School of Social Work - ACAP · PDF fileSchool of Social Work Master of Social Work (Qualifying) SWSP6103 Field Education 2 Trimester 1, 2017 Social workers acknowledge the Aboriginal

School of Social Work

Master of Social Work (Qualifying)

SWSP6103 Field Education 2

Trimester 1, 2017

Social workers acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians,

whose lands, winds and waters we all now share, and pay respect to their unique values, and their

continuing and enduring cultures which deepen and enrich the life of our nation and communities.

Social workers commit to acknowledge and understand the historical and contemporary

disadvantage experienced by Aboriginal and Torres Strait Islander peoples and the implication of this

for social work practice. Social workers are responsible for ensuring that their practice is culturally

competent, safe and sensitive.


Trimester 1, 2017 Page 1 of 24


Level: Postgraduate

Duration: One trimester

Credit Points: 18 (out of a total of 192)

Prerequisites: SWSP6053

Mode(s) of Delivery: On-campus (Sydney)

Core/Elective: Core

Unit Co-ordinator: Iris Silva Brito

Unit Description All Field Education units include 500 hours of supervised practice in a social service agency.

Opportunities to integrate theory with practice will inform these practice-based units. These units

introduce students to the real world of practice. Students will be placed in agencies where they have

the opportunity to utilise the skills developed in the practice units, such as engagement, assessment,

and intervention with individuals, families, and small groups. Students are expected to develop

practices that take account of the socio-economic structure of people’s lives as well as their psycho-

social situation, to gain an understanding of the policy and organisational context of direct practice,

and to explore the application of relevant theory and knowledge in the field of practice where they

are placed.

Placement opportunities for the second placement in addition to direct practice placements,

students can undertake a research, community development or policy placement, where they will

have the opportunity to undertake a project of some kind. This placement is supported by an

integrative seminar designed to facilitate the integration of theory and practice during their learning

experience. Further placement options include: local government, local councils and federal

electorates, university, trade unions, community health centres, neighbourhood houses,

neighbourhood renewal programs, and with special research projects.

Unit Workload Integrative Seminar: The unit includes five weeks of 2 hours of class time on campus. This time will

be used for interactions with students to facilitate discussion of field education unit materials and

assessments, presentations and group activities. Course material will be available in the online class

space.

In addition to the seminars, students are expected to engage in 2-3 hours of private study per week.



Learning Outcomes On completion of this unit, students will be able to:

1. Demonstrate knowledge relevant to the placement context, organisational structure and

function, and the role of social work within this context.

2. Apply conceptual skills in relating theory to practice.

3. Work independently and demonstrate initiative in practice situations.

4. Demonstrate professional conduct in the field education placement and recognise the ways in

which their values influence responses to particular practice situations.

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

of, and responses to, service user needs.

6. Demonstrate specific skills in relation to the particular emphasis of specific placements, i.e.

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

planning skills.

7. Know how and when to use consultation and supervision.

8. Demonstrate an emerging capacity for critical reflective practice.

9. Demonstrate a practice-based awareness of the issues of consumers' service and resource

networks associated with their placement agency’s functions.

10. Continually assess the process of intervention in the light of personal and agency ideology and

social work values.

Learning and Teaching Approach 1. Learning is an active process – which involves both questioning and challenging.

2. Learning is a shared process – where others’ thoughts and ideas are presented, critically

analysed, exchanged and respected.

3. Learning is a collaborative and empowering process for self and others.

4. Learning is thoughtful and reflective.

5. Learning requires integration with prior knowledge and other arenas of knowledge development

in the program.

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

essential.

The content of this unit has been designed to maximise both online and face-to-face learning to

integrate the subject matter.

Students are expected to:

1. Complete all activities

2. Complete readings

3. Complete all assessments

4. Attend all classes

It is also recommended that students:

Keep a record of new terminology that is introduced in this unit

Keep a copy of assessments and other correspondence



Keep notes on unit content and readings

There will be learning activities linked to all lecture materials which are designed to encourage

students to deliberate and reflect and to provide opportunities for further learning. The activities are

designed to help students think through and practise the specific skills and general concepts

presented in this unit as well as provide valuable learning opportunities.

