RPL helpful hints 2022.
RPL helpful hints 2022.
Write a critically reflective essay, demonstrating your academic/professional/authentic learner perspective integrating theory into your practice experience (max 2000 words including references).
Firstly describe:
What groups of people that you have worked with and what practice methods in particular would you like to make a focus of this critical reflection essay?
What has beenyour wayof working with this client group?
What have been these peoples key strengths and challenges (personal structural) that have arisen when working in this way and with this group of people?
Identify any social work/other literature that describes the most promising ways to work with this client group?What social work/other relevant literature talks of how to work with these strengths and these challenges?
What literature are you aware of that informs you about how are these challenges viewed in relation to societal structures such as class, race, informal and formal arrangements that minimise or intensify injustice?
What ways do you keep yourself open to developing professionally and personally in being the most effective practitioner you can be?
How and what supports assist you to stay well and tuned into working well with your chosen client group?
Have the documents (code of ethics; practice standards; others?) and literature (what articles/writers/podcasts have spoken most effectively to you?) that you have become aware of in your studies been effective supports? What other ways can social workers' resources become more applicable/useful/relevant/effective/culturally responsive to the client group(s) you are working with?
ps: any literature that comes up should be referenced and also given intext citations too.
Dear Fatmata, Good to talk to you yesterday.
re: Fields of Practice WELF2006 Robyn is back and aware that you have need to have your mark reviewed please stay in contact with her.
re: Field Ed 1 WELF3020 Attached is the information about applying for Transfer Credit for your Work experience in the Aged Care sector and Disability sector. Start with Stage 1 then send to me for review and I will advise whether more detail needed or simply to move onto Stage 2.
The big issue for people in the aged care and disability sectors is knowing a social worker who has observed your work - sometimes they are support coordinators or Lifestyle managers or case managers?
WSU BSW and MSWQ Field Education 1 PLACEMENT EXPECTATIONS 2022
The successful completion of a total of 400 hrs (55 days) at a level evaluated by your field educator as satisfactory is required in order to complete this First placement. Any queries? Please contact: soss-placements@westernsydney.edu.au; and they will direct you to who can assist.
WSU BSW and MSWQ Field Education 1 PLACEMENT EXPECTATIONS1.Student as Learner
By the middle of placement, the student is able to:
formulate specific learning goals for placement
identify tasks that she/he can complete in order to achieve these goals
take initiative in seeking supervision
By the end of placement, the student is able to:
try out new behaviours and skills
demonstrate an awareness of her/his emotional and cognitive responses to placement experiences
(as a result of reflecting on placement experiences), she/he can identify personal strengths and areas for further development
demonstrate an awareness of how her/his values, beliefs and behaviour influences her/his performances and social welfare practice in the placement agency
2.Student's use of interpersonal and communication skills
By the end of the placement, the student is able to:
relate to a wide range of people
establish appropriate and effective working relationship with workers, volunteers & service users
develop a range of interpersonal skills which have some basis in both the theory of interpersonal helping and an appropriate value base e.g. use active listening skills, communicate honestly, be non-judgmental and utilise empathy
consider interactions between herself/himself and others and demonstrate a growing capacity to describe what is happening (using the theory of interpersonal helping)
accurately and clearly record some observations, interviews or other placement experiences
communicate effectively and clearly by telephone
3.Student's ability to organise own work and function within the agency
The student is able to:
take instructions from the supervisor
seek clarification on issues relation to set tasks
attend work punctually and account for time in relation to placement tasks
By the end of placement the student is able to:
demonstrate increasing initiative in completing placement tasks while still using the supervisor for direction where necessary
answer the phone, take referrals and write up brief nots of activities and experiences
practice and develop written skills appropriate to the setting e.g. reports, letters, case files, meeting minutes, etc.
describe the agency's role and structure (e.g. aims, service, delivery, staffing, management, administration, finances etc.)
