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SOCIAL WORK AND HUMAN SERVICES Field Education Manual

University of South Australia School of Psychology, Social Work and Social Policy St Bernard’s Road, Magill, South Australia 5072 GPO Box 2471, Adelaide, South Australia 5001 Phone: (08) 8302 4146 PSW-FieldEducation@unisa.edu.au Acknowledging the considerable work of Cécile Dutreix Updated January 2020

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Contents SECTION 1: INTRODUCTION TO SOCIAL WORK AND HUMAN SERVICES FIELD EDUCATION ..................................................................................................................................... 3

SECTION 2: FIELD EDUCATION ROLES AND RESPONSIBILITIES ............................................... 7

SECTION 3: ORGANISING A FIELD PLACEMENT ............................................................................ 11

SECTION 4: POLICIES RELATING TO FIELD PLACEMENT .......................................................... 22

SECTION 5: TUTORIALS AND ASSESSMENT ..................................................................................... 29

SECTION 6: RESOLVING DIFFICULTIES DURING A FIELD PLACEMENT ................................ 33

SECTION 7: PLACEMENT BREAKDOWN TERMINATION AND FAIL ........................................ 35

SECTION 8: FREQUENTLY ASKED QUESTIONS ............................................................................... 38

SECTION 19: GLOSSARY OF TERMS .................................................................................................... 39

SECTION 10: REFERENCES ..................................................................................................................... 41

APPENDIX 1 Placement Contract Form and Placement Termination Reports ..................................... 41

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SECTION 1: INTRODUCTION TO SOCIAL WORK AND HUMAN SERVICES FIELD EDUCATION This handbook is a comprehensive reference for students, agencies, external supervisors and Field Education staff at the University of South Australia (UniSA). Specific course outlines will provide detailed and current information for each course. 1.1 Field Education at the University of South Australia Students undertake their first field education placement at UniSA after their first semester of study for Master of Social Work (MSW) students, after the second year courses for students undertaking the Bachelor of Social Science (BSS) (Human Services) and the Bachelor of Social Work (BSW) and after the third year courses for the double degrees offered at the university. Students undertake their second and final placement in the last semester of their study. 1.2 What is Field Education? Field education is a defined period of time in which students are expected to practise their professional skills outside of the university. They are supported in their learning through the appointment of a field educator at the placement organisation and a UniSA liaison person. Field education requires the same skills as other academic courses such as engagement in reading, listening, note taking and other traditional study methods. Field education enables students to engage in professional and interpersonal relationships with clients, colleagues and other organisations. Field education is the place where theory and practice come together, and to assist in this process, the university requires students to participate in the organisational learning tasks whilst engaging in university-based tutorials, reflexive exercises and supervision. Students may be placed in private, non-government and government organisations. In general, students will be working with one or a combination of: individuals, groups, communities, societies, globally. Students will work with these either in person, via direct practice or through policy, research and project work. Potential client groups students may work with include the following:

• Children and families • People with disabilities • People with mental illnesses and mental health issues • Older people • Culturally and linguistically diverse individuals and communities • People living in poverty • Young people • People experiencing domestic violence • People with offending behaviours • Young people in schools and other learning options • People in health settings • Any of the above groups through research, project or policy

1.3. Total hours of placement Social work students must complete 1000 hours of field education. At UniSA this is organised into two placements of 500 hours. Social Science students complete two placements of 280 hours each.

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The Australian Social Work Education Standards (ASWEAS) stipulate that social work placements are undertaken with no breaks except in extenuating circumstances (see 4.7). Childcare and work commitments are not regarded as extenuating circumstances. All placements commence the week that the semester commences. In extenuating circumstances (see 4.7.1) placements may commence up to 2 weeks earlier or later with approval from the Manager Field Education. 1.4 South Australian Driver’s Licence Most field placements require students to drive and to have a current SA driver’s licence. This requirement is set by the agency not the university. It is advised that students have a South Australian driver’s licence to increase their potential placement options. Most agencies that employ social workers require employees to have their driver’s licence. 1.5 Field education placement courses and their pre-requisites & co-requisites Here is a summary of the academic prerequisites for Field Education for each degree: Bachelor of Social Work (and Honours): Field Education 1 (SP2) Completion of all first and second year courses Bachelor of Social Work (and Honours): Field Education 2 (SP5) Completion of all first, second, third year and fourth year first semester courses Master of Social Work: Practicum 1 (SP 5) Completion of all four Study Period 2 courses Master of Social Work: Practicum 2 (SP5) Completion of all courses in the Master of Social Work except WELF 5103 Leadership in Social Work (co-requisite) Bachelor of Social Sciences (Human Services): Field Placement A (SP2) Completion of all first and second year courses Bachelor of Social Sciences (Human Services): Field Placement B (SP5) Completion of all first and second year courses and Field Education A, by the end of study period 2 Double degrees – Social Work and Social Sciences: first placement Completion of all first, second and third year SW or SS courses Double degrees – Social Work and Social Sciences: second placement Completion of all first, second, third and fourth year SW or SS courses 1.6 Other pre-requisites for Field Education To be eligible to undertake field placement all students must complete Safe Environments for Children & Young People training, and for those undertaking a placement with the Department for Education

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and Child Development (DECD), Responding to Abuse and Neglect (RAN) training. Students undertaking a placement with the Department of Health are required to have certain immunisations and will be advised of these when they are provisionally matched to a placement. Some placements have their own additional requirements. Students will be advised of any relevant requirements for placement. 1.7 Australian Association of Social Work (AASW) The AASW is the professional organisation for social workers in Australia. It is also the organisation that accredits social work programs including the Master of Social Work Qualifying (MMSK) and Bachelor of Social Work (BSW). To maintain our accreditation and ensure graduates are eligible for membership of the AASW, our field education program must comply with the Australian Social Work Education and Accreditation Standards (ASWEAS, 2012). The AASW encourages individual social work programs to achieve high standards of excellence. The AASW Practice Standards for Social Workers (2013) and Code of Ethics (2010) reflect the minimum requirements for social work education. All documents are available at http://www.aasw.asn.au/publications/ethics-and-standards. UniSA Requirements for Field Education based on the AASW and ASWEAS rules The key requirements are as follows:

• Developmental – placements must demonstrate a developmental approach to learning and must differentiate between first and final placement

• Duration – a minimum of 500 hours for each placement (a minimum of 1000 hours overall)(just over 70 days, based on a standard 7 hour working day)

• Intensity – 3, 4, or 5 days a week in placement • Variety of experience – two different placements in at least two different fields of practice and

organisations, with different client groups • Supervision – provided by an appropriately qualified and experienced field educator with

formal supervision 1½ hours per five days in placement • Quality – all placements meet the educational requirements of the field education program

1.8 Australian Community Workers Association (ACWA) ACWA is the national body for community work practitioners (Human Services Workers) in Australia. ACWA's role is to support community workers in every sphere of their work. ACWA promotes the profession of community work as a rewarding career and sets standards and a code of ethics as a guide for exemplary practice. ACWA has been instrumental in establishing formalised training for human services workers and is recognised nationally as the appropriate body for accrediting community services courses. ACWA Requirements for Field Education

• Be for a minimum of 400 hours duration in two separate placements • Not be less than 140 hours in duration in any one fieldwork placement • Occur at least one term apart to ensure that appropriate classroom instruction occurs to

facilitate adequate integration of learning and practical experience • Note that UniSA requirements exceed these and both placements are 280 hours each. • Occur during normal agency hours when agency staff are present • Not require a student to work more than eight placement hours per day • Occur for a minimum of two full days per week

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• Vary significantly, in context and role, between each placement (that is, students should not undertake similar tasks or be engaged with similar clients)

1.9 Overview of Field Education in each Programme 1.9.1 Bachelor of Social Work Students undertake two placements as part of their study program. The first is in their third (or fourth for double degree students) year in study period 2 (February – July). This placement is 500 hours long (approx. 13.3 weeks fulltime). The second placement is in their final year and is in study period 5 (July – December). This placement is 500 hours long (approx.13.3 weeks fulltime). All placements commence the week that the semester commences. Students may undertake the placement part time which means they can do between 3-5 days a week. Students are required to attend a compulsory fortnightly tutorial for both placements. 1.9.2 Master of Social Work Students undertake two placements as part of their study program. Both of these are undertaken in study period 5 (July - December). The placements are 500 hours long (13.3 weeks fulltime). Students may undertake the placement part time which means they can do between 3-5 days a week. Students are required to attend a compulsory fortnightly tutorial for both placements. 1.9.3 Bachelor of Social Science (Human Services) Students undertake two placements in their final year of study, In Study Period 2 (Late February – June) and Study Period 5 (Late July – November). Students generally undertake the placement 2-3 days per week; however some students will undertake this placement over more days per week but will negotiate this with the agency on an individual basis to best meet the needs of both parties. Field Placement A and B have compulsory scheduled tutorials included as a required component for successful completion of the course. The scheduling of these tutorials varies between courses.

