Guidelines for Social Work Placement Matching

Discipline of Social Work

Field Education

Field Education is a cooperative endeavour between Australian College of Applied Psychology

(ACAP), the Student and the Agency/ Organisation. Placements are a mandatory requirement

of AASW accreditation standards for all BSW and MSWQ courses.

Summary of ASWEAS 2017 Requirements

The ASWEAS 2017 specifies a number of requirements that need to be implemented for

fieldwork:

Field Education subjects must demonstrate a developmental approach to learning that

complies with principles for social work set out in the ASWEAS 2017 document (May

2017).

Field Education must be integrated fully within the structure and delivery of the social

work program.

Students must successfully complete prerequisite academic units before attending Field

Education placements.

Field Education subjects must be taken over two (calendar) years of the professional

social work program. (Note: FE1 and FE2 cannot be undertaken in back to back trimesters)

Students are required to undertake a minimum of 1,000 hours in at least two, discretely

different structured practice settings

Students may undertake no more than 3 Field Education placements

The full 1,000 hours must be competed; no reduction of any kind may be included

without formal Recognition of Prior Learning, adhering to credit transfer requirements in

ASWEAS (2017) section 2.3, 2.6, and 6.10.

At least 500 hours of placement time must be in direct practice

No placement will be shorter than 250 hours

The norm for placement attendance is full time in accordance with the work rhythms of

the host Agency. However placement attendance may be granted from two to four days

per week (Note: International students cannot do a part time placement. Only full time

placement allowed due to visa requirements. Local students have to formally apply for a

part time placement which must be approved by PU/ Field Education Coordinator before

placing student)

Where students are granted minimum attendance of two days per week, they must

attend placement full time for two blocks of five-days.

Where a placement is extended for health reasons a medical certificate is required.

No placement will be an observation-only placement

All variations in attendance arrangements must be reported and justified as part of the

annual reporting process to the AASW.

Practice-theory integration seminars may be included within the required hours up to a

maximum of 14 hours per 500 hours. Preparatory days and seminars held before the start

of placement must not be included in the 1000 hours of placement.

Clear expectations for learning goals and performance outcomes based on practice

standards and code of ethics are set out and documented in the learning plan.

Overall Aims of Field Education

The overall aims of the Field Education Program are to:

Link theory with practice in real life contexts

Provide students with a wide variety of placement experiences, professional practice

tasks and diverse learning opportunities

Provide effective and professional supervision in the workplace

Enable students to develop a professional identity

Develop critical reflection skills.

Underpinning all placement experiences are theories of social work, adult learning principles

and components linked to transformational learning as well as social work ethics, practice

principles, values and critical analysis and reflection and development of a professional

competence.

Goals of Field Education

The goals of Field Education are to:

Explore the different ways social work knowledge informs the practice of social work and

social work interventions

Develop conceptual skills in linking theory with practice and practice with theory

Explore the values, knowledge and skills that underpin practice and reflect on its

effectiveness

Explore a range of social work interventions and their efficacy in current context

Develop knowledge of organisational structure, ethics, codes of conduct and professional

practice and the role of social work within this context

Demonstrate personal and professional competence in the various placement settings

Demonstrate a capacity to work independently and demonstrate initiative in practice

situations and ability to self-care

Recognise the ways in which students’ values influence responses to particular practice

situations

Identify the ways in which the interests and values of dominant groups determine the

definition of, and responses to, service user needs

Demonstrate effective communication (oral, IT, writing skills) recording and evaluation

skills, organisational and planning skills and capacity for critical reflection

Use supervision constructively

Demonstrate a practice-based awareness of the issues of consumers’ service and

resource networks associated with their placement agencies functions

Continually assess social work practice in the light of personal and organizational ideology

and social work values.

Supervision Requirements

AASW prescribes that Field Education placements be supervised by a qualified Social

Worker with a minimum of 2 years’ work experience

In the event that an organisation is unable to provide Social Work supervision, AASW

allows the organisation to provide Task Supervision to the student throughout placement.

In such cases, ACAP will provide the Social Work supervision on campus on a fortnightly

basis through External Supervision groups.