demonstrate some capacity to utilise his/her knowledge of the agency in order to complete placement tasks
demonstrate an improving capacity to anticipate agency tasks while on placement
search and identify welfare services within the region in which she/he is working
make professional contacts and relationships with other organisations with which the agency "networks"
recognises ways that social welfare in meeting service user, provider and community goals (within the context of the placement agency)
4.Student's General Professional Skills
By the end of the placement, the student is able to:
consciously apply social work principles as evidenced by:
understanding and applying the principle of confidentiality where appropriate
understand and apply the principle of professional accountability
demonstrate a non-judgemental approach in working with clients by not working in a sexist, racist or ageist manner
understanding and applying the principle of client self-determination when working with service users
demonstrate a purposeful approach to clients and workers by:
using needs identification skills relevant to placement tasks
identifying and interpreting relevant resources, services and a knowledge base that can be used to complete placement tasks
formulate an appropriate action plan in relation to placement tasks
implementing limited intervention tasks while on placement with the assistance of the supervisor
demonstrate a growing understanding of cultural, gender and social issues that relate to the agency's target group
5.Use of Theory in Practice
By the end of the placement the student is able to:
consciously using some knowledge from their reading and the university course in undertaking and analysing practice-situations
explain the nature of disadvantage and/or inequality experienced by particular service user groups, from a number of different perspectives
identify the broader context of practice - social, professional and political issues which impinge on practice
access and consider a range of different theoretical approaches to a given problem or social issue
reflect upon the appropriateness of theories used in practice
6.Use of Self in Social Work Role
By the end of placement the student is able to:
identify how she/he is using self in interaction
show an awareness of what aspects of self are enhancing/hampering effectiveness
seek feedback on how self is appearing to others - supervisors, peers, etc.
identify own feelings in interactions
establish effective purposeful relationships with a range of individuals and groups; e.g. colleagues, secretarial staff, communities/service user groups, authority figures, other people relevant to practice
be an effective member of an interdisciplinary or other team
be aware of impact of one's own and others' sexual preference, ethnicity, and class in practice and show some ability to deal with these
respect different values and backgrounds of people with whom they are working
be aware of conflict of values and interests
consistent quality of concern towards clients
is aware of own emotional states and how these affect practice
NOTE: TO MEET PLACEMENT EXPECTATIONS, SUPERVISOR AND STUDENT ARE TO CHOOSE ONE OR TWO OF THE FOLLOWING SPECIFIC PROFESSIONAL SKILLS THAT CAN BE MET WITHIN THE PARTICULAR PLACEMENT CONTEXT THE STUDENT WILL BE WORKING IN.
SPECIFIC PROFESSIONAL SKILLS
Specific Professional Skills- Individual & Family work, Group work, Community work, Research and Policy work closely relate to growing your capacity as a social worker in training to meet the AASW Practice Standards http://www.aasw.asn.au/document/item/161.Work with individuals and families
By the end of the placement, the student is able to:
identify and describe some of the social science theories that have most influenced casework
evaluate their effectiveness and use in the social work field, recognising that social thinking reflects societal attitudes and priorities, and needs to be viewed in historical and cultural context
locate casework methods along the radical-conservative continuum of social work practice and theory
collaborate with service users and identify their problems both from their view and significant others
identify long and short term goals and develop action plans to achieve these goals
analyse a situation to identify the major factors operating in it
negotiate, review and evaluate a clear, specific contract for action with the service users
identify available resources in developing case plans
formulate and follow a plan of action with appropriate modifications
terminate the intervention with the service user appropriately
evaluate the outcomes of the intervention
2.Work with groups
By the end of the placement, the student is able to:
relate an understanding of group structure, development and processes to group work practice
demonstrate an understanding of the reasons that people join groups
describe the different stages that groups may go through as they develop over time
(in the role of participant observer) observe, record and evaluate basic group processes including:
describe various roles individuals adopt in groups and various norms that evolve in groups and how these influence group functioning
demonstrate an understanding of power relationships in groups and various methods for resolving conflict in groups
identify problems in group functioning
plan specific groupwork tasks and negotiate these activities effectively with the supervisor and relevant others
demonstrate skills in groupwork appropriate to the stage(s) of groupwork she/he is involved in
planning for a group:
accurately assess the needs for a group
plan and develop an appropriate group structure and program
appropriate document this planning
initiating a group:
demonstrate skills in welcoming group members and providing activities appropriate to the formation of groups
providing appropriate materials
assisting the group in developing an appropriate agenda
provide feedback about the observation of group dynamics both verbally and in writing
maintaining and/or ending a group:
demonstrate skills in facilitating or co-facilitating a group by encouraging group processes that address the various stages of the group's experience
provide feedback about the observations of group dynamics both verbally and in writing
demonstrate the capacity to evaluate both group processes (in terms of power relationships etc) and group programs
modify group activities in response to the changing needs of the group
3.Work with Communities
By the end of placement, the student is able to:
set clear goals for working in the community and achieve these with appropriate modifications
plan specific tasks to be completed and negotiate this with the supervisor
collect, classify, interpret and use community profile data appropriately
communicate clearly in written and verbal reports to management committees and other relevant personnel and community organisations
develop information and media campaigns about issues where appropriate
demonstrate skills in advocacy, negotiation and bargaining
demonstrate an awareness of issues relating to incorporation and management of the placement agency
demonstrate a critical understanding of the concepts of: social and community needs, community management and community participation and self help
demonstrate an awareness of the roles of funding bodies, local politics and the media in community work practice
critically evaluate the role and function the placement agency and other relevant organisations
critically evaluate strategies for social change
4.Research Work
By the end of the placement, the student is able to:
clearly define the problem or issue which is the focus of the research
identify relevant background material, including resource personnel, and evaluate its usefulness
develop a research methodology appropriate to aims and practical constraints
carry out selected research strategies
compile results into clear summary format
identify relevant conclusions
communicate the research and initiate research-based action
demonstrate an awareness of the achievements and limitations of the research
5.Policy work
By the end of placement, the student is able to
understand the broader structural/political framework related to the policy area
gather a broad and sufficient range of information relevant to the policy area
critically analyse issues relating to the policy area
identify impacts of government policies on agency and target groups
conduct appropriate needs analysis and consultation with key stakeholders/interest groups
develop appropriate objectives and a sufficient evaluation/review mechanism
develop appropriate recommendations and alternate courses of action
demonstrate clear expression of ideas and information in writing with good grammatical form.
