation Standards (2010), 4.3.1(vi), p.13.

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seek an early appointment with their field education coordinator to discuss possible

arrangements, and

discuss and confirm the viability of their preferred part-time arrangement at the interview with

their field educator.

REQUESTS FOR VARIATIONS TO PLACEMENT ARRANGEMENTS

Students are notified of placement dates early in semester 1 in the unit outline and at field education

seminars. It is expected that all students will adhere to these dates. Variations to end-dates may be

necessary if the student has been unwell and needs to make up days to meet AASW requirements.

Working days that are longer than 7 hours in the placement agency do not constitute reasons for

early conclusion.

Requests for variations to placement arrangements, including early commencement or absences,

will not be supported unless the student is able to establish exceptional circumstances that are

beyond their control. These might include sudden illness of the student, sudden illness or death of a

partner, child or other close family member, or unexpected care needs within a family.

Please note that at SSSW, students are not permitted to negotiate or organise their own placements

unless, after careful consideration of the circumstances, the field education coordinators permit them

to do so.

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GEOGRAPHIC LOCATION OF PLACEMENTS

Placements are offered throughout Tasmania with concentrations in Launceston, Hobart and the

north-west coast. The demand for placements in major population centres is often greater than the

supply, so students may be required to travel away from their home location and be flexible in their

choice of settings. Preference for remaining in a home location is given to students with school-aged

children, students with medical reasons or caring responsibilities and students dependent on

continuing employment. Limited resources are available to assist students with petrol costs if they

are placed at an agency that requires them to travel more than 45 kilometres each way.

RURAL AND REMOTE - TASMANIA

Students may request placements in rural or remote areas. SSSW encourages these placements

and will support them if viable arrangements can be made and suitably qualified field educators are

available. Practical support may be available to social work students through the University

Department of Rural Health in the form of:

accommodation at one of the UDRH Rural Health Teaching Sites (RHTS)

computer and internet access at the RHTS

assistance with locating a placement, and

travel/accommodation allowance of up to $200 per placement.

Further information is available on the website: http://www.utas.edu.au/rural-health/quick-

links/student-resources/allied-health-student-support-program

Students should seek an appointment with their field educator early in semester 1 if they are

interested in a rural or remote placement.

INTERSTATE

Students may request to undertake their second placement interstate. Such requests will usually be

based on specific reasons, such as proximity to family. UTAS will negotiate with field education

coordinators at the closest university to locate a placement that will be suitable for the student‟s

learning needs. Students should understand, however, that securing placements is a challenging

and competitive process and no guarantees can be given that a placement interstate will be

secured. Students are responsible for all costs incurred in undertaking placements interstate.

OVERSEAS PLACEMENTS

AASW Education and Accreditation Standards define the requirements for placements undertaken

overseas in Section 4.3.4 (c):

(i) When a student is enrolled in a university based in Australia, fifty per cent

(70 days/ 490 hours) of the field education program must be undertaken in

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Australia. It is preferable that the student undertake their first placement in

Australia4.

(ii) When a student is enrolled in an accredited social work program in an

Australian university off shore campus, students can do both placements

overseas as long as the principles and policies of this document are met.

(iii) Field educators must have at least 2 years’ experience and be eligible for

membership of either the professional social work association in the

country where the placement is undertaken, or the AASW.

(iv) University based field education coordinators must be staff members of

accredited social work educational programs in the country where the

placement is undertaken, or members of accredited Australian social work

programs.

SSSW has developed networks with agencies and programs in Cambodia, India, and Ireland.

Students interested in undertaking an overseas placement must contact their field education

coordinator early in semester 1. Students are responsible for all expenses associated with

completing their placement overseas including airfares, accommodation, fully comprehensive travel

insurance and appropriate vaccinations.

4 Note that UTAS requires the student‟s first placement to be undertaken in Tasmania

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RECOGNITION OF PRIOR LEARNING IN FIELD

EDUCATION

In keeping with provisions of Australian Association of Social Workers (AASW), the School of

Sociology and Social Work (SSSW) at University of Tasmania offers students with substantial work

experience in human services the opportunity to apply for Recognition of Prior Learning (RPL) for

their first field education placement.

Therefore, this policy and the following procedures apply to students enrolling in the first-year practicum units HGW303 Social Work Practicum 1 and HGW513 Social Work Practicum 1. AASW Education and Accreditation Standards, section 4.3.5, outlines the policy for recognition of prior learning (RPL) as it relates to field education, as follows:

The AASW recognizes that students may enter their social work degree study

program with a breadth of prior learning and experience in the human services

sector. The AASW policy for credit transfer and recognition of prior learning is

detailed in Part 1, section 7 and 8 [of the AASW document]. The policy as it

relates to field education is outlined further below:

(i) Credit for the first field education placement or part thereof, may be

possible on the basis of recognition of prior work experience or the

completion of field education placements completed prior to entry into the

social work program.

(ii) Performance outcomes for first placement based on the AASW Practice

Standards and Code of Ethics will be used to assess students for RPL.

(iii) In accordance with the policies in this document credit for the first field

education placement or part thereof, will take account of:

the currency of the work experience (minimum 5FTE in last10 years),

with a minimum of 3 years practice in a relevant human service context;

the use of core social work practice skills such as assessment and

counselling;

familiarity and use of a range of methods such as case work and

community work;

verification of student’s claim by a qualified social worker who can attest

to its accuracy.

(iv) Recognition of Prior Learning for field education must be thoroughly

assessed.

(v) 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. This should include for example, job descriptions

accompanied by referee reports; skills assessment and critical reflection on

placement or work experience.

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APPLICATION PROCESS FOR RPL

The following procedures have been developed with reference to AASW Education and Accreditation Standards, section 4.3.5 (outlined above), AASW Practice Standards for Social Workers 2003, AASW Code of Ethics 2010 and learning outcomes for HGW303 and HGW513.

PART ONE – PRIOR TO APPLYING

Before, or immediately after, the commencement of the academic year, students who wish to make

an application for RPL in field education should:

enrol in the relevant field education unit, HGW303 Social Work Practicum 1 or HGW513 Social

Work Practicum 1;

make an appointment with the field education coordinator on their campus to discuss their work

experience with reference to the AASW requirements (in terms of years and type of work

undertaken), the portfolio they will need to submit, and assessment of RPL procedures followed

by the School of Sociology and Social Work;

satisfy themselves that they are able to commit the time needed to complete the application and

submit it by the due date, the first Thursday in April 2012; and

complete a placement planning agreement and attend a pre-placement interview with the field education coordinator. (This ensures that essential information is recorded should the application not be successful and a placement must be located).

PART TWO – PREPARING THE APPLICATION

Application should be made in the form of a portfolio which contains the following documents:

letter of introduction which includes name, address, phone contact numbers, and email address and a brief statement outlining why the applicant considers they meet the requirements for RPL. The letter should not exceed one A4 page in size 12 font.

Curriculum Vitae which clearly shows how the application meets the AASW work requirement of a minimum of 5 years FTE in the last 10 years, with a minimum of 3 years FTE practice in a human service context. Relevant Position Descriptions or Statements of Duty must be included.

statement addressing each of the key learning objectives for first placement (see appendix). Each statement should be 300-400 words in length and include the following:

examples from the student‟s work which demonstrate practice at the level expected of a

student completing a first placement critical reflection on the practice with reference to AASW Social Work Practice Standards

and Code of Ethics, and identification of future learning goals.

names and contact details of two referees who have worked with the applicant in a professional capacity. At least one of these referees must be a professional social work practitioner who is eligible for AASW membership, has a minimum of two years‟ practice experience, and can attest to the accuracy of the information provided in the application from a social work practice perspective.

Referees will be interviewed by the assessment panel. Applicants need to ensure that they have the referee‟s permission before including their contact details in the application. Referees will

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need to read the application so that they are in a position to discuss it with the assessment panel.

documentary evidence to support the applicant‟s claims against the learning objectives that can be verified as the applicant‟s own work. Evidence could include, but is not restricted to:

testimonials regarding knowledge, skills, and competence examples of written work, such as reports, publications or brochures details of group work, education or information sessions or community development

activities conducted in the work place, and details of supervision provided by a qualified supervisor.

