School of Global, Urban and Social Studies SOCIAL WORK FIELD EDUCATION MANUAL Published in 2014 by RMIT University – School of Global, Urban and Social Studies SOCIAL WORK FIELD EDUCATION MANUAL Copyright 2002© This publication is copyright. Any part that is reproduced should acknowledge RMIT University School of Global, Urban and Social Studies as author. Pre-placement processes Briefings Attendance, Placement readiness tasks, Police check, Working with Children check Expression of Interest submitted once Placement Agreement Form Student and Agency supervisor undertake pre-placement interview and (student to take WWC and National Police Certificate) Placement Agreement to be completed and SIGNED by student and agency at placement interview Learning Agreement developed emailed to liaison person by day 15 Mid-Placement Assessment (day 30-40) mid placement review 3 working days before liaison visit Final Placement Assessment (day 70) Students to ensure Signed Final report is submitted 2 weeks after the placement is completed Portfolio and Critical Analysis submission Field Education 1 (BSW (Hons), Bsw (Hons)/BSocSci (Psych) & MSW) Students submit case study and critical analysis essay two weeks after placement is completed. Field Education 2 students BSW (Hons), Bsw (Hons)/BSocSci (Psych) refer to Course Guide Field Education 2 MSW students submit critical analysis submit online by 12/11/14 if students want to attend the graduation ceremony in same year, or alternatively submitted two weeks after placement is completed Table of Contents 1. INTRODUCTION 2. FIELD EDUCATION STAFF CONTACTS 1 3 2.1 2.2 2.3 2.4 3 3 3 3 Social Work Field Education Team Social Work Field Education Administrative Staff Mailing Address Location 3. RMIT SOCIAL WORK PROGRAM 5 3.1 3.2 3.3 3.4 3.5 5 5 5 5 6 The History of Social Work at RMIT University Description of Bachelor of Social Work (Honours) Description of Master of Social Work (Qualifying) Accreditation Social Work Field Education Principles and Inherent Requirements 4. THE FIELD EDUCATION PROGRAMS 4.1 4.2 4.3 4.4 4.5 4.6 4.7 Outline of Field Education Courses Definition of Field Education Principles of Field Education AASW Requirements of a Program for Learning in Field Education Field Education Flexibility Combined Schools of Social Work Field Education Program Following up your own Placement 8 10 11 11 12 12 13 13 5. PLACEMENT ALLOCATION PROCESS 14 5.1 step 1– Field Education Briefings (compulsory) 5.2 Step 2 - Student Information Obtained (Personal Planning Form – PPF) 5.3 Step 3 - Agency/Placement Information Obtained 5.4 Step 4 - Expression of Interest and Submission of CV 5.5 Step 5 - Allocation Process 5.6 Step 6 - Initial Negotiation Interview 5.7 Factors to Consider When Exploring a Placement with Student / Field Educator 5.8 Step 7 – Placement Agreement Form 5.9 Step 8 - Placement Confirmation 5.10 Getting Orientated to Placement 15 15 15 15 15 16 16 17 17 17 6. ETHICS FOR FIELD PRACTICE 17 6.1 6.2 6.3 6.4 Code of Ethics On-going Contact with Service Users Confidentiality - An Important Ethical Issue for Students on Placement IT Communication, Field Education and Professional Practice 17 18 18 19 7. PARTIES INVOLVED – DEFINITIONS, ROLES & RESPONSIBILITIES 19 7.1 Field Educator / On-Site Social Work Supervisor 7.2 The Social Work Field Educator 7.3 Off-Site Supervisor 7.4 Task Supervisor 7.5 RMIT Social Work Field Education Staff 7.6 Liaison Person 7.7 Roles and Responsibilities: The School's Role in Field Education 7.8 The Student's Role in Field Education 7.9 The Agency's Role in Field Education 7.10 The Field Educator's Role in Field Education 19 20 20 20 21 21 21 22 22 23 7.11 The Task Supervisor’s Role in Field Education 7.12 The Off-site Supervisor’s Role in Field Education 23 23 8. PLACEMENT COMPONENTS 24 8.1 Placement Briefings for Students 8.2 Inability to Attend Briefings 8.3 Placement Readiness Tool 8.4 Briefings for Field Educators and Task Supervisors 8.5 Integrative Seminars 8.6 Purpose of Integrative Seminars 8.7 Attendance 8.8 Liaison between School, Students and Field Educators 8.9 Expectations 8.10 Supervision 8.11 Process 8.12 The Educative Function 8.13 The Supportive Function 8.14 The Management Function 24 24 24 25 25 25 26 26 26 26 27 27 27 27 9. FIELD EDUCATION POLICIES 28 9.1 Organisation of Field Education 9.2 Structure of Field Education Program 9.3 Hours of attendance 9.4 Camp Attendance 9.5 Field Educator Requirements 9.6 Off-Site Supervision Arrangements 9.7 Supervision Requirements 9.8 Field Education Assessment 9.9 Travel 9.10 Police Check 9.11 Working with Children Check (WWC Check) 9.12 Health and Immunisation Responsibilities 9.13 Insurance 9.14 Student Personal Accident Insurance 9.15 Public and Products Liability Insurance 9.16 Professional Indemnity Insurance 9.17 Accidents on Placement 9.18 Delayed, Deferred or Early Terminated Placements 9.19 Rural Placements 9.20 Interstate Placements 9.21 Overseas Placements - Global, Urban and Social Studies 9.22 AASW 9.23 Social Work Field Education 9.24 Placement in Student's Place of Employment 9.25 Minimum Requirements 9.26 Exceptional Circumstances 9.27 Credit Transfer and Recognition of Prior Learning (RPL) in Field Education 9.28 Repeat Placements 9.29 Relationship Between Field Education and Other Academic Courses 28 29 29 30 30 30 30 30 31 31 31 32 32 32 32 33 33 33 34 34 34 35 36 36 36 37 37 40 40 10. THE LEARNING AND ASSESSMENT PROCESS 41 10.1 10.2 10.3 10.4 10.5 41 41 42 42 42 The Field Education Placement Agreement Form The Learning Plan The Evaluation & Assessment Process Mid-Placement Review Final Report 10.6 Field Education Progress Panels 10.7 Unsatisfactory Student Assessment from the Field Educators Report 10.8 Appeals Committee 42 43 44 11. RESOLVING DIFFICULTIES ON PLACEMENT 44 11.1 11.2 11.3 11.4 11.5 11.6 11.7 46 46 49 49 49 49 49 General Steps in Resolving Difficulties Common Examples of Difficulties on Placement Sexual Harassment and Discrimination Sexual Harassment Policy Discrimination Policy Procedure University Guidelines Options 12. SOCIAL WORK FIELD EDUCATION ASSESSMENT FRAMEWORK/CORE LEARNING 50 12.1 Placement Learning Objectives and Outcomes 12.2 Placement Core Learning Areas 50 51 13. ASSESSMENT GUIDE: FIELD EDUCATION 1 (HWSS 1137- BSW (HONS) & HWSS 2113 MSW) 55 13.1 Length and Time of Placement 13.2 Focus of Placement 13.3 Assessment Requirements 13.4 Minimum Standards for Field Education 1 13.5 Guide to Preparing Final Report (FE1) 13.6 BSW Case Study Outline 13.7 Educational Goals of the Study 13.8 Confidentiality and Permission 13.9 Assessment Criteria 13.10 Grading 13.11 Due Date 13.12 Structure of Case Study 56 56 56 56 56 57 57 57 58 58 58 58 14. MSW FIELD EDUCATION 1 - CRITICAL ANALYSIS OUTLINE 62 14.1 14.2 14.3 14.4 62 63 63 63 Critical Analysis (Direct Practice) 3,000 words Confidentiality and Permission Grading Due Date 15. ASSESSMENT GUIDE: FIELD EDUCATION 2 (HWSS 1143 AND HWSS 2114) 65 15.1 15.2 15.3 15.4 Length and Time of Placement Focus of Placement Guide to Preparing Final Report (FE2) Assessment Requirements for HWSS 1143 Undergraduate Honours Thesis and Honours Professional Portfolio 15.5 HWSS 2114 MSW Field Education 2 – Critical Analysis (Macro Practice) 66 66 66 16. APPENDIX 69 16.1 16.2 16.3 16.4 69 74 75 93 Inherent Requirement Domains Student Participation in Off-site Program / Camp whilst on Placement Social Work - Field Education Learning and Assessment Reports Social Work Graduate Capability 17. REFERENCES 1. INTRODUCTION 67 67 96 Field education provides students with supervised opportunities to experience professional practice and socialisation in a work setting for a specified period of time. This enables students to benefit from experiential learning, linking and reflecting upon the relationship between theoretical perspectives and field experience. This develops an awareness of social work values and competence in a range of social work skills. A core component of RMIT University Social Work Programs (MSW, BSocWork (Hons) and BSocWork (Hons) /BSocSci(Psychology) is the satisfactory completion of two seventy-day field placements. Although the AASW requires that students be rated upon performance during placement the final result is not graded. The first field education placement generally focuses upon direct practice with individuals, families and small groups. Field Educators are encouraged to incorporate other tasks and/or small projects as relevant. Satisfactory completion of the first placement is a pre-requisite to undertaking a final placement. The second field education placement generally has a broader focus which is likely to involve engagement in a project or projects relating to: community development, social research, social policy, organisational or program development. The Field Education courses (1 & 2) encompass most of the capabilities of the program that inform student experience. Field Education is weighted this way (72 credit points in total) because it provides students with opportunities to develop and integrate their professional capabilities in practice. It also allows students to demonstrate their ability to be assessed across the range of capabilities while working within at least two different practice settings. The field education program is dependent upon the contribution of students, Field Educators, agencies and the University. For this reason, maximum participation of all parties in the process of developing and implementing the field education program is important. Field Educator Kits contain a summary of the core social work curriculum, the Field Education Manual and a social work field education ‘Reader’ which are updated regularly. Two briefings are run in second semester for field supervisors. Patterns of placement days may vary from five days per week, to a minimum of two days per week. Placements that are two days per week must include at least 2 full-time (5 day) block periods, Under certain conditions one of the two placements may be arranged within student’s place of employment, pending negotiation and with the approval of the School and the employing agency to ensure that the requirements set by the AASW Australian Social Work Education and Accreditation Standards (2012) can be met (refer section 9: Field Education Policies). The majority of field education experience takes place in second semester (June- December). Students who meet the pre-requisites may enrol in summer semester or semesters 1 or 2; however, placements outside these semesters 1 and 2 may be negotiated according to student circumstances and availability of a suitable placement. The Field Education Manual outlines the policies, practices and expectations of the two Field Education courses in the Social Work Programs. It has been developed over a number of years in consultation with graduates, colleagues, Field Educators, students, the Combined Schools of Social Work and the Australian Association of Social Work. This manual is also designed to help in the development of individualised educational planning for students undertaking field placements in varied and diverse field sites. Because no two field experiences are identical, this manual serves as a general guide within a framework of standardised expectations. This manual is complemented by specific information, for example a Field Educator Kit and Cleak, H and Wilson, J (2013) Making the Most of Field Placement. Thomson, Southbank Victoria. These resources are supplemented by information provided in the Field Education Briefings in the semester prior to placement, Integrative Seminars which students are required to attend, and Field Educator Briefings which are held throughout the year. 2. FIELD EDUCATION STAFF CONTACTS Ronnie Egan, Associate Professor, Field Education Ph: 9925 1105 Fx: 9925 1855 Email: [email protected] 2.1 SOCIAL WORK FIELD EDUCATION COORDINATORS Judy Williams, MSW Field Education Coordinator Ph: 9925 3060 Fx: 9925 1855 Email: [email protected] Linette Hawkins, BSocWork (Hons) and BSOCSci (Psychology) Field Education Coordinator Ph: 9925 3051 Fx: 9925 1855 Email: [email protected] Contact Social Work Field Education staff to discuss placement issues; theoretical issues; social work field education feedback, policy, development and support. 2.2 SOCIAL WORK FIELD EDUCATION PROFESSIONAL STAFF Telephone: 9925 9934 Contact [email protected] regarding field education forms, processes, procedures and other administrative inquiries. Also see Social Work Field Education Resources at www.sites.google.com/a/rmit.edu.au/social-work-field-ed-resources 2.3 MAILING ADDRESS RMIT University, GUSS, Social Work Field Education, GPO Box 2476 Melbourne VIC 3001 2.4 LOCATION All Field Education staff are located in Building 8 Level 7, 360 Swanston St, Melbourne. 3. RMIT SOCIAL WORK PROGRAM 3.1 THE HISTORY OF SOCIAL WORK AT RMIT UNIVERSITY Beginning in1973 the Department of Social Work was established at Phillip Institute of Technology. In 1992 Phillip Institute amalgamated with RMIT. Now the social work programs operate within the School of Global, Urban and Social Studies within the Design and Social Context Portfolio. All Staff are committed to social justice, social reform and the belief that social change needs to be actively pursued by challenges to structural and institutional barriers. The programs encourage students to develop the ability to critically analyse the cultural, economic, political, social and psychological factors which help structure human welfare. The programs also offer appropriate skills and strategies with individuals, families, groups, organisations and communities to facilitate social change. 3.2 DESCRIPTION OF BACHELOR OF SOCIAL WORK (HONOURS) In addition to the Master of Social Work, the School offers a Bachelor of Social Work (Honours), a double degree in Social Work/Psychology (Honours) and undergraduate degrees in Social Science, Psychology, Legal and Dispute Studies, Youth Work, Environment/Environment Science, Planning, International Studies, Criminal Justice, Community Services, and Languages, Translating & Interpreting. The Bachelor of Social Work (Honours) is designed to develop professional practice in the human services sector and the ability to meet demands of current and emerging policy and practice contexts. The program equips graduates with the knowledge, skills and ethical foundations to enact practice for individual and collective well-being from a social justice perspective. This combines with the ability to critically analyse and reflect on social policy and organisational practices, as well as skills necessary for advocating for change. Graduates are likely to be employed in both the government and non government sectors, working in a diverse range of practice settings. The Bachelor of Social Work (Honours) is a four year undergraduate program accredited by the Australian Association of Social Workers (AASW). This program is designed to prepare students for effective professional practice in social work, social policy and associated occupations. 3.3 DESCRIPTION OF MASTER OF SOCIAL WORK (QUALIFYING) The Master of Social Work (MSW) was developed in 2005 to allow for a different pathway to the social work profession. It is accredited by the Australian Association of Social Workers (AASW) and is directed to people who already possess undergraduate degrees and are working in health and welfare related fields. Thus, it provides a way for people who have already established their careers to move into social work without having to return to undergraduate studies. The MSW program therefore complements rather than replaces the BSW program. The Master of Social Work program sits within this School and Portfolio and feeds into and a range of other programs including International Development, Environment and Planning, and Social policy. 3.4 ACCREDITATION RMIT University’s Field Education policies and practices are guided by the principles and minimum requirements for Field Education as stated in the Australian Social Work Education and Accreditation Standards (AASW, Canberra, ACT. 2012). All of our social work programs are fully accredited by the AASW. 3.5 SOCIAL WORK FIELD EDUCATION PRINCIPLES AND INHERENT REQUIREMENTS RMIT University Social Work Graduates will develop a critical and reflexive capacity to: - Work with and for society’s most vulnerable and marginalised individuals, families, groups and communities - Analyse issues of social disadvantage, oppression and marginalisation from a sociopolitical and economic framework recognising the impact of capitalism on social relations and promoting social justice and human rights within a global perspective - Understand the limits and strengths of the state’s policy, legislative and institutional arrangements on the context of practice in addressing social disadvantage - Acquire the interdisciplinary knowledge required for practice and practice knowledge and skills - Acquire the ability to transfer this knowledge and skills to the diverse range of practice settings - Apply their knowledge and practice skills in a manner that confronts structural disadvantage arising from cultural and religious difference, patriarchy, racism, disability, age and discrimination of the basis of sexual preference - Recognise the power differential between the practitioner and vulnerable marginalised individuals, families, groups and communities - Promote ethical, respectful, and transparent interdisciplinary practice processes - Participate robustly in the contemporary and changing ideological and political debates impacting on practice in an informed, flexible and grounded manner. Social Work is a demanding, sometimes stressful profession and successful completion of either an undergraduate or postgraduate program requires full participation at university and field education placements. Furthermore, the practice of social work is often undertaken with people who are vulnerable, at risk, or whose capacity to manage their own affairs is temporarily or permanently impaired. Accordingly the programs seeks to ensure that all students are capable of enduring stresses and strains of training and do not present any threat to the safety of service users, or to themselves (Keele University, 2011/2012, p.18). In delivering the Social Work programs at RMIT we are mindful of the legislative and professional mandates that must frame access to the field education courses offered within the social work degrees (Bialocerkowski et al. 2013, University of Western Sydney, 2013). Accordingly the Social Work program is committed to high standards, presentation and assessment of the programs and courses so that the needs of students with a disability and/or medical condition can be accommodated while simultaneously maintaining the academic integrity of the course. This commitment must ensure that 1. Reasonable adjustments are made to field placement and other activities so as to ensure students with a disability and/or medical condition can participate in the course and 2. The inherent requirements as stipulated in the AASW Code of Ethics and AASW Practice Standards and which outline the basic attitudes and values and knowledge and practice skills required of an entry level social worker in any practice setting are mastered, but not compromised (AASW 2006; Australian Association of Social Work 2012) An adjustment is deemed reasonable if it meets the needs of the student with disability without impacting too much on other people. To determine if an Adjustment is reasonable an Education Provider must consider: • The barriers, needs or challenges that face a student with a disability. • The views of the student or their Associate. • • • Whether the Adjustment will impact on the academic standards or requirements of the course. What advantages or disadvantages the Adjustments might have on the people affected by it. The costs of making the Adjustment. The inherent requirement domains relevant to the Social Work programs are outlined in Appendix 1. They include Ethical Behaviour, Behavioural Suitability, Legal, Communication including verbal, non verbal or written, Cognition including knowledge and cognitive skills and language and Sustainable Performance (Adopted from Johnson, Allan, Phillips, Azzopardi, Dickson, Goldsmith and Hengstberger-Sim (2012). These must be read in conjunction with AASW Code of Ethics (AASW 2010), Australian Social Work Education and Accreditation Standards (AASW 2012) and AASW Practice Standards (AASW 2006) (Bialocerkowski et al. 2013; University of Western Sydney 2013). 4. THE FIELD EDUCATION PROGRAMS Field education is a critical and core course in all RMIT University’s Social Work Programs. The strong emphasis given to field education is reflected in the resources invested, the integration of field education with academic courses, and the development of flexible and innovative approaches to field education. 2014 BACHELOR OF SOCIAL WORK (HONOURS) BH105 Subject Area Cat. No. BESC HUSO HUSO HWSS POLI ENVI 1126 1174 1207 2090 1025 1153 HUSO HWSS HWSS HWSS 2166 2164 2091 1134 12 12 12 12 HWSS HUSO POLI HWSS 1133 1296 1066 1146 12 12 12 12 HWSS HUSO 2093 1213 HWSS 2163 12 12 12 12 HWSS HWSS HUSO 2158 1135 1298 HWSS HWSS 1137 2092 HWSS HWSS POLI HWSS 1139 1141 1038 2204 12 12 12 12 HWSS HWSS 2205 1143 12 36 Credit Points Course Name 1st Year - 1st Semester 12 Or: 12 12 12 Foundations of Psychology Self And Society Australian Society in Global Context History & Trends in Social Work Power and Governance Or: Sustainable Futures 1st Year - 2nd Semester Foundations of Social Research Professional Practices in Social Work Intro to Social Work Practice Social Work Field Analysis 2nd Year - 1st Semester Critical Approaches To Soc Wk Indigenous Studies Public Policy Loss, Trauma and Grief 2nd Year - 2nd Semester Social Work with Groups Organisational Studies Law For Social Work Practice Student Elective 3rd Year - 1st Semester 12 12 12 12 Working with Violence and Abuse Social Work With Individuals Mental Health Student Elective 3rd Year - 2nd Semester 36 12 Social Work Field Education 1 Social Work with Families 4th Year - 1st Semester Community Work Program Management & Evaluation Influencing Policy Social Work Honours Project 1 4th Year - 2nd Semester Social Work Honours Project 2 Social Work Field Education 2 2014 BACHELOR OF SOCIAL WORK(HONS)/ BACHELOR OF SOCIAL SCIENCE (PSYCH) Subject Area Cat. No. Credit Points Course Name BH106 1st Year - 1st Semester BESC HUSO HWSS POLI ENVI 1126 1207 2090 1025 1153 12 12 12 BESC HWSS HUSO HWSS 1123 2164 2166 2091 12 12 12 12 BESC BESC HWSS HUSO 1182 1449 1133 1296 12 12 12 12 BESC BESC 1178 1186 HWSS HWSS 2093 1134 BESC HWSS POLI HUSO 1190 1135 1066 1298 HWSS HWSS 1137 2092 36 12 BESC BESC HWSS 1453 1437 2158 12 12 BESC BESC 1445 1433 12 12 HWSS 2163 12 12 HWSS HWSS POLI HWSS 1139 1141 1038 2204 12 12 12 12 HWSS HWSS 2205 1143 12 36 Foundations of Psychology Australian Society in Global Context History & Trends in Social Work Power and Governance Or: Sustainable Futures 12 1st Year - 2nd Semester Principles of Psychology Professional Practices in Social Work Foundations of Social Research Intro to Social Work Practice 2nd Year - 1st Semester Developmental Psychology Research Methods in Psychology Critical Approaches To Soc Wk Indigenous Studies 2nd Year - 2nd Semester Cognitive Psychology Social Psychology 12 12 12 12 Social Work with Groups Social Work Field Analysis 3rd Year - 1st Semester 12 Biological Psychology 12 12 12 Social Work With Individuals Public Policy Mental Health 3rd Year - 2nd Semester Social Work Field Education 1 Social Work with Families 4th Year - 1st Semester Professional Practice in Psychology Philosophy & Methodology of Psychology Working with Violence and Abuse Student Elective 12 4th Year - 2nd Semester Psychopathology & Models of Intervention Psychological Assessment & Individual Differences Law For Social Work Practice Student Elective 5th Year - 1st Semester Community Work Program Management & Evaluation Influencing Policy Social Work Honours Part 1 5th Year - 2nd Semester 2014 Social Work Honours Part 2 Social Work Field Education 2 MASTER OF SOCIAL WORK Subject Area Cat. No. MC150 Credit Points Course Name 1ST YEAR - 1ST SEMESTER HUSO 2075 12 Social & Political Theory HWSS 2049 12 Critical Social Work HWSS 2111 12 Casework, Counselling and Advocacy HWSS 2183 12 Adv Professional Prac for Social Work* OR 12 Elective 1ST YEAR - 2ND SEMESTER HWSS 2113 36 Social Work Field Education 1 (Advanced) HWSS 2182 12 Mental Health Social Work 2ND YEAR - 1ST SEMESTER HWSS 2112 12 Social Work with Groups HUSO 2079 12 Research Strategies - Social Sciences POLI 1052 12 Policy Making Processes OR POLI 1051 12 Australian Social Policy 12 Elective 2ND YEAR - 2ND SEMESTER HUSO 2068 12 Community Development Strategies HWSS 2114 36 Social Work Field Education 2 (Advanced) HWSS 2190 ** Understanding and Working with Cultural Difference HUSO 2069 ** Advanced Advocacy & Social Action HUSO 2197 ** Human Trafficking ARCH 1271 ** HWSS 2187 ** Conflict Resolution and Mediation Understanding the Context of Contemporary Human Service Practice SW ELECTIVES *Advanced Professional Practice for Social Work must be completed if student does not have at least 18 months paid work experience in the human services sector. Check with Course Coordinator/Program Director if required to undertake this course 4.1 OUTLINE OF FIELD EDUCATION COURSES The Field Education courses (1 & 2) occupy a special and central place within the RMIT social work programs. Between them they encompass most of the capabilities of the program that inform student experience. Field Education is weighted this way (72 credit points in total) because it provides students with opportunities to develop and integrate their professional capabilities into practice. It also allows students to demonstrate their ability to be assessed across the range of capabilities while working within at least two different practice settings. Field Education courses are linked to core courses in the social work programs. These links are important because they allow students to combine their knowledge, skills and values with practice. Students are expected to connect their ‘practice experience’ with ‘classroom-based’ learning and viceversa. This requires students to import academic skills into the field, as well as bringing field education to the university. For students, field placements are often the most meaningful part of their program and the culmination of their learning experience. Students are able to test out ‘classroom-based’ learning in practice and develop their ability for critical self-reflection on their practice and values. Conversely, the placement experience can be a point in the program where some students decide not to pursue a career in social work. For students arriving at this decision, which is not a straightforward or easy one, the School is committed in its support for them. A core component of social work programs is the satisfactory completion of two 70 day field placements (totalling 140 days or 1000 hours). The main focus of the first placement is direct practice with individuals, families and small groups. Field Educators are encouraged to incorporate other tasks and/or small projects as relevant. Satisfactory completion of the first placement is a pre-requisite to undertaking the second / final field education placement. The second field education placement builds on skills developed in Field Education 1. This is to focus upon engagement in a project or projects relating to; community development, social research, social policy, organisational or program development. BSocWork (Hons) Field Education 1 is undertaken in the third year of the program and a pre-requisite to undertaking placement is the satisfactory completion of Social Work with Individuals. MSW students undertake Field Education 1 in semester 2 of first year of the program. Pre-requisites for Field Education 1 are satisfactory completion Casework, Counselling and Advocacy, Critical Social Work and Advanced Professional Practice. Students who have had at least 18 months paid work experience in the human services sector may not be required to undertake Advanced Professional Practice, they will need to have passed another core course or elective prior to undertaking Field Education 1. BSocWork (Hons) Field Education 2 students must have satisfactorily completed the first placement as well as Social Work with Families and Community Work prior to undertaking Field Education 2. MSW students must have satisfactorily completed the first placement and most of their remaining program prior to undertaking Field Education 2. 