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SECTION 2: FIELD EDUCATION ROLES AND RESPONSIBILITIES 2.1 Field Education Team and Structure The team is comprised of:

• Manager Field Education – oversees the management of the field education unit. • Course Coordinator for each field education course – responsible for the management and

curriculum content of a specific field education course. • Field Education Coordinators (FEC) - are social workers with at least 5 years post graduate

experience who provide placement matching, student and agency liaison, tutorials and student assessment.

• Tutors - are social workers with at least 5 years post graduate experience who provide student and agency liaison, Action Learning Sets (tutorials) and student assessment.

• External Field Educators - are social workers with at least 5 years post graduate experience who provide external supervision to students who are placed in an agency where there are no qualified social workers employed or available to provide supervision.

• The Placement Services and Support Team (PSST) - undertakes administrative tasks associated with Field Education.

2.2 Field Education System Field Education involves a partnership of the field and UniSA staff and students in the teaching, learning and assessment of students on placement. The key elements in this partnership are the student, the agency, the field educator, external supervisor and the field education coordinator/tutor. The responsibilities of the key parties involved in the process of field education are listed below. 2.2.1 Students Students have responsibility for the following:

• Preparing the Learning Plan in discussion with their field educator and tutor • Establishing a supervision schedule and preparing for and participating in supervision with the

field educator and the external field educator (if required) • Completing agreed work within timelines and meeting commitments and appointments • Advising the field educator or tutor if opportunities for reaching placement objectives are not

being provided as agreed • Taking personal responsibility for their own learning • Reading and complying with relevant AASW or ACWA policy, this manual, university policy and

guidelines and legislation • Adhering to agency codes of conduct or guidelines and professional ethics • Participating in the assessment process and report preparation

2.2.2 Field Educators Field educators are either social workers or individuals with professional backgrounds in the human services employed by agencies to administer, deliver or develop social welfare, health or education programs. They volunteer to supervise students who are on placement. Where agencies do not have a qualified onsite social work field educator who has two years post qualification experience, and is supervising a social work student, the University will appoint an external supervisor to provide additional professional social work supervision. In these circumstances

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the agency field educator will still take a primary role in supervising the student’s activities and learning on a day to day basis and will contribute to assessment meetings. Field educators have responsibility for the following areas: Pre-placement arrangements:

• Ensuring that management and staff within the office agree to the student placement • Ensuring the student has appropriate office accommodation and access to a computer during

placement. Orientation and induction: • Preparing an orientation program including agency policies on confidentiality, privacy and work

health and safety • Ensuring student safety both with respect to the place of work and the type of client the student

is asked to work with. Ensuring that the student understands the OH&S requirements of the agency.

• Setting a supervision schedule and clarifying expectations. Learning and development: • Identifying potential learning opportunities and working with the student to assist with the

development of a Learning Plan • Focusing the learning on the needs of students, with the level of student ability rather than the

agency or client setting the pace of practice • Assisting the student to identify concepts and integrate theory into practice (onsite social work

field educator or external supervisor) • Facilitating the development of values, knowledge and skill through a process spanning

elementary and complex work • Ensuring opportunities are provided to the student for meeting their university requirements Supervision: • Supervision must be arranged and adhered to, with the student and field educator both taking

responsibility for the agenda and raising issues relating to the student’s progress. • Social work field educators must be able to provide a minimum of 1.5 hours 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.

• Field educators who are not social work qualified but have a SW or SS student are still expected to provide day to day supervision of the student.

Monitoring student progress: • Providing timely constructive feedback to students about issues of concern • Ensuring that the tutor is alerted to any concerns at the earliest possible time in relation to the

student’s practice performance, behaviour or ethical conduct on placement. Assessment: • Ensuring that assessment is based on specified observable evidence and criteria. Assessment is

a process which occurs throughout the placement with clear, prompt, relevant feedback • Preparing written comments on a student’s mid and end placement assessment report in time

to send to the tutor five working days prior to the mid and end placement meeting and participating in the mid-placement meeting only.

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• In writing this report, field educators will draw on direct observation of the student’s work, material gathered during supervision, written material, the student’s learning agreement, comments made by others and, where appropriate, clients.

• If other staff contribute to the final report, then this should be made clear to the student at the beginning of placement

• At the end of the placement the field educator/s make a recommendation on whether or not they believe the student has achieved the required learning outcomes.

2.2.3 External Field Educators (EFE) The student and their allocated external Field Educator will be provided with details for contacting each other. External field educators have responsibility for the following areas: Pre-placement arrangements:

• Making initial contact with the students allocated to set up supervision sessions. • Formal supervision: • Ensuring supervision arrangements are adhered to, with the student and external supervisor

both taking responsibility for the agenda and raising issues relating to the student’s progress Monitoring student progress:

• Ensuring that the tutor is alerted to any concerns in relation to the student’s practice performance, behaviour or ethical conduct on placement.

Learning and development: • Assisting the student to link social work theory and practice and to practice with reflexivity • Facilitating their acquisition of a professional social work identity • Assisting the student to navigate through systems and relationships in the placement • Supporting them in becoming more self-aware and insightful, and coping with the usual stresses

and anxieties that placements might provoke. Assessment:

• Working with the agency field educator and the tutor in assessing the student where necessary • Writing a brief report for mid and end placement

2.2.4 Tutors – UniSA liaison staff Tutors have responsibility for the following areas:

• Facilitating tutorials to assist in linking theory and practice and enabling mutual support • Supporting the student to achieve the required learning outcomes. • Ensuring availability for consultation and support to the student • Responding to student problems • Attending and evaluating mid-placement and end of placement student performance together

with the student and field educator • Making a final recommendation of pass or fail grade to the Course Coordinator.

2.3 Responsibility for matching and pre-placement matters in rural areas

• All students in SA requesting DCP or SA Health placements will be matched, and agency liaison done by Magill matching team

• All students based in the Upper Spencer Gulf and Eyre Peninsula and/or requesting a placement in that region, whether they’re enrolled at Magill or regional, will be matched and agency liaison

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done by Whyalla Field Education contact, except if they want DCP or SA Health, in which case they will also need to be eligible for one of these placements and will be matched and agency liaison done by Magill matching team

• All students based in the South East and/or requesting a placement in that region, whether they’re enrolled at Magill or regional, will be matched and agency liaison done by Mt Gambier Field Education contact, except if they want DCP or SA Health, in which case they will also need to be eligible for one of these placements and will be matched and agency liaison done by Magill matching team

• Any students requesting a placement outside of the abovementioned areas in RRR South Australia, and including Alice Springs, whether they’re enrolled at Magill or regional, will be matched and agency liaison done by Magill matching team

• All Recognition of Learning (RPL), Place of Work (POW) and organised own applications are submitted through the one process overseen by Magill RPL and POW committee and including Cate Hudson

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SECTION 3: ORGANISING A FIELD PLACEMENT 3.1 Stages of pre-placement planning and placement allocation Organising placements is a complex and lengthy process and commences approximately 4-6 months before students commence their placements. Pre-placement planning has a number of key stages involving communication with students and agencies offering placements. To facilitate timely matching of students to placements students are required to complete the following actions: 3.1.1 Completion of pre-placement requirements

• Ensure that ALL pre-requisite courses will be met prior to finalising your field placement enrolment.