AASW stipulates that every student must receive 1.5 hours of formal one-on-one

supervision for every 35 hours of placement

Collaborating with Organisations

Field Education requires collaboration with organisations to:

Provide high quality Field Education

Support the Field Educators in assisting students’ learning

Develop and strengthen reciprocal relationships in order to strengthen student learning

and the social work profession

Create opportunities for collaboration in research, policy development and new practice

initiatives.

Responsibilities of Agency

Allocating time to Task Supervisors for tasks associated with student placements,

including time to prepare for the students, time spent attending and contributing to Field

Educators' meetings and education, and time spent in supervision of the students

Provide formal on-on-one task supervision of 1.5 hours for every 35 hours on placement

Recognising the educational nature of the student placement by drawing a distinction

between the contribution to be made to Agency work by a student under supportive

supervision and that made by a staff member employed to carry out the work of the

Agency

Accepting student participation in the organisational structure of the Agency setting,

such as by attendance at staff and other meetings and participation in committee work

Making available, within Agency limitations, office space and administrative services

needed by the student

Suggesting practitioners who would be appropriate to supervise students

Keeping the Faculty informed of any changes that could affect the placements offered to

students

Being aware of potential student risks and the policies and procedures that address

these. This includes staff, student and service user behaviours; travel whilst undertaking

Agency tasks; privacy; confidentiality and home visits.

Areas of Practice

ACAP’s Social Work students would be a good fit in; however not limited to in any of these

field of practice.

Health Working with Indigenous people

Child Protection Disability

Criminal Justice HIV/AIDS

Mental Health Trauma/Violence

Rehabilitation Legal Issues/ Policy

Alcohol and Other Drugs (AOD) Aged Care

Housing and Homelessness Child & Family Services

Youth Services Women’s Services

Working with Communities Refugees or Asylum Seekers

Type of placements – AASW Requirement

For those doing two placements, each student must have placements in at least two settings,

and in two different fields of practice. These are selected from fields and practice settings

with a variety of learning experiences which complement and extend the student's existing

professional strengths.

One Social Work Field Education placement must have a major focus on Direct Practice

Activities e.g. clinical emphasis and the other a primary focus on Indirect Practice Activities

such as community development/policy/ research.

Thus each placement must involve substantial amounts of work from the corresponding

group of activities. There is no particular order in which placements are to be completed - it

depends on the student's learning needs and priorities as well as what is available.

Direct Practice:

Clinical/Casework/Counselling Emphasis Casework, counselling or therapy with individuals,

families, or groups which emphasise interpersonal helping skills. In these placements,

achieving practice standards in the assessment stages of an intervention could include being

able to:

Independently assess a client's needs, or carry out an intake procedure, following

organisational assessment protocols

Undertake a multidimensional assessment of an individual or family

Planning an intervention for a client, including mapping out a case plan, but not necessarily

carrying out the intervention

Assessing the needs of an existing group or the need for a new group with a clinical focus

such as anger management, grief and loss, self-esteem groups etc.

Indirect Practice:

Community Development/Policy/Research Emphasis Community development, policy work,

administration, research, task focused group work or specific projects negotiated with Field

Education staff.

Please note: Group-work may fit into either category depending on its focus. In placements

with a focus on community development or policy, achieving practice standards in the

assessment stages of an intervention could include being able to:

Plan and carry out a community needs assessment, or needs assessment for a part of a

community such as the need for aged care

Assess the need for and plan a group program, e.g. education in substance abuse, sibling

support group, parenting groups, employment preparation groups and in some cases run the

group

Assess the needs for policy development, and in some cases develop new policy

Assess the needs for new services, write funding submissions, establish working parties to

write submissions, etc.

Research the need for and/or undertake some activities that have been identified as being

needed e.g. developing access maps for local councils, updating resource directories,

developing pamphlets to advertise services etc.

Develop skills in project management including time management and resource

management. Most placements with an indirect focus (community development, policy work,

research or evaluation) will have a substantial project for you to complete.