4.2 DEFINITION OF FIELD EDUCATION Field education provides students with supervised opportunities to experience professional practice and socialisation in a work setting during a specified period of time. It provides students with the opportunity for experiential learning, linking and reflecting upon the relationship between theoretical perspectives and field experience, and an opportunity to develop capability in a range of social work skills. 4.3 PRINCIPLES OF FIELD EDUCATION RMIT promotes partnerships with agencies and networks of agencies for joint participation and the exchange of services extending field education into research, consultancy and classroom teaching. The field education program is dependent upon the contribution of students, Field Educators, agencies and the University. For this reason the maximum participation of all parties in the development and implementation of the field education program is important. The field education program seeks to develop practitioners who are: - Self-responsible and resourceful; Innovative; Effective negotiators and advocates; Personally and professionally powerful in such a way that they empower people in their lives, social organisations and communities; and Ethical in their use of power, knowledge and skills. Field Education therefore seeks to generate opportunities for: - Approaches to practice based on critical theory, which acknowledge that we live and work in a fundamentally unjust world and that individual problems are significantly influenced by - - - social structures. These approaches recognise the potential for individual response and change (rather than accommodation to oppressive social situations), and also the need for social change. Working collaboratively with other students, with School staff, and with many different sorts of workers. Self responsibility so that students integrate their own theoretical and practical experiences into their personal, critically reflective practice or action. Students are expected to be active participants in all aspects of the field education program: from observation visits (component of Field Analysis course), to placement selection, and assessment. Using consultation from Co-Field Educators, and staff and students from other disciplines. Developing negotiation as an important part of the placement selection process and as an important practice skill. Developing common bases for agreement and action as in the learning plans (reached through negotiation by students with their Field Educator and liaison person). These offer an experience of joint planning and conscious thoughtful practice, based on mutual agreement. Initiative and advocacy in seeking new and innovative placements. Constructive criticism students, Field Educators and staff are encouraged to monitor and evaluate the field education program, through the final report( Appendix 3) and a range of feedback opportunities. 4.4 AASW REQUIREMENTS OF A PROGRAM FOR LEARNING IN FIELD EDUCATION - - - - Field Education courses must be taken over 2 years within the professional social work program of study Students must successfully complete a minimum of 1,000 hours in at least 2 field education courses. These hours must be completed within the normal working hours/days of the organisation hosting the placement. No leave of any kind may be included in these requirements; that is, the full 1,000 hours must be completed. Practice-theory integrative seminars may be included within the required hours up to a maximum of 14 hours per 500 –hour placement. No placement will be shorter than 280 hours. Placements must be structured in a way that is educationally viable (so that educational goals can be achieved). Placements may vary from five days per week, to a minimum of two days per week. Placements that are two days per week must include at least 2 full-time (5 day) block periods, unless it is determined that extenuating circumstances apply. All placements are carried out in a host organisation that provides appropriate social work tasks and meets the educational requirements of the field education program. Appropriate social work tasks are defined as tasks which enable students to develop practice and analytic skills in community work, casework, group work, social planning and social action, research, social policy analysis or social policy development. At least 1 placement will be in direct practice. 4.5 FIELD EDUCATION FLEXIBILITY A flexible Learning Program can be tailored to best suit the specific individual, regional, professional and pedagogical needs at a particular point of time. RMIT University acknowledges that study is often one of several demands and responsibilities borne by students. Other demands are paid employment, family commitments or community responsibilities. Therefore RMIT promotes a flexible delivery of field education by exploring a range of innovative placement opportunities where possible, while ensuring that AASW requirements are met. Innovations in field education can also occur in relation to: - Structure of field education; that is weekend or evening placements and more flexible timeplans which accommodate the nature of the work and the student's learning needs. However, placements involving regular weekend or ‘out of hours’ practicum are very limited and few agencies can offer this. - Location of the field placement; Innovative projects can be developed within well-established agencies (where new tasks or processes are developed). Placements may be developed in settings such as unions or politicians' offices, or in areas with few social work or human service resources. - Placement tasks may include welfare rights advocacy, community action campaigns, the establishment of self-help groups or policy projects. - Timing of field placements: Students needs for flexible timing and extended periods for placement are taken into account alongside opportunities provided by agencies outside the standard semesters. - Content of field placements, which includes the way supervision and student learning is organised and supported. - Placement process. The process components include the communication systems to ensure open dialogue between multiple players and thoughtful selection and matching of student characteristics and learning with the agency. Adapted from Cleak, Hawkins and Hess (1999), Innovative Field Options. In regard to the flexibility of field education the following policy guidelines are in place: • when the required pre requisite courses are completed • only in negotiation with field education coordinators where permission has been granted by all parties including managers, practitioners and students • only when organisations have agreed to the arrangement • where an early termination of placement, where certain conditions stipulated by a Progress Panel must be addressed prior to the student undertaking another placement to complete the field education course in which they are enrolled. 4.6 COMBINED SCHOOLS OF SOCIAL WORK FIELD EDUCATION PROGRAM Collaboration between field education staff in the Schools of Social Work in Victoria during the past two decades has resulted in the Combined Schools of Social Work Field Education Network. The CSSW Network provides annual introductory and advanced workshops for field education educators / task supervisors, and other workshops as decided by the group. The network also engages in presenting a combined voice to the Heads of Schools and AASW on matters relating to field education which concern all schools and to identify and respond to patterns of change in the field, such as enrolment trends in social work programs and the growing de-classification of social work positions. 4.7 FOLLOWING UP YOUR OWN PLACEMENT In line with the Combined School’s commitment to a collaborative process and efforts to avoid agencies being repeatedly contacted for placements, students are instructed not to pursue their own placement or make contact with an agency without the prior knowledge of their Field Education Coordinator. If students are interested in undertaking a placement at a specific agency or in a specialised area or where they have personal connections, they should contact their field education coordinator, who will check arrangements and partnerships in place with the agency. Where appropriate RMIT field education staff may then pursue a potential placement on the student’s behalf, or negotiate with the student the best way to pursue the placement option. 5. PLACEMENT ALLOCATION PROCESS RMIT develops a wide range of placement offers in conjunction with community agencies and Government Departments in the human services field. Students are allocated to these offers via the process outlined below. Some students may have an interest in a particular setting or specific contacts with an agency that may be willing to consider them for a student placement. It is preferable that students attend the first Field Education briefing prior to making any contact with agencies. At this briefing we will provide an overview of the range of placement options, AASW requirements, the procedures we are required to follow and the protocol for following-up placements offers. Our reason for this arises from the general agreement we have with the other five schools of social work (comprising the Combined Schools of Social Work Network in Victoria) and field educators in a number of organisations. Each school has partnerships or agreements with certain organisations. The mutual understanding is that neither we, nor our students, directly approach organisations if they are already formally committed to another social work school. A number of organisations have made it clear that they will only consider students for placement who have been referred through the school with which they have agreed to provide placements. If you have very specific learning needs and wish to follow up on agency connections please contact your Field Education coordinator so that an appropriate course of action can be planned. Field education staff matches placement offers to students, based on information provided on their Placement Planning Form and guided by the following criteria: • Successful completion of placement readiness tasks, personal planning form • Successful completion of field education briefings and completion of expression of interest form • Successful completion of the Working with Children Check and Police check • Available placements and their relevance to the individual student's learning areas • Assessment of previous Field Educators, University Liaison, and other University staff in relation to student’s learning requirements • Stage of the course at which the placement is occurring • Student’s previous academic course of study and its relevance to the placement • Student’s previous work experience including both paid and voluntary positions • Personal needs of student e.g. health requirements • Learning needs of student, including level of supervision required • Agency requirements and preferences, e.g. driver’s licence, experience etc • AASW Minimum Requirements: “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 agency settings, with different client groups, using different methods of social work practice, and with a different field educator for each placement.” The range of placements will vary each year. Students must be aware that each year some allocated placements may not match all of their interests. Below is an outline of the broad process we follow when planning for student placements. Please be assured that we do take account of student needs and interests as well as specific learning opportunities in matching students to placement offers. 5.1 STEP 1– FIELD EDUCATION BRIEFINGS (COMPULSORY) Students must attend field education briefings and undertake ‘placement readiness assessments’. Students who do not attend the briefings or complete the placement readiness assessments will not be eligible for allocation of a field education placement. The majority of students will undertake field education in semester 2, so briefings are held in semester 1. Two briefings are provided for Field Education 1 students and one briefing for Field Education 2 students. Students who do not attend must provide a medical certificate. Subsequently, students will need to make alternative arrangements with the field education co-ordinator to obtain information and undertake placement readiness assessments prior to proceeding with placement. Students enrolled in Field Ed in Semester 1 or summer placement (most commonly mid-year intake MSWs or part time students) should advise the field education coordinator a semester ahead of their plans so that appropriate planning, including attendance at preplacement briefings in semester 2 can occur. 5.2 STEP 2 - STUDENT INFORMATION OBTAINED (PERSONAL PLANNING FORM – PPF) Students to complete a ‘Personal Planning Form’(PPF). This indicates the experience, skills and knowledge students bring to field education, together with identified learning needs, areas of interest and availability. The field education coordinator uses the information in the form to gain a general idea of field education interests and the student’s availability to commence placement. In the completion of your Personal Planning Form (PPF) you are not required in the to make a declaration about health problems that do not impinge upon your capacity to study or practice, or that in the normal of your social work duties, would not present a risk to others. However chronic poor physical or mental health may make it difficult or impossible for you to complete the program and may also place client at risk. In the event of health problems arising during the course, the programs will, within its rules and regulations respond sympathetically and try to ensure that student is able to complete in due course (Keele University, 2011/2012, p.18). A copy of the Personal Planning Form is located at www.sites.google.com/a/rmit.edu.au/social-workfield-ed-resources 5.3 STEP 3 - AGENCY/PLACEMENT INFORMATION OBTAINED Through discussion with agencies offering placements field education staff prepares a description of each placement available to RMIT. These lists of available placements are emailed to students. Placement lists are sent to students at particular times. Processes for identifying placement opportunities for students undertaking placement in summer/semester 1 will vary, as there are less students undertaking placement in this period. 5.4 STEP 4 - EXPRESSION OF INTEREST AND SUBMISSION OF CV Students are required to indicate interest in a range of placements by due date on the ‘Expression of Interest Form’ (EOI) which must be returned to RMIT Field Education staff. For semester 2 placements this EOI is done via an on-line survey. Students should attach a copy of their current CV. 5.5 STEP 5 - ALLOCATION PROCESS Field Education staff take account of students’ educational needs, interests and practical concerns (stated on the Personal Planning Form and Expression of Interest Forms) in matching them with placement opportunities. Agency preference is key in the allocation process because unless the student meets their criteria it is unlikely that the placement allocation can proceed. Once allocated a placement, the student and agency are advised. 5.6 STEP 6 - INITIAL NEGOTIATION INTERVIEW Students arrange an interview with the potential Field Educator to negotiate placement details. During the initial interview, if both parties are satisfied with the arrangement, the student is required to complete the ‘Placement Agreement Form’ (located www.sites.google.com/a/rmit.edu.au/social-workfield-ed-resources) in consultation with the Field Educator. Student then returns the completed, signed form to Social Work Field Education in 8.7. at least one week prior to beginning placement. 5.7 FACTORS TO CONSIDER WHEN EXPLORING A PLACEMENT WITH STUDENT / FIELD EDUCATOR Student should discuss the following issues at the initial interview (Refer: ‘Factors to Consider When Seeking Placement’ at www.sites.google.com/a/rmit.edu.au/social-work-field-ed-resources • Learning opportunities; • Methods of learning; • The agency's and student’s set of values • Practical arrangements. The student should be able to communicate: • Knowledge and skills brought to placement; • Learning style; • Educational goals • Expectations of the Field Educator. Student should be prepared to provide their Field Educator with a current curriculum vitae/resume. Assistance with preparing a CV can be obtained from the RMIT Career Development and Employment Service, Student Services Centre (www.rmit.edu.au/careers). Final year students are encouraged to provide the field educator with a copy of their completed Field Education Learning and Assessment from their previous field education placement. The Field Educator/Task Supervisor may explore with students: • Purpose of the interview; • Why the student is interested in a placement at the agency; • Past work experiences of student and Field Educator; • Description of the placement setting /context; • What the student’s learning requirements/needs are; • Learning and task opportunities available to the student; • Expectations of the student; and • Supervision opportunities. 5.8 STEP 7 – PLACEMENT AGREEMENT FORM No placement should begin until the Placement Agreement Form has been received at RMIT and approval of placement confirmed verbally or in writing to all major parties. If prior approval has been given to a placement where there is no social work supervisor on-site, the task supervisor should sign the form. Student should submit the completed form to the Social Work Field Education Administrative Staff (8.7.2) or by Fax (9925 1855). Forms must be submitted as soon as possible and no later than one week prior to the commencement of placement. The placement agreement form ensures that the student is covered by insurance, that placement details meet field education and program requirements, liaison staff are allocated and off-site supervisors are organised (if required). If the Placement Agreement Form cannot be sent to RMIT before commencing placement, students should contact the Field Education Coordinator for their program to discuss arrangements and ensure that placement has been approved so that a record in relation to RMIT student insurance can be made. Otherwise placement days undertaken prior to receiving the Placement Agreement Form will not be recognised. 5.9 STEP 8 - PLACEMENT CONFIRMATION If the placement details outlined in the Placement Agreement Form meet RMIT University requirements, the form is then approved by the RMIT University Field Education Coordinator for that program. The placement is then confirmed by letter to all parties, along with copies of the Placement Agreement Form. The confirmation letter outlines the staff member who will act as liaison and if required, the person who will provide off-site social work supervision. If the details outlined do not meet requirements, the student or field educator may be asked to discuss requirements/options or renegotiate placement details. A student who fails to obtain a placement after interviews with two agencies referred to by RMIT University staff may be called in for a discussion to ascertain the underlying factors and assess the student’s suitability to continue with the Social Work Field Education course at that time. If after the initial interview the placement allocation is seen by either student or Field Educator as unsuitable, a further placement will be allocated. If either party is concerned about the placement allocation following interview, contact should be made with the Field Education Coordinator for that program. 5.10 GETTING ORIENTATED TO PLACEMENT It is highly recommended that all students use time in the first few weeks of placement to become orientated to the placement. Refer ‘Learning About Your Placement Organisation’ at www.sites.google.com/a/rmit.edu.au/social-work-field-ed-resources 6. ETHICS FOR FIELD PRACTICE 6.1 CODE OF ETHICS In every placement students can expect to be involved in other people's lives in ways which confront them with ethical decisions. These decisions are usually defined as choices in which any alternative results in an undesirable action. Various professional bodies have developed a ‘Code of Ethics’ that attempt to guide workers facing the ethical dilemmas of daily practice. A copy of the AASW Code of Professional Ethics can be downloaded from their website: www.aasw.asn.au/practitioner-resources/code-of-ethics. It can also be accessed from the RMIT Social Work Field Education website. The AASW Code of Ethics should be read by all students and referred to during placement as required (Refer The Learning Plan 10.2). Students are expected to operate within the ethical guidelines laid down by the AASW, as well as within University regulations. Students are expected to conduct themselves in a professional manner whilst on placement. Any conduct viewed to be unprofessional may result in a placement being terminated whilst the situation is reviewed (adapted from School of Public Policy and Professional Practice, Keele University, UK). 6.2 ON-GOING CONTACT WITH SERVICE USERS Organisational accountability is particularly important in considering the issue of students having contact with service-users after placement has finished. If students have voluntary, on-going contact with a service user after placement has finished, the School recommends that it is done so only with the full knowledge of the placement agency, and if possible through linking with an agency volunteer program, or the Field Educator. Students must also discuss the situation with the Field Education Coordinator. If unavailable, other field education staff should be contacted. 6.3 CONFIDENTIALITY - AN IMPORTANT ETHICAL ISSUE FOR STUDENTS ON PLACEMENT The following extract provides Guidelines for Students Taking Case Material from the Field into the Classroom, which has been adapted from Wilson (1978, pp.35-36). Students should inquire whether any policies exist in their agency regarding the use of agency material. These should be studied before a situation arises where the student wishes to use agency record materials in the classroom. Some basic guidelines are presented below: 1. All names of clients, relatives, and significant others mentioned by name in a case record or recording must be altered. Pseudonyms or incorrect initials can be used. If names are changed rather than simply erased or obliterated, a notation should appear clearly indicating that this has been done. 2. If the interview or case material concerns a highly unusual or much publicised situation that could be identified easily even after the client's name has been changed, the nature of the primary issue or presenting problem, proper nouns, and certain identifying information may also require alteration. It is likely that this may affect the reality of the situation and make it more difficult for the student to adequately present what really happened, but if it comes to a choice between presenting accurate recordings in the classroom and preserving the privacy and confidentiality of the consumers served, the client's needs must take priority. 3. Material of a highly confidential or incriminating nature should not be taken into the classroom at all. If a student is not certain whether their recording fits into this category or not, they should consult their Field Educator for guidance. 4. Process recordings are the property of the agency and should not be copied or retained by the student. They should be turned in to the student's Field Educator when their usefulness has ended or at the termination of field placement, and should be stored separately from the official case record. 5. All material that students wish to take into the classroom should be reviewed first by the Field Educator to ensure that proper measures have been taken to preserve confidentiality. 6. Tape and video-recorded material cannot be adequately disguised to preserve confidentiality. Thus, the client's permission must be secured before a student takes it into the classroom. Furthermore, certain technical steps should be taken to conceal identity even when the client has given permission for use of the material. Students should seek specific direction from their Field Educator. Students need to be aware that ethics of confidentiality also apply to aspects of students' involvement in human service organisations other than ‘case’ material, including policy, organisational and personnel matters. Students should be aware of confidentiality and not discuss any client related issue on Facebook or other medium (e.g. twitter, emails, etc). 6.4 IT COMMUNICATION, FIELD EDUCATION AND PROFESSIONAL PRACTICE Students should be aware of confidentiality and not discuss any client related issue on Facebook or other medium (e.g. twitter, text, emails, etc). Students are not to use Facebook or other medium (e.g. twitter, text, email, etc) to make comments regarding any aspect of their field experience or other agency related matters when on placement, or after placement finishes. This also applies when in paid work in the human services. Any abuse of confidentiality in relation to any work related matter communicated via email or face book is against the professional/ AASW code of ethics. General principles in the AASW Code of Ethics (2010) relating to this issue are that : - Social workers will respect the rights of clients to a relationship of trust, to privacy and confidentiality of their information and to responsible use of information obtained in the course of professional service (5.2.4) - Social workers will relate to both social work colleagues and colleagues from other disciplines with respect, integrity and courtesy, seeking to understand differences in viewpoints and practice (5.3.b). - Social workers will acknowledge and strive to carry out the stated aims and objectives of their employing organisation, agency or service contractor, consistent with the requirements of this Code (5.4.1.a) and that - Social workers will not engage in, nor accept other staff engaging in, any form of discrimination, abuse, bullying or harassment (5.4.2) Using a text message to communicate with clients may be fraught with ethical issues that have the potential to be harmful to clients and detrimental to a student social worker’s professional reputation. During the past few years the AASW has received numerous complaints regarding social workers’ conduct in relation to text message communication with clients. It is therefore important for students to proceed with caution, considering carefully how and when to use text message with clients, in all instances obtaining approval of the field educator/ supervisor before communicating with client via text message. See www.aasw.asn.au/document/item/4673 and http://www.aasw.asn.au/document/item/4674) (AASW, 2013). 7. PARTIES INVOLVED – DEFINITIONS, ROLES & RESPONSIBILITIES 7.1 FIELD EDUCATOR / ON-SITE SOCIAL WORK SUPERVISOR The Field Educator is the person with primary responsibility for facilitating the learning and educational progress of a student in field practice. This person is also responsible for assessing the student’s performance and making recommendations to the University. This person provides social work supervision on-site to the student. 