• Completing the pre-placement requirements on the InPlace database including your preferences, a copy of your current resume and a copy of your Access Plan if applicable

• Apply to the Department of Human Services for a National Criminal History Screening Assessment (see Field Education Information Site for students)

• Apply for a SAPOL National Police Certificate • Book into a Safe Environments for Children and Young People training session if you do not

have a current certificate -valid for 3 years. (see Field Education Information Site for students) Students undertaking placement will have the opportunity to meet with a FEC if they have a Disability Access Plan or special and extenuating circumstances which need to be discussed prior to placement. Once the placement has commenced the key and first point of contact for students is their tutor. 3.2 Placement allocation criteria and process The placement allocation process seeks to match students’ learning needs, AASW and ACWA requirements and respond to practical circumstances whenever possible. The requirement to meet AASW standards guides the selection of an appropriate placement for each student. Elements that are taken into consideration in matching a student to a host organisation include:

• Whether it is the student’s first or final placement • At least one placement must be in direct practice • Previous experience • Student’s place of residence • Individual circumstances (e.g. possession of a driver’s licence, need to use public transport,

ability and disability, health issues and language proficiency) • If there is a requirement for an AASW approved field educator • Individual student’s learning needs • Needs and location of host organisations

The placement allocation process is coordinated by the Field Education team. Updates about the placement allocation process will be emailed to your university email. If students have a particular concern or query about their placement allocation they should direct their query to the Field Education Team via PSW-FieldEducation@unisa.edu.au. Allocation is a staged process and some students will receive a provisional allocation before other students. 3.3 Student preferences for placement

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Because of the number of students going on field placement every semester, it is impossible to satisfy every student’s placement preferences. Australian entry-level professional social work education is generalist, involving core and common knowledge, skills and values which can be applied across practice settings, fields of practice and methods of social work practice. Field Education is an opportunity to practice skills and implement and increase knowledge relevant to a generalist degree and the individual student’s ability. The Field Education team refers to information given to them before allocation. A provisional allocation is final and the only grounds for appeal are:

• If the allocation staff have made a mistake • If there is an unexpected and unforeseeable change in circumstances

If a student does not accept the provisional allocation it will be withdrawn, and the student will be offered an alternative placement after all other students have been offered a provisional placement. 3.4 Provisional Allocation Once a provisional placement allocation has been made students are required to undertake the following before a placement can be confirmed and the placement can commence:

• Contact the agency to arrange an interview within three days of receiving an email advising of a placement offer

• Prepare for the interview and present in a professional manner • If the student is successful at the interview and the placement allocation is confirmed, return a

completed and signed Student Placement Agreement and Insurance Form immediately. *You cannot commence your placement without returning these forms*

• If the placement allocation is not confirmed, please advise PSW-fieldeducation@unisa.edu.au immediately.

3.5 Communication during the placement allocation process

• All email communication to students is to their UniSA email account • Agency and student communications to Field education should be addressed to

PSW-FieldEducation@unisa.edu.au unless they are responding to a prior email from an individual in the Field Education team

• It is a student’s responsibility to check their university email regularly in order to be updated on the placement allocation process, meet their responsibilities in a timely manner and to complete required tasks in the set time frame

• Failure to do so may result in the loss of placement opportunities • If the steps are not adhered to – you will need to make an application for an extension to the

pre-placement planning process • An extension may be granted on medical, compassionate grounds or special circumstances

3.8 Students organising their own placements Students may not organise their own placement. Students must not contact agencies to negotiate placement for themselves. If a student becomes aware of a possible placement, the details must be communicated via email PSW-fieldeducation@unisa.edu.au with details of the potential placement.

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The student must have no expectation that they will be allocated that placement. Students will be advised by email whether the placement has been approved or not and the reasons for this. Where the proposed agency is an agency that is already used by UniSA then it is unlikely that the request will be granted. The reason for this rule is to ensure equity amongst students and to comply with human services sector requests about not being contacted by individual students. There is a large number of students to place and multiple requirements to consider. When an individual student makes a private arrangement with an agency they are unfairly removing one placement from the available pool of placements. 3.9 Placement offers There are occasions when a student attends an agency interview and the placement allocation is not confirmed. The reasons for this vary and include the student not being considered a good fit for the agency. Students must not refuse a placement offer without first discussing this with the Field Education team via PSW-FieldEducation@unisa.edu.au. Students refusing their first offer (without FEC approval for significant extenuating circumstances; not travel time or preference) will only be considered for a placement rematch after other students have received their first placement offer and after they have attended a FEC interview. Students who refuse their allocation will incur the natural consequence that there may be no placements left on offer or the placements available are not as closely matched to the student’s requirements, e.g. the student may have to accept a greater distance to travel than is usually expected. Students whose behaviour at the agency interview results in a rejection by the agency for the following reasons will be considered a student refusal:

• The student did not present in a professional manner • The student was not adequately prepared for the interview • The student did not attend the interview (without prior notification) • The student stated/inferred to the interviewer that the placement did not suit their personal

needs • The student stated to the interviewer that they wished to undertake roles they knew the

organisation could not fulfil • The student stated to the interviewer that they did not wish to be placed with the organisation • The student stated to the interviewer that they did not know why they had been allocated to

this agency Agency interviewers will be requested to provide feedback as to the reasons why they have rejected a student placement. This will aid in better matching students to agencies and determining if it should be deemed a student refusal. 3.10 Placement variations The AASW, ACWA and UniSA require that placements must be structured in a way that is educationally viable (so that educational goals can be achieved). Patterns of placement days for social work may vary from five days per week, to a minimum of three days per week. Placements that are two days per week may be considered if the Field Education Unit determines that extenuating circumstances apply. Social Science placements must occur for a minimum of 2 full days per week but usually 3 days per week.

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Guidelines for considering extenuating circumstances:

• On occasions, a student may request flexibility regarding the requirement that placements are a minimum of three days per week on the grounds of extenuating circumstances.

• Extenuating circumstances only pertain to those with a disability in which the requirement for a three day week is likely to lead to more impaired health or is simply untenable due to the nature of the disability.

The following is an example of circumstances which may be considered extenuating:

• Serious health issue, illness or disability which impacts on the student’s capacity to attend placements for at least three full time days. An appropriate medical certificate or other assessments may be requested by the Field Education Unit when considering such requests.

The following are some examples of circumstances which would not be considered extenuating:

• Other work commitments • Family commitments • Holidays / moving house • Changing jobs • Financial costs • Minor health matters

The onus is on the student to demonstrate their extenuating circumstances and to provide appropriate evidence and/or supporting documentation upon request of the Field Education Unit. 3.11 Early, or late, start of the placement Early, or late, start of the placement, outside of the usual semester timetable may be considered for exceptional circumstances but, not more than two weeks. Written Manager Field Education approval is required. Early or late commencement of placement will still require the student’s attendance at all the tutorials. 3.12 National Criminal History Record Check and Screening Assessments All students of the School of Psychology, Social Work and Social Policy who attend placements are required to have Department for Human Services National Criminal History Record Check and Screening Assessments. This includes incoming international and exchange students and outgoing exchange students. Students will be required to apply and have three screening checks for a) Child-related, b) Aged care sector and c) Disability services. These requirements will change from time to time as legislation and policy changes. DHS screening applications must be commenced by an organisation and completed by the individual applicant. The Placement and Support Services Team (PSST) are registered to complete the initiation process for placement students. Screenings will be initiated for all first placement students directly from enrolments. Second placement students requiring screenings will need to contact the PSST at psw-fieldeducation@unisa.edu.au to request initiation.

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After the screening process has been initiated students will receive, to their student email account, an automated email from DCSI titled ‘New Screening Application – Please Complete’. This is the activation email required to formally start the screening process. Please ensure the application process as outlined by the DCSI is followed. Once initiated all screening queries need to be directed to the DCSI Screening Unit. The DCSI Screening Unit will email the PSST the clearance outcome for screenings initiated by the PSST. Students are asked to check the 'Condition Evidence' section via myPlacement after they receive their clearance documents in the post to ensure that their clearance details have been entered. No other police checks or screening documents can be substituted for this. Students who do not obtain the above DHS National Criminal History Record Check and Screening Assessments will not be offered a placement. If students are concerned about their criminal history, they are advised to discuss this directly with the DCSI. The Field Education office has no influence or authority during this process. If students have preliminary queries or concerns, the student can contact psw-fieldeducation@unisa.edu.au to request a confidential meeting with a FEC.

• Currency of DHS National Criminal History Record Check and Screening Assessment Currently the working with children check is valid for five years and the other checks are current for three years from the date of release. This may change from time to time.

Increasingly, organisations undertake additional screening checks to those required by UniSA. Organisations will seek students’ permission to undertake these checks however in some organisations clear outcomes of such checks are a prerequisite for placement. This information may change without notice, please refer to the Field Education Information Site regarding current requirements. 3.13 SAPOL National Police Record Check All students of the School of Psychology, Social Work and Social Policy who attend placements are required to have a SAPOL National Police Record Check. This includes incoming international and exchange students and outgoing exchange students. A SAPOL National Police Record Check will notify the Field Education Team of any disclosable outcomes that may be on your record. To apply for a SAPOL National Police Record Check the student will need to download the application form and follow the how to apply instructions from: https://www.police.sa.gov.au/services-and-events/apply-for-a-police-record-check. Once the certificate is received it must be emailed to psw-fieldeducation@unisa.edu.au. Students who provide a SAPOL National Police Record Check containing listed Disclosable Outcomes will be provided a Consent and Authority to Release Police Certificate form. This is to be completed and returned to the PSST. This allows the Field Education Team to provide the Police Certificate to external placement organisations when deemed necessary. UniSA has a responsibility to disclose