Examples of Tasks to Achieve Social Work Placement Learning Goals:

These are some tasks which have been compiled from various SW Learning Plans. The tasks

may not strictly conform to FE1 or FE2. There is likely to be an overlap in tasks between the

two placements.

Field Education1

Administrative tasks such as taking minutes of Agency meeting

Develop a project proposal for research and execute the same

Assist in development and executing community development events/ programs

Experience the process of client visits under supervision and debrief

Case management

Interview workers in council/other organisations doing work with various cultural and

socio economic groups and backgrounds such as older people, homeless, parents, Indians,

etc.

Exposure to clients and cases which enhance the student’s understanding of difficulties

associated with various cultural and socially marginalised groups (for example CALD,

Aboriginal, LGBTQ) and working with clients from numerous other socially disadvantaged

areas

Attending in-house and other workshops that are relevant to the learning goals of students

(e.g. Mental Health First Aid, Working Together For Indigenous Mental Health)

Assess nature and level of risk to people and incorporate that to better inform practice

while be aware of the underlying social work theory and methods (AOP, intersectionality

and strength-based practice).

Learn about motivational interviewing technique to inform practice with client resist to

change.

Collaborate with sectors such as domestic violence shelters, the police and health care

workers through appropriate referral to these agencies when the need arises. Assisting

the client in filling up the immigration forms.

Supporting Agency through taking client calls and resolving queries

Develop a better understanding of NDIS rules and policies pertaining to area of practice

Observe and conduct risk assessment and intake assessments with individuals

Liaising with parole officers and hospital staff to identify and communicate any risks to

clients

Field Education 2

Develop and present a case study based on knowledge gained in a particular field of

practice during a supervision or group team meetings that add value to other employees

of the Agency

Plan, conduct and evaluate interviews with individuals/families under adequate

supervision

Develop a case plan with identified tasks and desired outcomes

Complete and submit Agency referral documentation

Undertake and write up a policy analysis on various issues

Shadow the Social Worker (for example, Aboriginal Hospital Liaison officer to establish an

understanding of the difficulties for Aboriginal families and patients when admitted to

hospital).

Contribute to quality improvement projects of an Agency

Independently (with appropriate supervision through debrief) supporting and facilitating

clients to decide what service/s they want, to assist in meeting needs, taking into account

any limitations to their capability, their voluntary/involuntary status and the choices

available to them.

Ringing/Checking other services agencies and learning their about their offered services

for client referrals.

Understand research techniques, develop and execute a research project for the Agency

Levels of Performance:

To pass Field Education 1, students must at least reach a level of ‘beginning capability’ (2) for

all learning outcome areas appropriate to the setting by the end of the placement.

To pass Field Education 2, students must at least reach a level of ‘capability’ (3) for all learning

outcome areas appropriate to the setting by the end of the placement.

Rating Level Descriptors

Not Capable 0 Performance not at basic level expected. Poor understanding of

requirements. Practice unsafe or inappropriate. Knowledge or

skills undeveloped. Little application to learning.

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

Beginning

Capability

2 Performance at beginning level expected. Requirements

understood. Practice capable under close guidance and

supervision. Limited adaptability.

Capable 3 Performance at level expected of newly qualifying practitioner.

Requirements integrated into practice. Can perform

independently. Demonstrates adaptability and critical

appreciation of own/others’ practice.

Highly Capable 4 Performance beyond level expected of newly qualifying

practitioner. High levels of independence. Engages strongly in

critical reflexivity. Exhibits ethical fluency. Generates new

understandings or practices.

Unable to be

Assessed

U/A The work has either not been undertaken, or the supervisor has

not had an opportunity to assess competence in this level

AASW Practice Standards and Required Level of Student Competency

1. Values and Ethics

Social workers demonstrate that the values of social work are integral to their practice, they uphold their ethical responsibilities and they act appropriately when faced with ethical problems, issues, and dilemmas.

Standard Indicators Level FE1

Level FE2

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

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

1.2 Manage ethical dilemmas and issues arising in practice

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

2. Professionalism

Social workers demonstrate active promotion and support of the social work profession, act with integrity and ensure accountability.