7.2 THE SOCIAL WORK FIELD EDUCATOR The social work Field Educator may be: - An ‘on-site’ social worker directly supervising the student; or - A social worker in another section of the agency at which the student is on placement (i.e. in a different section, on a committee of management, or on Reference Group overseeing the program/project). In some instances there may be a joint teaching arrangement, where a student is formally assigned to two Field Educators. They may be two social workers sharing the role because both work part time, or because they come from different areas of the field and provide different perspectives in terms of knowledge, skills etc. RMIT recognises a field educator’s prerogative in offering, withdrawal or termination of a placement. In line with accreditation requirements of the Australian Association of Social Workers, Field Educators for social work students need to be qualified social workers. They need to have at least two years' work experience in the field and be eligible for AASW membership (i.e. have completed an accredited Social Work degree). In cases where there is no qualified social worker to provide on-site social work supervision to students, and yet there are good learning opportunities, supervision may be provided through off-site supervision arrangements. 7.3 OFF-SITE SUPERVISOR The Off-site Supervisor is the social worker responsible for providing supervision to the student when no on-site social work supervisor is available at the agency. Preference is given to agencies where there are two or more student placements if off-site supervision is to be provided and / or funded by RMIT. In this situation the student has a task supervisor (not a social worker) on-site and an off-site social worker to provide supervision. Contact details for the off-site supervisor are indicated on the placement confirmation letter sent out to student and agency task supervisor. The Off-site Supervisor’s primary focus is upon practice reflection by the student, linking it with theory from the social work program. The Off-site Supervisor providing social work supervision may be: - A social worker connected directly or indirectly with the agency - A staff member from RMIT University or - A social worker engaged by RMIT University as a sessional staff member to provide ‘off-site’ supervision. 7.4 TASK SUPERVISOR The Task Supervisor is a staff member at the agency who comes from a background other than social work, but to whom the student is likely to be responsible on a day to day basis – in provision of direct service or for the planning and implementation of a project. Where a student is primarily supervised by a ‘task supervisor’, the agency and university have a responsibility to ensure that a qualified experienced social worker provides regular supervision to help the student link what they are doing (practice) with the social work theory studied in the social work program (to reflect, critically review, learn and link). When there is both a Field Educator and a Task Supervisor, it is important that all parties have clearly negotiated their responsibilities and that the student is clear about supervision arrangements. This relates to the writing of assessment comments and a final rating for the student’s performance in each of the seven key learning areas. For example the field educator may take lead responsibility for comments in learning areas 1, 3 and 5 while the task supervisor may take lead responsibility for comments in learning areas 2, 4, 6 and 7. RMIT recognises a task supervisor’s prerogative in the offer, withdrawal or termination of a placement The RMIT Field Education Administrative staff must be advised if any additional parties are involved who are not listed on the initial Placement Agreement Form. They should also be advised if arrangements are made for the student to engage in practice in an organisation other than the agency stated on the Placement Agreement Form. 7.5 RMIT SOCIAL WORK FIELD EDUCATION STAFF Social Work Field Education Staff are employed by the university with the responsibility for organising and co-ordinating student placements, informing Field Educators, and liaising in general with the field on issues relating to field education. 7.6 LIAISON PERSON Overall, the liaison person is responsible for: - Educational consultation (as a point of contact for information and support to student and field educator to maximise learning throughout the placement) - Monitoring and evaluation of student performance (Review of Learning Assessments and Reports) - Mediation and problem solving (respond to any difficulties which arise during the placement) Their primary responsibility is to ensure that the student is meeting the school’s educational objectives and requirements. The liaison person is the first point of contact for students and agency/Field Educators for information, queries, concerns, etc. The liaison person is likely to be an RMIT staff member. Contact details of the liaison person are stated on the placement confirmation letter sent out to all parties. A liaison person may also provide the off-site supervision. In this instance, the Field Education Coordinator or another member of the RMIT field education staff can be called in as an outside party to facilitate problem solving should the need arise, or should any of the parties request this. If the liaison person is also providing off-site supervision, it is possible that there will be additional meetings, particularly in the initial phase of the placement, and that they will be more actively involved in developing the final report (Appendix 3). 7.7 ROLES AND RESPONSIBILITIES THE SCHOOL'S ROLE IN FIELD EDUCATION • Development and maintenance of a well organised and well resourced field education program. • Development and maintenance of a substantial, responsive and relevant curriculum to support field practice. • Provision of field teacher education and support. • Provision of guidelines for field learning, minimum standards and assessment at each level of the student's education. • Maintenance of standards and equity across placement experiences and assessment. Adequate pre-placement planning and liaison visiting. • A fair and accessible evaluation and assessment procedure for student performance which gives a central place to Field Educators' contributions. • Feedback to Field Educators and students. • Allocation of Liaison staff. • Ensuring adequate supervision is provided. 7.8 THE STUDENT'S ROLE IN FIELD EDUCATION • Development of learning needs and objectives, within the framework of School and field expectations. • Willingness to participate actively in the placement allocation process. • Willingness to work within the School's and agencies' field education requirements. • Recognition that RMIT field education staff do not have control about whether organisations offer, withdraw or terminate a placement • Ability to make appropriate choices about and within placement on the basis of their learning interests and needs. • Accountability to the placement agency, including keeping the agency informed of movements related to the placement and observing normal courtesies, such as notifying the agency of sickness or inability to keep an appointment. • Ensuring that all practical requirements (travel costs, desk space, etc) are negotiated prior to placement. • As a representative of the agency, respect its norms of punctuality, dress and so on. • Willingness to pursue relevant theoretical material to complement placement experiences. • Willingness to engage in self-evaluation and receive constructive feedback. • Availability to attend liaison sessions, informal negotiation session, integrative seminars and the Field Education Progress Panel. 7.9 THE AGENCY'S ROLE IN FIELD EDUCATION • RMIT recognises agency’s prerogative in offering, withdrawal or termination of a placement • Provision of a range of relevant and innovative practice opportunities suitable for student learning. • Provision of staff time for field teaching, space and facilities. • Willingness for students to participate in the organisational processes of the agency. • Support for Field Educators (in terms of time, recognition of workload, replacement staff in the event that Field Educators are ill or unable to continue field teaching). • Provision of adequate orientation to and feedback from the agency for students. • Provision of ‘up to date’ information to the School about: placement needs, opportunities and requirements; student placement contact person; basic agency information, as relevant and field placement policy. • Provision of equal opportunity and affirmative action for students with disabilities and ‘disadvantaged’ backgrounds. 7.10 THE FIELD EDUCATOR'S ROLE IN FIELD EDUCATION • RMIT recognises the field educator’s prerogative in offering, withdrawal or termination of a placement • Participation in placement preplanning, Field Educators' orientations, and the student/placement selection process. • Willingness to make realistic commitments about the number of student placements offered and for which placement period, and then to follow through on such commitments. • Clarity about knowledge, skills and other requirements for completing placement activities. • Identification of suitable tasks for student’s level of placement. • Clarity about expectations of students and feedback to them about performance. • Time for regular supervision sessions (refer 9.7 Supervision Requirements) • Completion of written Final Report (Appendix 3) on student's performance. • Availability to attend Field Education Progress Panel if necessary. • Willingness to provide field teaching to students with differing needs for educational support and supervision. 7.11 THE TASK SUPERVISOR’S ROLE IN FIELD EDUCATION • RMIT recognises the task supervisor’s prerogative in offering, withdrawal or termination of a placement • Orient the student to the agency and its operations. • In conjunction with the student and off-site Field Educator, identify appropriate tasks and learning opportunities within the agency. • Contribute to the student’s understanding of the practice issues and methods of the agency. • Oversee the activity of the student on a day-to-day basis. • Participate in liaison meetings with the student and off-site supervisor, contributing practice experience and knowledge of the agency’s operations and the student’s progress. • In conjunction with the student and off-site supervisor, assist in the formulation of mid review and final reports. • Availability to attend Field Education Progress Panel if necessary 7.12 THE OFF-SITE SUPERVISOR’S ROLE IN FIELD EDUCATION • Understanding of learning opportunities, knowledge, skills and other requirements of agency for completing placement activities. • Understanding of expectations of student in consultation / liaison with Task Supervisor/s • Provision of regular formal supervision sessions and intermittent / informal individual communication as required by student • Participation with student and Task Supervisor/s in Mid Placement Review • Completion of written mid review and final report on student's performance. 8. PLACEMENT COMPONENTS 8.1 PLACEMENT BRIEFINGS FOR STUDENTS Briefings are held in the semester prior to undertaking the field placement and include placement readiness assessments. These briefings are designed to provide students with information about the field education program and the procedures that are followed. The briefings also allow students to consider their learning goals, priorities, strengths and knowledge, as well as their individual learning styles and approaches to learning, the Field Educator/student relationship, and the development of an educational plan. There are placement readiness assessment tasks that need to be completed in the briefings. Briefings cover a range of topics including: - Course requirements; - Guest speakers – past students and potential Field Educators; - Supervision and assessment requirements; - Roles and responsibilities of parties involved. - Placement readiness assessments Students who do not attend the briefings or complete the placement readiness assessments will not be eligible for an allocation of field education placement. These briefings are compulsory, and attendance and participation are a prerequisite for placement. 8.2 INABILITY TO ATTEND BRIEFINGS Students who are unable to attend a briefing must: 1. Notify the Social Work Field Education Administrative Officer by phone (9925 1934) before the briefing is held and 2. Submit to the Field Education Team an explanation as to the reasons for non attendance (attaching any relevant documentary evidence, e.g. medical certificate). 3. Make arrangements to obtain essential information and complete and placement readiness assessment tasks that were linked to briefings 8.3 PLACEMENT READINESS TOOL The Placement Readiness tools are part of the teaching and learning assessments which provide information about students’ readiness and preparedness to undertake the course Social Work Field Education 1. It is based on factors that are academic, professional and personal. These include: a student’s capacity for self-directed learning, demonstrated understanding of social work theory and practice, knowledge of professional ethics, self-awareness and capacity to demonstrate professional conduct in the workplace (www.sites.google.com/a/rmit.edu.au/social-work-field-ed-resources). The Placement Readiness Tool assessment tasks take place during semester prior to placement as part of the assessment requirements in the relevant courses: Assessments will include demonstrating competence in interviewing skills, written skills, as well as practice reflection. The Placement Readiness tools use pass/fail assessments and provide one of a range of measures to identify a students’ readiness to engage in learning on field education, through the integration of social work practice and theory. Students are required to be awarded a PASS in all Placement Readiness Assessment Tasks prior to commencing placement. For those students who are not assessed as “Ready for Placement” supports will be provided to develop appropriate levels of placement readiness, e.g. various learning tasks and pre-placement requirements, prior to placement commencing. 8.4 BRIEFINGS FOR FIELD EDUCATORS AND TASK SUPERVISORS Briefings for Field Educators and task supervisors (including other agency staff involved in the student placement) are held throughout the year by the RMIT Social Work Field Education Team. These briefings cover all major aspects of the field placement including learning and assessment reports, supervision, expectations and assessment. Field Educators and Task Supervisors will be advised of dates, times and locations of Field Education Briefings prior to commencement of placements. Introductory and Advanced Workshops for Field Educators auspiced and run by the Combined Schools of Social Work are held annually. Refer also the workbook “Making the Most of Field Placement” (2013) by Cleak and Wilson 8.5 INTEGRATIVE SEMINARS Integrative seminars are held during placement to assist students to analyse their practice and critically reflect on their field experience. Field Education Staff believe that student’s practice development is enhanced when they are able to share their successes, mistakes and dilemmas with their peers, in a supportive environment. The Australian Association of Social Workers emphasises the importance of integrative seminars whilst on placement. 8.6 PURPOSE OF INTEGRATIVE SEMINARS 1. To provide a forum in which students can discuss ideas and issues arising in their field education. These may include value dilemmas, role ambiguity, ethical issues, and a wide variety of practice issues. 2. To provide a forum in which students can discuss their developing work, with a view to improving their social work practice through mutual problem-solving, feedback and critical analysis. 3. To enable students to develop skills in peer support and peer review. 4. To enable students to learn group skills through participation. 5. To enable students to learn and practice communication skills. 6. To enable students to learn about agencies other than the one at which they are placed and to begin to form professional resource networks. 7. To be exposed to areas and styles of work other than their own. 8. To produce a forum in which students are encouraged to reflect on the development of their skills, professional competencies and professional identity, thus encouraging the integration of theory and practice. 8.7 ATTENDANCE A series of three integrative seminars are held each semester. Dates, times and are advised prior to commencement of semester. Students are expected to attend all three integrative seminars held throughout their placement. Attendance at integrative seminars is counted as placement time, the equivalent of one half day. As with the pre-placement briefings, students who are unable to attend an integrative seminar are required to: 1. Notify the Social Work Field Education Administrative Officer by phone (9925 1922/ 9925 9934) before the briefing is held; and 2. Submit to the Integrative Seminar Coordinator an explanation as to the reasons for non attendance (attaching any relevant documentary evidence, e.g. medical certificate). Non-attendance at integrative seminars (without sufficient explanation) may result in students being required to complete additional work demonstrating the application of theory in their placement. 8.8 LIAISON BETWEEN SCHOOL, STUDENTS AND FIELD EDUCATORS Liaison visits by academic staff to agencies while students are on placement are an integral part of the field education program. Each student is assigned a liaison person. (See Section 7 for an outline of the role and responsibilities of the liaison person). There will be a minimum of three contacts which will usually include two liaison visits to the agency. The initial contact should be within the first 10 – 15 days of placement. Additional visits may take place for placements negotiated over an extended period of time or if any difficulties arise or if requested by any of the parties. Shortly after placement commences Student and/or Field Educator should contact the liaison person to negotiate a suitable date and time for the first liaison visit. Students and Field Educators are encouraged to make contact with their liaison person at other times, if necessary. The liaison person also assists the RMIT Field Education Co-ordinator to monitor placements through progress reports after each liaison visit. When staff, other than the agency Field Educator are involved in student supervision it is recommended that both parties participate with student in liaison visits where possible. 8.9 EXPECTATIONS Students are expected to provide preparatory material, including the learning plan, for the liaison person before each visit (e.g. summaries of work undertaken, reports or case summaries). A draft learning plan should be sent to the liaison person within the first few weeks (by day 10-15) of commencing placement and/ or at least three days prior to the first liaison visit. The mid placement review is required by the liaison person prior to their second visit. Field Educators are expected to be involved in the planning of each liaison meeting and to prepare any relevant material beforehand. The liaison reports will be provided to field educator/s and student upon request. These are placed on the student’s file at RMIT University after the final liaison visit. 8.10 SUPERVISION Supervision is critical to social work field education placements. As O’Connor, Wilson and Thomas (1991) state: “Supervision refers to a formal prearranged situation where the student’s work is reviewed, salient principles are observed and related to form a cohesive link between the specific situation and general theory, and plans are made for future work’ (p.203). The two components of field education are the educational process (identifying and making explicit the learning required) and the social work content (knowledge and skills relevant to the situation). Supervision requires planned, regular periods of time that student and supervisor spend together discussing the student’s work in the placement and reviewing the learning progress. The AASW stipulates that the social work supervisor provides a minimum of one and a half hours per week (that is, for every five days on placement) formal student supervision. When students are linked with an offsite social work supervisor they are required to participate in the supervision provided, including individual and group, in order to meet AASW supervision requirement. 8.11 PROCESS The following information is adapted from A Handbook for Field Educators in Social Work and Social Welfare (1991), The Field Educator Manual Project Group. The supervisory process is commonly described as having three principal functions: - The educative function - The supportive function - The management function (Kadushin, 1992). These three functions frequently overlap, but it is possible to identify the primary function of any supervisory episode. 8.12 THE EDUCATIVE FUNCTION The supervisory process is primarily an educative one. The objectives of educative supervision are to promote professional competence, to develop skill and understanding, and to enable the supervisor and student to assess the student’s abilities using a mutual process of giving and receiving feedback on the student’s performance, within the agency’s learning opportunities. 8.13 THE SUPPORTIVE FUNCTION The supportive function of supervision is an important one and involves the Field Educator helping the student to maintain or enhance their sense of self. The supportive process is one in which the supervisor acknowledges and responds to the student’s emotional needs so far as these relate to their role as a student. Helping the student to understand the processes of an event and empathising with the student’s emotional reactions validates their feelings and helps to integrate the experience into the context of the student’s professional development. Supportive supervision takes place in the context of the student’s learning goals for the placement. If a student’s personal difficulties block or negate the learning process and together you are unable to resolve these difficulties, contact with the university liaison person is recommended. 8.14 THE MANAGEMENT FUNCTION The supervisory process also contains a managerial and administrative function. The Field Educator helps the student gain access to information and resources, and ensures their understanding and use of correct procedures within the agency. It is the Field Educator’s responsibility to ensure that the student’s learning process is consistent with the philosophy of the agency. The field education process must not infringe upon the rights of service users and staff of the organisation. Duty of care to the service user is the guiding principle for all parties and takes precedence over the provision of learning opportunities for a student. The three functions of supervision are rarely present in isolation within the supervisory process. For example: - The process of giving and receiving constructive feedback is both educational and supportive. - Joint planning to access information and resources is educational, supportive and managerial. - Mutual de-briefing after an event is both educational and supportive. 9. FIELD EDUCATION POLICIES RMIT Field Education Policies are guided by the principles and minimum requirements for field education, as laid down in The Australian Social Work Education and Accreditation Standards (Australian Association of Social Workers, 2012). These policies are as follows. 9.1 ORGANISATION OF FIELD EDUCATION Persons responsible for the management of the field education program must be social workers. Arranging placements is a four-way consultative process involving the agency, the Field Educator, the student, and field staff. The School must take responsibility for determining the location of the placement, the development of a statement of objectives, the minimum standards that students are required to obtain, the processes expected of each placement, and the final assessment of the student's performance. Conflict of Interest Placements will not be approved in agencies where the student has had personal ties as a client, relative or close friend. 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 agency that has been nominated for a potential placement. Examples of a conflict of interest include being member of any of an Agency’s governing bodies or committees, current volunteering arrangements within the Agency, being a current client of the Agency, or someone who has a current or prior close personal relationship with the student. Rejection of a placement offer When a student rejects an offered placement, or is rejected by an agency at the interview stage of the process, the student must discuss the situation with the Field Education Coordinator and seek feedback from the potential Field Educator. The Field Education Coordinator will attempt to negotiate an alternative placement. In the event of a student rejecting or being refused a placement twice when: 1. the criteria of the placement is appropriate to the student’s learning needs and objectives 2. the placement is reasonably accessible by car or public transport 3. the agency is able to offer appropriate and adequate supervision It is at the discretion of the Field Education Coordinator, in consultation with the Associate Professor of Field education, whether further placements will be sought. 9.2 STRUCTURE OF FIELD EDUCATION PROGRAM As documented in Section 4.5, the Australian Association of Social Workers (2012) stipulates that: - field education courses must be taken over two years within the social work program - students must successfully complete a minimum of 140 x seven-hour working days (at least 1000 hours) in at least two field education courses - no placement will be shorter than 40 days - placement days may vary from five days per week, to a minimum of two days per week - placements that are two days per week must include at least two full time (five day) block periods - at least one placement will be in direct practice. 