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information to agencies that might affect their risk assessment in taking students on placement. If this permission is refused UniSA will not be able to place the student. In these situations, UniSA will explain the requirements very clearly and in writing to the student. Currency of a SAPOL National Police Record Check is 1 year from the determination date. It will need to be valid for the entirety of the student placement. 3.14 Adverse Certificates and suitability for a specific placement Students who are concerned about results of these assessments may contact psw-fieldeducation@unisa.edu.au to request a confidential meeting with a FEC or the Manager Field Education. FE staff will work with students to ascertain their learning needs and suitability for placement in particular areas. The Allocation team will review your disclosable outcomes and you may be contacted to provide further information. The Allocation team will advise the host organisation to determine whether it will be a suitable placement. All students will need to take their National Police Certificate to the placement interview. 3.15 Safe Environments – Through Their Eyes (SE) - Reporting Child Abuse and Neglect Training All students are required to complete SE training prior to commencing placement. Training will be provided by UniSA twice a year and in time for the upcoming Field Education Study Period. Students will not be able to commence placement without this training. Students who do a placement in a DECD agency will also be required to complete Responding to Abuse and Neglect (RAN) training in addition to the Safe Environments for Children & Young People. Students undertaking placement in a DECD agency will not be able to commence placement without this training. 3.16 International Social Work Placements To be eligible for membership of the AASW students are required to complete at least half (500 hours) of their field placements within Australia. There are established international placement opportunities in Field Education. If students wish to undertake an international placement in international locations they must meet the eligibility requirements through the UniSA International Office . Students who are interested in international placements must discuss this with the Course Coordinator at least 7 months prior to their planned commencement date. This is due to lengthy timelines for application to undertake a student exchange and applications for financial assistance/grants/scholarships. The countries where we have a formal relationship with learning institutions are:

• Canada • Norway • Sweden

It is not possible to undertake a field education exchange in any country other than those the school has formal relationships with.

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Students who wish to undertake placement overseas may be eligible for a University of South Australia scholarship. Further information can be found at the Field Education Information Site. 3.17 Interstate Placements Students who wish to undertake a placement interstate, where possible, must enrol in the Field Education programme in an interstate university. Cross-institutional enrolment enables students to receive support from local universities which is required for field education. However, many cross-institutional applications have not been accepted so where the student has demonstrated that this is not possible students need to request approval from the Manager, Field Education to complete the application for an interstate placement by emailing psw-fieldeducation@unisa.edu.au. If this is approved the student will need to;

• Source their own placement, o with a social worker who is eligible for AASW accreditation and has at least 2 years post-

qualifying experience (for social work students) o with an educational qualification in a welfare or community work-related discipline that

is equivalent to or higher than BSS plus a minimum of at least three years practical experience in a community services setting including at least 2 years post-qualification experience (for social science students)

• Meet requirements for Safe Environments for Children 7 Young People, DCSI clearances, SAPOL National Police Record Check and any other requirements as determined by the Field Education Team, and the state in which they will undertake placement, at the time.

• Complete the other UniSA pre placement requirements including the course ‘Preparation for Field Placement’.

• Attend all tutorials by Skype or other electronic means. • Complete any other requirements deemed necessary by the Manager, Field Education

3.18 Rural, Regional and Remote Placements Students who wish to undertake a rural, regional or remote placement within South Australia are encouraged to discuss this with a FEC. This should be organised through emailing PSW-FieldEducation@unisa.edu.au in the first instance. Financial incentives are sometimes available to encourage rural placements. Please see below: University of South Australia Placement Grant Department of Rural Health - http://www.unisa.edu.au/about/drh ROUSTAH – Rural Scholarship - https://www.nrhsn.org.au/roustah/home/ 3.19 Place of Work (POW) Placements Generally, students do not undertake placements in their place of work or in settings where they have had significant contact (as a volunteer or a client/user of services). This is in accordance with the educational philosophy of the Field Education program and the accreditation requirements of the AASW and ACWA. The Social Work and Social Science program aims to provide students with a generic base for social work and human service practice. This is reflected in the Field Education program's aim to extend and diversify the range of the student's experiences of social work/human services across

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different settings, organisational structures, intervention approaches, client groups, social issues etc. Thus any proposed placement must provide a new and challenging experience in these aspects. Any student wishing to undertake placement as a paid worker needs to have University approval finalised no later than two weeks prior to the commencement date for Field Education. The student must not have been working at this place of employment for more than 2 months when they commence placement. It is not acceptable to negotiate and start placement and then elect to enter a different placement because it offers paid employment. If a student is offered paid employment, from their placement agency, whilst they are on placement, they must first consult with their tutor to identify any possible conflicts with their continuation of placement. The request must then be made in writing through the ‘Place of Work’ application process. If the POW placement is approved the student and field educator will then be required to compete and sign the Place of Work Agreement which can be found at Field Education Information Site.

Place of Work and/or Paid Placements are not covered by University insurance. The student must not have a prior personal relationship with the person appointed as Field Educator. All applications will be evaluated individually and approval granted to any student will not set a precedent for other applications. Further information and application forms can be found at Field Education Information Site.

3.20 Recognition of Prior Learning (RPL) for Social Work and Human Services Recognition of prior learning (RPL) is the process whereby students provide evidence that they have already achieved the learning associated with the first Field Education placement. The AASW/ACWA acknowledges that life experience informs the student's participation in a social work course, but does not replace the required course content. Only formal work experience, tasks and duties in line with social work/human services roles, tasks and functions will be considered when granting RPL, not life experience. The AASW/ACWA supports the recognition of prior learning (RPL) only as a basis for application for credit in one (the first) field education subject in a social work/human services program. Social work students wanting to apply for RPL will also need to enrol and complete WELF 2009 Preparation for Field Placement. Decision-making principles

• In order to be granted RPL for field education the student must provide evidence that they have met the practice standards and performance outcomes for the first placement.

• Only formal work experience, tasks, and duties in line with social work/human services roles, tasks and functions will be considered when granting RPL for field education.

Assessment conditions for granting RPL includes:

• Currency of the work experience (with a minimum of three full-time equivalent years’ practice 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)

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• Practice in a relevant context, using social work/human services 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 organisational context and similar kinds of professional work experience that correspond to what would be expected of a first placement student.

• Assessment at an interview with the Manager Field Education and at least one member of the Field Education RPL committee to ascertain the student’s level of social work/human services knowledge and ability to translate theory to practice.

• Assessment of a portfolio developed by the student demonstrating how they meet the practice standards and demonstrates the integration of theory and practice, social work/human services ethics and values.

Assessment process for granting RPL

• The integration of theory and practice, social work ethics and values • How their work experience meets the relevant AASW/ACWA practice standards to the level

required by completion of the first field education subject • A qualified social worker (for social work students) or a human services worker with

qualifications in a welfare or community work-related discipline that is equivalent to or higher than the BSS who can attest to its accuracy will provide external, independent verification/reference as to the accuracy of student’s claims.

• How they have met the specific learning outcomes for the first field education subject. • The student’s application will be assessed by a panel made up of the field education Manager

and at least one other member of the RPL field education committee. On receipt of stage 1 of the application there are three possible outcomes:

• Approval granted to proceed to interview for Stage 2 of the process (you will also be required to attend a compulsory Stage 2 Information Session); or

• Request for clarification of information be provided; or • Approval not granted for further RPL consideration.

Interview Students who have their Stage 1 application approved will be invited to an interview with two members of the Field Education RPL committee. The interview will determine your eligibility to proceed to Stage 2 of the application process. On receipt of stage 2 of the application there are three possible outcomes:

• Grant approval for RPL; (The Placement Services & Support Team will arrange for a credit application to be submitted); or

• Require major or minor revision to the portfolio; or • Decline approval for RPL

*See the Field Education Information Site for the complete application process. Students who may be interested in applying for RPL are advised to consult the Field Education Information Site in the first instance and then discuss their situation with the RPL liaison FEC identified on the site.

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Policy regarding subsequent placements 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. • On-site social work supervision (for social work students) is a requirement unless in a remote

setting where no other placement is available and high-quality external supervision is provided (ASWEAS).

• The placement setting must be different to settings in the student’s work history and any experience on which the RPL application was based.

Appeal process The process for appeal is as follows:

• Any appeal by a student must be lodged within 10 business days of receipt of advice of the RPL Committee’s decision;

• The grounds of appeal must relate to failure in process or oversight of particular elements of portfolio material;

• Appeals must be in writing and sent to: Manager, Field Education – Social Work PSW-FieldEducation@unisa.edu.au, using ‘RPL appeal’ as the subject.