It should also be noted that students applying for RPL in field education will be required to demonstrate satisfactory academic progress in units that are pre-requisites to placement. Presentation of portfolio The portfolio must be presented in a, concise and organised way with all supporting documents clearly relevant to the application. The statement addressing key learning objectives work must be written in a professional way which reflects an understanding of social work knowledge, ethics, values and practice standards.

Maximum length of the portfolio is 20 pages. Three copies are required.

PART THREE - ASSESSMENT OF THE APPLICATION

The application will be assessed by a panel comprising:

the Head of Social Work at SSSW

a field education coordinator

a staff member from SSSW as required5, and

an experienced social work practitioner who also has extensive experience as a field educator, as

required6.

The panel will undertake assessment of applications on the basis of the following steps:

consideration of the portfolio to determine the extent to which learning objectives for the relevant

practicum unit have been met

interviews with nominated referees to confirm achievement of learning objectives from a social

work perspective

confirmation that the applicant is making satisfactory academic progress, and

direct observation of the applicant‟s level of social work skills and knowledge. This will take the

form of a ten-minute presentation as part of an interview with the panel, using experience and

achievements to demonstrate functioning at the level of a student completing a first placement.

5 A staff member and/or experienced field educator may be co-opted to participate in the assessment process

if the Head of Social Work considers that specific or additional expertise is required to facilitate a fair and

thorough assessment of an application.

6 The opportunity to include an experienced field educator in the RPL process acknowledges the considerable

contribution field educators make to the development and assessment of students‟ practice skills and

professional identity. Expressions of Interest will be sought to identify suitable participants.

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OUTCOME OF APPLICATIONS

1. The assessment panel may decide: a) to grant approval of RPL for the whole of first placement

b) to grant approval of RPL for part of the first placement with a requirement of further

assessment in order to demonstrate that learning objectives for HGW303 Social Work Practicum I or HGW513 Social Work Practicum I are fully met, or

c) to decline approval for RPL for the first placement.

2. Applicants will be notified in writing regarding the outcome of their application within one week

of the panel‟s final assessment of the application.

REVIEW

Applicants who are not happy with the outcome may write to the Head of Social Work within two

weeks of the date of the written notification, regarding the outcome of the application. They should

clearly outline the basis of their request to have the decision reviewed. The Head of Social Work will

consider their concerns and may choose to refer the matter to a senior member of staff who has not

been part of the assessment process for their comments. The final decision on the application will

rest with the Head of Social Work.

HGW308 & HGW516

ETHICAL, LEGAL AND ORGANISATIONAL CONTEXTS OF

PRACTICE

Students who have been granted full or partial RPL for their field placement will still be required to

enrol in units HGW308 or HGW516 Ethical, Legal and Organisational Contexts of Practice in

Semester 2. It is expected that students will use the work experiences on which their RPL

applications were presented as the basis for satisfactory completion of the unit HGW308 or

HGW516 Ethical, Legal and Organisational Contexts of Practice.

FINAL YEAR PLACEMENTS

Successful applicants for RPL should note that in lieu of a first placement report, their field educator

will be provided with a copy of the RPL application. Final year placements will be made in a field of

practice distinct from areas in which the student has gained experience and on which the RPL

application was based and approved.

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IDENTIFICATION AND ALLOCATION OF PLACEMENTS

FIELD EDUCATORS

The AASW Education and Accreditation Standards, Section 4.3.3 Roles and Responsibilities, outlines the responsibilities and qualifications of field educators as follows:

(i) Field educators are qualified social workers (eligible for full membership of the

AASW) 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.

(ii) Field educators must be able to provide a minimum of 1.5 hours supervision

per student (including formal and informal) for each five days of placement.

This may be provided individually or in group formats.

(iii) It is desirable that field educators have undergone or will undergo during the

placement, some further education in student supervision.

(iv) The social work field educator will be able to observe the student’s practice.

INVITATION TO PARTICIPATE IN FIELD EDUCATION

Early in semester 1, letters are sent to prospective field educators inviting them to participate in the

field education program. They are asked to complete an information form outlining the types of

learning experiences they can offer, whether there are particular skills, experience, personal

attributes or knowledge that they would like a student to have on commencing a placement within

their agency, and the numbers of students they are able to accept. Field education coordinators will

visit agencies so far as they are able to during the semester to discuss proposed arrangements.

STUDENTS

To be eligible to commence placements, all students must first complete and pass all semester 1

HGW units. Students must then complete the following by the dates specified in their task sheets

and sign off on their Social Work Field Education Check List (see Appendices and Forms):

participate in field education seminars early in Semester 1

attend an interview with the field education coordinator in their region

complete and sign the SSSW Planning Agreement and University of Tasmania Safety in

Practice Agreement

present a national police record check certificate (see next page)

prepare curriculum vitae and letter of introduction to the field educator, and forward this to the

field education coordinator

organise and attend placement interview with the field education coordinator, and

attend placement preparation workshops.

20

NATIONAL POLICE RECORD CHECK

All SSSW students undertaking clinical or field education placements are required to undertake a

national police record check.

In keeping with UTAS Safe to Practise Policy, students at SSSW are required to present the original

National Police Certificate to their field education coordinator or designated administrative officer

prior to allocation of placement. If the field education coordinator is concerned that a record may

limit placement options, this will be discussed with the student when the police certificate is

presented. A check must be obtained before each placement and must also be presented to the

field educator at the pre-placement interview. It is strongly recommended that students apply for

their police checks early in semester 1 as it may take approximately six weeks before the check is

returned.

The fee for a national police record check is currently $45. For information on making application for

the check, see the Tasmania Police website: http://www.police.tas.gov.au/services-online/police-

history-record-checks/

Students should be aware that additional checks may be required by their placement agency before

they are able to commence placement and/or participate in the full range of activities and services

undertaken by the agency. This requirement may apply in agencies providing services to children,

aged persons, and other vulnerable groups, and may be a condition of the agency‟s funding

arrangements. Where agencies have included this requirement in their offers of placement, students

will be advised of this when they are allocated to the placement. Otherwise, it is expected that the

field educator will discuss this at the pre-placement interview. Students should also confirm the

requirement for any other checks at this interview.

For information on collection, storage and use of student information, please refer to UTAS Privacy

Policy on webpage www.utas.edu.au\\universitycouncil\\legislation\\pol_privacy.doc (opens as a

Word document - copy and paste this link into your browser).

ALLOCATION OF PLACEMENTS

The process of allocating students to placements is the responsibility of field education coordinators.

In making decisions, coordinators will consider the following:

the learning opportunities and experiences offered by field educators

the expectations of field educators

the learning needs of the students and the potential of available placements to meet these

needs

the requirement for students to have placements in two different fields of practice and in direct

and non-direct service delivery, and

factors of a personal nature, such as transport limitations, requests for part-time placements, or

child care commitments.

Field education coordinators will confer with other UTAS Social Work academic staff and consider

their advice in the allocation process.

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EXCLUSIONS

Students will not usually be allocated to placements in agencies where they, their partners or other

family members are, or have been, clients, or are employed. Exceptions to this policy may be

considered after due consideration by the field education coordinator of the circumstances. The

field education coordinator must be satisfied that conflict of interest is unlikely to arise and that the

placement will provide an appropriate learning environment for the student.

PLACEMENTS WITH AN EMPLOYER AGENCY

Requirements for work-based placements are detailed in AASW Education and Accreditation

Standards, section 4.3.4 (b), as follows:

(i) 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, organization and field

of practice to the student’s place of employment.

(ii) This requirement may be waived if the university is satisfied that all other

principles and policies set out in this document can be met.

(iii) If a placement is undertaken in a student’s place of work, a written

agreement signed by the organisation, university and student will be

completed. This will include:

agreement that the employee is in a student role whilst on placement

and that they are able to meet the educational requirements, principles

and policies set out in this document.

allocation of learning experiences not involving the student’s routine

work responsibilities.

protected time whilst 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

wherever practicable, provision of a field educator who is not the

student’s line manager or usual supervisor.

(iv) In exceptional circumstances the student may undertake two field

placements in their place of employment. If the university approves this

arrangement it must guarantee that all of the principles and policies of this

document are met. Exceptional circumstances must be defined by the

university and be documented in the field education handbook.

Students wishing to undertake a placement in their workplace must contact their field education

coordinator early in semester 1.

In relation to placements in the student‟s place of employment, UTAS defines exceptional

circumstances as those instances where the student resides and works in a remote and isolated

area in which there are limited placement opportunities due to the small number of social service

agencies, AND where travel to another region would create undue hardship.