9.3 HOURS OF ATTENDANCE Students on placement should work the normal hours expected of workers in the agency, and therefore they should plan their other responsibilities to allow for this. A typical working day is a minimum of 7.5 hours (half an hour being for lunch break); a half day is equivalent to 3.75 hours. Regardless of hours worked per day students must complete at least 500 hours for each placement to meet AASW requirements Students are not entitled to time and a half or double time, which other workers in the agency may receive for working out of hours or on public holidays. For all placement activities, one hour is equivalent to one hour. This also applies to offsite placement activities, camps, etc. Where circumstances require students to work a number of hours above 7.5 hours a day, for example attendance at a camp which requires day and night work, the time accrued should be negotiated between the student, Field Educator and RMIT BSocWork (Hons) Field Education coordinator prior to or at the beginning of the placement. A student who is unable to engage in their placement for full days (71/2 hours) must state this on their Placement Agreement Form, obtaining approval from the agency supervisor and RMIT field staff to carry out placement in flexible hours. Students must seek prior approval from their Field Education Coordinator if a flexible time plan (e.g. shorter days or half day attendance) is required. When this negotiated the student must keep a record of hours on placement on a log sheet and submit this, signed by the Field Educator, with their final report. (The log sheet is located under the ‘Essential Documentation for Field Education’ heading on the Field Education website - www.sites.google.com/a/rmit.edu.au/social-work-field-ed-resources) Students who wish to vary their field education hours should talk with the Field Educator and negotiate agreed upon alternative hours which take account of student needs and agency/field education requirements/priorities in consultation also with the Field Education Coordinator. Students are required to carry out their field education time (days/hours) at the host organisation and other locations agreed upon with their agency supervisor as part of their practical learning (for example, home visits, meetings at other venues, etc). Hours or days spent working at home on field education tasks are not considered as field experience and will not be recognised as formal field education time. Exceptional circumstances necessitating arrangements alternate to working at the premises of the host organisation must be negotiated in advance, in writing, by the student with their agency supervisor and the RMIT Field Education Coordinator. Student representatives required to attend School or University meetings, may do so during placement time, although this must be negotiated between the student and the Field Educator. Attendance at Integrative Seminars for all students is part of placement time. Attendance at other courses is not counted as part of placement time. Any extra days or time missed by the student through illness should be made up. If a student is away for two days or more consecutively owing to illness a medical certificate may be required by the agency. A student may be required to extend the number of days on placement, in consultation with Field Educator, if certain agreed upon tasks which are the student’s responsibility are awaiting completion. Information regarding extension of placement time for any reason must be forwarded to the Field Education Coordinator. This is particularly important for insurance reasons. 9.4 CAMP ATTENDANCE Participation in camps as part of placement will only be approved if the camp is part of the agency program and appropriate student supervision is provided. A request for student attendance as part of field education experience must be provided in writing, signed by the student and field educator, prior to commencement of placement or at least three weeks before the camp will take place. Appendix 2 is the documentation which needs to be signed prior to camp attendance. 9.5 FIELD EDUCATOR REQUIREMENTS Field Educators are required to be qualified social workers (hold a recognised Social Work Degree and be eligible for AASW membership) with a minimum of two years full time practice experience, who demonstrate a commitment to continuing professional education, and an interest in developing social work knowledge and skills. 9.6 OFF-SITE SUPERVISION ARRANGEMENTS If appropriate learning opportunities can be provided, field placements may be undertaken under the supervision of ‘off-site’ social workers when there are no qualified social workers available in the auspicing agency to supervise. Such arrangement should apply to only one placement and is dependent upon availability of off-site supervision by RMIT social work staff. There is no guarantee that off-site supervision will be provided for individual student placements. 9.7 SUPERVISION REQUIREMENTS Social Work Field Educators must be able to provide a minimum of 1.5 hours formal supervision per student for each 35 hours of placement. At a minimum, half of this supervision must be provided on a one-to-one basis. The Social Work Field Educator will be able to observe the student’s practice in placements where the focus is on direct practice. The field educator/ supervisor will not be someone who has a current or prior close personal relationship with the student. 9.8 FIELD EDUCATION ASSESSMENT Clear learning goals, objectives and expected standards of performance must be stated at the commencement of each placement. The process of assessment should be collaborative, with student, field educator and School representative (liaison person) all involved in evaluating the student's performance. However the final decision rests with the School. As part of the Learning and Assessment Reports, a Learning Plan must be developed for each placement, indicating how the student will meet the required goals and objectives. As stated previously the Learning Plan should be provided to the liaison person at least three days before the first liaison visit. Liaison visits by social work staff are necessary to monitor and evaluate the student's progress and to provide consultation as required. There will be a minimum of three contacts including at least one face to face visit. These may include group meetings and tutorials. Telecommunications and video conferencing may be used to supplement site visits but will not replace them. 9.9 TRAVEL Costs associated with travel to and from placement are the responsibility of the student. It is expected that agencies fully reimburse students for travel costs incurred during the working day for agency purposes. If these funds are unavailable, students should be advised of this by the agency prior to commencement of placement so that the student has the opportunity to decline the placement on the basis of being unable to personally finance such travel. Students must have a full driver’s licence if they are to drive the agency vehicle. Note that students are not permitted to transport clients in their own private vehicles. 9.10 POLICE CHECK Most agencies require a Police Records Check on potential students, employees and volunteers. Students are expected to arrange and pay for this themselves however if they provide proof that they are a student then this is at a reduced rate. Forms with the code and staff signature will be provided by Field Education staff at the Field Education Briefings or may be obtained from reception (building 8, level 7). If a conviction has been recorded against the student during the past 10 years this will be noted on the record check. If the agency you are placed with requires any additional police checks it is important to advise RMIT of this ahead of commencing placement so that the processes can begin and not delay placement or restrict tasks able to be undertaken. 9.11 WORKING WITH CHILDREN CHECK (WWC CHECK) The Working with Children Act 2005 (The Act) requires a person who works or volunteers in connection with certain types of ‘child-related work’ to pass a WWC Check. RMIT University Social Work, along with most universities / programs, requires all students undertaking field education placement to apply for a WWC Check. For students/volunteers the check is free of charge and will remain valid for any voluntary work/student placement for up to five years. A separate check is required for paid employment purposes and a fee is charged for this. The aims of the checking system are to help protect children from sexual and physical harm. The Department of Justice administers the checks (www.justice.vic.gov.au/workingwithchildren). Please refer to their Information Sheet which should be read with the Application Guide which is attached to the Application Form. Applications are made via Australia Post and more detailed information can be obtained from the DoJ Information Line 1300 652 879. The WWC Check is different from a police record check in the following ways: - Not all offences are relevant to the WWC Check. Broadly, the WWC Check will consider serious sexual, violence and drug offences. Offences outside the scope of the Working with Children Act 2005, for example fraud, will not be taken into account when assessing applications for a WWC Check. - Unlike a police record check, the WWC Check is unique in that it is monitored on an ongoing basis. This means that holders of a WWC Check will continue to be checked for any new relevant offences or findings from professional disciplinary bodies. New charges, convictions, findings of guilt or findings from professional disciplinary bodies which are relevant to your WWC Check will result in a re-assessment of your eligibility for a WWC Check. - The WWC Check is valid for five years and is transferable when you change employers or volunteer organisations, unless it is revoked or surrendered within that time. An application for a WWC Check is free for volunteers, but cannot be used for paid work. 9.12 HEALTH AND IMMUNISATION RESPONSIBILITIES Some clinical placements require students to comply with student health and requirements. Students who are placed in hospitals, residential facilities or agencies with a client population of high risk patients, need to be sensitive to the potential risk of infection by blood borne pathogens (e.g. Hepatitis B) and other diseases such as tuberculosis and health-care associated infections. When students make contact with their allocated agency, it is essential that immunisation requirements are discussed. Students need to complete the Vaccination, Treatment and Prophylaxis form at the Student Agency Interview, in consultation with their field educator. If students are unsure of their immunisation status, use serology checks prior to vaccination. 9.13 INSURANCE In order to be covered by insurance, students must submit their placement agreement form to RMIT and have their placement approved before commencing placement. On placement, students are required to behave as an employee in relation to accountability of their movements. Students must therefore advise the agency of all field activities which take place outside the office of the agency at which they are located. This is important for insurance purposes and professional accountability. Students undertaking overseas placements must also ensure that they are covered by comprehensive travel insurance from the time they depart and during the period of their placement. RMIT insurance cover is limited to the period stated on the Placement Agreement Form and that required by the Social Work Field Education Course. Students must advise RMIT if negotiation takes place to extend the date for completing placement beyond that stated on the original Placement Agreement Form. RMIT has in place the following insurance policies: Certificates of Currency regarding any / each of these policies can be issued on request. The policies and description of cover are: 9.14 STUDENT PERSONAL ACCIDENT INSURANCE The following coverage provided by this policy shall only apply while an insured person is on campus and/or engaged in university/course/sport related activities and/or practical placement or community activities authorized by the University including direct and uninterrupted travel to and from such activities and provided such travel excludes everyday travel to and from the University. - Non Medicare Medical Expenses (Medical expenses that are not subject to full or partial rebate from Medicare). See the Insurance Policy on the RMIT website for full details. Excess $50.00. (www.rmit.edu.au/students/services/accidentinsurance) - Overseas Medical Expenses as a result of sustaining an injury 9.15 PUBLIC AND PRODUCTS LIABILITY INSURANCE Students are covered against their legal liability to pay damages or compensation to others in respect of: - Personal Injury; or - Damage to property, occurring as a result of an occurrence happening in connection with the Insured’s Business. 9.16 PROFESSIONAL INDEMNITY INSURANCE RMIT is insured for professional indemnity claims made against it, for breach of professional duty causing a financial loss due to a breach of duty by RMIT staff or its students. It should be noted that negligence is usually decided by a Court of Law. The above insurance policies are not altered by the fact that the student may or may not receive remuneration in connection with the work placement. However, any student who receives payment through the payroll system of a host organisation may be deemed to be an employee of that host organisation and may be covered under their Work Cover Policy. In this situation, where RMIT has, by agreement, indemnified the host employer, RMIT University’s Liability Insurance for Host Employers covers the student’s liability to indemnify host employers for increased work cover premium due as a result of a compensation injury to a student on practical placement. It covers any location where practical placement students undertake work for host employers. 9.17 ACCIDENTS ON PLACEMENT If students have an accident on placement: - It is important that they inform the Field Educator and liaison person as soon as possible. - Keep a record of dates and all details. - Obtain an official record of the accident, with a medical certificate from the relevant doctor. - The liaison person is required by the University to put a report with details of the accident in the student's file. As is the case with professional accountability, insurance cover necessitates that the agency has a current record of all student movements in relation to field education activities outside that agency. If a student becomes concerned on placement about their safety and security they should advise their Field Educator and Liaison person. Further consultation may then take place between the Field Education staff member for that year and the RMIT Insurance Office – see http://www.rmit.edu.au/internalaudit/insurance 9.18 DELAYED, DEFERRED OR EARLY TERMINATED PLACEMENTS All students going on placement must attend the field education briefings and complete satisfactorily the placement readiness assessments as part of the field education briefings. Failure to attend or complete the assessments will result in a student’s placement being delayed or deferred. For those students who are not assessed as “Ready for Placement” supports will be provided to develop appropriate levels of placement readiness, eg various learning tasks and pre-placement requirements, prior to placement commencing (see section 8.3 Placement Readiness Tool) On occasions, students face serious difficulties that mean that they, or teaching staff, consider that they are unable or unready to undertake their field education placement at the usual time. Examples of such situations are: - where a student has a car accident or serious physical illness which severely limits their capacities for a time limited period; - where a student suffers a mental illness; - where a student from a non English speaking background has been selected for the program and subsequently found to be needing substantial upgrading in English language skills; - where students have not completed the required academic work prior to the beginning of placement. (Students and/or staff may request delaying the commencement of placement by a week or two, to enable the student to complete their work). - Where a student has been assessed as not placement ready Usually arrangements to delay placement are worked out by agreement between the student and Field Education Coordinator for that year level. The School co-operates with student requests for flexibility in regard to placement dates and times in such special cases. When there is a need to defer or suspend a placement, for example through illness, a Field Education Progress Panel may be convened. The professional association states that no placement will be less than 40 days. If a placement is terminated at an early stage (i.e. prior to completion of 20 days) due to unforeseen circumstances or student’s decision to withdraw, a Progress Panel may not be necessary. In such instances, credit for any of these days will depend upon evidence of learning provided by student and confirmed by field educator and/or liaison person. Very occasionally there is a dispute between a student and teaching staff about the student's readiness to undertake field education. In such cases, a Field Education Progress Panel is convened to decide on the appropriate action. (See Section 10.6 - ‘Field Education Progress Panel’ for more details.) 9.19 RURAL PLACEMENTS In keeping with the School's appreciation of the special features of rural social work, the School may negotiate placements for students in country areas. Alternatively such placements may be arranged following a specific request from students and rural practitioners. Students will be required to find their own accommodation during the placement, and will normally be required to attend the School for Integrative Seminars. The requirement to attend integrative seminars may be waived, in full or part, only when the Field Education Coordinator is satisfied that sufficient field teaching time and resources at the location of the placement are available to substitute for the seminars. Placements will be carefully negotiated and conducted as usual although resource restrictions may mean that it is not possible for staff to visit the location of the placement. Liaison may occur through teleconferencing and/or via a local social worker/liaison person. 9.20 INTERSTATE PLACEMENTS RMIT have limited numbers of partnerships with organisations in the Northern Territory. Only students undertaking their second placement are eligible. If students are interested in one of these placements contact their Field education Coordinator for details about participation in an information session held in the year prior to their final placement. Only students who attend this information session are eligible to apply. The School recognises the benefits to students of interstate placements if the student has good reasons to be situated in a state other than Victoria owing to personal/ family circumstances/plans. In these situations cross institutional enrolment in the relevant field education course with a social work school in that state is negotiated by the student in conjunction with their RMIT Field Education Coordinator and Social Work Administration. 9.21 OVERSEAS PLACEMENTS-GLOBAL, URBAN AND SOCIAL STUDIES The School is prepared to support a limited number of overseas placements for the final placement with institutions where the Social Work program has reciprocal arrangements. These arrangements depend on the Social Work program’s resources at the time. In addition to the School guidelines and AASW regulations (refer below) the Social Work team has developed criteria specific to overseas social work placements. This draws upon consultation with other schools of social work (particularly the UNSW School of Social Sciences and International Studies Social Work Program), RMIT Education Abroad guidelines for approval to study overseas and previous experience of RMIT Field Education staff in relation to social work student placements in other countries. RMIT has exchange partnerships with a number of universities in other countries. During the past several years student placements and relationships have been developed by social work staff with social work colleagues at the following institutions: UNIMAS, Malaysia; Miriam College and the University of Philippines in The Philippines and the Centurion School of Rural Enterprise Management in Odisha, India. Education Abroad advises that the following factors are taken into account regarding approval for RMIT representation by staff and students in other countries. - A positive or neutral Travel Advisory / rating by the Australian Department of Foreign Affairs and Trade. - The proximity of the destination to areas which are rated by DFAT at level 5 - The presence of an Australian Embassy in that country - the level of support in the host country (e.g. local presence of a partner institution) - The presence of an RMIT staff member accompanying student/s or based at the destination - The degree of support which the school can/ will provide After consultation with their Field Education Coordinator a student interested in undertaking field education outside Australia should contact Education Abroad for information about those universities with which RMIT University has partnership which offer accredited social work programs as well as information about scholarships, grants and loans available for study abroad. Following recommendation by the Social Work Field Education Team an application for overseas study requires approval by the Dean (Global Studies, Social Science and Planning), Education Abroad and the Deputy Vice-Chancellor International. This process is handled by Study Abroad staff for students who apply for a formal exchange. 9.22 AASW The Australian Association of Social Workers stipulates that fifty per cent (500 hours) of the field education program must be undertaken in Australia. It is preferable that the student undertake their first placement in Australia. Recognition of prior learning does not invalidate the requirement for one placement in Australia. Therefore if a student is granted RPL for Field Education 1 they are not able to do remaining placement overseas Where placements are taken overseas the following criteria must be met. The AASW regulations for overseas stipulate that: “Field Educators must have at least two 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. Field education coordinators must be staff members of accredited social work education programs in the country where the placement is undertaken, or members of accredited Australian social work programs”. (Australian Social Work and Accreditation Standards, 2012, 3.2.4) 9.23 SOCIAL WORK FIELD EDUCATION Students may be considered for an overseas placement if - They have completed their Field Education 1 without any concerns in performance having been identified during the placement - They have completed their previous placement locally - They have achieved academic grades that approximate a credit average in class room based practice courses As indicated in the AASW regulations (2012) placements are conditional upon there being supervision and liaison from appropriately qualified local staff (social workers). Students planning an overseas placement should be able to articulate what they need to learn on placement in another country in terms of social work knowledge and skills. They must be able to say why this experience in another culture is appropriate in terms of acquiring the required knowledge /skills. Moreover students must be financially capable of funding their travel, accommodation and living expenses whilst on placement overseas. Similarly adequate RMIT University social work / field education staff resources are essential to negotiate and maintain appropriate contact with all parties during the placements. Preliminary briefings regarding interest in overseas placements are held in the year prior to when to placements would be undertaken. Students planning to undertake their final placement overseas are also required to attend the series of pre placement briefings which take place during first semester. 9.24 PLACEMENT IN STUDENT'S PLACE OF EMPLOYMENT The Australian Association of Social Work [AASW] requires that students undertaking an accredited Social Work program complete two field education placements. The nature, time requirements and other characteristics of these placements must be in accordance with AASW guidelines (AASW Social Work Education and Accreditation Standards 2012). Ordinarily, both field placements are in a context, organization and field of practice that is different to the student’s place of employment. However, the AASW guidelines do allow that this requirement may be waived for one field education placement if the student provides evidence, to the university’s satisfaction, that all other principles and policies of AASW Social Work Education and Accreditation Standards are met. Specific, non-negotiable guidelines to follow in these cases are set out by the AASW. The policy states – 9.25 MINIMUM REQUIREMENTS It is essential that students have the opportunity to participate in a broad range of learning experience 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. Placements in the student’s place of employment 1. 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. 2. This requirement may be waived if the university is satisfied that all other principles and policies set out in this document can be met. 3. 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 - Specification of how the AASW criteria for field education are met - Specification of how the placement will be monitored to ensure the criteria will be met Wherever practicable, the supervisor is not the student’s provision of a field educator line manager or usual supervisor.” (Australian Social Work Education and Accreditation Standards, 2012). 9.26 EXCEPTIONAL CIRCUMSTANCES The AASW also provides that in ‘exceptional circumstances’ the student may undertake two field education placements in their place of employment. These exceptional circumstances could include: • Where students are living and/or working in remote areas and there is no suitable placement within a reasonable distance (> 90 kilometres travel) • Mobility, support, access and equipment requirements of students with a disability that would exclude other placement options • Extreme financial circumstances (ASWEAS, 2012, 3.1) If the Field Education team approves two field placements in the student’s place of employment it must guarantee that all the ASWEAS principles and policies are met. In cases where exceptional circumstances apply, the second placement in a place of work must be in a completely different practice setting and field or practice with a different field educator from the first placement. Those students wishing to apply for ‘exceptional circumstances’ consideration must submit to the university a formal request in writing, through the Field Education Coordinator, stipulating their reasons for requesting such a consideration, and further describing specific steps, measures and processes which will be taken within the proposed placement to ensure compliance with each of the salient AASW accreditation standards for field education. The request will be assessed by a panel of RMIT social work staff. It is necessary in these circumstances that on site social work supervision, in both placements, is best provided by the agency and, for each placement, a different staff member to whom the student as employee is directly accountable. If the agency is unable to provide this internally, an arrangement may be negotiated where the agency provides the services of an off site supervisor to complete the placement. 9.27 CREDIT TRANSFER AND RECOGNITION OF PRIOR LEARNING (RPL) IN FIELD EDUCATION 9.27A AASW POLICY The Australian Association of Social Work (AASW) supports the recognition of prior learning (RPL) only as a basis for application for credit in one (the first) field education course in a social work program. To be eligible for recognition of prior learning in lieu of the first placement (or part thereof) students must have at least 3 years equivalent full time work experience in the last 7 years. The equivalent of at least one year of this experience must be in the last 3 years. This experience must be in a relevant role and context (equivalent to the type of setting used for a first social work placement) prior to entry into the social work program. - Credit for the first field education placement or part thereof, may be possible on the basis of recognition of prior work experience or the successful completion of field education placements completed prior to entry into the social work program. - Performance outcomes for first placement based on the AASW Practice Standards and Code of Ethics must be used to assess students for RPL. - 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. - Only formal work, experience, tasks and duties in line with social work roles, tasks and functions should be considered when granting RPL, not life experience. - Recognition of Prior Learning for field education must be thoroughly assessed. - 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. 9.27B ASSESSMENT CONDITIONS FOR GRANTING CREDIT 1. Currency of the work experience (with a minimum of three full-time equivalent years’ experience in a relevant context in the previous seven years of which at least one year of full-time equivalent has been in the last three years. 