placement: Students’ toolkit and · Placements are designed to provide students with learning...
Transcript of placement: Students’ toolkit and · Placements are designed to provide students with learning...
CRICOS No. 00114A
f
Social Work Undertaking a school-based
placement: Students’ toolkit and
resources for practice
Social Work: Students’ toolkit and resources for practice
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CRICOS No. 00114A
CONTENTS
1. Planning 4
1.1. Field education 4
1.2. Orientation Checklist 5
1.3. Example Timetables 8
1.4. 2018 Events 10
1.5. Term 1 Planner 12
1.6. Term 2 Planner 13
2. Field Education Assessment Document 15
2.1 Completing the Field Education Assessment Document 25
3. Overview of Social Work Practice in Schools 33
3.1. Practice Methods 33
3.2. Engagement 33
4. Case Management Overview 36
4.1. Assessment Templates 40
4.1.1. BETLS Observation tool 40
4.1.2. ACARA Child Assessment template and example. 44
4.1.3. ECO Map 49
4.1.4. Genograms 50
4.1.5. Social Work Case Assessment 51
4.2. Case Management Plan 54
4.2.1. Individual session plan 55
4.2.2. Case Note Template 57
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4.3. Self-Goal Setting Templates 58
4.3.1. Early Primary Goal Tree 58
4.3.2. Upper Primary Goal Template 59
4.4. Termination/Handover Templates 60
4.4.1. Child Handover Summary 60
5. Group Work Overview 61
5.1. Group Templates 64
5.1.1. Group Project Proposal 64
5.1.2. Group Session Plan 66
5.1.3. Group Evaluation 68
6. Community Development Overview 69
6.1. Community Development 69
6.1.1. Community Development in Schools 69
6.2. Community Development Templates 72
6.2.1. School Profile 72
6.2.2. Project Proposal 74
6.2.3. Example Running Sheet 77
6.2.4. Project Evaluation 78
7. Reference Resources 79
7.1. Relevant Theories 79
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1. Planning
1.1. Field education
Placement (that is field education) is a core component of Australian undergraduate
and graduate social work courses. Field education is based on a philosophy that
students learn best by doing and that learning should take place in a workplace
environment.
The learning that occurs during placement is supervised by agency/school staff and
qualified social workers who support students to integrate social work theory into
practice and develop the skills, values and knowledge to work effectively in
contemporary social work settings. Placements are designed to provide students
with learning opportunities in different practice settings, in this case you are about to
commence a school-based placement.
This toolkit is to help you by suggesting possible activities and tasks that are
necessary for you to complete. It provides some templates and checklists but
students are encouraged to create their own.
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1.2. Orientation Checklist
Step one in your placement is to get a sense of the school environment.
Area of Orientation Activities SW
Standards
Tick
Box
1. Preparation - Access your Student Toolkit on FLO - Find the My School and the individual
school website - Access the School Profile Template in
the Student Toolkit and begin to fill it out as you find out information
2. Site Induction - Meet with AFE - Learn Sign in/Sign out procedure - School Tour - Organise Workspace - Keys, lanyards, personal belongings,
IT access, staff kitchen procedures
S2, S6
3. Workplace Induction and Familiarity
- Participate in School Orientation if Provided
- Undertake OH&s Induction - Access New Teacher Handbook –
including staff photos
S2, S4,
S6, S8
4. Making Introductions
- Meet with Key Staff: Principal, Deputy Principal, Pastoral Support Worker, AET, Social Worker, Special Education Coordinator, Wellbeing Practitioner, School Counsellor
- Introduce yourself and your SW role at a Staff meeting or in the Staff Room.
- Class Introductions - Begin preparing an introduction for the
School Newsletter
S2, S6
5. Understanding School Environment
- Research School Structure e.g. key staff, number of students, diversity etc.
- Find out about the school’s Wellbeing Frameworks or Programs.
S3, S4
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Area of Orientation Activities SW
Standards
Tick
Box
- Find out about community projects in the school e.g. Breakfast Club, Homework Club, Buddy Class etc.
- Find out about Student Leadership and parent involvement in the school
- Find out about external service providers who work with the school e.g. OT’s, psychologists, Wellbeing Practitioners, other services etc.
- Find out how students with special needs are identified and supported in the school.