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NOTIFICATION OF PLACEMENT

Students and field educators will be advised by email of their placement allocations in June. Emails

to field educators will include the student‟s letter of introduction and resume and, in the case of final

year students, a copy of the final report from their first placement.

PRE-PLACEMENT INTERVIEWS

On notification of their placement allocation, students are required to contact their field educator to

arrange a pre-placement interview. Field educators may choose an interview format that they feel

will best explore the mutual suitability of the allocation. Students should prepare for the interview as

though it were part of a recruitment process by:

demonstrating courtesy in the contact to arrange the interview

researching the agency and field of practice through web searches, literature search, visiting the

agency, obtaining brochures, reports or other documents produced by the agency, locating

journal and newspaper articles, and talking to students who have completed placements in the

agency

researching the field of practice

preparing topics and questions for discussion at interview. These might include learning

opportunities, supervision arrangements, opportunities for observation and direct experience,

working hours, dress code, Occupational Health and Safety (OH&S) and security matters, any

particular disability access or resource needs. Students should also be prepared to discuss

their own work experience, interests, expectations and goals for the placement. Final year

students should also be willing to answer questions about progress in their first placement, and

taking their original National Police Certificate to the interview.

CONFIRMATION OF PLACEMENT ALLOCATION

If it is clear at the end of the interview that the allocation is viable for student and field educator,

either party should confirm this with the relevant SSSW field education coordinator as soon as

possible. Placements cannot proceed without this confirmation.

If reservations arise or potential difficulties are identified during the interview, the student and field

educator must notify the field education coordinator immediately. If the issues cannot be resolved at

that point, an alternative placement may be sought. The student will be limited to two placement

allocations. If a placement is not confirmed after two interviews, the student will not be permitted to

proceed with the field education placement in that year.

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ROLES AND RESPONSIBILITIES DURING PLACEMENTS

STUDENTS

EXPECTATIONS OF STUDENTS

As noted earlier, field education units have the same status as academic units, and students must

approach their placements with the commitment and effort that they would apply in order to learn

and achieve satisfactory outcomes in their academic work. In particular, students are learning and

applying knowledge, skills, values and principles that underpin ethical and competent social work

practice. It is therefore essential that students are open to learning and reflection and that they

conduct themselves at all times in a professional manner consistent with the AASW Code of Ethics,

UTAS Safe to Practise Policy, and the policies and procedures of their placement agency.

To demonstrate and achieve these ends the student must:

respond to all opportunities for observing professional practice

participate as fully as possible in the social work role within the agency. This includes

undertaking direct service delivery tasks, such as initial assessments or intake interviews, as

soon as the field educator confirms the student is ready to take this step

participate in regular supervision sessions with an agenda of topics relevant to his/her learning

goals and professional development

raise, and attempt to resolve, any problems or differences that may arise with their field

educator. If issues cannot be resolved in discussion, then the student and the field educator

share responsibility for contacting the liaison person. If the liaison person is not available, the

Field Education Co-coordinator must be contacted. (Refer to Placement Difficulties below)

document evidence of their work, such as critical reflections, presentations, case studies or

journal, throughout their placement that will contribute to assessment of progress and the

student‟s ability to meet their learning goals

observe confidentiality of all agency matters during their placement. Students should regard all

information about agency clients as confidential and ensure that they do not divulge this in any

way. In many circumstances, agency business, project work, and policies may also be

confidential. Students should talk to their field educators about how material relating to their

placement may be used in the classroom or in written assignments. They should also take

great care to ensure that no client or confidential agency information is passed to family or

friends. In small communities, including the state of Tasmania, care should be taken as even

with de-identified client information, it may be possible to make identifications

Students should be prepared, however, to share information they have gathered in the course

of their practical work with their field educators. This is a necessary part of effective critical

reflection on the work undertaken. It is also necessary, as the field educator carries

responsibility for the student‟s work and, in many agencies, is required to countersign notes or

records written by the student.

If the agency requires a signed statement regarding observance of confidentiality, this should be

completed at the beginning of the placement as part of the student‟s orientation program.

24

Students should note that failure to maintain confidentiality constitutes grounds for

immediate termination of the placement and the awarding of a failed grade in the Field

education unit.

conduct him/her self as a member of the agency while on placement. This includes dressing

appropriately for the setting, using resources honestly and appropriately, adhering to agency

hours, reporting illness to the supervisor, organising to cancel appointments for the day and

generally conducting themselves in a professional manner

complete the hours required by AASW for each placement and confirming with the field

educator how missed days will be made up. (see above). It is expected that the placement

hours will be spent in the agency and that students will not work from or at home

follow agency practice for overtime. Students are not expected to undertake evening work,

overnight shifts or weekend work unless this is part of agency practice. Should occasions arise

when the student is detained at the agency beyond normal working hours, the student should

negotiate with the field educator to deduct this time from their regular schedule. For reasons of

safety and accountability, students should not normally be working alone outside of normal

agency business hours

Please note that students are not permitted to accumulate hours in order to complete

placements before the end date

negotiate with field educators, as early as possible and preferably during the pre-placement

interview, around any commitments that might affect the working hours of the placement.

Except in the event of illness in themselves, their children, aged parents or other family

members for whom the student has caring responsibility, students are expected to give priority

to the placement for its duration

actively participate in peer support sessions (see Peer Support below)

complete all University assessment tasks for the placement period (see the unit outline for

details), and

clarify with the field educator the process of reimbursement of any expenses incurred while on

placement. Travel to and from placement and accommodation expenses are the responsibility

of the student, however, it is not expected that students will experience additional financial

outlay because of their placement activities. Students should not expend their own money on

any activity or item related to their placement without prior knowledge of the field educator.

PEER SUPPORT

While on placement, students, including those who have been granted RPL, are required to

participate in a peer support program. This is intended to emulate a system of professional support

which practising social workers are encouraged to build for themselves. Participation in this program

will mean that students will need to take some time off during their placement; however, this time

should not exceed two hours per fortnight. This time is to be at the convenience of the agency and

with the full and negotiated support of the field educators. Time spent in peer support activities is

included in total placement time.

WORK HEALTH AND SAFETY (WHS)

It is a UTAS requirement that students familiarise themselves with the WHS policies and procedures

for the agency in which they are placed. Field educators should give students access to all relevant

documents, reference materials and websites and include discussion about these matters in their

student orientation program. In some agencies, students may be required to attend WHS training as

part of their placement. A check that students are familiar with WHS requirements for that agency

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will occur at the first liaison visit. For further information on WHS matters see the UTAS website:

http://www.utas.edu.au/work-health-safety/compliance

STUDENT EMPLOYMENT DURING PLACEMENT

Students who enrol in the social work program do so in the full knowledge that they must undertake

field placement of 490 hours in each of the second semesters of each year of study. It is therefore

required that students will negotiate work arrangements in order to give priority commitment to their

placements. Students must be aware that absence due to work commitments may seriously

compromise the viability of the placement and opportunities to meet learning goals.

Students who are offered employment in the agency where they are placed must not commence the

employment until the placement is completed.

PLACEMENT AGENCIES

SSSW seeks to establish professional and collegial relationships and effective placement

arrangements that are beneficial to the agency, SSSW and agency staff and students. SSSW

encourages agencies to:

develop field education as a continuing program within their agency

identify the resources that are available and/or need to be acquired to participate in the field

education program. Resources may include quarantined hours for student education, space,

desks, and IT access, and

facilitate staff access to continuing professional development that enhances their skills in student

teaching and supervision.

In discharging responsibility for the quality of field education programs, SSSW will:

consult with agencies about placement arrangements

seek and consider feedback about the quality and content of academic and field education units

and their relevance to contemporary social work practice, and

promote opportunities for practitioners to undertake post-graduate studies, including courses that

may be available in field education and student supervision.

The SSSW Course Consultative Committee exists as a major means of engaging with agencies and

field educators, along with networking by field education coordinators and other academic staff, and

provision of information and support sessions for field educators before and during the placement

periods.