Attendance Requirements Attendance requirements ensure that students in Australian Association of Social Workers (AASW)

accredited courses meet the AASW Practice Standards, and that learning outcomes are met for all

units offered by the School of Social Work. Students are required to maintain at least 80%

attendance for all Social Work units in order to pass the unit.



Readings Recommended Text

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

model to promote learning and value-based practice. London, UK: Jessica Kingsley Publishers.

Recommended Reading

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

Melbourne, Australia: Oxford University Press.

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

Cengage Learning.

Note: These books are excellent reference texts for preparing for your placement and supporting

you and your learning throughout the process. They are also excellent resources for your supervisor

and for use and reference in your supervision sessions and importantly, for when you become a

supervisor.

Additional Recommended Readings

Australian Learning & Teaching Council (2010). A guide to supervision in social work field

education. Sydney, Australia: Creative Australian Learning & Teaching Council.

Beddoe, L., & Maidment, J. (2009) Mapping knowledge for social work practice: Critical

intersections. Melbourne, Australia: Cengage.

Chung, R., & Benak, F. (2012). Social justice counselling: The next step beyond multiculturalism.

Thousand Oaks, CA: SAGE Publications.

Doel, M., Shardlow, S., & Johnson, P. (2011). Contemporary field social work: Integrating field

and classroom. Thousand Oaks, CA: SAGE Publications.

Fejo-King, C. (2013). Let’s talk kinship: Innovating Australian social work education, theory,

research and practice through Aboriginal knowledge. Torrens, Australia: Christine Fejo-King

Consulting.

Healy, K. (2012). Social work methods and skills: The essential foundations of practice. New York,

NY: Palgrave Macmillan.

Jandt, F. (2013). An introduction to intercultural communication: Identities in a global community.

Thousand Oaks, CA: SAGE Publications.

Koprowska, J. (2010). Communication and interpersonal skills in social work. Exeter, England:

Learning Matters.

Lindsay, T., & Orton, S. (2014). Group work practice in social work (3rd ed.). Exeter, England.

Learning Matters.

Lister, P. (2012). Integrating social work theory and skills: A practical skills guide. New York, NY:

Routledge.

Maidment, J., & Egan, R. (2009). Practice skills in social work and welfare: More than just

common sense. Crows Nest, Australia: Allen & Unwin.

Muller, L. (2014). A theory for Indigenous Australian health and human service work: Connecting

Indigenous knowledge and practice. Crows Nest, Australia: Allen & Unwin.

Nikku, B. R., & Hatta, Z. A. (Eds.) (2014). Social work education and practice: Scholarship and

innovations in the Asia Pacific. Brisbane, Australia: The Primrose Hall Publishing Group.

Noble, C., Henrickson, M., & Han, I. Y. (Eds.) (2013). Social work education: Voices from the Asia



Pacific (2nd ed.). Sydney, Australia: Sydney University Press.

O’Hara, A., & Pocket, R. (2011). Skills for human service work: Working with individuals, groups

and communities. Sydney, Australia: Oxford University Press.

Shulman, L. (2009). The skills of helping individual, families, groups and communities (6th ed.).

Belmont, CA: Cengage Learning.

Trevithick, P. (2005). Social work skills: A practise handbook. London, England: Open University

Press.

Wonnacott, J. (2012). Mastering social work supervision. London, England: Jessica Kingsley

Publishers.