- Locate and study Handover Resources from previous SW students
6. Understanding School Policy
- Familiarise yourself with the school’s Mission and Values
- Read relevant school policies e.g., Discrimination, Harassment, Privacy, Child Protection Reporting, Behaviour Management
- Read Protective Practices Policy - Locate and study school wellbeing
resources and data. - Read school newsletters and Annual
Report - Read School Site Improvement Plan - Revise Child Development Theory
S1, S4
7. Getting Organised - Get a copy of the School Term Planner including key events. Template in Student Toolkit.
- Meet with AFE and plan Supervision times
- Arrange External Supervision time with EFE
- Schedule Early Placement visit - Access Weekly Timetable from school
or in Toolkit and begin scheduling.
S2, S6,
S7, S8
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Area of Orientation Activities SW
Standards
Tick
Box
8. Observation and Engagement
- Become familiar with Observational Assessment Tools (in Toolkit)
- Get assigned to a class and begin to observe students
- Observe students during play times - Shadow teacher on Yard Duty - Observe group activities in the school
S5
As you check off your orientation activities, you can talk with your supervisors to
develop your weekly timetable which will capture ongoing activities. Of course, this
may change as reflected in the following two example timetables.
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INSPIRING ACHIEVEMENT
1.3. Example Timetables
For the first few weeks it is envisaged that your on-site supervisor will organise the majority of your time (as exemplified below).
SW Student Placement: Draft Timetable Week 1-4 of placement PRIMARY SCHOOL
Time Monday Tuesday Wednesday Thursday Friday
Before school Greet children/ parents Spend time in staffroom Weekly catch up with supervisor
Preparation Non-placement day
Block 1 Year 3 21A
Work with focus children
Kindy room- observe (even weeks)
Parents and Friends meeting (odd weeks)
Year 5 Rm18 support teacher with child protection curriculum
Year 5 Rm 18 work with focus children
Recess Staff room Staff room Yard time Yard time
Block 2 Year 3 21A
Support teacher with SEL program (e.g. Program Achieve)
Kindy room – observe Shadow wellbeing coordinator
Project time / research (odd weeks)
Group or individual supervision (even weeks)
Lunch Play at lunchtime program
Monitor wellbeing room Staff room Staff room
Block 3 Agency/school
Research and orientation
Year 7 Rm16
Run mindfulness exercise
Shadow wellbeing coordinator
Yr 7 Rm 16
Run mindfulness exercise
After school Journal writing
Field Education assignments – develop learning plan
Staff meeting Project time/ research (even weeks)
Group or individual supervision (odd weeks)
Journal writing
Field education assignments
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INSPIRING ACHIEVEMENT
However, after that, in coordination with your on-site supervisor (FE) or your EFE, your timetable may start to focus on individual students and particular groups
and projects. Note that this second timetable will probably change several times.
SW Student Placement: Draft Timetable Week 5 onwards PRIMARY SCHOOL
Time Monday Tuesday Wednesday Thursday Friday
Before school Greet children/ parents Spend time in staffroom Weekly catch up with supervisor
Preparation Non-placement day
Block 1 What’s the Buzz Program with identified year 3 students
Parents and Friends meeting
Year 5 Rm18 support teacher with child protection curriculum
Mentoring with identified student 2
Recess Staff room Staff room Yard time Yard time
Block 2 Year 3 21A
Support teacher with SEL program (e.g. Program Achieve)
Review KM surveys Shadow co-work wellbeing coordinator
Project time / research (odd weeks)
Group or individual supervision (even weeks)
Lunch Play at lunchtime program
Monitor wellbeing room Staff room Staff room
Block 3 Develop resources for school expo/ event
Year 7 Rm16
Run mindfulness exercise
Mentoring with identified student 1
Yr 7 Rm 16
Run mindfulness exercise
After school Journal writing
Field Education assignments – develop learning plan
Staff meeting Project time/ research (even weeks)
Group or individual supervision (odd weeks)
Journal writing
Field education assignments
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INSPIRING ACHIEVEMENT
1.4. 2018 Events
When drafting your timetable, the dates of these events might be useful. Different organisations celebrate different days or you may decide that your
activities could use a celebration as a way to focus on an issue. Either way some of these could populate your term planner as part of Community
Development.
Term 1 starts 29 January
Youth and Schools Clean Up Day 1 March
Clean Up Australia Day 3 March
International Women's Day 8 March
National Close the Gap Day 21 March
World Social Work Day 19th March
International Day for the Elimination of Racial
Discrimination
21 March
Harmony Day 21 Mar
Earth Hour 30 March 2019 at 8:30 pm.