FIELD EDUCATORS

Roles and responsibilities of field educators are determined by AASW and outlined in the AASW

Education and Accreditation Standards, section 4.3.3 (a). In practice, field educators working with

students from UTAS undertake the following tasks:

arrange resources, including space, stationery and computer access, needed to participate in

learning opportunities

26

facilitate or conduct orientation to the agency. This will include policies, procedures,

confidentiality requirements, physical layout and OH&S, including fire and personal safety

make opportunities available for the student to be involved in social work interventions and the

general functions of the agency

accept responsibility for all direct and indirect practice work undertaken by the student and is

accountable to the agency for outcomes from this work

share relevant knowledge and practice wisdom with the students

demonstrate appropriate ethical, personal and professional standards of practice

ensure that the student‟s practice is observed and that students have the opportunity to observe

professional practice

commit adequate time to each student on placement, including a minimum of 1.5 hours of

formal, informal and/or group supervision for each five days of placement time as per AASW

requirements

provide feedback to the student, encourage critical reflection on an ongoing basis and take an

active role in developing and monitoring the student‟s learning plan

monitor the progress of the student and complete the two placement assessment reports in

collaboration with the student. The placement progress report is to be prepared for the second

liaison meeting and the final placement report should be sent to the relevant field education

coordinator at UTAS during the final week of placement

contact the liaison person in the first instance, then the field education coordinator, as soon as

possible if difficulties or potential impediments to the successful completion of the placement are

identified, and

update their own skills and knowledge by undertaking training in field education offered by

UTAS or other service providers.

TASK SUPERVISORS AND EXTERNAL FIELD EDUCATORS

Where agencies are willing to provide placements for students that offer valuable learning

experiences but do not have social workers who meet AASW requirements for field educators, the

agency may assign a co-field educator, also known as a task supervisor, to manage the student‟s

day-to-day work. In these situations, UTAS will arrange for an external field educator who meets

AASW requirements to also be assigned to the student. The AASW Education and Accreditation

Standards (section 4.3.3 (b) (x & xi)) defines the university‟s responsibilities in these situations, as

follows:

(x) In situations where the host organisation has no suitable social work

field educator, arrangements must be made to ensure that appropriate

professional formation and supervision takes place by a qualified social

work field educator. The university will:

negotiate with the host organisation to engage an external social

worker to undertake the professional supervision requirements; and

will

27

negotiate with the agency for a suitably qualified co-field educator to

be appointed to supervise the student’s day to day learning in

conjunction with the external social work field educator.

(xi) It is preferable that only one placement has an external field educator.

In practice, the task supervisor is responsible for:

providing orientation, day-to-day task supervision, information about agency functions and

standards and allocating tasks. The student is accountable to them for the work undertaken on

placement in the agency, and

participating in formal supervision sessions with the social work field educator and student and

taking part in the final evaluation sessions held for the benefit of the student.

The external field educator is responsible for:

undertaking the same tasks as a field educator apart from day to day management, task

allocation and accountability to the agency, and

assisting the student to link practice to social work theory, values, principles and ethics, and

examining practice skills and methods.

LIAISON STAFF

Liaison staff are UTAS social work academic staff or experienced social work practitioners engaged

for the purpose. Their role is to provide a bridge between the University and the agency. They will

usually make two visits to the agency while the student is on placement. Additional phone contact or

visits can be organised between the liaison person and the student and/or the field educator for

problem solving, educational input and/or monitoring the progress of the placement. Where possible,

students will meet liaison staff at the field education preparation workshops prior to placement.

Liaison staff are responsible for:

liaising with and supporting students while they are on placement

liaising with and supporting field educators in their teaching and learning role

making a minimum of two on-site visits to each student and field educator

monitoring the student‟s overall progress in the placement

providing feedback to the student about their learning plan and placement progress

ensuring that any problems perceived by either the field educator or the student are addressed,

documenting any performance issues and developing a plan to address them

ensuring that the learning environment provides the student with appropriate opportunities for

practice development, and

being available for additional contact if difficulties arise.

FIRST LIAISON VISIT

The first visit will be undertaken for full-time students during placement weeks 4 -5 and in later

weeks for part-time students (see Key Placement Dates). While the liaison person is responsible for

28

ensuring that the visits take place, students should be encouraged to assist with arrangements by

identifying times that all parties will be available and locating a suitable meeting room within the

agency.

The purpose of the first visit is to:

establish a relationship with the student, field educator/s, task supervisors where relevant, and

the agency

ensure that the placement has started successfully, and

confirm that the student has clear learning goals for the placement.

The first visit will focus on:

progress the student has made in developing and implementing the learning plan

content of the learning plan to ensure that activities to support learning goals are relevant to and

achievable during the placement

supervisory relationship and arrangements for regular supervision that meet requirements of 1.5

hours per 5 days of placement

completion of agency orientation, including WHS policy and procedures, and

clarification of parameters of the placement, that is, anticipated completion date, due dates for

reports and the second liaison visit.

After the visit, the liaison person will complete the First Liaison Visit Report and return it to their field

education coordinator within 7 days of the visit.

SECOND LIAISON VISIT

The second liaison visit is undertaken during weeks 9 – 10 for full-time students. Please refer to

Key Placement Dates near the beginning of this manual for details for part-time students. Prior to

this visit, the student and field educator will have completed the Placement Progress Report, which

should form the basis of discussion at this visit.

In summary the second visit should focus on:

assessment of the student‟s progress and competencies at this stage of placement

identification of areas for additional attention and for extension of learning opportunities

review of learning plan and its relevance to practice opportunities

support of the student in their learning and suggestion of strategies, activities, resources, and

references that may enhance learning and development

support to field educator in their teaching role, and

identification of any difficulties in achieving learning goals or in supervisory relationship and

discussion of strategies to address these difficulties.

At the conclusion of the second visit, student, field educator and liaison person should sign the

completed Placement Progress Report and return it to the relevant field education coordinator.

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ADDITIONAL VISITS

In certain circumstances, usually where performance issues have been identified, additional visits by

the liaison person may be necessary. The liaison person must then:

contact their field education coordinator, inform him/her of the circumstances, and discuss a

provisional plan to assess and manage the situation

review the student‟s learning plan, identifying both achievements and areas where progress is

limited or has not occurred

refer to Performance Concerns in this manual for guidance in developing a process for

addressing concerns, and

discuss with the student and field educator steps that need to be taken at this point.

UTAS FIELD EDUCATION COORDINATORS

UTAS field education coordinators are members of the academic teaching staff in SSSW. One full-

time coordinator is located at the Newnham campus in Launceston and is responsible for the overall

coordination of the field education program. One part-time coordinator is located at the Sandy Bay

campus in Hobart, and one part-time coordinator at the Cradle Coast campus in Burnie. Each

coordinator will normally be responsible for all activities related to field education in their region;

however, to ensure consistency and support, regular consultation between the three coordinators

will occur. In preparation for placement, the field education coordinator‟s tasks include:

identifying student learning needs through interviews with students and consultation with other

staff

assisting students to complete SSSW Planning Agreement and UTAS Safety in Practice

Agreement

locating a range of placement opportunities that meet the learning requirements of the students

allocating students to placements

preparing students for placement through pre-placement workshops

organising resources such as the field education manual, and

providing information and support to liaison staff and field educators.

While students are undertaking placements, field education coordinators are responsible for:

providing information, consultation and ongoing support to liaison staff and field educators as

required

ensuring that difficulties with placements are addressed, and

monitoring progress, evaluations and grades and making the final decision on the grade

recommended to the Board of Examiners.

30

ASSESSMENT OF STUDENT PERFORMANCE

Assessment of student performance is a continuous process shared by the student, field educator

and, through liaison visits, the University. As a significant dimension of professional growth and

development, and in keeping with adult learning principles, it is expected that the student will take

responsibility for developing their potential, be prepared to take risks in their learning, and be

actively involved in critical reflection and appraisal of their performance.

GRADING

Field education units have the same status as academic units and are accordingly awarded

academic credit. These units are assessed as „ungraded pass‟ or „fail; grades such as „distinction‟

or „credit‟ are not awarded. Mid-placement progress and final placement reports, along with

appraisal by the liaison person, provide valuable feedback to assist students in identifying

achievements and areas for continuing development.