demonstrate ability to discriminate between fact, interpretation and conclusion.
Recognition of Prior Learning (RPL) It is the policy of the School of Social Sciences that only the completion of previous Field Education Subjects within a completed university award will be considered in granting a maximum of twenty-five percent credit points, and this is only from the first placement (FE1). No credit is given for the final Field Education Subject (FE2). See below for guidelines on applying for RPL. This document can also be accessed from the Social Work Program Field Education vUWS site.
Applying for Recognition of Prior Learning (RPL) for BSW Field Education 1
Bachelor of Social Work (BSW) Field Education 1 (400521/102782/WELF 3020)
&
Masters of Social Work Qualifying - MSW(Q) Field Education 1 (102391/WELF 7021)
1. Introduction
RPL approval means that students receive Advanced Standing for the subject t of Field Education 1 (FE1). This policy is for BSW, BCCJ/BSW and MSWQ students who consider they may have a case for RPL as a result of previous field experience - at least three (3) years full-time practice in a relevant context in the last seven (7) years. This does not include volunteer work, internship or other unpaid work. Western Sydney University has adopted an electronic portfolio assessment process to cover recognition of work experience and will assess student applications against the Learning Objectives for FE1. The RPL process is comprised of two stages and these are explained in Section Three. Students are required to meet with the Field Advisor or the Academic Program Advisor before applying for Stage One RPL. Application for RPL is only through meeting with these staff.
Once complete the Students who receive approval for Stage Two will immediately apply for Advanced Standing for the subject Field Education 1 via MySR e-forms. These processes are explained further below.
2. Background
BSW, BCCJ/BSW and MSWQ students complete 1000 hours of supervised field placement. The BSW and BCCJ/BSW complete 400 hours in Year Three, Autumnas part of Field Education1 (WELF3020/102782/400521), and 600 hours in Year Four (BSW) and Year Five for (BCCJ/BSW), Springfor Field Education 2 (400522/ WELF 4005). As of 2023 the MSWQ students will complete 400hrs in Spring of their first year whilst enrolled in the Field Education 1 (WELF 7021), then in 2nd year, Spring semester as part of Field Education 2 (WELF 7022) they complete 600hrs professionally supervised placements.This is in accordance with Australian Social Work Education Accreditation Standards (ASWEAS 2020).
Australian Social Work Education Accreditation Standards (ASWEAS, Appendix 3, p.34-35, 2020) recognises prior learning and that students may enter their social work degree study program with a breadth of prior learning and experience in the human services sector .
Recognition of Prior Learning (RPL) may be used as the basis for application for part or all of the first field education placement.
10.3 To be eligible for RPL, the student must have worked for at least three years (FTE equivalent) in a health or welfare setting that would be deemed appropriate as a field
education setting for a first placement student.
10.4 At least the final year of the students work experience must be within three years of applying for RPL.
10.5 The student must demonstrate a workload similar to tasks carried out by social workers, such as risk assessment, counselling, case management and community work.
11.1 Assessment: To achieve this end:
the student must provide a portfolio of evidence, to include duty statements
accompanied by referee reports and a personal skills audit of their work
experience to demonstrate how their knowledge, skills and professional insights align with the AASW Practice Standards and Profession-Specific Graduate Attributes
the portfolio must include a performance evaluation completed by the applicant for RPL to demonstrate a level of knowledge and skills consistent with those expected of a student at the end of first placement.