Journals ADVANCES: Journal of Social Work and Welfare Education

Australian Journal of Social Issues

Australian Social Work

Critical Social Work

Journal of Social Work (UK)

Journal of Social Work Education (USA)



Unit Content Session Topic Compulsory Readings Tasks

Pre-Placement

Orientation

School of Social Work, Field Education Manual The Australian Association of Social Workers (2010). Code of Ethics. Canberra, Australia: AASW. http://www.aasw.asn.au/document/item/1201 The Australian Association of Social Workers (2013). Practice Standards. Canberra, Australia: AASW. http://www.aasw.asn.au/document/item/4551

Session 1 03 Mar 17

(Week 3 T1)

Core concepts for critical social work practice In this session we will consider:

Critical reflection

Critical thinking

Critical analysis

Critical theory

Critical perspectives

Textbook Readings: Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapter 5 and 10). Chapter 5: Core concepts of a critical perspective (pp. 105-126) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=107&docID=4441864 Chapter 10: Critical supervision: Using the process (pp. 197-215) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=199&docID=4441864 Additional Reading: Beddoe, L., & Maidment, J., (2009). Promoting critical thinking. In Mapping Knowledge for Social Work Practice. South Melbourne, Australia: Cengage Learning. (pp. 1-9).

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

Session 2 17 Mar 17 (Week 5 T1)

Fundamentals of critical practice This session will focus on transformative learning through consciousness raising. We will discuss critical pedagogy moving through various theories such as adult learning, experiential learning and transformational learning.

Textbook Readings: Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapter 6 and 9). Chapter 6: Critical Pedagogy and Transformative Learning (pp. 127-141) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=129&docID=4441864 Chapter 9: Critical Supervision: Pedagogical Skills and Tools https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=183&docID=4441864 Giles, R., Irwin, J., Lynch, D., & Waugh, F. (2010). Mapping the concept of transformational learning in practice settings. In In the field: From learning to practice. South Melbourne, Australia: Oxford University Press. (pp. 30- 33)

Case study for discussion based on tool box – ‘critical questions and critical thinking’ Noble et al. (2016 p.182-190)

http://www.aasw.asn.au/document/item/1201

http://www.aasw.asn.au/document/item/4551

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Session 3 07 Apr 17 (Week 7 T1)

Critical practice foundations In this session we will focus on the following topics:

Big picture practitioner

Transformational leaders

Comparison with traditional thinking

How to use Most significant change technique

Textbook Readings: Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapter 7). Chapter 7: Critical Supervision: Foundations (pp. 142-156) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=144&docID=4441864 Giles, R., Irwin, J., Lynch, D., & Waugh, F. (2010). In the field: From learning to practice. South Melbourne, Australia: Oxford University Press. (Chapter 8, pp:124-142) Additional Reading: Beddoe, L., & Maidment, J., (2009). Mapping Knowledge for Social Work Practice. South Melbourne, Australia: Cengage Learning. (Chapter 4, pp: 39-54 & 5, pp: 55-69)

Case study for discussion Guest speaker

Session 4 21 Apr 17 (Week 9 T1)

Critical practice framework The focus of this session is on:

Describing critical reflection, critical analysis, critical practice

Using a critical framework to assist organizational analysis and change management

Developing your own practice framework

Critical reflections - Reflecting on the field education experience

Preparing for the job market

Textbook Readings: Noble, C., Gray, M., & Johnston, L. (2016), Critical Supervision for the Human Services: A Social Model to Promote Learning and Value-Based Practice. Jessica Kingsley Publishers. (Chapter 5, 7, 11). Chapter 5: Core concepts of a critical perspective (pp. 105-126) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=107&docID=4441864 Chapter 7: Critical Supervision: Foundations (pp. 142-156) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=144&docID=4441864 Chapter 11: Critical Supervision: Practice Examples (pp. 216-251) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/ACAP/reader.action?ppg=218&docID=4441864 Cleak, H., & Wilson, J. (2013). Working with difference. In Making the most of field placement (3rd ed., pp. 150-157). South Melbourne, Australia: Cengage Learning. Additional Reading: Beddoe, L., & Maidment, J., (2009). Mapping Knowledge for Social Work Practice. South Melbourne, Australia: Cengage Learning. (Chapter 6, pp: 70-85) Chenoweth, L., & Mcauliffe, D. (2012). The Road to Social Work: Human Services Practice (Chapter 10 p.290) https://ezproxy.navitas.com/login?url=http://ebookcentral.proquest.com/lib/acap/reader.action?ppg=299&docID=2164807

Applying a critical practice framework













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Assessments

Requirements

Please upload your assessment with a completed portfolio cover sheet. A portfolio cover sheet is

available on Sonia under the documents at the bottom of your ‘Placement’ tab page.