ASSESSMENT TOOLS

To receive a final grading, students will be expected to demonstrate that they have achieved

satisfactory outcomes in all of the unit objectives for their year and for their nominated additional

learning goals. To facilitate the assessment process, the field educator may use a number of tools

relevant to the field of practice and student‟s placement status, that is, first or second placement, to

determine the student‟s progress. These may include but are not limited to:

direct observation of student performance, for example conducting an intake interview, making

a referral by telephone, facilitating or assisting with a group or community meeting

review of documentation, for example case notes, agency records, reports, to ensure that they

meet agency requirements

short presentation/s to staff or other meetings on topics relevant to the agency

direct observation of professional conduct, including compliance with matters such as agency

confidentiality policy, dress codes, hours, punctuality, respect for colleagues and clients,

appropriate use of agency resources, demonstrated initiative

direct experience of student identifying and engaging in discussion of ethical issues relating to

the agency, the broader community, and social work practice

discussion and/or documentation which shows evidence of ability to research topics, analyse

material and use it appropriately in written or verbal communication, and

evidence of ability to identify and discuss links between social work theory and practice. The

field educator or liaison person may ask a student to complete written work, for example a

process report or a reflective account of a piece of work, as further evidence of their progress in

integrating theory and practice.

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LEARNING PLAN

At the commencement of placement, students should develop a learning plan in consultation with

their field educator. This plan sets out the learning goals, activities and methods of evaluation and

forms the reference point for the student‟s learning throughout the placement. The learning plan

should be considered a „work in progress‟, and reviewed regularly for progress and relevance to the

learning opportunities offered by the placement. Activities must be aligned with the learning

objectives for each year and must include three goals additional to those specified, which the

student has identified as significant to them in their professional and personal development.

LEARNING JOURNAL

Students are expected to maintain a learning journal during the placement. Students may choose

their own format but should incorporate the following:

a log of significant tasks or activities undertaken each week

critical reflection on their participation and performance

student‟s appraisal of their progress

identification of any barriers to learning or achievement of learning goals

comments on theoretical perspectives that informed the activities undertaken, and

comments on how practice might change as a result of this reflection.

Along with the learning plan, journal entries form the basis for discussion and receiving feedback

from the field educator and for setting agendas for formal supervision sessions. The documents are

retained by the students and used for continuing self evaluation and for evidence of progress

towards meeting placement objectives.

LIAISON VISITS

Students will prepare for and participate in a minimum of two liaison visits during the placement.

Please refer to the section on liaison staff in this manual for details of the role of liaison staff and the

purpose of these visits.

PROGRESS REPORT

This report is to be completed before the second liaison visit by the field educator and student. The

report provides an opportunity for the student and field educator to discuss progress towards

meeting the student‟s learning goals, including the additional goals identified by the student.

It is imperative that any concerns not previously raised are identified and addressed in the

completion of this report.

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FINAL PLACEMENT REPORT

This report is completed by the field educator and discussed with the student in the final week of

placement. If there has been more than one field educator and/or a task supervisor contributing to

the student‟s learning, then they should also contribute to preparation of the report. The report

should clearly indicate the recommended grade for the student, as well as an overall evaluation of

the student‟s abilities and achievements.

It is expected that students will engage in critical reflection and self evaluation of their performance,

identifying achievements and areas for continuing development. Students completing their first

placements may also seek input from their field educators about areas of practice for their final

placement which will enhance their learning opportunities and professional development.

The report should be sent immediately on completion to the field education coordinator, as the

student cannot be awarded a grade until this report is received. In the case of final year students, a

delay in receiving the report may mean that the student‟s results cannot be processed in time for the

graduation ceremony in December.

INTENSIVE UNITS

First year BSW students, who would be enrolled in HGW303 Social Work Practicum 1) are also

required to enrol in HGW308 Ethical, Legal and Organisational Contexts of Practice, running in

semester 2.

First year MSW students, who would be enrolled in HGW513 Social Work Practicum 1 are also

required to enrol in HGW516 Ethical, Legal and Organisational Contexts of Practice, running in

semester 2.

Ethical, Legal and Organisational Contexts of Practice is the academic unit which complements and

supports these first-year field practicum units. This unit is designed to give students undertaking

their first placement grounding in the ethical, legal and organisational issues which they will face as

students and later as practicing social workers, as well as assistance with the process of integrating

theory with practice experience.

Final year BSW students, who would be enrolled in HGW403 Social Work Practicum 2 are also

required to enrol in HGW411 Advanced Critical Practice.

Honours students, who would be enrolled in HGW409 Social Work Practicum (Honours) are also

required to enrol in HGW411 Advanced Critical Practice, running in semester 2.

Final year MSW students, who would be enrolled in HGW613 Social Work Practicum 2 are also

required to enrol in HGW616 Advanced Critical Practice, running in semester 2.

Advanced Critical Practice is the academic unit which complements and supports these second-year

field practicum units. The unit is designed to give students undertaking their second placement an

opportunity to develop knowledge and skills in critical reflection as a means of supporting and

developing their social work practice; as well as assistance with the process of integrating theory

with practice experience.

The units Ethical, Legal and Organisational Contexts of Practice and Advanced Critical Practice will

be taught over three two-day intensives within Semester 2. Dates and venues are detailed in the

Unit schedule in the respective unit outlines. It is important for field educators and students to

note the dates of these intensives for the planning of placement activities and recording

student hours.

33

STUDY LEAVE

All students are allocated four days‟ study leave within the placement period to provide dedicated

time to work on assessment tasks, reading, etc for the intensive units. This leave does not count

towards placement hours.

The study leave must be negotiated beforehand with the student‟s field educator, taking into

consideration the student‟s obligations with the placement agency and when assessment tasks are

due. Study leave can be taken in one of two ways. The first is to take one study leave day prior to

each intensive (total of three days), and then the final day just prior to the due date of assessment

task 2 for the intensive unit. The second option is to take one study leave day before any two of the

three intensives and then take two days just prior to the due date of assessment task 2 for the

intensive unit (please refer to Assessment in the unit outline for the due dates of the assessment

tasks).

PROFESSIONAL DEVELOPMENT PROGRAM

A professional development program is incorporated into the BSW and MSW, and focuses on preparing students for placement and future work in a social work setting. Key themes include:

the importance of professional attitudes and behaviours,

developing a professional „face‟ and identity,

self-awareness and self-care,

team building and communication skills, and

conflict resolution.

The program also includes information from UTAS Career Services, including writing a CV and an introductory letter, addressing selection criteria, and interviewing techniques. As well, social workers in the field will provide information and education around professional development for placement and for a career as a social worker. Students are required to attend and participate in the professional development program, which is

run as a series of sessions. The first five sessions are for all students. The sixth, and final, session is

only for students in their final year of study.

The first session is included within the first field education seminar held in March during Semester 1.

The second session) is included within the preparation for placement workshop in June. Although

time spent in later sessions is able to be counted towards placement hours, these first two sessions

are held prior to the commencement of placement and do not count towards placement hours.

The third, fourth and fifth sessions are held in conjunction with the three intensives for HGW308/516

Ethical, Legal and Organisational Contexts of Practice (first year students) and HGW411/616

Advanced Critical Practice (final year students).These three sessions take place on the first day of

each intensive from 9 – 11 am.) The six hours of professional development within these three

intensives can be counted towards the student‟s 490 placement hours.

The sixth session (only for students in their final year) is held from 9 – 11 am on Final Day

Workshop and Celebration. The whole day (seven hours), which includes the two hour session can

also be counted towards the student‟s 490 placement hours.

In summary, six hours of professional development can be counted towards the first year student‟s

490 placement hours required for HGW303/513 Social Work Practicum 1 and 13 hours can be

counted towards the final year student‟s required 490 placement hours for HGW403/613 Social

Work Practicum 2 or HGW409 Social Work Practicum 2 (Honours).

34

PERFORMANCE CONCERNS

Field education has the status of an academic subject, with a final grade awarded by SSSW. It is,

therefore, important for the student, field educator and academic staff to be confident that

satisfactory standards have been achieved by the end of each placement. If, at any stage of the

placement, the field educator is dissatisfied with, or uncertain about, the level of a student‟s

performance and progress, the liaison person should be contacted immediately. The student‟s field

education coordinator should be kept fully informed of the concerns and management plans, and

should be referred to for advice and consultation as required.