Standard Indicators Level FE1

Level FE2

2.1 Represent the social work profession with integrity and professionalism.

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

2 3

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

2 3

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

2 3

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

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

2 3

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

2 3

c. Maintains appropriate professional boundaries.

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

3. Culturally Responsive and Inclusive Practice

Social workers have adequate understanding and knowledge of cultural diversity in order to work in a culturally responsive and inclusive way.

Standard Indicators Level FE1

Level FE2

3.1 Work respectfully and inclusively with cultural differences and diversity.

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

3.2 Respect, strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures.

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

4. Knowledge for Practice

Social workers have and obtain the knowledge required for effective practice.

Standard Indicators Level FE1

Level FE2

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

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

4.2 Understand and articulate social work and

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

2 3

other relevant theories and concepts.

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

2 3

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

2 3

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

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

2 3

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

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

2 3

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

2 3

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

2 3

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

2 3

5. Applying knowledge to practice

Social workers demonstrate the skills required to implement knowledge into practice.

Standard Indicators Level FE1

Level FE2

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

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

2 3

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

2 3

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

2 3

5.2 Works collaboratively with people.

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

2 3

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

2 3

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

2 3

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

2 3

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

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

2 3

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

2 3

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

2 3

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

2 3

5.4 Apply critical and reflective thinking to practice.

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

2 3

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

2 3

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

2 3

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

2 3

6. Communication and Interpersonal Skills

Social workers demonstrate skills required to communicate and work effectively with others.

Standard Indicators Level FE1

Level FE2

6.1 Effectively communicate with a diverse range of people.

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

2 3

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

2 3

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

2 3

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

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

2 3

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

2 3

6.3 Effectively work with others in a team environment.

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

2 3

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

2 3

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

2 3

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

2 3

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

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

2 3

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

2 3

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

2 3

7. Information and Recording

Social workers are accountable and responsible for the information they collect and keep in the course of their work.

Standard Indicators Level FE1

Level FE2

7.1 Record and manage information appropriately.

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

2 3

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

2 3

c. Advises people of how to access their records.

2 3

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

2 3

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

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

2 3

b. Stores records securely including electronic and paper records.

2 3

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

2 3

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

N/A N/A

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

N/A N/A

8. Professional Development and Supervision

Social workers demonstrate commitment to ongoing learning through continuing professional development and supervision.

Standard Indicators Level FE1

Level FE2

8.1 Actively participate in professional supervision.

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

2 3

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

2 3

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

2 3

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

2 3

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

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

N/A N/A

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

N/A N/A

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

N/A N/A

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

N/A N/A

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

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

N/A N/A

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

N/A N/A

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

N/A N/A

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

N/A N/A

Conflict of Interest

A student must declare any conflict of interest that may influence the sourcing, negotiation

and finalisation of a Field Education placement. This requires the student to discuss any

previous, current and/or ongoing relationship with a supervisor or an organisation that has

been nominated for a potential placement. Examples of a conflict of interest include being

member of any of an organisation’s governing bodies or committees, current volunteering

arrangements within the organisation, you or a family member being a current client of the

organisation, or someone who has a current or prior close personal relationship with the

student.

Placement Opportunities

At present FE1 placement are focused on students gaining experienced within the welfare sector generally. Examples of FE1 placements include local government, local councils, community health centres, neighbourhood houses and small non-government agencies. Most of these agencies provide a range of services to clients that include non-directive and supportive practices. If a social work supervisor is not available on-site, external supervision is provided by ACAP (usually delivered small groups after field seminars at ACAP).

FE2 placements are mostly focused on social work specific role with an emphasis on direct on-placement social work supervision. Examples of placements include government and non-government agencies and human service organisations, such as Child Protection, Centrelink, schools, family and children's services, community health centres, crisis support and/or accommodation services, hospitals, housing services, mental health services, and large and small government and NGOs will be utilised for the placement. In the second placement, in addition to (different) direct service placements, students can now undertake a research, community development or policy placement, where they will have the opportunity to undertake a project of some kind. This placement will be supported by an integrative seminar designed to facilitate the integration of theory and practice during their learning experience.