2. Minimum three full-time equivalent years’ practice in a relevant context, using social work practice skills such as assessment and counselling and methods such as case work or community work. The minimum expectation for a ‘relevant context’ is that it includes an organizational context and similar kinds of professional work experience that correspond to what would be expected of a first placement student. 3. Assessment of a portfolio developed by the student demonstrating how he/she meets the practice standards and demonstrates the integration of theory and practice, social work ethics and values. 4. External, independent verification/reference as to accuracy of student’s claims. 9.27C RMIT RPL PROCEDURES The RMIT Social Work Program, in implementing the AASW policy has developed the following processes: 1. Any student wishing to have RPL applied for first placement is required to make a formal application for RPL to be considered. 2. There will be 1 application date per semester and students will be advised of this and invited to submit a written application in accordance with the procedure outlined below 3. The formal application will be submitted to Field Education Coordinator at least one semester prior to the semester in which the student would be enrolled in and undertaking Field Education 1. RMIT has developed a portfolio assessment process to cover recognition of work experience and will assess students’ claims against the Learning Objectives for Field Education 1 (see Social Work Field Education 1 Course guide). The application procedure is to consist of two stages: 9.27D RPL STAGE ONE Students should submit a portfolio comprising the following forms of evidence for RPL: - Overall statement as to why they believe their work experience allows them to meet the Learning Objectives for Social Work Field Education 1. - Personal details - Details of relevant work experience (must meet AASW guidelines re minimum 3FTE in last 7 years, with the equivalent of at least one year of this experience being practice in a relevant context in the past three years). This includes job descriptions and examples from practice. - Students should argue their case against each of the Learning objectives from FE1, giving examples of their use of social work practice skills such as assessment and counselling and further demonstrating familiarity and use of a range of methods such as case work and community work. - The student’s claim/portfolio should be verified by an external, independent person (preferably a qualified social worker). This person should provide a written reference, outlining the basis on which they know the student and their work history and verifying the accuracy of the student’s claims - The names and contact details of two referees are to be provided. The Portfolio will be assessed by a panel of RMIT social work staff. Students will be required to meet with this panel and should be prepared orally to elaborate upon and if necessary defend their portfolio. The panel may decide: - to grant provisional approval of RPL - to require major or minor revisions to the Portfolio - to decline approval for RPL Where provisional approval of RPL is granted, students will be invited to proceed to Stage Two of their application. 9.27E RPL STAGE TWO Students granted provisional approval of RPL should submit: - A 3,000 word critical reflection/case study on their work experience, demonstrating integration of theory and practice, social work values and ethics. The submission should attend to the requirements and assessment criteria of the Case Study or Critical Analysis component of FE1. The case study will be assessed by members of the panel. The panel may decide: - to grant approval of RPL - to require major or minor revision to the critical reflection - to decline approval for RPL 9.27F POLICY REGARDING SUBSEQUENT PLACEMENTS (AASW - ASWEAS 2012 GUIDELINE 1.3) If RPL is granted, the following conditions apply for the second field placement. The meeting of these conditions must be considered prior to the granting of RPL for first placement. - The second placement must be undertaken in an Australian setting where the student can gain extensive experience with human services agency clients and practice case work, group work or community practice skills. The prime focus of the placement cannot be policy or research. - Strong preference is for on-site supervision unless in a remote setting where no other placement is available and high-quality external supervision is provided. - The placement setting must be different to settings in the student’s work history and any experience on which the RPL application was based. 9.28 REPEAT PLACEMENTS Students have the right to repeat their placement in the same way as they have the right to repeat any course that they have been unable to complete satisfactorily. It is recognised that this is particularly stressful because of the integral nature of field education to professional competence and future employment. A repeat placement will only be arranged at the direction of the Field Education Progress Panel which will carefully review the situation and the learning needs of the student. It will make recommendations about: - the length of the placement; - special learning needs of the student; - special requirements in relation to field education; - nature of the learning environment, and appropriate work; and - the particular information to be passed on to the next Field Educator Experience has led us to require that significant information concerning the student's progress in the third year placement, and any identified learning needs be passed on to the fourth year placement Field Educator. RMIT staff will endeavour to develop a second placement which offers a student appropriate learning opportunities and skilled field teaching. 9.29 RELATIONSHIP BETWEEN FIELD EDUCATION AND OTHER ACADEMIC COURSES Difficulties may arise when two separate courses that are undertaken concurrently require practical application. Such is the case for fourth year students in second semester engaged in social research and field education. Fourth year field education projects are likely to focus on either community organisations, program development, policy development or research. A project undertaken in field education whilst on placement is owned by the agency auspicing the placement. Student involvement arises out of the placement agreement between three main parties: student, agency and university. In field education, access to information for research or any other kind of project, as well as the processes and outcomes belong to the agency/ies auspicing the project. The student is accountable to the placement agency regarding implementation of the project and to the agency field educator and the university for student learning. Whilst the student is likely to take a lead role in the field project, effective longer term outcomes are dependent upon collective involvement and ownership. Regular reports, verbal and written, formal and informal to task supervisor/Field Educator/s, reference group, committee of management, etc. may be an essential part of the process to ensure ongoing interest and to encourage input and support from others. The extent to which a student may use information from the project outside that agency is a matter to be agreed upon between the student and the agency. The exception to this is in integrative seminars when a student may share, confidentially, information to assist in learning. To reiterate: The student is accountable to the placement agency regarding the implementation of any project undertaken and to the agency field educator and the university for student learning. The first obligation regarding information, issues and action is consultation with the agency and/or other parties engaged in the placement. Any issues unresolved would then be taken up with the University. 10. THE LEARNING AND ASSESSMENT PROCESS People learn in different ways. Students and Field Educators need to be reflecting on their own learning styles and together creating a learning environment, learning activities and feedback which are appropriate to the student and the work context. There are a number of tools to help in this process. 10.1 THE FIELD EDUCATION PLACEMENT AGREEMENT FORM The Field Education Placement Agreement Form contains details about the focus of the placement, major learning objectives, days and dates during which the placement will be undertaken, nature of supervision agreed upon and the other information relevant to the proposed agreement. This form provides the broad framework for ongoing evaluation and final assessment. This form must be completed and returned to the Social Work Field Education Administrative Staff before the placement commences in order for students to be covered by insurance. A copy of the approved Placement Agreement Form is sent to all parties with confirmation of the placement and name of liaison person. 10.2 THE LEARNING PLAN All field education students are required to develop a Learning Plan. The Learning Plan is part of the Learning and Assessment Report (see Appendix 3) (www.sites.google.com/a/rmit.edu.au/socialwork-field-ed-resources).This is a working document put together by the student in conjunction with the Field Educator and reviewed by the liaison person. The learning plan specifies what will be learned, how it will be learned and how it will be known that the learning has occurred. The Field Educator and student will determine the learning goals and tasks for the placement. These will be informed by the prior learning of the student, the resources and focus of the placement agency and the educational objectives of the course. The Learning Plan will cover each of the seven broad Learning Areas and will identify relevant points within each area. The learning plan is a tool. It is not assessed as such, although inevitably the Field Educator will take into account how well the student was able to think through and record what they wanted to learn and how they were going to do this. A draft learning plan must be provided to the liaison person before the first liaison visit. It would also be required if a student was to appear before a Progress Panel. While the document is compulsory as new goals, areas of activity and learning emerge during placement the learning plan should be modified or extended to incorporate these. It is important that Field Educators pay close attention to the learning plan; especially selection of appropriate tasks and methods of assessment. They also need to be aware of the relevant standards for each. Refer to the ‘Guidelines to Documenting Evidence of Learning’ in the Resources folder at www.sites.google.com/a/rmit.edu.au/social-work-field-ed-resources for ideas on documentation which students can use to show evidence of their learning throughout the placement. 10.3 THE EVALUATION & ASSESSMENT PROCESS As in all courses, students undertaking a Field Education placement are assessed on their performance. Minimum standards of practice competence in the different areas of Field Education activity are identified in the Assessment Guide. The School's emphasis in evaluation and assessment in field education is on standards negotiated by the student and Field Educator (with assistance from the liaison person). Evaluation and assessment are carried out with reference to learning objectives and minimum standards, which are to be incorporated into the Learning Plan. Assessment can be viewed as both a: ● process - of ongoing evaluative feedback, and an ● event - that is an assessment of a student's performance in relation to particular criteria at particular points in time. Ideally, field education assessment is an interactive process between student and Field Educator that is ongoing throughout the placement. 10.4 MID-PLACEMENT REVIEW When the placement is reaching mid-way stage (around 35 days) student and field educator should review progress in relation to learning goals and tasks. The Mid Placement Review is part of the Field Education Learning and Assessment Report template in Appendix 3. The Mid Placement Review rates the level of performance attained. Refer to (www.sites.google.com/a/rmit.edu.au/social-workfield-ed-resources). This ensures that the student and Field Educator are aware of the student’s progress thus far and allows for a review of the student’s learning goals and tasks for the remainder of the placement. A copy of the mid placement review must be provided to the liaison person. At the mid placement review the Field Educator must assess and discuss with the student whether they consider the student is likely to pass or whether extra plans need to be set in place to address difficulties or lack of opportunities that have arisen. Information about difficulties which have been identified should be communicated to the liaison person prior to the second liaison visit. Where a student's performance is not considered to be of a satisfactory standard, the Mid Placement Review can be an opportunity to define explicitly the criteria considered necessary to be met, for a student's performance to be assessed as satisfactory. University liaison staff must be informed if this concern exists. 10.5 FINAL REPORT The Final Report is part of the Field Education Learning and Assessment Report template in Appendix 3. (www.sites.google.com/a/rmit.edu.au/social-work-field-ed-resources). The Field Educator and student are asked to complete and submit a Final Report in consultation with each other and other parties associated with overseeing the student’s performance. The final report must contain a clear statement as to whether or not the student's performance has been considered satisfactory. Reasons for the decision are required. This should be completed and signed before the student leaves the agency. The Field Education Learning and Assessment Reports are due at RMIT two weeks after the end of placement and should be submitted to the Program Administrative Officer. Students are unable to pass the field education course until the School has received a satisfactory report from the Field Educator. 10.6 FIELD EDUCATION PROGRESS PANELS When a student's Field Education performance is assessed as unsatisfactory, when an agency terminates the placement before completion, or when a student withdraws from placement before completion, a Field Education Progress Panel will be convened. It provides a forum with due process, to protect both a student's right to fair examination, and also to maintain standards of practice congruent with accredited Social Work programs. The Field Education Progress Panel is composed of the student concerned, a student support person (optional), the placement liaison person, the Field Educator (and Task Supervisor if involved). It is convened and chaired by the Associate Professor Field Education, Program Director (BSocWork (Hons) or MSW) or the Field Education Co-ordinator (BSocWork (Hons) or MSW). All Field Education results are determined by the Panel on the basis of: - the Field Educator's report; - the liaison person's report; - the student's self-evaluation report and - other relevant documentation regarding the student's placement experience, placement performance and academic background. Field Education Progress Panels are also used as forums: - to decide on ‘the next steps’ when a placement ‘breaks down’; and - to decide on the best course of action where there is dispute about a student's readiness for field placement. 10.7 UNSATISFACTORY STUDENT ASSESSMENT FROM THE FIELD EDUCATORS REPORT What happens when a student is assessed as Unsatisfactory by the Field Educator's report? Written reports will be required from: - the Field Educator - the liaison person and - the student. These reports should provide an overview of the placement experience: the student’s performance on placement, individual work and goals accomplished, and factors which influenced the early termination of the placement or unsatisfactory result. Each report should also contain recommendations regarding potential outcomes of the progress panel, including the option to continue/ extend the placement, additional training / support for the student, suggestions about alternative placement arrangement and areas for particular attention or learning. - All members of the Field Education Progress Panel receive copies of all documentation prior to the date of the panel. - The Umajor decision which must be made is whether or not the student has achieved a satisfactory level of performance in view of the evidence provided to the Progress Panel. Staff must decide this in relation to the objectives and criteria for the satisfactory completion of Field Education at the relevant year level. 10.7A POSSIBLE OUTCOMES ARE: The student's Field Education performance may be assessed by the Panel to be Satisfactory or the student may be given a Deferred Result, and be required to undertake an extended placement. This may take place in the same setting, with the same Field Educator with the agreement of Field Educator and agency. - This option is followed when it is observed by the Field Educator that the student has begun to make marked progress, but has not made sufficient progress yet to demonstrate satisfactory performance. - In other circumstances a student may be given an extended placement in a different setting. This is most likely when the Field Educator/student relationship has become problematic, or the student’s identified learning needs are unable to be met in the initial placement environment. - If the extended placement is in a different setting, it is likely that forty days will be viewed as a minimum time. This is to allow sufficient time for orientation, to maximise student learning in areas that have been problematic, and allow comprehensive assessment of the student’s performance. Or the student's performance may be assessed by the Field Education Progress Panel as Unsatisfactory. 10.8 APPEALS COMMITTEE Students may appeal against decisions made by the Field Education Progress Panel. The responsibility for initiating an appeal rests with the student. The procedure for appeals in Field Education is the same as those for all courses taught by the School. 11. RESOLVING DIFFICULTIES ON PLACEMENT Issues can arise either within the placement or outside the placement which may impact upon student wellbeing and affect the ability to perform. If this occurs it is important to acknowledge this. Figure1 provides an overview of the process when difficulties are experienced on placement. In some instances it may be appropriate, after consultation with the Field Educator, liaison person and / or field education coordinator, to request some time out from placement. The flow chart in Table 1 provides an overview of the steps in resoling difficulties on placement. Process for dealing with difficulties on placement Minor Problem with student performance Prior to any decision being made, the liaison staff meets with student/s and supervisor to explore issues and problem-solve if possible Major Problem with student performance Learning Strategies Strategies in place to overcome the identified problem/s Progress Monitored If satisfactory, proceed with assessment as per manual Satisfactory Progress Student Performance reaches a satisfactory level by end of placement No Further Action Placement proceeds as per normal processes Placement unviable Consultation Liaison visitor consults Field Education Coordinator to discuss progress and future action Negotiate termination of Placement Placement Review Meeting Field Education Coordinator calls for summary reports from the social work supervisor and/or task supervisor, liaison staff and student. Liaison visitor meets with supervisor and student to discuss areas of unsatisfactory performance. These areas should be explicitly linked to the Learning Plan as entered on the Field Education database. The procedure for the submission of these summary reports is outlined in the Field Education manual. Please note that while it is unfortunate, it is the prerogative of the organisation to terminate without following due process The RMIT Field Education Progress Panel The Progress Panel considers the reports and makes decisions regarding future action. Strategies are planned that may enable the student to develop and demonstrate the required level of skill are agreed upon and a time frame for students to show the necessary skill and knowledge development is determined. All decisions and plans are documented and provided to all parties, including the Field Education Coordinator. If this is the second attempt at Field Education, it is at the discretion of the Progress Panel to make a decision regarding future field education opportunities for the student. Figure 1: Process for dealing with difficulties on placement 11.1 GENERAL STEPS IN RESOLVING DIFFICULTIES If a Field Educator feels there are problems arising from the student's performance or behaviour on placement or if students encounter difficulties while on placement which are affecting their learning and/or performance, they should be discussed in the first instance with the person concerned. The following step by step model provides one way of approaching the situation Step 1 - Jointly define the conflict. Step 2 - Communicate positions and feelings. Step 3 - Communicate co-operative intentions. Step 4 - Take the other's perspectives. Step 5 - Communicate motivation to negotiate in good faith. Step 6 - Reach an agreement (Johnson & Johnson, 1987). If this is a problem or if the issue cannot be resolved, the liaison person should be consulted. As far as possible, the resolution of difficulties will be attempted through three-way discussion between Field Educator, liaison person and student. Decisions to prematurely terminate a placement should be made only in the presence of the Field Educator, student and a School representative (i.e. the Field Education Coordinator for that year). This courtesy is requested of all parties because placements are basically an inter-organisational arrangement between the School of Global Studies, Social Science and Planning and the agency. 11.2 COMMON EXAMPLES OF DIFFICULTIES ON PLACEMENT Example 1 – ‘Personality Clash’ or poor communication between student and Field Educator It is our experience that with the negotiated placement planning process, the likelihood of this difficulty arising is minimised. If it does occur, it is useful to ‘put it on the table’ at a liaison visit or raise with the liaison person outside of the visit. The liaison person, in the role of mediator, can assist in clarifying the issues and points of difference, and assist in identifying common ground as a basis for working together. Example 2 - Student is critical of agency work practices or ethics There are both content and process issues in this type of situation. Regarding content, it is helpful if the Field Educator can clarify the history and purposes of agency practices. The professional Code of Ethics can also be used to clarify and discuss concerns about agency practices. The School of Global Studies, Social Science and Planning encourages students to follow the AASW Code of Ethics as a guide to their professional practice. Hopefully, a field-teaching climate will exist in which the student and Field Educator can freely discuss, debate and explore the merits and limitations of agency practices. Regarding process, sometimes it's not ‘what’ criticisms are made but ‘how’ they are conveyed which causes tensions. Students, Field Educators and liaison staff can use this for learning about processes for making constructive criticisms, which can be ‘heard’ by agency staff. Example 3 - Field Educator has too little time and student never sees him or her It can be helpful to work out and block out a schedule of times for field educator and student to meet weeks in advance. Plan how these will be used in order to make the most of the time you have together. If a Field Educator finds that they cannot commit the time to a student as planned, it would be helpful if s/he nominates another Field Educator who is more accessible to the student. Where there is not another social worker available, a task supervisor could be considered to assist with general support and day to day tasks. The Field Education coordinator that year at RMIT should be contacted to discuss offsite supervision arrangements if you are unable to work out something with the agency. Example 4 - Insufficient suitable work Sometimes this arises because an aspect of agency work is particularly complex or unforeseen changes arise in the learning opportunities available. Tasks and activities, graduated in difficulty, should be sought for the student. It is important that giving a student their own workload is not delayed too long, because: - valuable practice learning time is lost; and - the student's anxiety can increase further. Sometimes this concern arises because students are being consistently asked to undertake routine ‘administrative’ or office tasks. You can consider arranging for the student to gain some experience with another worker and/or another part of the agency. This situation may also arise because a student is not taking the initiative as expected or is losing contact with service users because of her or his practice difficulties. If this is the case, they should be clearly identified and relevant learning situations sought. Co-counselling or sitting in on a student's group or project meeting can assist the Field Educator to identify clearly ‘what is going wrong’, and what might be a more positive and constructive way to work. An early liaison visit should be called. If suitable work cannot be negotiated, an alternative placement can be sought. Example 5 - Student not coping or succeeding with placement tasks It is helpful if the Field Educator can gain sufficient access to the student's work to pinpoint clearly for the student what is going wrong, what can be changed, and what needs to be learned to achieve positive outcomes. The more specific these can be, the more likely it is that the student can understand what is of concern and can practise other behaviours. Over-generalised criticisms just raise students' anxieties. Often negative criticisms can be heard best in the context of feedback about strengths and positive achievements. Field Educators can gain access to student's performance by: - Observation (e.g. ‘sitting in’ on an activity); - Audio taped record (with service user's permission); - Process record or diary/journal, written by student just after activity; and - Joint work. The liaison person can be called in to a three-way discussion which attempts to ‘partialise the problem’ and to identify: the details of difficulties; objectives to be achieved in relation to a particular difficulty; and what can be done to achieve these objectives? Example 6 - Difficulties between students on placement (in pairs or groups) The first step in this situation is for the students to acknowledge the difficulties between themselves and discuss these with the Field Educator. The Field Educator, acting in a role of mediator, can assist in clarifying the points of difference, common ground, and then facilitate the students negotiating a common basis for agreement and moving ahead. If the Field Educator feels too partisan to act as mediator, or if a student perceives the Field Educator to be ‘too partisan’, anyone involved can initiate a liaison visit, as a further attempt to mediate. Example 7 - Student's personal problems interfering with placement work Any such difficulties should first be acknowledged and/or ‘named’ in discussion between student and Field Educator. If either party feels uneasy about doing this, each is free to explore a process for doing so in a discussion with the liaison person. The liaison person will encourage the student or Field Educator to put the concern ‘on the table’ for discussion, with or without the liaison person being present. Options in this situation are clarified in discussion. For example: A student may be given time out of placement (to be made up later); The perceived ‘problems’ may be identified to be about conflicting attitudes or values between student and Field Educator; or A placement may be terminated if the difficulties are agreed to be severely limiting the student's performance. Field Educators should not engage in personal counselling or therapy with students for their personal problems. Example 8 - Student ‘not fitting in’ to agency Again, the important process here is to identify the details of the claim in order to separate the personality of the students from the real issues that they may be raising about the agency. Once the issues are identified, you can begin to work out some steps towards overcoming them. This can occur in a liaison visit if it is considered helpful. This may be related to different expectations which need to be discussed and resolved. Example 9 - Field Educator becomes ill or leaves unexpectedly As field placements are inter-organisational arrangements between agencies and the School of Global Studies, Social Science and Planning, if a Field Educator becomes ill or leaves unexpectedly, an alternative Field Educator should be negotiated with the RMIT Field Education Coordinator. If it is not possible to organise another Field Educator, and the unexpected change occurs early in a placement, the liaison person and RMIT Field Education Coordinator will seek an alternative placement. If the change occurs halfway through or late in placement, and the agency cannot find either an onsite or offsite Field Educator, the liaison person will seek a supervisor through RMIT Social Work or another agency. Example 10 – Student practices unhealthy or unclear boundaries. As our ways of communicating change, many boundaries need to be redefined and/or redrawn, for example the case where a student was talking and communicating with clients via their Facebook pages. It is important to discuss and be aware very early on in the placement of what is expected in terms of agency boundaries. What are the agency protocols about socialising with clients? Socialising with other staff members? Students need to ensure, for example, that their Facebook page is set on the highest level of privacy settings, to avoid clients looking them up and inviting them to become their ‘friends’ or to access personal information about students. 