PROCESS FOR ADDRESSING PERFORMANCE CONCERNS

The following steps outline a process to follow when students are not progressing as expected:

(i) the field educator talks with the student as soon as the difficulties are apparent and clearly

outlines the concerns, relating them to the learning plan. The discussion is minuted, and the

student must agree with and sign the minutes

(ii) the field educator contacts the liaison person to alert him/her to the difficulties. This discussion

is also minuted and shared with the student

(iii) if the field educator and liaison person agree that the issues are such that putting the student

on notice for two weeks would not resolve the identified issues, then the placement is

terminated and the student is awarded a failed grade

(iv) if the field educator and liaison person agree that the difficulties are such that putting the

placement on notice and developing a work plan would assist the student to meet the learning

objectives, then a liaison meeting is arranged

(v) the liaison meeting is held with the student, field educator and liaison person to develop a

performance plan. The plan should clearly state which objectives the student must meet, the

standard to which they need to be met, how this is to be done, and how progress will be

evaluated. A timeline is set for review in two weeks, and

(vi) the field educator arranges a liaison meeting for the end of the timeline at which the student‟s

performance is assessed by the field educator and liaison person. During this meeting:

the student is given the opportunity to present a self-assessment related to the performance

plan

the field educator argues the reason for the assessment recommendation referring to the

performance plan

the liaison person ensures that the student has been given a fair hearing and adequate

opportunities to meet the assessment requirements

if the field educator and liaison person agree that the student has met the required

standard, the placement continues without additional supervision or liaison

if the field educator and liaison person agree that the student has not met the required

standard, there are two options, depending on the level of competence of the student:

35

Option 1

The placement is terminated and a failed grade is awarded. With this grade, the field

educator and liaison person consider that the student has failed to make sufficient progress

with the work plan. Furthermore, they do not consider that an extension of time will assist

the student to reach the required standard.

Option 2

The student continues the placement, on notice of failure, with the performance plan for a

further two weeks. This option may only be considered if the field educator and liaison

person agree that:

the student has made progress towards the performance plan, although he or she is not

as far advanced as expected, and

the student demonstrates the potential to meet the performance plan during the

additional two weeks.

(vii) the liaison person arranges a further meeting in two weeks to evaluate progress. If the student

makes the required progress, they are taken off notice of failure and the placement continues.

If the student does not make the required progress during this time, the placement is

terminated and a failed grade is awarded

(viii) if the field educator and the liaison person disagree on the recommendation, a meeting is

organised with the field education coordinator and the placement is suspended. The field

education coordinator has the final decision on the grade recommended to the Board of

Examiners

(ix) The usual University rules relating to grades apply. The Tasmania University Union can be

contacted for advice on appeal procedures. The student can discuss any complaint or request

a review of the decision with the head of discipline. For detailed information on the complaints

procedures refer to the University of Tasmania homepage http://www.utas.edu.au/, click on

Current Students, and under Policy, Procedures and Feedback, then click on Complaints

Procedures.

36

PLACEMENT PROBLEMS

INTERPERSONAL

Interpersonal difficulties between the student and field educator and/or other agency staff can

undermine effective work, motivation and confidence and, as such, need to be discussed and

addressed in a constructive and mature manner using conflict resolution and negotiation skills.

It is the responsibility of both student and field educator to identify problems if they do occur, to

initiate discussion and to negotiate changes in the teaching/learning experience to achieve a

mutually satisfying resolution. The process of confronting issues, formulating ideas and plans and

developing insights can be a constructive one, advancing the learning and teaching opportunities of

the placement.

If relationship difficulties continue despite attempts at resolution, the student should consult with the

field educator, and then the liaison person or the field education coordinator in order to explore

options or gain support for action. This is most important if the difficulties involve people crucial to

the learning experiences.

PERSONAL

Experiences on placement can be upsetting or personally confronting in a way not previously

experienced or anticipated. Personal issues that arise during placement or are exacerbated by

placement experiences may have adverse effects on the student‟s learning capacity and wellbeing.

It is not the role of field educator, liaison or SSSW staff to provide counselling or assistance on

personal matters. It is expected that students will access external assistance and supports to attend

to issues that are beyond the responsibility of the placement. If these matters cannot be resolved

and the student‟s capacity to participate fully in the learning opportunities provided is compromised,

the student, field educator, liaison staff and field education coordinator must consider whether the

placement should continue or be terminated.

Information about support services available to students at UTAS is available online at:

http://www.support-equity.utas.edu.au/counselling

ABSENCE OF THE FIELD EDUCATOR

In instances where the field educator is taking extended leave, it is expected that the agency will

provide a suitable replacement to maintain continuity in the student‟s education process. The liaison

officer should be notified immediately in case additional support is required or alternative

arrangements need to be made.

37

CHANGE OF AGENCY CIRCUMSTANCES

Should circumstances arise in the agency that could result in the student‟s learning program being

at risk, the implications need to be discussed with the liaison officer. It may be possible for the

student to be relocated for the remainder of their placement, or a co-supervisor provided or other

solutions sought.

HARASSMENT AND BULLYING

UTAS has a clearly defined policy on harassment and discrimination. The intent of the policy is

expressed as follows:

The University, as an employer and a provider of educational services and

accommodation to its students, takes all reasonable steps to provide a study and

work environment for students, staff and agents of the University that is free from

harassment and unlawful discrimination. Quite apart from the issue of legal

compliance, the University is deeply committed to having a culture where all

members of the University community are treated with dignity, courtesy and

respect, that recognises the worth of the individual, and that values tolerance,

diversity, and fairness for all.7

Workplaces that offer student placements are considered agents of the university and, as such,

must comply with university policy. Students and field educators are required to familiarise

themselves with the UTAS Harassment, Bullying and Discrimination Policy. This can be accessed

via http://www.utas.edu.au/__data/assets/pdf_file/0009/99558/Harassment,-Bullying-and-

Discrimination-Policy.pdf

Students are also required to access their agency‟s harassment and discrimination policy, and to

familiarise themselves with its content.

7 UTAS Harassment and Discrimination Policy HRP 5.1.1.

38

SUPPORT FOR STUDENTS WITH A DISABILITY OR

HEALTH CONDITION

SSSW, in keeping with UTAS policy, is committed to a goal of equal opportunity in education.

Students with a disability or health condition that may impact on their placement are strongly

advised to record this information on their placement planning form. They are also advised to meet

with disability staff in UTAS Support and Equity Services to assess possible implications of their

condition for placements. Support requirements can then be identified, documented and taken into

account when placements are allocated. With student consent, relevant information will be

discussed with prospective field educators as an aid to identifying and achieving optimal learning

opportunities. Students can also assist this process through willingness to discuss their learning

needs with their field educators, preferably at the pre-placement interview.

Students who hold Learning Assistance Plans (LAP) from UTAS Support and Equity Services

should ensure that a current copy is sent to their field education coordinator.

For further information on UTAS support and equity services, please refer to the webpage:

http://www.support-equity.utas.edu.au/disability.

39

INSURANCE FOR PROFESSIONAL FIELD EDUCATION

PROGRAMS

UTAS‟s insurance program provides coverage for students participating in work-based learning

programs, including professional practicums officially organised by UTAS. Such programs must be

recognised components of an approved course of study at UTAS.

A summary of coverage follows. Please note that these insurance policies are subject to specific

conditions, exclusions and limitation. For further information, please contact the UTAS staff as noted

in each section.

PUBLIC LIABILITY

This covers legal liability to third parties for personal injury and/or property damage as a result of an

occurrence during the period of insurance. Indemnity is provided to the students (whilst engaged on

a registered work experience/professional practicum required for the student‟s course of study,

including undergraduate students who undertake their practicum overseas).

Please note that motor vehicles driven by students whilst on placement are not covered.

The limit of liability is $20,000,000

Contact: Shane Talbot, Financial Services, UTAS, Launceston, Ph. 6324 3514.

PERSONAL ACCIDENT

This covers full and part-time students who are enrolled in the insured organisation and who suffer

an injury resulting in death or permanent or temporary disablement whether partial or total whilst in

Australia and overseas. Cover specifically excludes items that are in any manner covered under

Medicare or Private Health Insurance, whilst in Australia.

Non-Medicare medical expenses are covered whilst engaged in university course/sport-related

activities and/or practical placement or community placement activities including necessary direct

travel to and from such activities within Australia and overseas.

Capital benefits:

o Insured person with no dependants $10,000 maximum o Insured person with dependants $50,000 maximum

Maximum weekly benefits: $250 per week for a maximum of 104 weeks

Contact: Ingrid Lagerewskii, Tasmania University Union (TUU), Hobart campus, Ph. 6226 2854. Janez Zagoda, TUU, Launceston campus, Ph. 6324 3777.