11.2 The portfolio must be assessed by a social worker eligible for AASW membership.
The social worker must:
have at least two years post-qualifying experience
be an experienced Field Educator who has assessed students on first placement.
3. Applying for RPL
Students wishing to apply for RPL must first meet with the Field Advisor or the relevant Academic Program Advisor (APA) to discuss their experience in the human services sector. RPL processes will be explained at this meeting. The Field Advisor will advise the SW Field Education Coordinator of the outcome of the meeting. Contact information for the Field Advisor and APA is contained in this Field Education Manual.Applications for RPL should be submitted in the year prior to commencing field placement and prior to/at the same time as applications are sought for placement allocation.
3.1 Stage One: portfolio
After the first meeting, students email their Stage One portfolio to the Field Advisor/APA. .Stage One is comprised of the following portfolio evidence for RPL:
Personal details (name, student number)
Details of relevant work experience in accordance with AASW guidelines (a minimum 3 years FTE in the last 7 years, in a relevant practice context)
Job description of the roles you are using as the basis of your application.
Provide a short overall statement as to why your work experience demonstrates that you to meet the six Learning Objectives listed below
Students will briefly describe how their experience meets each of the six Learning Objectives below. Provide examples of their use of social work practice skills and demonstrate familiarity and use of a range of methods (case work, group work, community work, research, policy)
The names and contact details of 2 referees (Senior Social Workers) who will be contacted by the Field Advisor/APA.
Learning Objectives for FE1:
1. Demonstrate the skills needed for working within human services organisations.
2. Explain and be able to demonstrate the different skills need for working with a range of service users and providers
3. Demonstrate the skills and knowledge that will assist them to successfully complete the 400 hours of their first of two professional practice experiences.
4. Develop to a more advanced level of knowledge and skills in their social work practice, including links between theory and practice
5. Critically evaluate their own performance in a variety of practice contexts
6. Demonstrate an ability to critically assess the need for appropriate services and be able to take action to develop these services.
Assessment of Stage 1 portfolio
Stage 1 will be assessed by the Field Advisor/APA.
Assessment Criteria for Stage 1 portfolio:
Overall introductory statement, coherence, relevance
Length of work experience and specialised employment (3 years FTE in a specific context)
Demonstrated competencies in general professional skills (Sections 1 to 6 of the Learning Objectives) and at least one specific social work method
Referee reports from Senior Social Workers
The Field Advisor/APA will email the student and the Field Education Coordinator with their decision. The decision may be to:
grant provisional approval of RPL for FE1. Students will then be invited to proceed to Stage Two of their application (see below).
OR
require revisions to the Portfolio. If revisions are required, the student will be given a timeframe within which they may resubmit their application for RPL.
OR
decline the RPL application. If approval is declined, the student will enrol in Field Education 1 and contact the Field Education Coordinator so that placement allocation can commence.
OR: APPEAL: If the student wishes to appeal this decision, they should send their Stage 1 portfolio and a cover letter to the Director of Academic Programs for Social Work.
3.2 Stage Two: critical reflection (2000 words)
Students granted provisional approval of RPL will email Stage Two to the Field Advisor/APA.
Stage Two is a 2000 word critical reflection, with appropriate Academic references, comprised of the following:
Critical reflection on their work experience
Demonstrate integration of theory and practice, social work values and ethics
Address assessment criteria
Assessment Criteria for Stage 2 critical reflection
The critical reflection will be assessed by the APAs, taking account of:
Coherence
Relevance to placement expectations
Evidence of critical reflection (at 3rd year level/First placement level)
Integration of social work theory and practice
Application of social work values and ethics
Correct referencing
Following assessment, the APAs will email their decision to the student and the Field Education Coordinator. The decision may be to:
grant approval of RPL for FE1. Once Stage Two is approved, students will immediately apply for Advanced Standing via MySR E-forms. The following documents will be uploaded with the Advanced Standing application: (1) Stage One documents (2) Stage Two documents(3) Stage One email approval from the APA (4) Stage Two email approval from theAPA
OR
require major or minor revisions to the critical reflection. If revisions to the critical reflection are required the student will be given a timeframe within which to complete this for reconsideration by theField Advisor/APA.
OR
decline approval for RPL. If approval of Stage Two is declined, the student will enrol in Field Education 1 and contact the Field Education Coordinator so that placement allocation can commence.
OR: APPEAL: If the student wishes to appeal this decision, they should send their Stage 1 and Stage 2 portfolio and a cover letter to the Director of Academic Programs for Social Work.