11.3 SEXUAL HARASSMENT AND DISCRIMINATION In order to develop an appropriate learning and working environment, Field Educators, School staff and students should be aware and knowledgeable about what constitutes sexual harassment and discrimination, relevant legislation, and procedures to follow in cases of sexual harassment and discrimination. The Victorian Equal Opportunity Act 1995 declares sexual harassment and discrimination to be unlawful. RMIT University has two policies, the RMIT University Sexual Harassment Policy and RMIT University Equal Opportunity Policy (2005) that cover all students and staff in education and employment. Included here is a summary of the policies’ key features. 11.4 SEXUAL HARASSMENT POLICY Sexual harassment covers a range of deliberate or unintentional verbal and physical behaviours of a sexual nature which is unwelcome, unsolicited and not reciprocated. It does not have to be repeated to constitute sexual harassment. Acts like leering, displays of offensive pictures and written material, sexual body gestures, verbal comments, sexual innuendo, offensive jokes, subtle or explicit pressure for sexual activity and physical contact such as pinching, patting, hugging and brushing against another person’s body and molestation may constitute sexual harassment if they cause another person to feel offended, intimidated or humiliated. Sexual harassment may occur: - where a person uses, implicitly or explicitly, coercive sexual behaviour to control, influence or affect the career, salary or job or academic prospects of another person over whom they exert actual or perceived authority; - between staff and students; or - amongst colleagues, peers or co-workers. 11.5 DISCRIMINATION POLICY Discrimination on the basis of age, impairment, industrial activity, lawful sexual activity, marital status, physical features, political belief or activity, pregnancy, race, religious belief or activity, sex, status as a parent or carer or personal association is prohibited. 11.6 PROCEDURE People who feel that they have been sexually harassed or discriminated against are given a range of choices as to what action they can take. If this occurs whilst on placement, the first person to confide in would be the liaison person. 11.7 UNIVERSITY GUIDELINES OPTIONS The following options are outlined in University guidelines: Complainants can have their case heard informally by talking to the Executive Officer of Student Affairs or Equal Employment Opportunity Office. Information and confidential advice is also available from the following people: Sexual Harassment Contact Officers, SUC Student Rights Officers and Women’s Officers, staff unions, the Student Sexual Harassment Complaints Officer, International Student Advisors and the Centre for International Students and Scholars. Their main brief is to ensure that the offending or discriminatory behaviour ceases. All complaints are treated seriously, confidentially and promptly. The policy also emphasises protection for the complainant against victimisation for making a complaint. Following initial advice and information, a complaint may be made. If the informal process is unsuccessful in resolving the complaint, then complainants have the right to go to a formal procedure. They can, if they wish, also totally bypass the informal and go straight to the formal procedure. Complainants may also take complaints directly to the Victorian Equal Opportunity and Human Rights Commission on (03) 9281 7100 (www.humanrightscommission.vic.gov.au). 12. SOCIAL WORK FIELD EDUCATION ASSESSMENT FRAMEWORK/CORE LEARNING 12.1 PLACEMENT LEARNING OBJECTIVES AND OUTCOMES Performance in field education will be assessed using the framework of seven core learning areas, agreed upon by the Combined Schools of Social Work (refer below). This framework was developed with reference to the AASW practice standards and provides detailed information on core learning objectives applicable across all forms of social work practice. RMIT uses this framework to specify learning outcomes for field education in a way that is designed to be concrete and understandable to both students and field educators and which can be applied to a range of settings. Students should, together with their Field Educator/Task Supervisor develop a Learning Plan that identifies tasks and ways to measure performance against each of the 7 broad learning areas. The Learning Plan will not list all tasks undertaken by the student on placement however it is important to use the plan to identify specific tasks that student will undertake to demonstrate their achievements against the core learning areas. While some learning areas will be more directly relevant to some placements than others student are required to develop tasks for all 7 areas, relevant to placement focus (e.g. in a direct service placement student may only identify 1- 2 tasks related to learning areas 6 and 7). Refer to ‘Sample Learning Tasks’ for ideas that can be used in development of the Learning Plan. The Learning Plan is a working document and students and Field Educators should refer to it throughout placement to assess progress and identify any additional learning needs. A draft of this plan should be developed by day 10-15 and made available to the liaison person prior to their first liaison meeting. A mid placement review should occur to identify progress and/or areas in need of improvement/greater focus for second half of placement. A copy of this should be sent to the liaison person for the placement. After the completion of both Field Education 1 and Field Education 2 students will have demonstrated capability across all seven areas of assessment and be able to perform at least at the level appropriate to a newly graduating social work practitioner. A rating scale that identifies level of achievement against each of the 7 core learning areas will be used to assist students and field educators to assess the level of the student’s performance. This scale is designed for the purpose of indicating minimum standards expected for field education 1 and 2. It is holistic in nature, providing a broad rating against each of the core learning areas. The scale is as follows: LEVEL RATING DESCRIPTORS Not Capable Level 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 Level 1 Performance not yet capable. Some requirements understood. Further work needed to demonstrate beginning capability. Beginning Capability Level 2 Performance at beginning level expected. Requirements understood. Practice capable under close guidance and supervision. Limited adaptability. Capable Level 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 Level 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 capability in this area At the conclusion of Field Education 1 (first placement) students must at least reach a level of beginning capability (level 2) for all 7 areas, appropriate to the setting by the end of the placement. In order to demonstrate this and maximise their learning students will have, together with their Field Educator developed a Learning Plan that identifies tasks and ways to measure them against each of the 7 broad learning areas. To pass Field Education 2 (final placement) students must at least reach a level of capability (level 3) across all 7 areas, relevant to placement setting, by the end of the placement. In order to demonstrate this and maximise their learning students will have, together with their Field Educator developed a learning plan that identifies tasks and ways to measure them against each of the 7 broad learning areas. This includes taking maximum responsibility for their own learning and professional development. 11.2 PLACEMENT CORE LEARNING AREAS Learning Area 1 - Values, ethics and professional practice: Awareness of contextually relevant ethics and practice standards in accordance with the AASW Code of Ethics and Standards of Practice 1.1 – Demonstrates an awareness of the relevance of the AASW Code of Ethics within the placement setting (e.g. promotion of social justice and commitment to the dignity, value and uniqueness of individuals, social units, communities and cultures). 1.2 – Demonstrates an understanding of power relationships and structures that can give rise to and perpetuate relationships of inequality and social marginalisation for the target population, and demonstrates an ability to work constructively with issues of power and authority. 1.3 – Maintains an open and respectful perspective towards the values, views and opinions of others and is able to seek to incorporate notions of individual rights and needs, and collective responsibilities. 1.4 – Demonstrates an ability to recognise and understand one’s own assumptions and values and their ability to impact on practice (especially within situations of conflicts of values and interest). 1.5 – Demonstrates an understanding of social work as a profession and how it differs from other related professions. 1.6 – Demonstrates an understanding of issues such as privacy and confidentiality in relation to the ethical management of client records, including relevant legislation and agency policies. Learning Area 2 - Organisational context: An understanding of the organisational, legal and political contexts of human services processes. 2.1 – Demonstrates an understanding of the local and wider context in which the organisation operates (in particular the direct practice and social policy priorities of people living in the local region). 2.2 – Demonstrates an appreciation of the connection between individual problems, public issues and structural disadvantage. 2.3 – Demonstrates an ability to develop working relationships to deliver services to clients. 2.4 – Demonstrates an awareness of and adherence to, duty of care, risk management and organisational policies and procedures, including the legal rights of consumers. 2.5 – Demonstrates an understanding of current debates, social issues and/or politics which influence the field of practice. Learning Area 3 - Use of knowledge in practice: An understanding of theories and methodologies relevant to practice and an ability to reflect critically upon their use and application. 3.1 – Demonstrate the ability to identify a range of social work theories relevant to the practice setting. 3.2 – Demonstrate the ability to clearly articulate a sound understanding of the relationship between theory and social work practice within the practice setting, and also at a macro level. 3.3 – Demonstrate an understanding and ability to use procedural knowledge in the completion of learning tasks Learning Area 4 - Processes, skills and relationships: An ability to form constructive relationships with individuals, groups and communities, including user groups, colleagues, professionals and people in other significant roles / positions. 4.1.1 – Communication Skills: 4.1.2 – Demonstrates clear and effective interpersonal communication skills (both verbal and non-verbal) with individuals, groups and communities. 4.1.3 – Demonstrates purposeful and effective strategies to engage individuals, groups or communities. 4.1.4 – Demonstrates an ability to conduct single or joint interviews and demonstrates the ability to practice strategically (to engage, mobilise, challenge and encourage people in the change process). 4.1.5 – Demonstrates the capacity to deal with situations involving anger, conflict and challenging behaviour. 4.1.6 – Demonstrates an ability to write analytically and to distinguish between fact and opinion. 4.1.7 – Demonstrates an ability to incorporate formal knowledge and professional principles into documentation. 4.1.8 – Is able to prepare written assessment reports that demonstrate the ability to gather relevant information about and with the client/ group/ or community. 4.1.9 – Demonstrates an ability to use information technology for recording information, wordprocessing and data analysis. 4.1.10 – Adheres to documented policies within the agency: necessary recording processes – reports, assessment schedules, administrative documentation, statistical procedures, letters, etc. 4.2 - Assessment, Intervention, Referral and Evaluation: 4.2.1 – Demonstrates an ability to undertake an assessment of individuals and groups across a diverse range of life circumstances. 4.2.2 – Demonstrates an ability to use relevant organisational assessment and referral frameworks 4.2.3 – Demonstrates understanding of both formal and informal methods for evaluating Social Work interventions and ability to articulate these to both service user and supervisor. 4.2.4 – Demonstrates an ability to implement the intervention plan, engaging in activities such as: facilitation, mediation, negotiation and advocacy on behalf of service users; counselling, education and skills transference; coordination and liaison with other service providers (in collaboration with the client /service user); crisis intervention; working with an interpreters. 4.2.5 – Demonstrates and ability to implement strategies to support and assist clients to find new ways of coping 4.3 - Group & Team-work Skills: 4.3.1 – Demonstrates an understanding of group processes within organisational groups and committees. 4.3.2 – Demonstrates competence in participation in group discussions. 4.3.3 – Demonstrates an ability to initiate group approaches to problem-solving. 4.3.4 – Demonstrates an ability to work effectively in teams and networks by establishing relationships with colleagues and/or team members, consumers, consumer groups and authority figures. 4.3.5 – Demonstrates an ability to participate in the management of meetings through assuming formal roles, e.g. secretary/scribe, note-taker, chairperson. 4.3.6 – Is able to reflect on, critique and maintain productive and purposeful working relationships with colleagues and other key stakeholders of the placement agency. 4.3.7 – Demonstrates ability to co-ordinate and liaise when necessary with other service providers, in collaboration with the client/service user. Learning Area 5 - Self learning and professional development: The ability to take responsibility for one’s own learning and development and to perform at a level of competence appropriate to a beginning social work practitioner, including the skills to manage one’s future career and the transition from university to professional practice. 5.1 – Demonstrate the ability to participate proactively in negotiating and developing the supervisory relationship. 5.2 – Demonstrate an ability to formulate and articulate one’s own learning needs and objectives. 5.3 – Demonstrate a willingness to take risks and expose own practice for scrutiny from supervisor. 5.4 – Demonstrate an awareness of personal feelings and experience and how these affect practice. 5.5 – Demonstrate understanding of the theory of critical reflection & an ability to use this approach to critically examine own practice. 5.6 – Demonstrate the capacity to work with increasing autonomy and professional responsibility. 5.7 – Demonstrate an ability to function effectively in complex practice situations. 5.8 – Identify areas for future learning & development & recognise the importance of future professional development as a social worker. 5.9 – Manage workload efficiently and effectively. 5.10 – Ability to demonstrate appropriate responsibility, accountability, reliability and initiative within the work setting. Learning Area 6 - Research: Recognition of research as an integral part of social work practice; demonstrating knowledge and understanding of all types and stages of social research. 6.1 – Demonstrates the ability to effectively engage stakeholders in the research and/or evaluation process. 6.2 – Demonstrates the ability to undertake, critically assess and draw upon relevant literature searches to plan and conduct research. 6.3 – Demonstrates the ability to conduct research and program evaluation with groups and communities using sound methodological approaches. 6.4 – Demonstrates the ability to analyse and communicate results of research through preparation of clear, concise, organised and well argued research reporting. 6.5 – Demonstrates an understanding of how research knowledge informs practice. 6.6 – Demonstrates an understanding of how research and evaluation techniques/frameworks can assist with broader knowledge development within practice (e.g. consulting published literature, question formation and data gathering techniques etc). Learning Area 7 - Social policy: An understanding of the legislative and social policies which influence the different fields of practice including knowledge of relevant legislative and policy frameworks. 7.1 – Demonstrates an ability to identify relevant legislation, policies and regulations, and to interpret and analyse the impacts of these on practice. 7.2 – Demonstrates an ability to understand policy development, community and political processes involved in linking direct practice experience with broader social change objectives. SOCIAL WORK FIELD EDUCATION 1 Bachelor of Social Work (Hons) HWSS 1137 and Master of Social Work HWSS 2113 Assessment Guide 13. FIELD EDUCATION 1 (HWSS 1137- BSOCWORK (HONS) AND HWSS 2113 - MSW) 13.1 LENGTH AND TIME OF PLACEMENT 70 days (500 hours), usually in semester 2, June/July – November/December. Enrolments in Summer semester or semester 1 is open to students if pre-requisites are met. 13.2 FOCUS OF PLACEMENT Field Education 1 is directed towards preparing students for effective beginning professional practice in social work with individuals, families and small groups. Although the focus is on direct service, students are also expected to demonstrate an understanding of the relationship between the services offered to service users, the programs, policies, organisation, administration and community context of the agency, as well as the broader structural factors affecting the distribution of power and resources in society. 13.3 ASSESSMENT REQUIREMENTS In order to pass Social Work Field Education 1 students must demonstrate: • Attendance at pre-placement briefings • Participation in integrative seminars whilst on placement • Satisfactory completion of the 70 Day Field Placement or equivalent. This requires the satisfactory completion of the Learning and Assessment Report template (Appendix 3). • Students must achieve a rating of at least 2 across all 7 learning areas. • Satisfactory completion of the final report on placement performance • Satisfactory completion of a Case Study -4000 words (BSocWork (Hons) or a Critical Analysis 3000 words (MSW) to be submitted within 2 weeks of end of the placement. The Field Education course is not graded beyond Satisfactory/Not Satisfactory. In order to obtain a satisfactory result, all components of the assessment must be passed. 13.4 MINIMUM STANDARDS FOR FIELD EDUCATION 1 By the end of Field Education 1, field educator and student should be satisfied that the student has demonstrated beginning capability, appropriate to the placement setting, in all 7 learning areas of assessment. In order to demonstrate this and maximise their learning students will have, together with their Field Educator, developed a Learning Plan that identifies tasks and ways to measure them against each of the 7 broad learning areas. By end of placement students must have achieved a least a rating of 2 across all 7 learning areas. 13.5 GUIDE TO PREPARING FINAL REPORT (FE1) The Final Report is part of the Field Education Learning and Assessment Report template (Appendix 3) and should be completed by student and Field Educator and signed before the student leaves the agency. Where more than one Field Educator is engaged with the student, the written Field Education Learning Plan, Mid Review and Final Report (Learning and Assessment Report) requires input from all parties. The lead role in the initial report writing is negotiable and may be undertaken by the student, Field Educator or task supervisor. If the lead role is undertaken by the Field Educator, it is important that the task supervisor/s contribute to the report. Student results cannot be finalised until the School has received the Field Education Learning and Assessment Report, signed by the Field Educator and student. We request prompt attention to this matter. The report is due at RMIT two weeks after the end of placement. It may submitted to assignment box in Building 37, level 2, or if mailing, refer to the address on page 3 of this manual and address it to the attention of the Social Work Field Education Administrative Staff. The report then goes to the Field Education Coordinator, who makes the final decision on a student's result. The final report is kept on the student’s file. Students and Field Educators are required to keep a copy of the report before it is submitted. 13.6 BSOCWORK (HONS) & BSW (HONS)/BSOCSCI (PSY) CASE STUDY OUTLINE The Case Study is a major requirement of third year and a pass in this assessment component is necessary to pass BSocWork (Hons) Field Education 1. The Case Study focuses on a student’s work with an individual, a family or a group. It should be a detailed report describing the individual/family/group and their contexts, together with the student’s thinking and action. It will also be a tool to assist students in the process of reflecting on and assessing their own practice. One aim of the case study is for students to reflect on what they actually thought and did (their ‘theory in use’) and consider what assumptions, values and practice models or concepts were underlying their thoughts, feelings and behaviour in relation to the person/s. A good case study does not necessarily depend on a good piece of intervention or a long and ‘involved’ case, but rather on the student’s analysis of the situation and of their work. In fact it is difficult to write a case study involving a lot of information and activity, and students are advised to select a simple, rather than a complex case. Students should discuss the selection of an appropriate case with their Field Educator early on in their placement. 13.7 EDUCATIONAL GOALS OF THE STUDY - LENGTH 3,000 WORDS. The case study is intended to develop and demonstrate the student’s ability: - to gather and describe key factors in the situation; - to describe their actual thinking and intervention in relation to the situation; - to reflect on their actual practice and identify the various professional and personal components. These include: - the student’s values and ideologies - the assumptions and conceptual frameworks related to understanding - the behaviour of individuals, families and groups, including the - influence of broader social structures and ideologies - to evaluate their actual practice. 13.8 CONFIDENTIALITY AND PERMISSION Preparation of the case study raises ethical questions such as confidentiality and permission of the service user. Identifying material such as names, addresses (and anything else as relevant) must be altered to protect service user confidentiality, and this alteration clearly stated. Seeking the permission of the service user may be appropriate, and you should discuss this with your Field Educator. See Section 6.1 for guidelines on retaining confidentiality. 13.9 ASSESSMENT CRITERIA The following criteria will be used for assessment of the case study: - Evidence of ability to provide a comprehensive and focused description of a case. - Evidence of ability to assess the presenting and ongoing situation and describe the elements of implementation. - Evidence of ability to reflect on the student’s actual ‘theory in use’, and the influence of their values and assumptions and those arising from related conceptual frameworks. - Evidence of utilisation of and reference to at least 10 appropriate references. 13.10 GRADING The case study will be graded as satisfactory/not satisfactory/re-write and will be assessed by the student’s Integrative Seminar tutor according to the above criteria. 13.11 DUE DATE The Case Study is due two weeks after completion of placement. If an extension is required, the student must contact their Integrative Seminar tutor responsible for marking the Case Study and submit the appropriate extension form. SUBMISSION The Case Study must be submitted electronically on the relevant Program Blackboard under ‘Assignments’ and will be assessed for plagiarism through Turnitin. You have the opportunity to upload your assignment and see if there are unacknowledged sources, then correct and resubmit. The relevant program blackboards are: BH105 for Bachelor of Social Work (Honours) www.learninghub.rmit.edu.au OR BH106 Bachelor of Social Work (Honours)/Bachelor of Social Science www.learninghub.rmit.edu.au 13.12 STRUCTURE OF CASE STUDY The following outline provides some guidelines for the case study and lists the major areas to be covered in the case study. It has been prepared so that it can apply to work with individuals or with families or groups from a wide variety of agencies and contexts. Therefore not every part will be relevant to the case study situation, and students will need to decide which issues are relevant. If a small group has been chosen for the case study, you will need to develop an appropriate structure with your Integrative Seminar tutor. The case study should read as a story, forming a coherent whole that considers a person, family or group, their situation and what brought them to the agency, your involvement and interventions/s and what happened. Theory from HWSS1135 and 1136 and other core social work courses and electives should be woven throughout the case study, or you can tell the story then deconstruct it according to the theory. As always, we want you to be critical in your analysis of what is useful, applicable from the theory you have studied in the program as well as demonstrating your additional learning on site in your placement. Please ensure the case study reads logically (e.g. sequentially) and is not repetitive. You may include as appendices any letters or other forms of interventions that illustrate your application of theories in practice e.g. a narrative type letter used as case notes. As a student on placement you have a unique opportunity to analyse, question, read and think through theory and practice with the benefit of your learning in class and supervision on placement. Some student’s case studies have been published as journal articles and this is an option you may want to consider in conjunction with your supervisor and Integrative Seminar facilitator who marks your work. In this case, you may want to look at the way your chosen journal want articles formatted (usually described inside the back cover of the journal) and use this format from the beginning. 