MEDICAL MALPRACTICE

Limit of liability – $20,000,000

40

41

APPENDICES AND FORMS

APPENDIX A– PLACEMENT LEARNING PLAN – FIRST PLACEMENT

LEARNING PLAN TEMPLATE

LEARNING OBJECTIVE Strategies

How will you achieve this objective?

Evidence

How will you know that you have achieved this objective?

1. Initiate and develop collaborative and

respectful relationships with clients and

colleagues

2. Demonstrate a capacity to effectively use oral

and written communication

3. Implement a range of tasks and social work interventions used by the agency at a basic level

4. Articulate and discuss the purpose, underpinning values and ethics of social work

5. Understand the mandate, purpose and

services provided by the agency

6. Demonstrate organisational awareness and

appropriate work etiquette

7. Clearly demonstrate an understanding of the

relationship between theory and social work

practice

8. Demonstrate an ability to articulate a

developing framework for practice

9. Demonstrate self-awareness about personal

values/attitudes/ behaviours

10. Demonstrate an ability to reflect on and modify

practice/behaviours in response to

supervision and feedback from field educator/s

11. Demonstrate a level of professional attitudes

and behaviours appropriate to the profession

of social work

12. Personal goal (1)

13. Personal goal (2)

14. Personal goal (3)

42

43

APPENDIX B – PLACEMENT LEARNING PLAN – FINAL PLACEMENT

LEARNING PLAN TEMPLATE

LEARNING OBJECTIVE Strategies

How will you meet this learning objective?

EVIDENCE

How will you know that you have met this objective

1. Demonstrate the ability to conduct

professional assessments in relation to a

social work intervention

2. Implement a range of social work

interventions used by the agency in

service delivery

3. Assume responsibility for a range of

administrative procedures within the

agency

4. Understand and critically evaluate the

mandate, purpose and services provided

by the agency

5. Demonstrate an understanding of and

the ability to practice in accordance with,

the AASW Code of Ethics

6. Demonstrate an ability to practise in a

way which recognises diversity and is

non-oppressive

7. Demonstrate the ability to articulate a

developed framework of practice

8. Demonstrate an ability to seek out and

effectively use supervision. This includes

the ability to respond appropriately to

and adjust attitudes or behaviour

accordingly in response to instruction

and professional feedback

9. Demonstrate initiative, including the

ability to think critically and reflectively

about her/his practice

10. Demonstrate a level of professional

attitudes and behaviours appropriate to

the profession of social work

11. Demonstrate the ability to maintain

professional attitudes and behaviours in

complex and challenging situations

12. Personal goal (1)

13. Personal goal (2)

14. Personal goal (3)

44

45

FORM 1 – SOCIAL WORK FIELD EDUCATION CHECKLIST – SEMESTER ONE

STUDENT NAME REGION DATE SUMBMITTED

______________________________________________________________________________

To be eligible to undertake placements, students need to meet the academic pre-requisites for their

placement (HGW303, 403, 409, 513 or 613 – see unit outline for details). Additionally students need to

prepare during Semester 1 by completing the tasks listed in the table below. All workshops, seminars

and tasks are compulsory.

The completed Semester 1 checklist must be submitted to the field education coordinator at the

preparatory workshop for placement (25 June 2012 for final year students (HGW403/409/613) or 26

June2012 for first year students (HGW303/513).

Please note that unless there are unexpected and exceptional circumstances, failure to complete these

tasks in semester one within the time limits may mean that you are ineligible to undertake a placement in

second semester.

Task Date Sign and date when

completed

Attend regional field education

seminar in region (includes

Professional Development

Session 1)

16, 20 or 21 March 2012

Complete Student Placement

Planning Agreement form

Bring to interview in March/April with your

field coordinator

Complete Safety in Practice

Agreement form

Bring to interview in March/April with your

field coordinator

Attend interview with regional

field education coordinator in

region

March/April

Prepare a CV and covering

letter and forward to field

education coordinator

By 30 April 2012

Forward CV and covering letter

to field education

coordinator/field educator

Prior to interview

Organise my national police

check and have the original

sighted by field education

coordinator or admin staff

By 30 May 2012

or before placement interview can take

place

Research the agency where

your placement interview will

take place

Once you have been informed where this

is to be

Develop a set of questions to

take to interview with field

educator

Prior to the interview

Attend interview with placement

field educator

In May/June

Attend placement preparation

workshop (includes

Professional Development

Session 2)

25 June 2012 - final year students (HGW403/409/613)

26 June 2012 -

first year students (HGW303/513)

46

47

FORM 2 – SOCIAL WORK FIELD EDUCATION CHECKLIST – SEMESTER TWO

STUDENT NAME………………………………STUDENT NUMBER……………………

Please submit this form with your final placement report.

Please note that failure to complete these tasks in Semester 2 within the time limits may mean that

you receive a grade withheld or a failed grade for this unit.

Task Date Sign and date when completed

Successfully complete 490 placement hours

By date as negotiated and approved

Attend and participate in the three professional development sessions held within intensives for Ethical, Legal and Organisational Contexts of Practice (first year students) or Advanced Critical Practice (final year students)

Professional Development Session 3 in first Intensive

Professional Development Session 4

In second Intensive

Professional Development Session 5

In third Intensive

Final year students only Attend and participate in the sixth professional development session held on Final Day Workshop and Celebration

Professional Development Session 6

On Final Day Workshop and Celebration 19 October

2012

Prepare and participate in 1st

liaison visit Week 4/5 or equiv of placement

Prepare and participate in 2nd

liaison visit

Week 9/10 or equiv of placement

Participate in peer support sessions (at least 80% of meetings)

Write down meeting dates that were attended

Complete final placement report and forward to field education coordinator

By final week of placement

Complete student placement evaluation questionnaire and forward to field education coordinator

By final week of placement

48

49

FORM 3 – FIRST LIAISON VISIT REPORT 2012

Student: ………………………………………………………………………………………………………...

Agency: …………………………………………………………………………………………………………

Field educator(s): …………………………………………………………………………………………..…

Task supervisor (where applicable): ……………………………………………………………………..

Date of first liaison visit: ………………………………………………………………………………..….

Date proposed for second liaison visit: …………………………………………………………………..

_______________________________________________________________________________ 1. Has the student completed an orientation process which covers agency and

administrative processes including OH&S? Please give brief outline of material covered.

2. Is the student meeting professional and placement/workplace expectations? Please

elaborate.

3. Does the student understand and observe placement agency workplace protocols?

Please elaborate.

4. Describe the progress of the student’s learning plan.

For example, have initial strategies for meeting objectives been developed and discussed with field educator/s? Has the student discussed and developed three personal learning goals? Please comment on their appropriateness for the agency context.

50

5. Has the student commenced placement practice? (i.e. participated in client/social work oriented activities that occur in the placement agency context, including administration).

6. What arrangements have been made for formal, informal, group and/or external

supervision?

7. Has the student/field educator relationship been established in a way that allows for a

positive learning environment?

8. Does the placement context constitute an appropriate learning environment for the

student? If not, why and what matters need to be addressed and resolved?

9. Are there any other matters or concerns to be resolved? If yes, please elaborate. Signature ……………………………………………… Date…………………………………. Liaison person Please return this form to the field education coordinator immediately after the liaison visit.

51

FORM 4 – PLACEMENT PROGRESS REPORT (FIRST PLACEMENT)

School of Sociology and Social Work

PLACEMENT PROGRESS REPORT 2012

This form is to be filled in prior to the second liaison meeting by the field educator (supervisor) and

student. Please use the form as a guide to discussion.

STUDENT: UNIT:

AGENCY:

FIELD EDUCATOR (Supervisor):

LIAISON PERSON:

PLACEMENT PERIOD: FROM: TO:

Please outline an overall statement about progress in the general comments box and tick the statement on the following pages that best indicates the student’s progress against each objective. Please also provide further information for those objectives where it is considered that action is required.

GENERAL COMMENTS

52

Objective 1: Initiate and develop collaborative and respectful relationships with clients and colleagues

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 2: Demonstrate a capacity to effectively use oral and written communication.

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 3: Implement a range of tasks and social work interventions used by the agency at a basic level.