The Manger, Field Education will review the appeal and advise: That the original decision is upheld, or that the original decision not to award RPL is overturned. In this instance the Manager can;

• Approve the application for RPL • Approve a resubmission of the application, with specific modifications, to the RPL Committee

The Manager will advise the student of the outcome in writing within 10 business days. The student may appeal this decision as per University policy at: http://w3.unisa.edu.au/policies/policies/academic/A13.asp 3.21 Pre-placement If a student has not met pre-placement requirements in time for the commencement of placement they will be advised to withdraw prior to the census date. The PSST sends initial emails and frequent reminders to students who are likely to be enrolling for placement and after the enrolment date – to students who are enrolled. Students who complete the requirements late are likely to be matched after everyone else. 3.22 Students are required to complete the following to start placement

• Monitor emails and follow up a placement matching email within three days

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• Prepare for the matching interview with the agency • Take a current curriculum vitae or résumé, DCSI and National Police Clearance documentation,

CSE certificate and RAN certificate (if appropriate) to the interview • Email placement forms to psw-fieldeducation@unisa.edu.au • Advise the FE Team at psw-fieldeducation@unisa.edu.au if they have not been accepted by the

agency • If required, attend an interview with a FEC to discuss the reasons for not being accepted by an

agency.

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SECTION 4: POLICIES RELATING TO FIELD PLACEMENT 4.1 Student Fitness for Placement The University provides guidelines for students on fitness for placement (see section 4 of the University of South Australia Assessment Policies and Procedures Manual). These guidelines and requirements are intended to address unsafe, unprofessional or unsatisfactory student performance in placement or concern about a student’s readiness to undertake placement. This includes situations where there is a breach of professional conduct that may result in harm to other students, professionals and/or to clients. Where unsatisfactory conduct occurs, students may be withdrawn from placement and a fail grade recorded. A student who cannot demonstrate fitness to undertake the placement or who refuses to undertake a required check or make a self-declaration may be refused placement. Where the Field Education Unit are concerned about a student’s readiness for placement the FEC will discuss the concern with the student. The Field Education Unit will adhere to all university policies. Policies relating to placements include:

• General requirements (policy 4.1) • Medical fitness and clinical placements (policy 4.2) • Suitability for practice-based learning activities (policy 4.3) • Suitability Advisory Panel (policy 4.4) • Unsatisfactory performance in a practice-based learning activity (policy 4.5) • Misconduct during a practice-based learning activity (policy 4.6)

4.1.1 Pre-existing Conditions Where there is a pre-existing medical or other condition such that the ability to practice may be impaired, the student will discuss the issues with a FEC so that where possible reasonable accommodations, an access plan or a modified placement that will meet the learning outcomes of the topic can be arranged. This must be within the terms of the Policy on Students with Disabilities, the requirements of the AASW and ACWA. The student may wish to discuss the issues with a Disability Services Advisor in the first instance. The term reasonable adjustment applies to adjustments made by the university, for students with a Disability Access Plan (DAP), while students are on campus, and adjustments by agencies to accommodate the learning needs of students while on placement. Agencies make the decision about their ability to make these adjustments. Early assessment of reasonable adjustments increases the likelihood of students being advised of whether adjustments can be accommodated. UniSA can also provide equipment and assistance if the student has a DAP. The objectives of such discussions are to:

• Clarify the nature and impact of the disability/health issue within the placement setting • Consider the potential problems that might be encountered within the practice setting (these

are not always apparent in the first instance and hence discussion regarding this may highlight some unexpected issues)

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• Develop a plan of action that will best support the student and support a positive relationship with the agency and field education staff.

Confidentiality regarding a student's disability is assured both by the University and under the Disability and Discrimination Act 1992 (Commonwealth Government). Under this legislation, students can discuss issues with a disability officer and this information must not be passed on to the placement venue without the student’s consent. However, considered self-disclosure of disability related issues has the potential benefit of enhanced student support and success. Where a student has given written approval for information to be released to an agency the FEC will discuss this with the agency. Where a student does not give approval for information to be given to the agency the FEC will do one of the following:

• Assess that the placement process can continue without passing on this information • Assess that the placement process cannot continue without passing on this information and in

conjunction with the Manager Field Education will determine if the matter needs to be referred to the Program Director.

Students with injuries (including short-term) are encouraged to notify Field Education staff of their injury to ensure the placement is structured and monitored appropriately. Attending to this as early as possible will assist in supporting the student and maintaining strong relationships with industrial partners. 4.1.2 Professional Communication and Behaviour Students are expected to communicate professionally while on placement and in placement preparation. Communication includes verbal and written skills. For example, organisations expect that students are able to learn to write case notes, assessments, reports and other documents using appropriate professional language, summarising and analysis skills. Organisations also expect students to be able to verbally communicate effectively with clients, colleagues, stakeholders and other organisations. Professional communication is also expected when you communicate with all university staff. Verbal and written communication should be respectful, appropriate and professional. Disrespectful verbal or written communication is not acceptable and may contravene the AASW or ACWA code of ethics and/or the UniSA Student Code of Conduct. If you believe that your communication skills require further work, there are books and support services within the university which can help you develop these. Please discuss your needs with your tutor, a Field Education Coordinator (FEC) or the Student Engagement Unit. 4.1.3 Criminal records Placement in the social work and human services professions require students to complete a range of screening checks. Students with a criminal history may not pass these checks and may not be able to undertake a placement or be very restricted in their placement options. Students are encouraged to consider this prior to entry to the program.

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Students must provide their National Police Certificate and DCSI clearances to the placement agency at their interview. It is unlikely that students who have committed crimes of violence (including those against children) and/or deception (such as fraud or embezzlement) will be accepted by agencies offering field placements. Without successful completion of field placements, students will not be able to graduate as social workers/ human service workers. 4.2 Insurance The student needs to arrange for the insurance form (FS23) to be filled in and signed by the Field Teacher along with the Student Placement Agreement, and email this to psw-fieldeducation@unisa.edu.au once the interview has occurred and the placement is confirmed (please refer to the Field Education Information Site for Students for the most recent form version).

*Note: The form has many applications and confirms insurance for the host and confirms to us that the host has their own insurances as well. That is why it is required before the commencement of placement. Students who have arranged their own placements without written permission may not be covered through the University’s insurance.

The University of South Australia holds insurance coverage for: • Personal accident • Professional indemnity, and • Public liability

If you have any further queries about these policies, please contact the Insurance Office on (08) 8302 1678 or (ext. 21678) or visit: http://w3.unisa.edu.au/fin/commercial_support/faqs/faq_student_insurance.asp However, none of the policies cover damage to agency/organisational vehicles driven by students on placements. Students’ personal cars are also not covered by the university’s insurance policies. The university discourages students from using their own vehicle while undertaking placement duties. If a student uses his/her personal vehicle to undertake any duties associated with placement this is done at his/her own risk, unless they successfully negotiate with the placement provider for his/her vehicle to be noted on the placement provider’s insurance policy.

• Students undertaking placement overseas will be covered by the University for Public Liability, Professional Indemnity, Personal Accident and in most cases Travel insurance (you will need to contact the Insurance Office to discuss your eligibility for travel insurance). Details of coverage.

• The University provides Public Liability, Professional Indemnity and Personal Accident insurance for students on placement interstate. Details of coverage. In some cases students may also be covered under the University's travel insurance policy. You will need to contact the Insurance Office to discuss your eligibility for travel insurance.

4.2.1 If an Incident Occurs In the case of accident or injury, the student should contact the Field Education team in the first instance. A Student Incident Report (FS24) (PDF 75 kb - download Adobe Acrobat) must then be completed and a copy sent to the University’s Insurance Officer. The organisation will also need to

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send a copy of their organisational incident report or any other paperwork related to the incident as soon as possible to the University’s Insurance Officer. 4.2.2 Students Extending their Placement As long as the School and the host both agree to the extension under the same conditions, an amended form will not be required. However, it is advisable to have the extension confirmed in writing (email) and placed in the student’s file and this way if an incident occurs the host cannot deny liability. If a placement goes beyond 20 weeks, the insurance office will need to be notified as this is the maximum insurable period. Further insurance will need to be sought by the insurance office with the insurers. 4.2.3 Insurance Claims Any enrolled student who is injured while participating in an approved University related activity is provided with Personal Accident insurance through the University. This insurance also provides cover while travelling directly to and from these activities and is designed to cover death, disablement or loss of income following an accident. Limited cover is provided for medical and emergency transport expenses, but does not apply to any part of an expense that is wholly or partially claimable through Medicare. Injured Students should be directed to seek appropriate medical care in a public hospital (unless they hold their own private hospital cover).

• International students claim against their OSHC insurance in the first instance. • This is a reimbursement policy. Students are responsible for payment of all medical accounts. • An Incident Report should be completed and submitted to the Insurance Office as soon as

possible following any incident that may give rise to a claim. • The policy excess for Student Personal Accident insurance is $50. The University is not

responsible for any expenses incurred by the student that are not recoverable from insurance including expenses that result from illness/sickness.