Please ensure you keep a copy of all assessments submitted. This includes audio visual recordings.

Students are to inform themselves about plagiarism and copyright rules and requirements.

Assessment Task

Assessment Type Weighting Word Count Week Due

Field Education

Portfolio

100% 4,500 words The learning plan is due exactly three weeks

following the commencement of placement.

The mid-placement report is due one week

following the mid-placement visit.

The final placement report and timesheet

are due one week after the placement ends.

Submission Instructions: Students should submit their portfolio online (via Sonia) as well as in hard

copy to the School of Social Work.

Field Education Portfolio

The placement Portfolio will contain signed copies of each of the following:

1. Learning plan

2. Mid-placement liaison visit report

3. Mid-placement supervisor and student report

4. Final placement supervisor and student report

5. Timesheet

6. Reflective journal (provision of portions of this are optional).

Assessment Details

For final assessment, the completed learning plan, mid-placement liaison visit report, signed mid-

placement report and time sheet will have been submitted previously via Sonia. However, the final

signed copies must also be uploaded and submitted as part of the portfolio, together with the final

placement report and completed time sheet. The portfolio is due one week following the end of

placement. Students may collect their hard copy portfolios once they have been assessed. Please

make sure you take a copy of all signed documents before you submit them.

Please note that the Learning Plan requires online Sonia completion. The Timesheet is accessible at

the bottom of the ‘Placement’ tab page on Sonia.

No students will have completed Field Education until all portfolio requirements are uploaded on

Sonia and the completed portfolio is submitted.

Alignment with learning outcomes: 1-10



1. Learning Plan

The learning plan is to be completed by the student, and signed off by the task supervisor, within

three weeks of starting placement. This is done online via Sonia. Completion at the third week allows

for students to benefit from an orientation period, during which they will be able to develop an

understanding of the learning opportunities available within the agency. It will also allow the task

supervisor to develop a better sense of the student’s preferred learning style, level of competence,

and level of confidence. The student will prepare a draft learning plan by the end of the first week,

which will allow for a period of review and negotiation with their task supervisor during the second

week of placement. After completion, feedback on the first draft will be provided online from a Field

Education staff member. The learning plan is the basis for monitoring and evaluating ongoing

learning. It will be specifically discussed at the mid-placement liaison visit. It is a working document

that guides the process of learning in practice and should be adjusted as the learning goals are

achieved and new areas are identified throughout the placement. A re-draft of the learning plan

must take the Field Education staff member’s online feedback into account.

Developing a Learning Plan

It is important that both the student and the task supervisor are actively involved in the

development of the learning plan. As this is also the beginning of the student/supervisor

relationship, the learning plan can be a starting point for beginning discussions and how to work

together productively and how to develop an understanding of each other’s approach and

expectations.

Useful questions students should consider in the process of developing a learning plan are:

What are my current learning needs in terms of social work knowledge, skills, and values?

What do I already know about these areas of practice and concepts and what do I still need to

learn?

How do I think these can be best achieved in relation to the learning opportunities in this

placement context?

What is my approach to practice? What are the values and attitudes that are important to me?

How would I like this to be reflected in my professional practice?

How do I best learn?

What do I expect of my supervisor (and my supervisor of me) in relation to time and availability,

approach and methods of supervision, level of expertise? Do I want someone who both

challenges and supports me and moves me beyond the task and into critical reflection and

analysis?

What do I bring to supervision? Given my educational and life experiences what do I have a

sense of confidence or mastery over? What are the areas I need to strengthen?

Content of the Leaning Plan

1. Practical details of the placement – including the name of the student, Field Education

Coordinator, and task and/or social work supervisor, agency address, length, and dates of

placement (commencement and completion date).

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

role within the agency.