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 4: Articulate and discuss the purpose, underpinning values and ethics of social work

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 5: Understand the mandate, purpose and services provided by the agency

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 6: Demonstrate organisational awareness and appropriate work etiquette

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

53

Objective 7: Clearly demonstrate an understanding of the relationship between theory and social work practice

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 8: Demonstrate an ability to articulate a developing framework for practice

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 9: Demonstrate self-awareness about personal values/attitudes/ behaviours

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 10: Demonstrate an ability to reflect on and modify practice/behaviours in response to supervision and feedback from field educator/s

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 11: Demonstrate a level of professional attitudes and behaviours appropriate to the profession of social work

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

54

Personal Learning Goals:

1.

2

3.

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

OVERALL EVALUATION OF PERFORMANCE OF STUDENT (Please circle)

Overall the student is making unsatisfactory progress on placement.

Overall the student is making satisfactory progress on placement.

Signed and dated Field Educator ______________________________

Student ______________________________

Liaison Person ______________________________

55

FORM 5 – PLACEMENT PROGRESS REPORT (FINAL YEAR)

School of Sociology and Social Work

PLACEMENT PROGRESS REPORT 2012 This form is to be filled in prior to the second liaison meeting by the field educator and student.

Please use the form as a guide to discussion.

STUDENT: UNIT:

AGENCY:

FIELD EDUCATOR (Supervisor):

LIAISON PERSON:

PLACEMENT PERIOD: FROM: TO:

Please outline an overall statement about progress in the general comments box and tick the statement on the following pages that best indicates the student’s progress against each objective. Please also provide further information for those objectives where it is considered that action is required.

GENERAL COMMENTS

56

Objective 1: Demonstrate the ability to conduct professional assessments in relation to a social work intervention

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 2: Implement a range of social work interventions used by the agency in service delivery

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 3: Assume responsibility for a range of administrative procedures within the agency

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 4: Understand and critically evaluate the mandate, purpose and services provided by the agency

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 5: Demonstrate an understanding of and the ability to practice in accordance with the AASW Code of Ethics

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 6: Demonstrate an ability to practise in a way which recognises diversity and is non- oppressive

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

57

Objective 7: Demonstrate the ability to articulate a developed framework of practice

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 8: Demonstrate an ability to seek out and effectively use supervision. This includes the ability to respond appropriately to and adjust attitudes or behaviour accordingly in response to instruction and professional feedback

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 9: Demonstrate initiative, including the ability to think critically and reflectively about her/his practice

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 10: Demonstrate a level of professional attitudes and behaviours appropriate to the profession of social work

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

Objective 11: Demonstrate the ability to maintain professional attitudes and behaviours in complex and challenging situations

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

58

Personal Learning Goals:

1.

2

3.

Unsatisfactory progress towards objective

Satisfactory progress towards objective

Any action required? If yes, please elaborate.

OVERALL EVALUATION OF PERFORMANCE OF STUDENT (Please circle)

Overall the student is making unsatisfactory progress on placement.

Overall the student is making satisfactory progress on placement.

Signed and dated Field Educator ______________________________

Student ______________________________

Liaison Person ______________________________

59

FORM 6 – FINAL PLACEMENT REPORT (FIRST PLACEMENT)

School of Sociology and Social Work

FINAL PLACEMENT REPORT 2012

Please forward to Field education coordinator by end of October (or at completion of placement). Please note: Until this is received by the Field education coordinator, a result for the unit

cannot be processed.

STUDENT: UNIT:

AGENCY:

FIELD EDUCATOR (Supervisor):

LIAISON PERSON:

PLACEMENT PERIOD: FROM: TO:

Please provide an overall statement below and general comments for each objective on the following pages about the student’s ability to practice as a first placement student. Comments should reflect the AASW Standards of Practice.

60

Objective 1: Initiate and develop collaborative and respectful relationships with clients and colleagues

Objective 2: Demonstrate a capacity to effectively use oral and written communication

Objective 3: Implement a range of tasks and social work interventions used by the agency at a basic level

61

Objective 4: Articulate and discuss the purpose, underpinning values and ethics of social work

Objective 5: Understand the mandate, purpose and services provided by the agency

Objective 6: Demonstrate organisational awareness and appropriate work etiquette

62

Objective 7: Clearly demonstrate an understanding of the relationship between theory and social work practice

Objective 8: Demonstrate an ability to articulate a developing framework for practice

Objective 9: Demonstrate self-awareness about personal values/attitudes/behaviours

63

Objective 10: Demonstrate an ability to reflect on and modify practice/behaviours in response to supervision and feedback from field educator/s

Objective 11: Demonstrate a level of professional attitudes and behaviours appropriate to the profession of social work

64

Comments on three personal learning goals:

1.

2.

3.

Please insert any additional comments or recommendations for next placement.

OVERALL EVALUATION OF PERFORMANCE OF STUDENT This is a passing placement (please circle) YES NO Signed and dated Field Educator ______________________________

Student ______________________________

Liaison Person ______________________________

65

FORM 7 – FINAL PLACEMENT REPORT (FINAL YEAR)

School of Sociology and Social Work

FINAL PLACEMENT REPORT 2012

Please forward to Field education coordinator by end of October (or at completion of placement). Please Note: Until this is received by the Field education coordinator, a result for the unit

cannot be processed.

STUDENT: UNIT:

AGENCY:

FIELD EDUCATOR (Supervisor):

LIAISON PERSON:

PLACEMENT PERIOD: FROM: TO:

Please provide an overall statement below and general comments for each objective on the following pages about the student’s ability to practice at a beginning level practitioner standard. Comments should reflect the AASW Standards of Practice.

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Objective 1: Demonstrate the ability to conduct professional assessments in relation to a social work intervention

Objective 2: Implement a range of social work interventions used by the agency in service delivery

Objective 3: Assume responsibility for a range of administrative procedures within the agency

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Objective 4: Understand and critically evaluate the mandate, purpose and services provided by the agency.

Objective 5: Demonstrate an understanding of and the ability to practice in accordance with, the AASW Code of Ethics

Objective 6: Demonstrate an ability to practise in a way which recognises diversity and is non- oppressive

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Objective 7: Demonstrate the ability to articulate a developed framework of practice

Objective 8: Demonstrate an ability to seek out and effectively use supervision. This includes the ability to respond appropriately to and adjust attitudes or behaviour accordingly in response to instruction and professional feedback

Objective 9: Demonstrate initiative, including the ability to think critically and reflectively about his/her practice

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Objective 10: Demonstrate a level of professional attitudes and behaviours appropriate to the profession of social work

Objective 11: Demonstrate the ability to maintain professional attitudes and behaviours in complex and challenging situations

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Comments on three personal learning goals:

1.

2.

3.

OVERALL EVALUATION OF PERFORMANCE OF STUDENT This student meets the AASW Practice Standards for a beginning level practitioner (Please circle) YES NO Signed and dated Field Educator ______________________________

Student ______________________________

Liaison Person ______________________________

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FORM 8 – STUDENT PLACEMENT EVALUATION QUESTIONNAIRE

This student placement questionnaire is to be considered an integral part of the overall evaluation process. You are encouraged to include your field educator and others in its completion. The purposes of the evaluation are (a) to provide the SSSW and the placement setting with feedback regarding the student's placement experience, (b) to assist the field education coordinator with the ongoing development of placements and (c) to educate students about placement opportunities.

Student

Placement Agency

Location

Field Educator (Supervisor)

Co-Field Educator

Liaison Person

What were your Supervision Arrangements

(e.g. 1.5 hours weekly)

How were you oriented to the agency and to the placement?

Do you have suggestions for agencies and supervisors on orientating students to this placement?

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What learning strategies did you engage in?

(e.g. interviewed/counselled clients, facilitated group, attended interagency meetings, conducted research, facilitated training, assisted in health promotion, completed administrative tasks such as file notes, completed reports, assisting in policy development, engaged in evaluation of programs)

Did you have opportunities to observe your supervisor or other workers?

What were these opportunities?

Did your supervisor (or another worker) observe your practice?

What was observed?

What preparation did you do prior to liaison visits?

Did you feel free to consult with your liaison person about any placement issues?

Include comments.

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What aspects of the liaison visit did you find particularly helpful?

What aspects of the liaison visit did you find particularly unhelpful?

What aspects of peer support did you find particularly helpful?

What aspects of peer support did you find particularly unhelpful?

What aspects of the professional development sessions did you find particularly helpful?

What aspects of the professional development sessions did you find particularly unhelpful?

What were the overall strengths of this placement?

Are there any areas for improvement for the placement?

Any other comments about your placement experience?