4.2.4 Place of Work/ Paid Placement Students who are completing a place of work or paid placement are not covered by the University’s insurance policy. Insurance cover must be provided by the employer. 4.2.5 Work Health, Safety and Welfare Students on placement have the same obligations as an employee to ensure that they do not place themselves, a workmate, or a member of the public at risk of injury. A safety induction must occur when students commence placements at any host organisation and should include:

• Explanation (and provision) of the health and safety policy • An introduction to key people in the organisation, including their roles and responsibilities, such

as your health and safety representative (HSR), first aid officer and union delegate • Instruction and training on hazards and risks specific to your job and safe work procedures • Training in the safe use and storage of personal protective equipment (PPE) and the storage of

hazardous substances and material (if applicable)

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• Procedures for reporting a hazard or an incident, such as what forms to complete, where to find them and who to give them to.

• Complete introductory module – Undertaking a Safe Student Placement • Students must adhere to their organisational policies relating to health, safety and welfare.

4.3 Number of hours for placement and other employment The AASW’s Australian Social Work Education and Accreditation Standards (ASWEAS) require the university to “ensure that policies and processes are in place to meet duty of care, risk management and occupational health and safety requirements for students undertaking field education.” This includes:

a) recommending a maximum number of hours of placement and travel to be undertaken in one day

b) recommending a maximum number of paid hours and placement hours to be undertaken in a week (ASWEAS 2012, guideline 1.2)

Social work and human services students are required to behave professionally and are often in positions of significant responsibility. Whilst the university and the host organisation both have a duty of care to the student and those they come in contact with, the student also has a responsibility to exercise self-awareness and self-care with regard to occupational health and safety. Thus, students must ensure that they do not put themselves, clients, colleagues or any others at risk through fatigue, overwork or exhaustion. Hence, the following must be adhered to:

1) A maximum of 11 hours placement and travel daily 2) A maximum of 8 hours (including a 30 minute lunch break) placement daily 3) A maximum of 37.5 hours (not including lunch breaks) placement per week 4) If undertaking other employment concurrently with placement the combined total hours

worked per week must not exceed 48 hours, for example: • If you are at placement for the minimum of 3 days per week (22.5 hours) you may not

exceed 25.5 hours of other employment • If you are at placement for 4 days per week (30 hours) you may not exceed 18 hours of

other employment • If you are at placement for the maximum of 5 days per week (37.5 hours) you may not

exceed 10.5 hours of other employment *Points 1-3 may on occasion be exceeded for significant learning opportunities, e.g. the organisation may participate in an expo on a weekend which increases the hours worked that week by 5 hours. 4.4 Ethics approval Where students on placement need to apply for ethics approval for work done for their placement agency it must be applied for through that agency as that is the agency responsible for the work. 4.5 Attendance requirements

• Students are expected to attend placement consistently on the days and times they have negotiated and are not permitted to miss placement days to work on university assignments,

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• Social work students must undertake a minimum of 3 days per week (22.5 hours) and, along with social science students, may not work more than 5 days per week (38 hours), nor more than 7.5 hours per day. This is in line with current industrial relations legislation and policy. Students may occasionally work after hours on an as needed and exceptional basis. Tutor approval must be obtained prior to this taking place.

• Students are required to keep a time sheet which must be signed weekly by their Field Educator and submit this to their tutor (to be jointly signed) at the end of placement.

• The following counts as part of placement hours: • All placement-related activities at the agency and orientation for placement – if you are

unsure please check with your tutor • Attendance at tutorials up to 14 hours. • Attendance at external supervision and travel to and from supervision. • Overnight stays due to attendance at school or youth camps are counted as 12 hours per

day. • Shift work may only be undertaken with the supervision of an appropriate field educator

and prior approval from the tutor. • Passive shifts do not count as placement hours. • Work from home or university during school holidays (for students undertaking a school

placement where the school closes during school holidays) must be approved by the ‘Schools FEC’ and negotiated with your field educator and tutor. All parties must agree for this to go ahead.

The following do not count as part of your placement hours:

• Lunch breaks • Sick leave • Travelling between placement and home • Safe Environments training • Activities related to other courses • Time spent volunteering in other human service agencies • Time spent on university studies and activities not directly related to field placement • Any hours over the 280 (SS) or 500 (SW) the student undertakes on placement do not carry over

to the next placement. 4.6 Sick leave arrangements If a student falls sick on placement they must:

• Comply with agency procedures on providing medical certificates • Notify their agency field educator immediately of absence through illness or caring

responsibility • Contact the tutor and provide a medical certificate if absent for more than 3 placement days • Students are required to make up time lost due to sickness or other reasons.

4.7 Supervision on placement Students are supervised by qualified social workers with at least two years full time practice experience. A minimum of 1½ hours professional social work supervision should be provided for each

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five days of placement. Fifty per cent of field educator supervision may be done as group supervision. Students are required to keep a record of their supervision process. Where a host organisation does not have a qualified social worker on site, the university will employ an external field educator who is social work qualified. In this situation the student will have two field educators; an external field educator, who provides formal professional social work supervision, and an agency field educator who will provide the day to day supervision and allocation of learning tasks and activities. 4.8 Placement Fares and Expenses Students are responsible for their own fares in getting to and from their field placement. Agreed expenses arising from work allocated to a student, including fees to attend a seminar or conference, and fares for home visiting or petrol expenses are usually provided by the agency. Most agencies will have a policy allowing students to use the agency vehicles for client and agency work related learning tasks. 4.9 Professional Conduct Students on placement are required to conduct themselves in a professional manner in regard to appearance, dress-code, conduct and interpersonal interactions appropriate for the profession. It is the student’s responsibility to understand and comply with the agency’s protocols and university expectations for a professional work-based placement.

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SECTION 5: TUTORIALS AND ASSESSMENT 5.1 Field Education Tutorials The principal purpose of tutorials is to:

1. Consolidate the integration of theory and practice which should be occurring in the field placement

2. Develop the reflexive habit. Tutorials provide opportunities through discussion and structured exercises, for students to relate practical experience to theoretical constructs.

The tutors support students to work through the field education learning process. Tutorial content has been designed to coincide as closely as possible with assessment stages in the placements.

Non-attendance at tutorials will place students at risk of failing the course. All nonattendance must be discussed with the tutor. It is required that you attend tutorials at the beginning of the study period, regardless of whether you have commenced placement. You are required to attend all scheduled tutorials until the end even if you have completed your placement. A maximum of 14 hours of time spent at Field Education tutorials is counted as placement time. 5.1.1 Social Work Programs Field Education has seven 2 hour fortnightly tutorials included as a required component for successful completion of the course. They are scheduled for 2 hours as a result of feedback from both students and tutors about the significance of the group contact and discussion to the consolidation of learning. 5.1.2 Social Sciences Programs Field Placement A and B have regular scheduled tutorials included as a required component for successful completion of the course. The scheduling of these tutorials varies between courses. 5.2 Travel time to Tutorials Travel time to and from tutorials, placement or training days is NOT counted as placement hours (AASW). Students who need to travel over one hour from placement to Magill Campus for tutorials should contact their FEC to discuss the possibility of attending an online tutorial. 5.3 Assessment Student progress is monitored through assessment tasks, participation in tutorials, field educator assessment, tutor assessment and EFE assessment if relevant. Students who are at risk of failing are supported and a plan developed to meet their learning needs. Additional meetings and ongoing review may be arranged if field educators or university staff are concerned about a student’s progress or behaviour. Students who have experienced placement break-downs or fails may also be required to complete more frequent formal reviews of their work and enter into a formal contract to monitor their progress. Concerns related to the student’s academic or practice performance should be addressed and communicated to the tutor as soon as they are identified. In the first instance the field educator and student will attempt to develop a plan of action. If no agreement on a suitable plan can be reached between the student and their field educator, then the tutor will liaise between the parties and facilitate a course of action to address the presenting issues.

