Revised January 2018

Social Work

Field Education Student Handbook

Master of Social Work (Graduate Entry)

Bachelor of Social Work

Semester One 2018

Table of Contents

1. Introduction .................................................................................................................. 4

1.1. Purpose of Handbook ............................................................................................. 4

1.2. What is Field Education? ........................................................................................ 4

1.3. Field Education Structure ........................................................................................ 4

1.4. Australian Association of Social Workers Field Education Requirements ................ 5

1.5. University Access Plans .......................................................................................... 5

2. Roles & Responsibilities ............................................................................................. 7

2.1. Overview ................................................................................................................. 7

2.2. Topic Coordinator ................................................................................................... 7

2.3. Student ................................................................................................................... 7

2.4. Agency Field Educator/s (AFE) ............................................................................... 7

2.5. External Field Educator (EFE) ................................................................................ 8

2.6. Field Education Coordinators (FEC) / Field Education Liaison Officers (FELO) ...... 8

2.7. Manager, Field Education ....................................................................................... 8

2.8. Course Advisor ....................................................................................................... 8

2.9. Field Education Administrative Staff ........................................................................ 9

3. Day-to-Day Conduct on Placement ........................................................................... 10

3.1. Professionalism .................................................................................................... 10

3.2. Attendance & Placement Hours ............................................................................ 10

3.3. Sick Leave ............................................................................................................ 11

3.4. Fares and Expenses ............................................................................................. 11

3.5. Confidentiality ....................................................................................................... 11

3.6. Work Health & Safety Reporting ........................................................................... 11

3.7. Completing Assignments on Placement ................................................................ 12

3.8. Use of Social Media .............................................................................................. 12

4. Supervision ................................................................................................................ 13

4.1. What is Supervision? ............................................................................................ 13

4.2. Purpose ................................................................................................................ 13

4.3. Supervision Requirements & Arrangements.......................................................... 13

4.4. The Supervisory Relationship ............................................................................... 13

5. Assessment ................................................................................................................ 15

5.1. Assessment Components ..................................................................................... 15

5.2. Assessment Meetings ........................................................................................... 15

5.3. Placement Completion Requirements ................................................................... 15

5.4. Grading of the Field Education Assessment Document (FEAD) ............................ 15

6. Resolving Challenging Situations ............................................................................. 17

6.1. Managing Difficulties on Placement ...................................................................... 17

6.2. Harassment & Discrimination ................................................................................ 17

6.3. Placement Terminations & Failures ...................................................................... 17

7. Appendix..................................................................................................................... 19

7.1. Directory of College & Field Education Personnel ................................................. 19

7.2. Alternative Placement Arrangements .................................................................... 19

7.2.1. Placements < 4 Days per Week ..................................................................... 19

7.2.2. Place of Employment Placements .................................................................. 19

7.2.3. Interstate, Rural and Remote Placements ...................................................... 20

7.3. Other Policies & Documents Relating to Field Placement ..................................... 21

1. Introduction

1.1. Purpose of Handbook

The purpose of the Handbook is to provide a ready reference to all aspects of the Field Education program with the goal of providing students with a clear understanding of the:

• Role of field education in social work education

• Structure of the field education program

• Key stages and processes in field education

• Roles, responsibilities and accountabilities of students, staff and agencies

• Supervision and assessment process

• Resources and supports available to support a successful field placement

IMPORTANT: The Student Handbook should be read in conjunction with the relevant Topic Guide for the Master of Social Work or Bachelor of Social Work placement topic.

Note: as this Handbook links to other resources, it is advisable that students use the electronic version for maximum functionality rather than print the document.

1.2. What is Field Education?

Field Education is often described as the heart, or ‘crucible’, of social work education. The learning of good professional practice cannot be acquired through classroom teaching, skills training or fieldwork experience in isolation. It is important that each of these educational experiences informs and expands upon the other two. The learning of practice skills is often incremental and takes time. It occurs through learning, doing and interaction, in both a classroom and an agency setting. The model for field education is one of adult learning, requiring students to be an active participant in successfully achieving the attributes expected of social work graduates.