3. The student’s specific learning goals for the placement. For each learning goal the following four

areas should be addressed:

Knowledge, skills and understanding that will be developed

Strategies for developing the knowledge

Evidence to demonstrate that learning has been achieved

A realistic time frame for reviewing progress in relation to the various learning goals

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

knowledge can be evaluated.

5. Learning goals should be performance oriented and in accordance with the AASW Practice

Standards (2013).

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

An example of a Learning Plan is provided on SONIA.

2. The Mid-Placement Liaison Visit

All students and their task supervisors will be visited by an ACAP liaison visitor at least once during

the placement. The liaison visitor’s details will be made available on the student’s Sonia portfolio.

The student should liaise with their task supervisor to present a number of agreed upon dates and

times to propose to the liaison visitor for the mid-placement review. The visit occurs at about the

mid-point of placement. The student should have sufficient time on placement to become familiar

with the agency and to be engaging with their placement tasks. However, the visit must be held

early enough to allow for the redirection of particular aspects of the placement, should this be

required, to optimise student learning.

The visit usually takes between 45 minutes to 60 minutes and includes discussion of:

The development and use of the learning plan

The nature and outcomes of supervision sessions

The monitoring and progress in terms of knowledge, skills, use of self, understanding of theory in

practice and application of practice standards

The identification of areas of strengths and how to develop them further

The identification of areas for development and discussion of ways to maximize such

development, and

The identification of learning to be achieved in the remainder of placement

At the end of the visit, the liaison visitor will complete a written summary of the main issues raised

including a plan for the development of the student’s learning goals for the second half of the

placement. If significant learning issues have been raised, a second visit will be arranged and/or

contact from a Field Education staff member will take place. The Liaison Visit Report will be given to

the student to co-sign. This should be uploaded to Sonia and added into the final portfolio.

3. The Mid-Placement Report

The mid-placement report should be written by the student following the mid-placement liaison

visit. The task supervisor will read, sign and add their comments. The student signs and dates the



report once their task supervisor has signed and commented on the report. This must be uploaded

to Sonia one week after the liaison visit.

The mid-placement report includes:

Practical details of the placement, including the names of the student, social work supervisor

and ACAP Field Education staff member, the agency details, length and dates of placement

Progress in learning, including a description of the tasks the student has been involved in and

specifying the skills and knowledge they have developed

Any changes made to the learning goals

Areas of strength that have been identified

Areas on which to focus learning for the second half of placement, including practical ways in

which this learning will be demonstrated

Openness to learning and capacity to relate theory, policy and practice

Reflection of self as worker, including ethical practice, team work, and the ways in which the

student is finding the placement personally or professionally challenging

Supervision pattern and processes, including the student’s use of supervision, the way it is

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

half of placement

Social work supervisor’s comments

The average mid-placement report is about 1,500-2,000 words. Students are encouraged to write

this report in a critically reflective style.

4. Final Placement Report

The final placement report is a statement about the student’s readiness to proceed with the next

stage of learning. In the last few weeks of placement, the student and social work supervisor should

discuss the expectations of the skills and knowledge and ways in which the student has

demonstrated these on placement, and whether there are any expectations that have not yet been

met.

The report is written by the student following discussions with the task supervisor. The report should

relate to significant events, tasks, actions, that illustrate learning, and the development of critical

thinking and reflection. Task supervisors are asked to provide additional comments on the student’s

performance and learning during the placement. This information may be recorded throughout the

body of the report or in one separate section at the end.

The final placement report includes:

Practical details of the placement, including the names of the student, task supervisors, and

ACAP Field Education staff member, the agency details, length and dates of placement

Summary of the overall learning achieved by the student, including ways in which this has been

demonstrated

Areas of strength that the student has demonstrated throughout placement

Areas on which to focus further learning. These are areas that the task supervisor or student

consider necessary for development of competence and confidence and may include learning



during the next placement (for students undertaking their first placement) or areas to focus on

early in the student’s professional career

Openness to learning and capacity to relate theory, policy and practice

Reflection on self as worker, including the effect of the placement experience on the student

and challenges to preconceived ideas

Supervision patterns and processes

Task supervisors’ comments, including a statement that the student has satisfactorily completed

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

the placement.