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5.3.1 Purpose of Assessment Field placement aims to ensure that students achieve the learning outcomes based on the AASW Practice Standards /ACWA Practice Guidelines. The purpose of assessment is to:

• Provide a mechanism for students to demonstrate their learning and achievement of Practice Standards

• Provide constructive feedback to the student to facilitate learning • Assist field educators and tutors in providing additional or remedial assistance to students

experiencing difficulties • Ensure that students have achieved mastery of essential skills and competencies required of

entry level workers. 5.3.2 Information Regarding Assessment If students have a University Access Plan related to a disability or medical condition, the field educator/s and tutor will discuss any variation or modification required, as relevant Failure to complete assessments by the due date may result in a fail grade or placement termination All field education documents are on the All Field Education Site. All evidence submitted must be an account of a student’s own work All assessment pieces must include student name and student Id. The University’s policy on plagiarism and academic integrity must be carefully considered. It is important that students acknowledge all sources, including agency material that is used in written work. Students need to include a reference list in assignments if they draw on any other sources Students must ensure that there is no identifying information about clients in any written work Students must demonstrate achievement of every Practice Standard Students will be asked to re-submit written assignments if they do not sufficiently demonstrate the learning outcomes or provide a reflection on their learning 5.3.3 Time spent on assignments at placements The AASW/ACWA guidelines allow for students to work on field education assignments whilst on placement. It is recommended that on average students allocate half to one hour per day for reflection and to work on assessment tasks, this should be negotiated with the field educator and not interfere with learning opportunities. Any time spent on placement-related activities at home (or any venue other than the agency) must have PRIOR approval from your tutor, in the first instance, and then approved by your field educator/s (e.g. students on school placements might undertake projects during the school holidays. It is not possible to choose to spend this allocated reflective time at home, nor to accumulate the hours and take time off placement. Students are expected to attend placement consistently and it is thus not possible to miss placement days to work on university assignments. If students are struggling to negotiate time to work on placement assignments they should contact their tutor. 5.3.4 Assessment tasks Practice standards and assessment The AASW Practice Standards and ACWA Practice Guidelines have been used, and in some instances adapted, to develop the Practice Standards/Guidelines, Learning Outcomes and Assessment Criteria in this document. To pass Field Education each of the practice standards/guidelines need to be met at the required level.

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5.5.5 Field Education Assessment Responsibilities & Timeline A summary of responsibilities is outlined in the table below: Social Work (SW) and Social Science (SS) Whilst all those involved in the field placement have a contribution to make to the assessment process, it is the specific responsibility of the tutor to recommend a pass or fail grade to the course coordinator. 5.5.6 Extensions If a student cannot meet an assessment timeline they must contact their tutor to request an extension. If an extension greater than 6 weeks from the end of placement is sought a written application to the tutor and course coordinator must be made stating the grounds for the extension request. Where an extension request is not made or approved within six weeks of the end of placement a non-graded fail may be entered as a course result. 5.5.7 Expectations of Student Performance The UniSA Social Work and Social Science (Human Services) program aims to develop generalist rather than specialist practitioners, it places an emphasis on preparing students to function effectively in a range of settings. Students will be expected to demonstrate a growth in knowledge, understanding, skill and professional practice over the duration of two placements. By the end of the final placement, students should be demonstrably capable of working at the level of a newly qualifying practitioner. Whilst students will vary in their individual capacities, there is a general expectation of a different level of performance between first and final placements: In the first placement it is likely that students are allocated less complex or challenging learning tasks. They may need continued guidance and support to achieve learning goals and are not expected to be significantly self-directed. Students are expected to demonstrate beginning skills in their practice and achieve a rating of ‘Beginning Competence’ for each Practice Standard/Guideline. Students will not be awarded more than ‘Beginning Competence’ for the first placement. In the second/ final placement students are expected to build on the experience they have gained and expand and deepen their skills and knowledge. Students should be able to handle more complex and demanding tasks, and operate with initiative and independence and must achieve a rating of ‘Competent’ for each Practice Standard/Guideline. 5.5.8 Rating scales The tutor will base their recommendation for a pass or fail, in part, by assessing student performance with the rating system below. The allocation of levels takes account of the differing expectations for the first and second/final placement.

RATING LEVEL DESCRIPTION Not assessable

NA The work has either not been undertaken, or the Field Educator/s has not had an opportunity to assess capability in this area.

Not competent

NC Performance not at basic level expected. Poor understanding of requirements. Practice unsafe or

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inappropriate. Knowledge or skills undeveloped. Little application to learning.

Developing competence

DC Performance not yet competent for level of placement. Some requirements understood. Further work and or practice needed to demonstrate the required level of competence. Limited ability to; integrate knowledge and theory into practice; to articulate progress against the practice standard; to engage in critical reflexivity and to exhibit ethical fluency.

Beginning competence

BC - Minimum required level for end of first placement

Performance at beginning level expected in this setting. Requirements understood. Practice is competent under guidance and supervision. Some ability to; integrate knowledge and theory into practice; to articulate progress against the practice standard; to engage in critical reflexivity and to exhibit ethical fluency.

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SECTION 6: RESOLVING DIFFICULTIES DURING A FIELD PLACEMENT 6.1 Steps to resolve difficulties It is recognised that difficulties may be experienced by a student on placement or by the field educator. It is important that all concerns are responded to in a timely manner and principles of natural justice and procedural fairness apply. Where possible, placement difficulties will be addressed by using the steps below to ensure the placement continues and the student has the opportunity to pass their placement. Some issues may also be dealt with through an agency’s policies, grievance and complaint processes (e.g. harassment and discrimination, breach of confidentiality or privacy) and be considered within broader University policies and guidelines and the AASW/ ACWA Code of Ethics Students are on placement at the invitation of the agency and, depending on the issue, agency and circumstances the agency may decide to terminate a placement immediately. STEP 1: Discussion of difficulties If either the student or field educator identifies an issue or concern then this should ideally be discussed directly between the student and the field educator. The discussion should happen as soon as possible after the issue or concern has been raised. If possible the problem should be resolved between the student and field educator and strategies developed to address the issue. The tutor should be advised and kept informed of the situation. If either party does not feel able to address the issue with the other, the tutor should be contacted immediately. OR The field educator or student may choose to consult with the tutor to identify and discuss possible solutions to the issue. STEP 2: Student, field educator and the tutor meet If the problem cannot be resolved at this level a meeting should be arranged with the tutor, student and field educator as soon as possible. This meeting can be called by the student, field educator or tutor. The tutor should be advised in writing about the issues including details such as what, when, why, where and who. The tutor will chair a meeting to discuss the issues, ensure that the student and field educator has the opportunity to provide their perspective, and try to resolve concerns. The tutor may meet with the student or agency independently prior to this meeting to clarify and gather information about the issues before the meeting. A range of outcomes may be determined as result of the meeting (see 7.2 below) depending on the nature of the problem. The outcomes of the meeting should be documented, including strategies to address issues and review dates. STEP 3. The situation is monitored and reviewed Depending on the issue a follow up meeting(s) should be held between the student and field educator and/or the tutor to monitor the situation and support the placement to stay on track. The outcome of meetings should be documented and further action and or strategies actioned if required. If further issues are identified prior to the review date a meeting of the parties will be called as soon as possible. In some circumstances the placement will be terminated (see section 8).

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6.2 Outcomes from the resolution process Outcomes may include but are not limited to:

• Written clarification of expectations and changes to the student’s Learning Plan or supervision arrangements

• The student being provided with additional information and guidance about agency or university policies

• The student being required to attend more frequent supervision • The student being given a formal warning • The student being asked to sign a Placement Contract (see section below) that specifies agreed

actions to be followed to address concerns • Discussion with the field educator about a change of field educator, adjusting their supervision

style to accommodate the student’s needs and/or revising placement tasks • Termination of the placement at the request of the agency, university or student.

Students must not withdraw from placements without first talking to their tutor. Failure to comply with this requirement could result in a fail grade. 6.3 Formal warnings and Placement contracts A formal warning and/or Placement Contract may be required for the following reasons:

• If a student is identified as being at risk of not meeting the Practice Standards • If a student undertakes a subsequent placement following a placement breakdown,

termination or fail. A Placement Contract will identify specific tasks or behaviours to provide the student with a learning opportunity to attain the required assessment levels to pass their placement. 6.4 Harassment and discrimination Student grievances against agency staff should be dealt with through an agency’s policies and processes. Students should inform their field educator and/or tutor if they are experiencing discrimination or harassment. To understand their rights and options students can obtain advice about discrimination and harassment from the following: University of South Australia Students Complaints Resolution http://w3.unisa.edu.au/policies/policies/corporate/C17.4_Student_complaints_resolution.pdf If the student is alleged to have harassed another student or agency staff member their behaviour will be dealt with through the agency policies and procedures and/or university policies and procedures. The student should contact their tutor as soon as they are aware of the complaint.

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SECTION 7: PLACEMENT BREAKDOWN TERMINATION AND FAIL There are various circumstances why a placement may breakdown and be terminated. Depending on the circumstances, students may be withdrawn from the placement by the tutor and provided with another placement or they may be required to demonstrate their fitness for placement before another placement is organised or they may be failed in the subject. 7.1 Placement Breakdown Placement breakdown is the term used to describe the termination or premature ending of placement. Placements end prematurely for a number of reasons. These include:

• Unexpected or unanticipated organisational change • Supervisor leaving the organisation or taking on another role within the organisation

unexpectedly • Student illness or inability to continue with the placement • Student misconduct including unprofessional practice • Subsequent action to address placement breakdown will depend upon the reason for the

breakdown or termination. • Where a student leaves placement because of a personal issue of some nature the university

will help them review the challenges they had in that placement before they are assessed for a second placement.