Field Education offers the student the opportunity to integrate theory and practice in real life situations by:

• Critically reflecting on the interface between learning in the classroom and in the field

• Developing a range of practice skills including, but not necessarily limited to: critical reflection, relational, policy, assessment, intervention, research and administrative.

1.3. Field Education Structure

Unless otherwise noted, the same placement structure and expectations exist for students enrolled in both the Bachelor and Master of Social Work degrees: Placement Hours

Students are required to complete a total of 1, 000 hours of field education in order to graduate. Students fulfil these requirements by undertaking two separate placements of 500 hours in different environments.

Placement Offerings

Bachelor of Social Work

• Field Education 1 (SOAD3102) is offered in S1 in the third year of study

• Field Education 2 (SOAD4007) is offered in S2 in the fourth year of study

Master of Social Work

• Field Education 1 (SOAD 9107) is offered in the students' second semester in the first year of study

• Field Education 2 (SOAD 9208) is offered in S1 & S2 of the students' second year of study

Integration Seminars

Student attendance is compulsory and the seminars are offered in the following modalities:

• BSW: on-campus only

• MSW: on-campus or distance/online NOTE: international students may not be able to enrol in the distance / online version of the integration seminar as special conditions may be placed on their student visas. Should an international student wish to explore that option, they should contact the course advisor.

Placement Days

Placements are typically undertaken 4 days per week:

• Bachelor of Social Work: Tuesday - Friday

• Master of Social Work: Monday - Thursday Students can request to undertake placement <4 days per week in exceptional circumstances, but require special permission from the Placement Matching Team. Students wishing to undertake placement 5 days per week must negotiate this arrangement directly with their Agency Field Educator and notify their FEC/FELO.

Placement Start Date

The majority of placements start before the semester so that they can be completed within the semester.

Placement Location

Students must undertake their placement within a University-sourced agency. Adelaide metropolitan students cannot arrange their own placement.* * Generally, interstate and rural and remote students are responsible for locating their own placement with the support of the FEC for this portfolio.

1.4. Australian Association of Social Workers Field Education Requirements

Flinders University is an accredited provider of social work education by the Australian Association of Social Workers (AASW) and the Field Education program operates in accordance with the Australian Social Work Education and Accreditation Standards' (ASWEAS) guideline on field education. More information on the ASWEAS guidelines can be found here.

1.5. University Access Plans The Social Work program is committed to facilitating the integration of students with disabilities into the University community. A ‘disability’ can be a medical condition, mental health condition, learning difficulty, or any disability that impacts on study.

Reasonable adjustments can be made in teaching and/or assessment methods, including field education placements, for students with disabilities, provided those adjustments do not compromise academic requirements and the ASWEAS. Please consult the program’s Access Plan Guidelines for Field Education Placements which can be found under “Policies and Procedures” on the SWFEP FLO site for more information.

2. Roles & Responsibilities

2.1. Overview There are several key participants in the placement process with distinct roles and responsibilities as well as accountabilities to each of the other participants:

High-level roles and responsibilities for each participant are outlined below. Specific tasks and accountabilities at key stages of the placement process are described in detail in Section 3.

2.2. Topic Coordinator

• Overall responsibility for the topic and determination of the final grade

• Develop/update the Topic Guide and distribute the Statement of Assessment Methods

• Determine structure and assessment of integration seminars

• Liaise with FEC/FELOs and students in a timely manner regarding difficulties with the placement

• Finalise student grades and coordinate reporting

• Manage concerns regarding academic integrity

• Manage student appeals

2.3. Student

• Follow organisational policies and procedures

• Act professionally

• Take responsibility for own learning and seek assistance as needed

• Prepare for supervision

• Provide feedback and discuss concerns with supervisor

• Prepare for and participate in assessment

2.4. Agency Field Educator/s (AFE)

• Provide appropriate accommodation, orientation and safe work practice training

• Provide learning opportunities; allocate and supervise tasks

• Support the development of the Field Education Assessment Document (FEAD)