13.12A INTRODUCTION The introduction should introduce the client or clients, their life situation and why they came to the agency. Include a brief outline and critique of the agency setting (organisational structure and function), and your role on placement, as well as a brief statement describing why you chose this particular case. 13.12B IDENTIFYING DATA A case study should begin with basic information about key participants in the case, including a genogram and eco-map if necessary, identifying the connections between people. You need to identify the date they first came to the agency, the referral source and other significant people or agencies involved. 13.12C ENGAGEMENT Describe the strategies/procedures you used to engage the client/s and the steps you took to make contact with other relevant people. You can analyse the nature of the working relationship, including reference to issues of authority, control and expectations. 13.12D ASSESSMENT Most agencies expect some form of client assessment. This part of the case study focuses on any formal written assessment you wrote and may be incorporated into the case study or attached as an appendix if you have covered the ideas elsewhere. (Assessment is of course a process that continues throughout your contact.). The particular information and analysis that is relevant will vary according to the service user/s, the situation and the agency context. The following outline is prepared as a guide that you may like to use it as a checklist. You do not need to complete all the details in the outline. Provide a composite picture using relevant data. Family Background This should cover information and analysis of the individual or family background in the immediate situation and past history, as relevant. Context (social, economic and political dimensions): - influence of broad social context on this individual/family, e.g. class, ethnicity, gender - influence of dominant beliefs/ideology, e.g. gender roles - influence of specific socioeconomic factors, e.g. illness - injury, bereavement, migration, unemployment, war - influence of the neighbourhood context. - how does the past influence the present? Family (structure, organisation and functioning): This will be more detailed where the focus of intervention concerns family relationships. - family structure and boundaries: family system, subsystems and boundaries (external and internal); clarity and permeability of boundaries. - roles: marital; parental; instrumental and affective; how allocated; power, authority, decision making: by whom, over whom, how organised. - communication patterns: direct or indirect; clear or unclear; patterns of relationships and involvement; exclusion and scapegoating. - family ideology (ideas, values and beliefs): what are the beliefs, values, meanings, expectations, taboos, loaded issues, family secrets and myths shared by family members? For example, about family life, marriage, sexuality, death, gender roles, children, social behaviour, etc. - family history: influence of the past on the present ‘intergenerational connectedness’ - developmental stage of family: current developmental tasks, transitions for the family and family members; influence of class, ethnicity on these. 13.12E STRENGTHS, SKILLS AND RESOURCES What are the resources or strengths (personal, economic, social) and problem solving skills of this individual or family (and family members)? a Key Issues Write a brief SUMMARY statement of your assessment and identification of the problem/s (100 words). This section is very important in that it demonstrates your capacity to succinctly analyse such information. b Areas of Contention How does your assessment compare with the initial referral and presenting problem? Which of the issues/problems are accessible and relevant to social work interventions? Identify which of your values and theoretical assumptions influenced this assessment. Any difficulties in obtaining data including that from other people and agencies and the significance of any gaps? How do you believe people concerned saw your involvement so far? At this stage you may offer some critical theoretical analysis of the client, family or group’s situation, the agency’s capacity to respond and your concerns or ideas at this initial stage of contact, if you have not already done so. 13.12F CASE PLAN This section should include an account of how and what you and the individual/family planned for further intervention (i.e. at that time not how you would have planned in hindsight): a What goals were established? How were they to be measured? b How did you negotiate a contract or working agreement with the individual/family/group? b) What 'roles' did you agree to play? What did you in fact carry out? c) What values and assumptions influenced the decisions about goals, methods and roles? It is important here to refer to appropriate literature. d Who else was to be involved in carrying out the intervention, and why? e How had your initial assessment of the person/s modified by this time? 13.12G IMPLEMENTATION This section should be an account of what actually happened, including the interaction skills you were aware of using at the time of implementation: Here is where you tell the story of what you and the client/ family did, how well it worked, what were the constraints. a A description of your actions and the specific theories or techniques you used. You may for example break these sequentially into the times you met with the client/family e.g. first meeting at office, second meeting: home visit, third meeting Court hearing, fourth meeting Case conference final meeting celebration and termination. b The reactions of the individual/family and any subsequent modification you made to your assessment, contract goals or methods, and why. c The nature and effect of the involvement of other people or organisations. d Any obstacles encountered in reaching the planned goals, e.g. lack of resources, your own level of ability, changing circumstances for the individual/family. e Analysis of the effectiveness of your role and interventions in this case. How well did the family achieve their goals? Did the family or your goals change during the case? If so why and how? f Reflection upon what values and/or theoretical knowledge actually influenced your intervention. Specific reference to literature is required in this section. 13.12G TERMINATION An analysis of the process of terminating your intervention, including: a How you terminated your relationship with the individual/family, and how you handled any issues related to termination, e.g. feelings of loss, ambivalence, guilt, etc. on the part of either worker or individual/family. b If appropriate, the process of referral to another worker or agency. Evaluation/Reflection If you have not done so already, please reflect on: a Your role in this situation; b The impact on your learning; and c How you may practice differently as a result of this situation. References Students are required to incorporate appropriate references into their Case Study including those specified in the following phases: - Action Planning and Contracting; and - Implementation. - Evidence of utilisation of and reference to at least 10 appropriate references. Students will be given a re-write if the case study is not referenced adequately. 14. MSW FIELD EDUCATION 1 - CRITICAL ANALYSIS OUTLINE 14.1 CRITICAL ANALYSIS (DIRECT PRACTICE) 3,000 WORDS The Critical Analysis in MSW Field Education 1 will usually focus on a specific piece of work undertaken by the student in direct service delivery. Where a student’s placement has a macro practice focus their critical analysis should follow guidelines for a Critical Analysis (macro practice) as outlined in the FE2 Course Guide. University-based staff will use a pass/fail grading system to assess the work. The assignment requires students to present and examine a form of practice that they have enacted on placement. Because is set at the Masters’ level, students are required to show an enhanced capability for critical analysis and ethical practice in their written work. Students should: • Gather and describe the key factors in the situation; • Describe their actual thinking and feeling/s in relation to the situation; • Critically reflect on their actual practice and identify the various professional and personal components involved, including values, assumptions, conceptual frameworks, analyses and actions; • Make references to relevant texts that inform their chosen interventions; • Evaluate their practice in light of their chosen theoretical frameworks and/or those used by others in the agency. Assessment criteria: For students to achieve a pass in this piece of work they must: • Adequately describe the piece of direct service work • Articulate the main elements of assessment undertaken in relation to the situation; • Enunciate key elements of the implementation of intervention • Reflect on their ‘theory-in-use’, including the influence of their values and assumptions • Critically analyse the situation with reference to issues of power and exclusion • Demonstrate an ethical understanding and reasoning in relation to the self-evaluation of one’s practice • Evidence of utilisation of and reference to at least 10 appropriate references. The Critical Analysis is a major requirement of FE1 and a pass in this assessment component is necessary to pass Field Education 1. The Critical Analysis focuses on a student’s work with an individual, a family or a group. It should be a detailed report describing the individual/family/group and their contexts, together with the student’s thinking and action. It will also be a tool to assist students in the process of reflecting on and assessing their own practice. One aim of the Critical Analysis is for students to reflect on what they actually thought and did (their ‘theory in use’) and consider what assumptions, values and practice models or concepts were underlying their thoughts, feelings and behaviour in relation to the person/s. A good critical analysis does not necessarily depend on a good piece of intervention or a long and ‘involved’ case, but rather on the student’s analysis of the situation and of their work. In fact it is difficult to write a critical analysis involving a lot of information and activity, and students are advised to select a simple, rather than a complex case. Students should discuss the selection of an appropriate case with their Field Educator early on in their placement. 14.2 CONFIDENTIALITY AND PERMISSION Preparation of the critical analysis raises ethical questions such as confidentiality and permission of the service user. Identifying material such as names, addresses (and anything else as relevant) must be altered to protect service user confidentiality, and this alteration clearly stated. Seeking the permission of the service user may be appropriate, and you should discuss this with your Field Educator. See Section 5 for guidelines on retaining confidentiality. 14.3 GRADING The case study will be graded as satisfactory/not satisfactory/re-write and will be assessed by the student’s Integrative Seminar tutor according to the above criteria. 14.4 DUE DATE The critical analysis is due two weeks after completion of placement. The case study must be submitted electronically (www.learninghub.rmit.edu.au) on the MPC150 Program Blackboard under ‘Assignments’ so they can be assessed for plagiarism through Turnitin. You have the opportunity to upload your assignment and see if there are unacknowledged sources, then correct and resubmit. SOCIAL WORK FIELD EDUCATION 2 Bachelor of Social Work (Hons) HWSS 1143 and Master of Social Work HWSS 2114 Assessment Guide 15. FIELD EDUCATION 2 (HWSS 1443 AND HWSS 2114) 15.1 LENGTH AND TIME OF PLACEMENT This placement, 70 days (500 hours), (unless days accrued from previous placement need to be added) is usually from July to November/December. It may be possible to carry out the placement in semester 1/summer if pre-requisites are met. 15.2 FOCUS OF PLACEMENT Field Education 2 is a major component of the Social Work program. Through this course, and the previously completed Field Education 1, students will have the opportunity to strengthen and develop their professional skills, knowledge and values within a workplace-learning environment. In Field Education 2 there is an emphasis upon preparing students for beginning professional practice. It builds on the learning of Field Education 1 and provides opportunity to develop enhanced beginning practice skills. Students will be required to demonstrate an understanding of organizational and community contexts of practice, as well as effectively dealing with the ethical dilemmas that are likely to be encountered. Placements may focus on community organisation, program development, policy development and/or research and may include a component of direct practice work. Students will be expected to analyse the practice setting by drawing on a range of theoretical perspectives, in particular those concerning power and exclusion, and to develop appropriate responses. The Field Education course requires students to actively draw from previous knowledge and experience when determining their specific learning goals while they are on their field placements. This includes integrating previously studied material, especially in social work theory and practice and in field education as well as prior workplace learning. Ordinarily, Field Education 2 has an emphasis on macro level practice, mostly in areas dedicated to developing policies, conducting research or building communities whereas Field Education 1 has an emphasis on direct work with service users. This means that Field Education 2 has a broader focus and has particular linkages with Policy Making Processes, Social Work with Groups, Social Research and Community Work Strategies. In some cases students will have had a broader focus for Field Education 1 and would then have a direct practice focus for FE2. This would be negotiated with the Field Education Coordinator. It is also possible to have a placement that combines macro practice with further experiences in direct practice. Minimum Standards for Field Education 2 At the conclusion of Field Education 2, students will have demonstrated capability across all seven areas of assessment and be able to perform at least at the level appropriate to a newly graduating social work practitioner. Appendix 4 details the minimum social work capabilities as required b the AASW. By the end of Field Education 2, the Field Educator and the student should be satisfied that the student has demonstrated capability, appropriate to the placement setting, in all 7 learning areas of assessment. In order to demonstrate this and maximise their learning students will have, together with their field educator developed a Learning Plan that identifies tasks and ways to measure them against each of the 7 learning areas. By end of placement students must have achieved a least a rating of 3 across all 7 learning areas. 15.3 GUIDE TO PREPARING FINAL REPORT (FE2) The final report forms part of the Field Education Learning and Assessment Report (Appendix 3). It is completed by student and Field Educator and signed before the student leaves the agency. Where more than one Field Educator is engaged with the student, the written report requires input from all parties. The lead role in the initial report writing is negotiable and may be undertaken by the student, Field Educator or task supervisor. If the lead role is undertaken by the Field Educator, it is important that the task supervisor/s contribute to Section E of the report. Student results cannot be finalised until the School has received the completed Field Education Learning and Assessment Report, signed by the Field Educator and student. We request prompt attention to this matter. The report is due at RMIT two weeks after the end of placement. It may be hand-delivered to the assignment box at level 2 Building 37, or if mailing, refer to the address on page 1 of this manual and address it to the attention of the Social Work Field Education Administrative Staff. The report then goes to the Field Education Coordinator, who makes the final decision on a student's result. The final report is kept on the student’s file. Students and Field Educators are required to keep a copy of the report before it is submitted. 15.4 ASSESSMENT REQUIREMENTS FOR HWSS 1143 UNDERGRADUATE HONOURS THESIS AND HONOURS PROFESSIONAL PORTFOLIO There are different Field Education 2 assessment requirements for those undergraduate students undertaking the Honours Thesis and those undertaking the Honours Professional Portfolio. The 2014 Honours Course Guide details the specific assessment requirements, the assessment criteria, length, due date and submission details. All BSocWork (Hons) / BSocWork (Hons) BSS (Psychology) Field Education 2 Students must demonstrate: • Attendance at pre-placement briefings • Participation in integrative seminars whilst on placement • Satisfactory completion of the 70 Day Field Placement or equivalent. This requires the satisfactory written completion of the Field Education Learning and Assessment Report (Appendix 3). Students must achieve a rating of at least 3 across all 7 learning areas. • Refer 2014 Honours Course Guide for specific assessment requirements and criteria, length, due date and submission details for the Critical Analysis (Macro Practice) and Portfolio Reflection OR • Refer 2014 Honours Course Guide for specific assessment requirements and criteria, length, due date and submission details for the Thesis. 15.5 HWSS 2114 MSW FIELD EDUCATION 2 – CRITICAL ANALYSIS (MACRO PRACTICE) MSW students must complete the critical analysis at the Masters’ level using the same parameters as outlined below. The MSW students are required to show an enhanced capability for critical analysis and ethical practice in their written work. The Critical Analysis is a major requirement of FE 2 in and a pass in this assessment component is necessary to pass Field Education 2. The Critical Analysis in Field Education 2 focuses on a specific piece of work undertaken by the student as part of placement in macro level practice. Where a student’s placement has a direct practice focus their Critical Analysis should follow guidelines for a Critical Analysis (Direct practice) as outlined in FE1 course guide. The assignment requires students to present and examine a form of macro practice they have undertaken in their placement. The Critical Analysis should be a detailed report describing the work (aspect of the work) and its context, together with the student’s thinking and action and provide a tool to assist students in the process of reflecting on and assessing their own practice. It provides a way for the student to consider what assumptions, values and practice models or concepts were underlying their thoughts, feelings and behaviour in relation to the macro project. A good critical analysis does not necessarily depend on a good performance in the project but rather on the student’s analysis of the situation and of their work. Students should provide: • A background to the project/practice • Theory used in conceptualising • The student’s assessment of the situation • A presentation and discussion of the plan of action • A critical analysis of the strategies used to carry out the plan • An evaluation of the outcome of the action Assessment criteria: For students to achieve a pass in this piece of work they must: • Evidence of ability to provide a comprehensive and focused description of the practice • Evidence of ability to critically reflect on the actual practice approaches the student used, and the influence of the student’s values, knowledge and assumptions on the work they did • Evidence of ability to link theory and practice • Evidence of critical analysis of the situation and of their own practice, with reference to issues of power and exclusion • Evidence of ethical understanding and reasoning in relation to the student’s practice and their self-evaluation • Evidence of utilisation of and reference to at least 10 appropriate references. Length 3000 words Due Date: The critical analysis is due two weeks after completion of placement. Submission Details All students must submit their Critical Analysis electronically under ‘Assignments’ so they can be assessed for plagiarism through Turnitin. You have the opportunity to upload your assignment and see if there are unacknowledged sources, then correct and resubmit. Students submit electronically (www.learninghub.rmit.edu.au) via the MC150 MSW Program Blackboard. Grading The critical analysis will be graded as satisfactory/not satisfactory/re-write and will be assessed by the student’s Integrative Seminar tutor according to the above criteria. Appendix 1 16.1 INHERENT REQUIREMENT DOMAINS 1 ETHICAL BEHAVIOUR Introduction to the inherent requirement Students undertaking social work are governed by the AASW Coode of Ethics. The AASW Code of Ethics requires students to act in accordance with the AASW Code of Ethics and are accountable and responsible for ensuring ethical and professional behaviour in all contexts. Description of the inherent requirement The ability to think through, recognise and explain ethical issues and act (AASW 2008). Explanation of why this is an inherent requirement The AASW Code of Ethics provides the guidelines about professional behaviour. The nature of any adjustments that may be made to allow you to meet the requirement Adjustments must not compromise the AASW Code of Ethics and AASW Standards mandated in the AASW Australian Social Work Education Standards (Australian Association of Social Work 2012) Example of things that must be shown to demonstrate the inherent requirement Complying with academic and non-academic VU policies demonstrating and engaging in ethical behaviour at all times and in all contexts (AASW 2008) . BEHAVIOURAL STABILITY Introduction to the inherent requirement Social work practitioners operate across a range of settings and contexts. Practice in these settings and contexts require adaptability, sensitivity and knowledge of safe practice. Social workers are expected to maintain a high quality of professional conduct, behaving with dignity and responsibility (AASW 2010) Description of the inherent requirement Behavioural stability allows the student to respond constructively, purposefully and safely in a range of settings and contexts. BEHAVIOURAL STABILITY Ability to reflect and critically evaluate practice and its impact on others. Explanation of why this is an inherent requirement Behavioural stability ensures that, in highly complex situations, the student is able to act competently and professionally. The nature of any adjustments that may be made to allow you to meet the requirement Adjustments must not compromise stable, effective, safe and professional behaviour in academic and field education settings. LEGAL Introduction to the inherent requirement The work of the social worker is governed by various laws, federal or state Acts of parliament or local regulations. Students are required to act in accordance with these laws and regulations while also adhering to social work’s professional requirements. Description of the inherent requirement Students must demonstrate their understanding and application of the federal and state laws, local regulations and the professional requirements that frame their academic and field placement settings. Explanation of why this is an inherent requirement Knowledge and compliance with federal and state laws, local regulations and professional requirements diminishes the risk of harm to self and others and ensures that students are both responsible and accountable for their practice. The nature of any adjustments that may be made to allow you to meet the requirement Adjustments must not compromise laws, regulations and/or professional codes of practice. Example of tasks that must be shown to demonstrate the inherent requirement Compliance with AASW standards Presentation of a ‘No Discloseable Court Outcomes’ Criminal Record Check and Working with Children’s card to Field Education Coordinator and to field placement supervisors. COMMUNICATION (WRITTEN, VERBAL AND NONVERBAL) Introduction to the inherent requirement Effective written communication is a core skill for a social work professional. The social worker’s written communication will have legal ramifications for the service user and can influence or change the service user’s life. Nonverbal cues regulate conversations, communicate emotions, modify verbal messages and give insights into selfperceptions (Egan 2013) Description of the inherent requirement As appropriate to the circumstances and contexts, an ability to write clear and concise case notes, reports and assessments that address the concerns of the referring persons and presents data that is supported by evidence and theoretical knowledge (Cleake 2009). Writing that is able to differentiate between what is observed and described from opinion. An ability to recognise, observe and respond appropriately to nonverbal behavioural cues. A consistent ability to reflect on own behaviours and demonstrate respectful, appropriate and safe behaviours (AASW 2010) Explanation of why this is an inherent requirement Within social work practice, case notes, reports, etc., form the basis of effective communication with other service providers, clients and the broader community and are fundamental to social work practice. Accurate and clear verbal communication is inherent in assessing, reporting, advocating, negotiating and mediating social work practice In providing professional care, the ability to understand nonverbal communication is essential for accurate assessment of client reactions. The nature of any adjustments that may be made to allow you to meet the requirement Adjustments must meet the necessary standards of clarity, accuracy and accessibility to ensure effective recording and transmission of information in both the academic and field placement settings (University of Western Sydney 2013). Adjustments for impaired verbal communication must address effectiveness, timeliness, clarity and accuracy issues to ensure client, worker and agency safety and standards COMMUNICATION (WRITTEN, VERBAL AND NONVERBAL) (University of Western Sydney 2013). Example of things that must be shown to demonstrate the inherent requirement The capacity, within an academic and field placement setting, to follow the necessary writing conventions required to carry out the role of student and practitioner. Preparing and providing documentation, according to legal, agency and professional requirements and standards. Presenting verbal and oral case plans at inter- professional meetings, in agency or in statutory settings as needed. The achievement of score of 7 across each components of IELTS COGNITION Introduction to the inherent requirement The ability to