7.2 Failing Students Students going out into placement are often concerned with failing. Although this is not a regular occurrence, just as with university-based courses, some students do fail field education. Failure can occur because of a number of reasons including; unprofessional conduct on placement, misconduct, failure to attend placement for extended periods, practice that is not competent and failure to meet practice standards/guidelines or failure to demonstrate through written material students’ learning on placement. Where termination is due to concerns about conduct a student may fail their placement, be required to prove their fitness for placement and/or agree to enter into a Placement Contract (see appendix 2) before a second placement is organised. 7.3 Student initiated placement termination Students must not withdraw from placements without first talking to their tutor and following the steps outlined in section 7. Failure to comply with this requirement could result in a fail grade. 7.4 Agency and/or university initiated placement termination Termination of placement may occur for the following reasons:

• The agency must terminate due to changes in their capacity, availability or other operational reasons not associated with the student.

• The agency and / or the Course Coordinator/Manager Field Education terminate the placement as a result of the student’s behaviour/poor practice.

• The student is consistently unable to perform satisfactorily. • The student performs in a manner detrimental to the professional experience of other students

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• The student breaches the legal, ethical or professional codes of the organisation providing the placement, the AASW or ACWA

• The student demonstrates gross negligence in the performance of an assigned duty • The student behaves in a manner deemed to constitute misconduct or gross misconduct.

Where a student’s placement is terminated for reasons related to the agencies inability to continue the placement, the student will not be deemed to have failed. The student will be assisted to find an alternative placement to enable them to complete the topic. 7.5 Credit procedures for placements terminated prematurely When a student cannot complete their full 500 hours they may be eligible to receive partial credit for placement days completed. The AASW stipulates that no placement can be less than 280 hours. Credit is not automatically granted and depends on the reason for termination, Field Educator feedback, the number of days completed and whether students have submitted written assessment tasks by the due date and to a pass level. The student’s tutor will assess the written evidence and any other feedback from the field educator, before recommending an outcome to the course coordinator. In situations where a fail is the final result no hours will be credited. 7.6 Implication of termination on student enrolment status and grades The implication of a placement termination on a student’s enrolment status and grade can be complex and depends on the reasons for termination. The outcome of a placement termination may be a withdrawn, withdrawn fail, fail or incomplete grade. If the census date has passed and the student is unable to continue studying because of special circumstances (i.e. medical, family/personal) students can apply for an amendment to enrolment and have corresponding fees accordingly amended, refer to Amendment to enrolment application for an application form. 7.7 Student appeal process If a student’s placement is terminated and they are awarded a fail grade the Manager Field Education and/or Course Coordinator will offer to meet with them prior to the fail grade being finalised. The student may appeal the decision. The appeals process is described in the Students Complaints Resolution. 7.8 Information provided to an agency following a placement termination If a placement has been terminated and the student is provided with a second placement to enable them to complete the course the FEC will ask the student to provide written permission to release relevant information to the new agency. The following information from the previous placement may be provided to the new field educator:

• Agency name • Days completed • Nature of the practice • Learning outcomes achieved

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• Learning outcomes not attempted • Learning outcomes attempted and not achieved, and • Where appropriate the reasons why outcomes where not achieved

Where a student does not give approval for information to be given to the agency the FEC/FET will do one of the following;

• Assess that the placement process can continue without passing on this information • Assess that the placement process cannot continue without passing on this information and in

conjunction with the Manager Field Education will determine if the matter needs to be referred to the Program Director.

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SECTION 8: FREQUENTLY ASKED QUESTIONS Q Does travel to tutorials count as placement hours? A No Q Can I count tutorial hours? A Yes, up to a maximum of 14 hours for tutorials attended Q Can I count driving time to and from external supervision? A Yes if your supervision does not take place at your agency Q How much time can I have to work on my portfolio at placement? A It is recommended that on average students allocate half to one hour per day for

reflection and to work on assessment tasks, this should be negotiated with the field educator and not interfere with learning opportunities.

Q Can I work on my portfolio at home and count it as placement hours? A No Q What happens if I work through lunch? A You need to claim at least 30 minutes Q How do I count hours worked during school holidays? A Contact Robby Drake robby.drake@unisa.edu.au to discuss and then communicate

arrangements with your tutor Q How many references do I need to use for each portfolio item? A Refer to course outline because it varies with each item Q Can I make up a tutorial presentation in another tutorial A No, you need to attend an additional scheduled time

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SECTION 19: GLOSSARY OF TERMS AASW Policy on Field Education The Australian Association of Social Workers (AASW) is the national association for social workers. As part of its role it reviews courses provided by Social Work schools/departments to ensure compliance with national guidelines for social work education. The requirements for field education are outlined in the Australian Social Work Education and Accreditation Standards (2012). http://www.aasw.asn.au/publications/forms-resources Early placement contact meeting A telephone/skype meeting between the student, Field Educator and tutor to discuss the Learning Plan and any other relevant issues or concerns. End of Placement Assessment Students submit their end of placement work, time sheets and a copy of their field educator’s report to their allocated tutor. Within 5 days of completing the placement students meet with their tutor for consultation and feedback. External field educator (EFE) A person employed by the university to provide professional social work student supervision while on placement. An external supervisor is usually employed when the agency does not have an AASW accredited field educator on site. Field education Placements, field work, work-based learning, and practicum are all terms for the student’s learning process in off-campus, agency located placements. Field Education Coordinator (FEC) Field Education Coordinators are permanent staff employed to work with students and agencies to negotiate learning opportunities, assist and assess student learning, provide seminars and support for students and field educators, oversee various portfolios and support tutors and EFEs. Field educators Field educators address the teaching and learning aspects of field placements. Their role is to assist the student to align theory with practice. Field educators are often qualified social workers and eligible for full membership of the AASW with a minimum of two years’ fulltime practice experience or part time equivalent. They demonstrate a commitment to continuing professional education and interest in developing social work knowledge and skills. Learning Areas and Outcomes The Learning Outcomes are based on the AASW practice Standards Learning Plan and Assessment Report The Learning Plan and assessment report records the student’s and field educator’s plans for learning and progress throughout the placement.

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Mid Placement Assessment Meeting Half way into the placement students, field educator/s and the tutor meet to review and assess the student’s learning. The student is required to provide written evidence of their learning to the field educator/s and tutor five days prior to their placement meeting. Tutor Tutors facilitate tutorials, assess student progress, recommend a final grade and support students to achieve the required learning outcomes. Tutorials While on placement students are required to attend and participate in tutorials that aim to integrate theory and practice and to provide a forum for mutual support. Students whose placement is over one hours drive to the university may participate in online tutorials.

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SECTION 10: REFERENCES Australian Association of Social Workers (AASW) 2012, Australian Social Work Education and Accreditation Standards, Canberra ACT, http://www.aasw.asn.au/document/item/100 Australian Community Workers Association (ACWA), ACWA fieldwork placement requirements – diploma and higher education level courses, Melbourne Victoria, http://www.acwa.org.au/course-accreditation/Pdfs/Current%20requirements/ACWA-fieldwork-placement-requirements-diploma-and-higher-education-level-courses-April-2014_V1.pdf Flinders University 2003, Working to Learn: Practicum Preparation Online, A Teacher’s Guide, Version 1.01, Staff Development and Training Unit. Flinders University 2009, School of Education Professional Experience Handbook, Fifth edition, Professional Experience Office, Flinders University, South Australia. Standing Committee of Social Welfare Administrators and Australian Association for Social Work and Welfare Education 1990, Education and training for public welfare practice, Adelaide SA. University of Sydney 2011, Bachelor of Social Work Field Education Handbook, Social Work and Policy Studies, Faculty of Education and Social Work, Sydney NSW. Webber, R. 1998, Project Report to Committee for University Teaching and Staff Development: ‘Having a Field Day’, An exploration of fieldwork training in youth studies courses, Australian Catholic University, Christ Campus, Victoria. APPENDIX 1 Placement Contract Form and Placement Termination Reports PLACEMENT CONTRACT Student Tutor External supervisor (if relevant) Field Educator Agency Reason for placement contract Action Plan Comments

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Review date Date and signatures Student Tutor Field Educator PLACEMENT TERMINATION REPORT Reason for termination of placement – if there is disagreement list the views of all parties Assessment by Field Education Coordinator/Tutor Identify which Practice Standards have not been met Decision by termination review committee (Field Education Coordinator/Tutor, Course Coordinator and Manager Field Education)

• Fail • Continue in subject with a second placement

Date and signatures Termination Review Committee Representative Student Date