• Provide regular supervision and provide timely, constructive feedback

• Assist with the integration of theory into practice

Student

Agency Field Educator

External Field Educator

Field Education Administrative

Staff

Field Education Coordinator / Liaison Officer

Topic Co-ordinator

o If the Agency Field Educator is not a qualified social worker the University will provide an External Field Educator to support this outcome through regular formal supervision in accordance with AASW requirements

• Contribute to student assessment

• Address issues as they arise and communicate with the EFE and FEC/FELO in a timely manner

2.5. External Field Educator (EFE)

• Support the development of the FEAD

• Negotiate attendance at the Early Placement meeting with the FEC/FELO and AFE

• Provide regular supervision

• Assist with the integration of theory into practice

• Provide support and link students to Health, Counselling & Disability Services as needed

• Address issues as they arise and communicate with the AFE and FEC/FELO in a timely manner

2.6. Field Education Coordinators (FEC) / Field Education Liaison Officers (FELO)

• Ensure all information regarding placement arrangements is provided to the Field Educator/s and students

• Review supervision requirements and arrangements with the student, AFE and EFE

• Review and approve the FEAD to ensure it provides sufficient opportunities for learning

• Facilitate, as required, field education seminars to assist in linking theory and practice and facilitating mutual support

• Provide consultation and support to the Field Educator/s and the student to support learning and address questions, concerns or issues

• Take primary responsibility for placement-related assessment

• Complete written reports in the event of a placement breakdown/termination

• Report issues of academic integrity to the Topic Coordinator

• Inform and consult with the Manager, Field Education regarding students at risk of failing placement

• Provide support and link students to Health, Counselling & Disability Services as needed

• FEC's also provide mentorship and support to FELOs 2.7. Manager, Field Education

• Field education staff management

• Placement development

• Agency engagement & training

• Field education administrative policies and procedures

• Managing student and agency complaints

• Liaising with Field Education professional and academic staff about at risk students 2.8. Course Advisor

• Course advice to commencing, continuing and prospective undergraduate and postgraduate students

• Admission and re-admission information

• Enrolment, topic selection and study plan assistance

• Exams, assessments and results assistance

• Completion advice

• Academic transcript issues

• Credit applications 2.9. Field Education Administrative Staff

• Responding to initial enquiries from students

• Administering and monitoring student compliance requirements

• Providing administrative support for portfolio areas

• Updating field education website pages

• Collating Field Education data for statistical reports

3. Day-to-Day Conduct on Placement

While field placements are part of a student’s studies, they occur in placement agencies engaged in providing direct, professional services to clients. As such, a high degree of maturity and professionalism is required on the part of students on placement in order for:

• Students to advance their own learning in an adult learning environment

• Agencies to be able to maintain the integrity of their operations

• Clients to be able to receive appropriate, professional services from students under supervision

As a result, students must review the below expectations and are required to adhere to them throughout the course of their placement.

3.1. Professionalism

Students on placement are required to conduct themselves in a professional manner and are expected to familiarise themselves and comply with the agency’s protocols and the University’s expectations for a professional, work-based placement. This includes, but is not necessarily limited to, students:

• Undertaking orientation at the placement agency and familiarising themselves with the organisation’s policies and procedures

• Completing the agency’s Work Health & Safety training

• Adhering to the agency’s dress code

• Conducting and maintaining appropriate interpersonal interactions and relationships with peers, supervisors and clients

3.2. Attendance & Placement Hours

Students are expected to attend placement consistently and not miss placement days in order to work on university assignments, attend paid employment or for other personal commitments apart from sick leave or personal/family emergencies. Further, students cannot change their agreed placements days without approval from their Agency Field Educator and must notify their Field Educator/Liaison Officer of any change. Students are required keep a time sheet and submit this to their Field Education Coordinators/Liaison Officers at the end of placement for verification. Placement Hours Placement hours must occur on-site at the placement agency under supervision. Students cannot work from home unless in exceptional circumstances - for example, students on a school placement undertaking a project during school holidays. IMPORTANT: any time spent on placement related activities at home must be pre-approved by both your Field Educator/s and Field Education Coordinator/Liaison Officer. The following counts as part of placement hours:

• All placement-related activities at the agency and other relevant organisations

• Attendance at field placement seminars (up to 14 hours)

• Active after hours work (i.e., attendance a weekend camp as part of placement)

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

• Lunch breaks

• Sick leave

• Travelling between placement and home

• Child Safe Environments training

• Activities related to other topics

• Time spent volunteering in other human service agencies

• Time spent on university studies and activities not directly related to field placement

3.3. Sick Leave If a student falls sick on placement they must:

• Follow the agency's absence reporting procedure and immediately notify their Agency Field Educator of absence due to illness or carer responsibilities

• Comply with the agency procedures on providing medical certificates

• Contact their Field Education Coordinator/Liaison Officer 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.

3.4. Fares and Expenses

Students are responsible for their own fares/expenses in getting to and from their field placement. Agreed expenses arising from activities allocated to a student on placement, 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. Where this is not possible, a student may be required to use their own vehicle. If the placement agency does not have a formal policy on expenses, the student should consult their Field Education Coordinator/Liaison Officer before agreeing to carry out the activity.

3.5. Confidentiality

Confidentiality is core to the social work profession. Students should exercise great caution before releasing any information obtained directly or indirectly about the people, projects or agency business connected with their placement, whether it relates to specific cases or to policy matters. In particular, any information related to users of the agency’s services must be presumed confidential unless stated otherwise. Students should never discuss clients using identifying information at home, on line or in the classroom. If in doubt about the confidentiality of material, students should seek advice from their Field Educator.

3.6. Work Health & Safety Reporting

As previously noted, the agency’s policies and procedures on Work Health & Safety (WH&S) should be reviewed as part of the orientation process. Should a student experience any WH&S issues while on placement, they must follow the agency’s reporting and management process and immediately notify their Field Education Coordinator/Liaison Officer.

3.7. Completing Assignments on Placement The AASW Field Education guidelines allow for students to work on field education assignments while on placement and it is recommended that, on average, students allocate thirty minutes per day for reflection and to work on assignments. Students should negotiate with their Agency Field Educator at the commencement of placement how they will manage this time. If students are struggling to negotiate time to work on placement assignments they should contact their Field Education Coordinator/Liaison Officer.

3.8. Use of Social Media

Students are strongly advised to exercise caution in the use of any social media about their placement or while on placement. This includes:

• Not using mobile phones for personal calls on placement

• Not disclosing private or confidential information of either the agency or clients on social media sites such as Facebook, etc.

• Not taking photographs for personal use during placement

• Professional use of the agency’s internet during placement

It is recommended that students familiarise themselves with the agency’s policies and procedures as well as the AASW ethics and practice guideline on social media.

4. Supervision

4.1. What is Supervision? There are many descriptions and definitions related to supervision. Bond and Holland (1998) describe it as: “Regular, protected time for facilitated, in-depth reflection on clinical practice. The supervisee reflects on the part they play as an individual in the complexities of the events and the quality of their practice. This reflection is facilitated by experienced colleagues and the frequent, ongoing sessions are lead by the supervisee’s agenda. The process of clinical supervision should continue throughout the person’s career, whether they remain in practice or move into management, research or education.”

4.2. Purpose

Supervision serves many purposes, including:

• Creating an environment for growth and development

• Identifying professional strengths, successes and ongoing training/development needs

• Providing a forum for continuous professional reflection – use of theories, models and contemplation of emerging professional practice framework and professional identity

• Keeping in touch with core values and beliefs

• Normalising emotive responses to stressful or difficult situations

• Reducing the likelihood of stress build-up and burn-out 4.3. Supervision Requirements & Arrangements

The AASW requires that students are supervised by qualified social workers with at least two years full time direct practice experience. Students must receive a minimum of 1½ hours of supervision for every 35 hours of placement with up to fifty percent of supervision being done on a group basis. Students will receive professional social work supervision from either an onsite social work Agency Field Educator (AFE) or an External Field Educator (EFE). Refer to Section 4 for more information about these two roles.