locate, review, critically analyse and synthesis knowledge informs professional practice and judgement. Description of the inherent requirement The demonstrated capacity to locate appropriate and relevant information, integrate and apply this information within the academic and practice setting. Explanation of why this is an inherent requirement The application of theory into practice is central to professional and ethical conduct. Informed practice ensures client and worker safety and reflects AASW standards and requirements. The nature of any adjustments that may be made to allow you to meet the requirement Adjustments must ensure that the demonstration of informed practice is not compromised Example of things that must be shown to demonstrate the inherent requirement Ability to conceptualise knowledge and present such knowledge within the academic expectations of assessment tasks or practice settings. SUSTAINABLE PERFORMANCE Introduction to the inherent requirement Social work placements require students to demonstrate emotional, physical and mental resilience that can be sustained over a prolonged period. Description of requirement inherent Demonstrated ability to maintain a sustained level of emotional, physical and mental resilience while balancing work/life/academic requirements. Explanation of why this is an inherent requirement Emotional, physical and mental resilience is needed to perform tasks effectively, professionally and competently. The nature of any adjustments that may be made to allow you to meet the requirement Adjustments must ensure that consistent performance is sustained over time and in academic and field placement settings. Example of things that must be shown to demonstrate the inherent requirement Participating in lectures, tutorials throughout a day. 1 what the Consistent attendance at field placement. © School of Social Sciences and Psychology, UWS 2012,Adapted and used with permission Appendix 2 16.2 STUDENT PARTICIPATION IN OFF-SITE PROGRAM / CAMP WHILST ON PLACEMENT Student _____________________________________ Field Educator / Task Supervisor _____________________________________ Agency auspicing camp _____________________________________ Camp site/s _____________________________________ Period covered ________________(date) to _____________ (date) Focus of camp program ________________________________________________ ________________________________________________ Student role / tasks ________________________________________________ Student supervisor during period at camp _______________________ Position & agency (if not field educator) ______________________ Signatures __________________________ ________________________ Student Field Educator/Task Supervisor Date _______________________ Date ____________________ Please return completed form to [email protected] For attention of BSocWork (Hons) / MSW Field Education Coordinator Appendix 3 SOCIAL WORK - FIELD EDUCATION LEARNING AND ASSESSMENT REPORTS TEMPLATE Social Work Field Education Learning & Assessment Reports Student Name Student ID MSocWork MC150 BSocWork (Hons) BH105 SW Field Education 1 SW Field Education 2 BSocWork (Hons)BSocSci (Psych) BH106 Please tick which is applicable to your enrolment Placement Agency Field Educator (Qualified SW) Task Supervisor (If any) Liaison Person Commencement Date Full time (Please Indicate) Completion Date Part Time Number of days per week Brief Description of Agency or Program Focus Brief Summary of Placement Tasks Brief Summary of Student’s Key Learning Goals for this Placement Overview of use of Learning and Assessment Reports (Learning Plan, Mid Review & Final Report) Template • • • • • • • • The learning plan document has been developed with the Combined Schools of Social Work in Victoria (CSSW) and is aligned with the AASW Practice Standards and Accreditation requirements. The Learning Plan is to be used for all social work students undertaking first and final field education placements. Students should, together with their Field Educator/Task Supervisor develop a learning plan that identifies tasks and ways to measure performance against each of the 7 broad learning areas. The Learning Plan & Assessment Report will not list all tasks undertaken by the student on placement however it is important to use the plan to identify specific tasks that student will undertake to demonstrate their achievements against the core learning areas. While some learning areas will be more directly relevant to some placements than others student are required to develop tasks for all 7 areas, relevant to placement focus (e.g. in a direct service placement student may only identify 1- 2 tasks related to learning areas 6 and 7). Refer to “Sample Learning Tasks” for ideas that can be used in development of the Learning Plan. The Learning Plan & Assessment Report is a working document and students and Field Educators should refer to it throughout placement to assess progress and identify any additional learning needs. A draft of this plan should be developed by day 10-15 and made available to the liaison person prior to their first liaison meeting. A mid placement review should occur to identify progress and/or areas in need of improvement/greater focus for second half of placement. A copy of this should be sent to the liaison person for the placement. A rating scale that identifies level of achievement against each of the 7 core learning areas is to be used to assist students and field educators to assess the level of the student’s performance. This scale is designed for the purpose of indicating minimum standards expected for field education 1 and 2. It is holistic in nature, providing a broad rating against each of the core learning areas. The scale is as follows: Rating Level Descriptors Not Capable Level 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 Level 1 Performance not yet capable. Some requirements understood. Further work needed to demonstrate beginning capability. Beginning Capability Level 2 Performance at beginning level expected. Requirements understood. Practice capable under close guidance and supervision. Limited adaptability. Capable Level 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 Level 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 capability in this area To pass field education 1 (first placement), students must at least reach a level of beginning capability for all 7 areas, appropriate to the setting by the end of the placement. To pass field education 2 (final placement) students must at least reach a level of capability across all 7 areas, relevant to placement setting, by the end of the placement. Learning Area 1 - Values, ethics and professional practice: Awareness of contextually relevant ethics in accordance with the AASW Code of Ethics 1.1 – Demonstrates an awareness of the relevance of the AASW Code of Ethics within the placement setting (eg promotion of social justice and commitment to the dignity, value and uniqueness of individuals, social units, communities and cultures). 1.2 – Demonstrates an understanding of power relationships and structures that can give rise to and perpetuate relationships of inequality and social marginalisation for the target population, and demonstrates an ability to work constructively with issues of power and authority. 1.3 - Maintains an open and respectful perspective towards the values, views and opinions of others and is able to seek to incorporate notions of individual rights and needs, and collective responsibilities. 1.4 - Demonstrates an ability to recognize and understand one's own assumptions and values and their ability to impact on practice (especially within situations of conflicts of values and interest). 1.5 - Demonstrates an understanding of social work as a profession and how it differs from other related professions. 1.6 – Demonstrates an understanding of issues such as privacy and confidentiality in relation to the ethical management of client records, including relevant legislation and agency policies. Tasks and methods of assessment for Learning Area 1- Values, ethics and professional practice 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress Overall Mid Placement Rating for Learning Area 1: Student: _____________________ Field Educator ________________ Task Supervisor: Final Report Comments: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Rating for Learning Area 1: Student: _____________________ Field Educator ____________________ Task Supervisor: Learning Area 2 - Organisational context: An understanding of the organisational, legal and political contexts of human services processes. 2.1- Demonstrates an understanding of the local and wider context in which the organisation operates (in particular the direct practice and social policy priorities of people living in the local region). 2.2 - Demonstrates an appreciation of the connection between individual problems, public issues and structural disadvantage. 2.3 - Demonstrates an awareness of and adherence to the organisational policies and procedures relating to workplace health and safety, risk management, and duty of care obligations to consumers. This includes awareness of Human Rights and other legal obligations. Tasks and methods of assessment for Learning Area 2 - Organisational Context 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 2: Student: ___________________ Field Educator: _________________ Task Supervisor: Final Report Comments: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 2: Student: ___________________ Field Educator _________________ Task Supervisor: Learning Area 3 - Use of knowledge in practice: An understanding of theories and methodologies relevant to practice and an ability to reflect critically upon their use and application. 3.1 - Able to identify a range of social work theories relevant to the practice setting. 3.2 - Able to articulate the relationship between theory and social work practice within the practice setting. 3.3 – Able to articulate the relationship between theory and social work practice at a macro-level (e.g. community & societal implications). Tasks and methods of assessment for Learning Area 3 - Use of knowledge in practice 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 3: Student: ___________________ Field Educator: __________________ Task Supervisor: Final Report: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 3: Student: _________________ Field Educator: ___________________ Task Supervisor: Learning Area 4 - Processes, skills and relationships: An ability to form constructive relationships with individuals, groups and communities including user groups, colleagues, professionals and people in other significant roles / positions. 4.1 - Communication Skills: 4.1.1 - Demonstrates clear and effective interpersonal communication skills (both verbal and non-verbal) with individuals, groups and communities. 4.1.2 - Able to conduct single or joint interviews and demonstrates the ability to practice strategically (to engage, mobilise, challenge and encourage people in the change process). 4.1.4 – Able to deal with situations involving anger, conflict and challenging behavior. 4.1.5 – Able to write analytically and to distinguish between fact and opinion. 4.1.6 – Able to incorporate formal knowledge and professional principles into documentation. 4.1.7 – Able to prepare written assessment reports that demonstrate the ability to gather relevant information about and with the client/ group/ or community. 4.1.8 – Able to use information technology for recording information, word-processing and data analysis. 4.1.9 - Adheres to documented policies within the agency: necessary recording processes – reports, assessment schedules, administrative Documentation, statistical procedures, letters, etc. Tasks and methods of assessment for Learning Area 4.1 - Communication Skills 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 4.1: Student: _____________________Field Educator: ___________________ Task Supervisor: Final Report: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 4.1: Student: __________________ Field Educator: __________________ Task Supervisor: 4.2 - Assessment, Intervention, Referral and Evaluation: 4.2.1 – Able to undertake an assessment of individuals and groups across a diverse range of life circumstances. 4.2.2 - Able to use relevant organisational assessment and referral frameworks 4.2.3 - Demonstrates understanding of both formal and informal methods for evaluating Social Work interventions and ability to articulate these to both service user and supervisor. 4.2.4 - Able to implement the intervention plan, engaging in activities such as: facilitation, mediation, negotiation and advocacy on behalf of service users; counseling, education and skills transference; coordination and liaison with other service providers (in collaboration with the client /service user); crisis intervention; working with an interpreters. 4.2.5 - Able to implement strategies to support and assist clients to find new ways of coping. Tasks and methods of assessment for Learning Area 4.2 - Assessment, Referral & Evaluation 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 4.2: Student: _____________________ Field Educator: ___________________ Task Supervisor: Final Report: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 4.2: Student: __________________ Field Educator: __________________ Task Supervisor: 4.3 - Group & Team-work Skills: 4.3.1 - Demonstrates an understanding of group processes within organisational groups and committees, consumers, consumer groups and authority figures. 4.3.2 - Demonstrates capacity to work collaboratively with colleagues and/or team members in task-focused work groups, committees, and networks. 4.3.3 - Demonstrates the skills required to achieve the balance necessary for the efficient and effective chairing of productive meetings. 4.3.5 – Demonstrates an ability to participate in the management of meetings through assuming formal roles, e.g. secretary/scribe, note-taker, chairperson. 4.3.6 - Demonstrates ability to co-ordinate and liaise when necessary with other service providers, in collaboration with the client/service user. Tasks and methods of assessment for Learning Area 4 .3 – Group & Team-work Skills 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 4.3: Student: _____________________Field Educator: ___________________ Task Supervisor: Final Report: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 4.3: Student: __________________ Field Educator: __________________ Task Supervisor: Learning Area 5 - Self learning and professional development: The ability to take responsibility for one’s own learning and development, and to perform at a level of competence appropriate to a beginning social work practitioner, including the skills to manage one’s future career and the transition from university to professional practice. 5.1 - Demonstrate the ability to participate proactively in negotiating and developing the supervisory relationship. 5.2 - Demonstrate an ability to formulate and articulate one’s own learning needs and objectives. 5.3 - Demonstrate a willingness to take risks and expose own practice for scrutiny from supervisor (and other team members). 5.4 - Demonstrate an awareness of personal feelings and experience and how these affect practice. 5.5 - Demonstrate understanding of the theory of critical reflection & an ability to use this approach to critically examine own practice. 5.6 - Demonstrate the capacity to work with increasing autonomy and professional responsibility. 5.7 - Identify areas for future learning & development & recognise the importance of future professional development as a social worker. 5.8 - Ability to demonstrate appropriate responsibility, accountability, reliability and initiative within the work setting. Tasks and methods of assessment for Learning Area 5 - Self-learning & professional development 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 5: Student: ____________________ Field Educator: __________________ Task Supervisor: Final Report: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 5: Student: __________________ Field Educator: ___________________ Task Supervisor: Learning Area 6 - Research: Recognition of research as an integral part of social work practice; demonstrating knowledge and understanding of all types and stages of social research 6.1 - Demonstrates an understanding of how research knowledge informs practice (e.g. consulting published literature). 6.2 - Able to locate literature relevant to practice area (evidence-informed practice) 6.3 - Able to identify researchable topics/issues within practice setting 6.4 - Able to conduct research and program evaluation using sound methodological approaches (If placement includes a research or evaluation project) 6.5 - Demonstrates an ability to seek out and establish collaborative partnerships (networks) with others working in the field or related fields, in order to obtain relevant information. Tasks and methods of assessment for Learning Area 6 - Research 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 6: Student: ___________________Field Educator: ____________________ Task Supervisor: Final Report: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 6: Student: __________________Field Educator: ____________________ Task Supervisor: Learning Area 7 - Social Policy: An understanding of the legislative and social policies which influence the different fields of practice including knowledge of relevant legislative and policy frameworks. 7.1 – Able to identify relevant legislation, policies and regulations relevant to practice area and whether these are consistent with social work values and principles 7.2 – Able to analyze the impacts of relevant legislation, policies and regulations on practice 7.3 – Demonstrates an understanding of current debates, social issues and/or politics which impact on the field of practice 7.3 – Demonstrates an ability to understand policy development, community and political processes involved in linking direct practice experience with broader social change objectives. Tasks and methods of assessment for Learning Area 7 – Social Policy 1. 2. 3. Mid Placement Review: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Mid Placement Rating for Learning Area 7: Student: ___________________ Field Educator: ____________________ Task Supervisor: Final Report: Student’s Comments on Progress: Field Educator/Task Supervisor Comments on Student’s Progress: Overall Final Placement Rating for Learning Area 7: Student: ___________________Field Educator: ___________________ Task Supervisor: MID PLACEMENT REVIEW Further Comments: (please identify author of comments) Signatures (confirming the report and progress) Field Educator signature & name: _____________________________________________ Task Supervisor name & signature: ______________________________________________ Student name & signature: ___________________________________________________ Date:____/____/____ Final Placement Report The Field Educator’s report The Field Educator should provide a summary of a) the areas of performance in which student has shown development in this placement and b) the areas of performance in which further development is needed. Specific details of performance against the seven learning areas will be contained in the latest version of the learning plan, also signed by student, field educator and task supervisor (where applicable). A statement on the overall level of performance demonstrated by the student on placement, specifically: a) whether performance is considered SATISFACTORY or UNSATISFACTORY, and b) whether or not the student is considered ready to enter practice as a social worker (if final year/FE 2 placement). Field Educator's/Task Supervisor’s Comments on the Field Education Program Please provide feedback on Field Education Program in regard to: a) b) c) d) e) f) Structure and timing of placement Value of liaison contact with School staff Value of Field Educators' sessions at RMIT Resources provided by the University Usefulness of assessment guide General comments on Field Education program. Future Planning: Would you be prepared to field teach a RMIT student next year? If so, do you have a preference for a particular program and/or year? Any other comments to aid future planning? Student's Comments On The Placement and Field Education Course This section is compulsory and is seen as an integral part of the overall report. It is to be written by the student. Students should comment on: a) Opportunities offered by the placement b) Personal development in the agency c) How the placement has helped to integrate theory and practice d) Other areas of knowledge and skills which were improved in this placement e) Thinking ahead to the future, areas of knowledge and skills to be developed f) Comments/feedback regarding the Field Education program (liaison meetings, integrative seminars, briefings, resources etc.) g) Other comments. Section E: Other Worker or Consumer Comments on Student's Performance Completion of this section is optional. It allows for additional formal comments to be made concerning the student's performance by a worker (other than the Field Educator or Task Supervisor) and/or service users with whom the student has had frequent contact in relation to their Field Education experience. (The Section B outline can be used as a guideline for completion of this section). Submissions for inclusion in this section of the report must be received by the Field Educator in time for the Field Educator to include them in the report. This section must be signed by the ‘other worker/service user’, the Field Educator and the student. Signatures ___________________________________ Field Educator _________________________________ Task Supervisor (where applicable) _____________________________________ Student Date: _____ / _____ / _____ Date: _____ / _____ / _____ Date: _____ / _____ / _____ NOTE: A report cannot be formally acknowledged unless it contains the signatures of Student, Field Educator and other workers where applicable. APPENDIX 4 16.4 SOCIAL WORK GRADUATE CAPABILITY At the completion of Field Education 2 students will have the capacity to: Core Graduate Attribute Specific attributes 1. Apply the knowledge and practice skills to work with and for society’s most vulnerable and marginalised individuals, families, groups and communities Achieved in HWSS1143 1.1. Apply social work practice knowledge and skills for individual, interpersonal, group, family, organisational, community and policy practice X 1.2. Demonstrate a moral and political sensibility oriented towards the attainment of social justice and human rights particularly for vulnerable, disadvantaged and marginalised people X 1.3 Demonstrate an awareness of the importance of environmental sustainability for the wellbeing particularly of vulnerable, disadvantaged and marginalised people X 2. Analyse issues of social disadvantage, oppression and marginalisation from a socio-political and economic framework recognising the impact of capitalism on social relations 2.1 Demonstrate the critical analytical capacity towards the phenomena of social stratification, capitalism, and economic globalisation. 3. Promote social justice and human rights within a global and international perspective 3.1 Demonstrate an understanding of social justice and human rights from a global and international perspective X 3.2 Demonstrate knowledge about developments in the global environment impacting on the wellbeing of for vulnerable, disadvantaged and marginalised people, and on social work. X 3.3 Where appropriate apply these frameworks in contexts of practice with global and international dimensions. X 4.1 Demonstrate knowledge of the policy, legislative and institutional arrangements of government. X 4.2 Demonstrate an awareness of how these impact on the wellbeing (or otherwise) of vulnerable, disadvantaged and marginalised people X 4. Understand the strengths and limits of the state’s policy, legislative and institutional arrangements on the context and 2.2 Demonstrate an understanding of the psychological, emotional and physical impact of these phenomena on individuals, families, groups and communities. X X practices for addressing social disadvantage 5. Acquire relevant interdisciplinary knowledge required for practice 6. Apply interdisciplinary knowledge and skills in range of practice settings reflecting the contexts and challenges of contemporary social work 7. Apply their knowledge and practice skills in a manner that confronts structural disadvantage arising from cultural and religious difference, patriarchy, racism, disability, age and discrimination of the basis of sexual preference 4.3 Demonstrate critical analytical skills to evaluate developments in these in relation to vulnerable, disadvantaged and marginalised people X 5.1 Demonstrate awareness of knowledge of the cognate disciplines (psychology, sociology, political science, economics, sustainability) X 5.2 Demonstrate a capacity to apply this knowledge to both analysis and practice X 6.1 Demonstrate the dispositions of adaptiveness, flexibility, creativity, critical reflexivity and enterprise. X 6.2 Demonstrate knowledge of the contemporary context of practice and the challenges arising. X 6.3 Demonstrate knowledge of indigenous issues and associated practices. X 6.4 Demonstrate knowledge of international social work practice X 7.1 Demonstrate knowledge of the dimensions of disadvantage X 7.2 Demonstrate ability to apply this knowledge to practice X 7.3 Demonstrate skills in constructive confrontation, negotiation, conflict management and resolution X X 7.4 Demonstrate a capacity to work strategically X 7.5 Develop and sustain the attributes of personal resilience and hope. 8. Recognise and work constructively with power differentials between human service organisations, practitioners and vulnerable marginalised individuals, families, groups and communities 8.1 Demonstrate awareness of personal strengths and limitations as well as a cultural awareness of self X 8.2 Demonstrate the capacity for critical reflexivity X 8.3 Demonstrate a capacity to employ personal strengths to achieve negotiated social work goals in different contexts. X 8.4 Awareness of and capacity to proactively use self as a change agent X X 8.5 Demonstrate skills in individual and system advocacy X 8.6 Demonstrate an understanding of power, its effects and consequences, and its dynamics 9. Promote ethical, respectful, accountable and transparent practice processes 10. Participate robustly in contemporary and changing ideological and political debates impacting on society, in an informed, flexible and grounded manner. 11. Engage in life-long learning and on-going professional development. 9.1 Demonstrate an understanding of social work as a practical-moral activity guided by professional ethics X 9.2 Demonstrate an understanding of human rights X 9.3 Demonstrate a capacity to use both frameworks in ethical reasoning and decision making X 10.1 Demonstrate a commitment to ongoing advocacy and political activism on the part of for vulnerable, disadvantaged and marginalised people X 10.2 Demonstrate a capacity to undertake research on behalf of for vulnerable, disadvantaged and marginalised people X 10.3 Demonstrate a commitment to strengthening and sustaining civil society X 11.1 Demonstrate an appreciation of the centrality of ongoing and sustained engagement with literature and other information which enriches practice, especially that with for vulnerable, disadvantaged and marginalised people X X 11.2 Commit to and engage in and with professional supervision X 11.3 Demonstrate a willingness and capacity to use information & communication technologies, and to overcoming the digital divide X 11.4 Demonstrate a commitment to practice research, especially that which promotes the participation of and well being of for vulnerable, disadvantaged and marginalised people 17. 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