The average final placement report is about 1,500-2,000 words. Students are encouraged to write in

a critically reflective style. This is due one week after placement ends. The document must also be

uploaded to Sonia.



Guidelines for Assessment Criteria This unit is mastery assessment and therefore all assignments must be submitted and a result of

either Ungraded Pass or Ungraded Fail will be recorded.

The BSW and MSW(Q) promote principles of adult learning, encouraging students to build upon skills

and knowledge they already have and to develop their capabilities for acquiring further knowledge

and skills while engaging with critical theory and critical thinking. Students are expected to

progressively take more responsibility for their learning, developing knowledge, skills and values for

graduate level practice. Each program undertakes this process of learning within the frameworks of

the Australian Social Work Education and Accreditation Standards (2012), the Australian Association

of Social Work Practice Standards (2013) and the Australian Association of Social Work Code of

Ethics (2010).

The field education learning expectations are based on the AASW Practice Standards (2013). The

learning expectations are designed to be developmental, reflecting each student’s stage of

professional practice knowledge, values, and skill development. These are to be used as a guide for

the creation of each student’s individual field education learning plan according to the learning

opportunities in the agency setting, the student’s current level of knowledge, skills, and values, and

the areas still to be developed. The practice standards can be found at:

http://aasw.asn.au/document/item/4551

Levels of Performance:

To pass Field Education 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

http://aasw.asn.au/document/item/4551



1. Values & 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.


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.


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. Recognises and appropriately challenges

discriminatory and oppressive practice and

policies with respect to culturally diverse

people; at a local, national and global level, as

appropriate and where possible.

2 3

3.2 Respect, strive to

understand and promote the

rights of Aboriginal and

Torres Strait Islander peoples

a. Acknowledges, identifies, and builds on

strengths, capacities and contributions that

Aboriginal and Torres Strait Islander People

make to society.

2 3



and their cultures. b. Demonstrate awareness of the diversity

among, and differences between, Aboriginal

and Torres Strait Islander cultures throughout

Australia.

2 3

c. Demonstrates knowledge and understanding

of Aboriginal and Torres Strait Islander cultures,

protocols and practices in a local context.

2 3

d. Acknowledges and understands the historical

and continuing disadvantage and oppression of

Aboriginal and Torres Strait Islander peoples

and the impact this has on practice.

2 3

e. Works collaboratively with Aboriginal and

Torres Strait Islander peoples in order to

develop and provide culturally responsive

practice.

2 3

f. Engages in continuing professional

development, consults with relevant

community members and professionals and

engages in collaborative learning and research

to enhance knowledge and practice in working

with Aboriginal and Torres Strait Islander

peoples.

2 3

4. Knowledge for Practice

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


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

other relevant theories and

concepts.

a. Demonstrates a crucial understanding of

specific social work theories underpinning social

work practice at all levels.

2 3

b. Articulates and uses knowledge from other

relevant subject areas such as law, sociology,

anthropology, politics, economics, history,

social theory, psychology, humanities, and

philosophy.

2 3

c. Demonstrates understanding of theories of

systems, human behaviour, and development,

personality development and life cycle stages.

2 3

4.3 Understand the role of

research and evaluation in

obtaining and generating

new knowledge for practice.

a. Proactively seeks out new knowledge

relevant to practice context.

2 3

b. Proposes innovative research to develop new

policies, practices, and approaches for the social

work profession.

2 3

c. Has appropriate knowledge of research

methodologies, the limits to these and how to

implement findings in practice.

2 3

d. Works collaboratively with fellow social

workers and others from various different fields

and organisations in conducting research and

generating new ideas.

2 3



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.


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.


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.


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.


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



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Documents

School of Social Work - ACAP · PDF fileSchool of Social Work Master of Social Work (Qualifying) SWSP6103 Field Education 2 Trimester 1, 2017 Social workers acknowledge the Aboriginal