4.4. The Supervisory Relationship

The establishment of a supervision contract early in the placement journey provides a number of benefits to Field Educators and students alike. The Social Care Institute for Excellence has summarised the value of establishing a supervision contract, some of which include:

• Clarify roles and responsibilities and the purpose of supervision

• Establish the boundaries of the supervisory relationship, including confidentiality, its limitations within a Field Education context and communication pathways with others who may have some responsibilities for the student’s work

• Provide a forum for establishing from the start the possibility that good supervision will challenge the supervisee; that it may not always be comfortable and that at times there may be disagreements

• To explore how feedback will be delivered in a manner optimum for the student’s learning

• To explore the assessment component of the Field Educator role and other University requirements.

The foundation for a robust and collaborative supervision contract begins with an open and honest conversation between supervisee and supervisor. To support students in having this initial discussion, several resources have been developed:

• A reference sheet with questions to ask during the agency orientation process

• A reference sheet with questions to discuss with your supervisor to help establish your supervision contract

• A Supervision Agreement Template to document your supervision contract

• A Supervision Recording Template to record the content of your supervision sessions

All of these resources can be found in the Field Placement Resources folder on the SWFEP FLO site.

5. Assessment

5.1. Assessment Components In addition to completing the 500 placement hours, students must also successfully complete several assessment tasks. Consult the Topic Guide for detailed information on the other assessment requirements. Students can access the Student Learning Centre (SLC) for additional resources and support when completing the assessment tasks. Assistance from the SLC includes, but is not limited to, help with:

• Written expression and academic writing study guides

• Referencing and understanding of principles of academic integrity

5.2. Assessment Meetings

Students will meet with their FEC/FELO at the mid and end of placement. The purpose of these meetings is to:

• Assess student performance and progress

• Provide clear feedback and reinforce expectations and requirements

• Maximise, enhance and deepen student learning from practice

• Explore further opportunities for student learning

• Monitor and resolve any issues arising in the placement These meetings are a collaborative process involving the student, AFE/EFE and FEC/FELO. At the mid placement meeting, all parties meet to review the students’ progress on the activities identified in the FEAD and the Learning Outcomes in order to provide constructive feedback on performance and opportunities for further learning and development. The end of placement meeting involves the student and the FEC/FELO where the students’ progress in the second half of the placement is evaluated. Students will receive detailed instructions from their FEC/FELO about the meeting requirements after starting placement.

5.3. Placement Completion Requirements

Each assessment task is graded on a Non Graded Pass/Fail basis, as is the overall topic. In order to pass the placement requirements, students must successfully demonstrate the required level of competency for all learning outcomes. If a student is awarded a fail grade they can appeal this decision. The appeals process is described in the Student Appeals, Complaints and Grievances section of the University website.

5.4. Grading of the Field Education Assessment Document (FEAD)

While the assessment tasks and overall placement are assessed on a Non Grade Pass/Fail basis, the Practice Standards in the Field Education Assessment Document (FEAD) are assessed at the mid placement and end of placement meetings against a series of competency ratings. Refer to page 4 of the FEAD for the table of competency ratings.

First Placement students must achieve a competency rating of BC (or, “Beginning Competency”) in each of the Learning Outcomes by the end of the placement in order to receive a NGP on the FEAD. Final Placement students must achieve a competency rating of C (or, “Competent”) in each of the Learning Outcomes by the end of the placement in order to receive a NGP on the FEAD.

6. Resolving Challenging Situations

6.1. Managing Difficulties on Placement

It is important that all concerns are responded to in a timely manner and principles of transparency and due process apply. Where possible, placement difficulties will be addressed in accordance to the department’s policy and procedure to ensure the placement continues and the student has the opportunity to demonstrate competence and pass their placement.

It is important to note that:

• 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 Work Integrated Learning policies and guidelines and the AASW Code of Conduct

• Students are on placement at the invitation of the agency and on a voluntary basis. An agency may decide not to follow due process and terminate a placement immediately.

6.2. Harassment & Discrimination

Student grievances against agency staff should be dealt with through the agency’s policies and processes. Students should immediately inform their Agency Field Educator and Field Education Coordinator/Liaison Officer for guidance and support if they are experiencing discrimination or harassment. To understand their rights and options, students can also obtain advice about discrimination and harassment from the following resources:

• The Flinders University Student Health, Counselling and Disability Services

• The SA Equal Opportunity Commission

• The Human Rights and Equal Opportunity Commission

• The Flinders University Equal Opportunity Policy

• The Flinders University Cultural Diversity and Inclusive Practice Statement

If a student is alleged to have harassed another student or agency staff member, their behaviour will be dealt with through agency policies and procedures. The student should contact their FEC/FELO as soon as they are aware of the complaint.

Student grievances against University staff are managed in accordance with the University's Equal Opportunity Grievance Procedures for Complaints of Unlawful Discrimination and Harassment.

6.3. Placement Terminations & Failures

While rare, placements may be terminated early due to a variety of circumstances:

• Student withdrawal due to personal circumstances such as illness, family emergency, etc.

• Change in agency circumstances

• Student performance concerns, such as professional conduct, negligence, etc.

Should a student need to withdraw from the placement due to personal circumstances, they should notify their FEC/FELO as soon as possible.

Should a student withdraw from placement, have their placement terminated or fail placement, the FEC/FELO will meet with the student to discuss the issues and next steps, including the student’s rights and responsibilities. Students who withdraw from placement, have their placement terminated, are at risk of failing placement or have failed placement may be referred to Health, Counselling and Disability Services for support. In these circumstances, the student’s FEC/FELO will:

• Discuss the reason for their recommendation for the referral to Health, Counselling and Disability Services with the student

• Obtain student consent to complete the referral to Health, Counselling and Disability Services

• Send an email or make a phone call to Health, Counselling and Disability Service with the student’s name, Student ID and reasons for referral

Students who receive support from Health, Counselling and Disability Services will determine, in consultation with Health, Counselling and Disability staff, what information – if any – is relevant and may need to be shared with Field Education staff to support their attendance and engagement in their placement. In certain exceptional circumstances, students who have their placement terminated may be eligible for consideration for credit hours to be counted towards their next placement. Consult the Assessing Credit Hours for Incomplete Placements policy and procedure for more information. Prior to being permitted to undertake another placement, students who have withdrawn from placement, have experienced a placement termination or failed a placement may be required to undertake some or all of the following:

• A meeting with a Field Education Coordinator and/or the Manager of Field Education to discuss the circumstances of the previous placement withdrawal / termination / failure and identify strategies, resources or supports to avoid a recurrence in the next placement

• Provide a medical certificate confirming fitness to undertake placement

• See a University Disability Advisor for an Access Plan

• Referral to the Fitness for Placement procedure

7. Appendix

7.1. Directory of College & Field Education Personnel

The current staff directory can be found here. 7.2. Alternative Placement Arrangements 7.2.1. Placements < 4 Days per Week

Placements must be structured in a way that are viable to support the achievement of education/learning goals. As a result, the absolute minimum number of days for a placement are two days per week and must include at least two full-time (five-day) block periods unless extenuating circumstances apply, such as a serious health issue, illness or disability. In these cases, an appropriate medical certificate or other assessments may be required 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 cost

• Transitory health matters

Students must apply for any variation to the Placement Matching Team prior to the commencement of placement. While every attempt will be made to find a two day per week placement for a student, there is no guarantee of their availability. Should a student experience an unexpected change of circumstances while on placement and require a variation at that time, they should discuss this with their assigned Field Education Coordinator/Liaison Officer and Agency Field Educator.

7.2.2. Place of Employment Placements

Students who intend to undertake one of their placements in their place of employment must first discuss this option with the Field Education Coordinator responsible for assessing Place of Employment placements. Once the Field Education Coordinator has assessed that the work context may be able to offer appropriate learning opportunities, s/he will make contact with the agency to ensure that:

• The agency recognises that the employee is in a student role and able to meet

the educational requirements, principles and policies of the profession and the University

• The agency allocates the student learning experiences not involving her/his routine work responsibilities

• The student will receive protected time while on placement that is separate from the duties carried out at work, including attendance at integration seminars

• Wherever practicable, the student’s agency field educator is not her/his line manager or usual supervisor

• The student will receive supervision (1½ hours for every 35 hours of placement)

• The agency Field Educator will attend early placement, mid placement and end of placement assessment meetings and contribute to the reports.

• If the Field Education Coordinator assesses the placement meets all of the above criteria the agency will be required to complete a Place of Employment Confirmation form.

NOTE: Completion of the form does not mean the placement will begin immediately. Place of work students are expected to undertake the majority of their placements within the semester. In exceptional circumstances, students may be granted permission to complete both placements in their place of employment. These exceptions may include:

• Living and working in remote areas where there is no suitable placement within a reasonable distance

• Mobility, support, access and equipment requirements of students with a disability that would exclude other placement options

• Extreme financial circumstances. This would involve a significant change to a students’ living circumstances if they were required to undertake an unpaid placement and documentation must be provided to substantiate these claims

7.2.3. Interstate, Rural and Remote Placements

Students who live in a location outside of Adelaide are able to undertake their placements in the location where they are living provided a suitable placement is available and the Australian Social Work Education and Accreditation Standards (ASWEAS) 2012 guidelines governing Field Education Placements are able to be met.

More information can be found here.

7.3. Other Policies & Documents Relating to Field Placement

Before beginning placement students need to be familiar with policies and procedures relating to field placement from the Australian Association of Social Workers and Flinders University: Australian Association of Social Workers Code of Ethics In accordance with these policies behaviours that may result in harm to other students, professionals and/or clients and or inappropriate conduct including unsafe, illegal, unprofessional or unethical practice may result in students being withdrawn from field education, receiving a fail grade for the placement topics. Australian Association of Social Workers Practice Standards The Australian Social Work Education and Accreditation Standards (ASWEAS) set out the principles, standards and graduate attributes for social work education in Australia. The standards are used as the criteria for the accreditation of a professional social work course with the Australian Association of Social Workers (AASW).

University’s Work-Integrated Learning (WIL) & student policies This policy sets out responsibilities to ensure that placement arrangements meet the relevant educational requirements and have proper regard for students’ health and safety. The Administrative Procedures provides direction on:

• The responsibilities of the College in relation to its own staffing and the conditions provided by placement agencies

• Advice and support to be given to students

• Work Health and Safety Guidelines for student placements

• Mandatory reporting requirements

• Student Fitness for Placement

• Withdrawal of students from placement

Social Work Discipline, College of Education, Psychology and Social Work, Fitness for Placement Procedure This procedure is established pursuant to the University’s Administrative Procedures for Student Work-Integrated Learning Placements. The purpose of this procedure is:

• To protect the public, students, placement providers and the reputation of the University

• To establish responsibilities in respect to student fitness for placement

• To provide a framework for the management of issues or concerns regarding a student's fitness for placement

Insurance for placement Except where they are in paid employment, students undertaking placements are covered by the University’s insurance policy as follows:

• Professional indemnity – for a breach of professional duty and/or the execution of professional activities by reason of act, error or omission

• Public liability – for negligence by the student resulting in injury and/or property damage

• Personal accident – for students who have an accident while on placement, which prevents them from earning their usual form of income. Limited hospital and medical expenses and permanent disablement and accidental death benefits also apply

Details are available on request from the Insurance Officer, Financial Services Division, Flinders University and copies of Certificates of Currency are available on the Social Work Field Education webpage.

Where the placement involves paid employment, students are covered by the employee insurance applicable in the workplace concerned. In respect of injury and/or damage to themselves or passengers arising from the use of their own vehicles whilst engaged in field practice, students are advised to have adequate Comprehensive Motor Vehicle insurance on their own vehicle. The circumstances under which a student may have access to transport provided by the host organisation are defined by the agency’s policies and procedures, including insurance policies.