End of term 1 12 April
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INSPIRING ACHIEVEMENT
Term 2 starts 29 April
Youth Homelessness Matters Day 2019 17 April
National Sorry Day 26 May
National Reconciliation Week 27 May – 3 June
Term 3 starts 22 July
NAIDOC Week 7-14 July
International Youth Day 12 August
RUOK? Day 12 Sept
Term 3 ends 27 September
Term 4 starts 14 October
World Mental Health Day 10 October.
The United Nations' International Day for the
Eradication of Poverty
17 October
White Ribbon Day 22 November
Human Rights Day 10 December
Term 4 ends 13 December
International Migrants Day 18 December
1.5. Term 1 Planner
So, populate these two timetables with events on the school notice board (often a white board in
the staff room) and activities that you see are needed.
Monday Tuesday Wednesday Thursday Friday
1
Australia Day
Jan 29 30 31 Feb 1
2 Feb 4
5 6 7 8
3 Feb 11
12 13 14 15
4 Feb 18
19 20 21 22
5 Feb 25
26 27 28 Mar 1
6 Mar 4
5 6 7 8
7 Mar 11
Adelaide Cup
Day
12 13 14 15
8 Mar 18
19 20 21 22
9 Mar 25
26 27 28 29
10 Apr 1
2 3 4 5
11 Apr 8
9 10 11 12
1.6. Term 2 Planner
Monday Tuesday Wednesday Thursday Friday
1 Apr 29
30 May 1 2 3
2 May 6
7 8 9 10
3 May 13
14 15 16 17
4 May 20
21 22 23 24
5 May 27
28 29 30 31
6 Jun 3
4 5 6 7
7 Jun 10
Queen’s
Birthday
11 12 13 14
8 Jun 17
18 19 20 21
9 Jun 24
25 26 27 28
10 Jul 1
2 3 4 5
PUBLIC HOLIDAYS ARE GREYED OUT.
Organisational chart
As part of your orientation, you researched the school structure (5. The school environment). Can
you reproduce it?
2. Field Education Assessment Document
MAKING THE LINKS…
CONNECTING PRACTICE STANDARDS TO
LEARNING OPPORTUNITIES AND ACTIVITIES
Connecting SW
Practice Standards
for assessment to
avai lable learning
opportunities
‘Making the Links’ provides some guidance and ideas for both SW students placed in school settings and
their school-based Field Educators around the learning opportunities and activities that might link to each
of the eight practice standards. This will inform the development of the Learning Plan, a key aspect of
student assessment and help guide and steer placement learning.
What are the SW
practice standards?
The SW Practice Standards
outline what is required for
effective, professional and
accountable social work
practice in all social work
contexts.
They set the standards for
social work education and
inform and guide curriculum
development for social work
programs in Australia.
VALUE AND ETHICS 1
PROFESSIONALISM 2
CULTURALLY RESPONSIVE AND
INCLUSIVE PRACTICE 3
KNOWLEDGE FOR PRACTICE 4
APPLYING KNOWLEDGE TO
PRACTICE 5
COMMUNICATION & INTERPERSONAL
SKILLS 6
INFORMATION RECORDING AND
SHARING 7
PROFESSIONAL DEVELOPMENT
AND SUPERVISION 8
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1. Values and Ethics
1.1 Practice in accordance with the AASW Code of Ethics (2010), and identify
ethical dilemmas and issues arising in practice
• read the AASW Code of Ethics 2010
(https://www.aasw.asn.au/document/item/1201) and
reflect on core values and how these line up with the
Wellbeing Frameworks in your school
• read and critically analyse school and DfE/Catholic
Education policies and procedures
• read the Be You framework (https://beyou.edu.au/) and
identify how it aligns with Social Work values and
responsibilities
• ensure all practice is guided by ethical considerations
and that a Social Work identity is developed
• discuss ethical dilemmas in supervision
• reflect on personal values and the impact on your
professional context being a school
• reflect in supervision on social/political/economic factors
that impact on social justice issues
• reflect on how relevant wellbeing frameworks promotes
social inclusion and strives to reduce stigma in relation
to mental health
Potential ethical challenges in the school setting
• education and Social Work concepts re Duty of Care
• Catholic values around sexual health/education
• confidentiality considerations
• boundary issues
• social justice, self-determination and social control
• managing disclosures
• managing behaviour / responding to needs
EXAMPLES OF
LEARNING ACTIVITIES
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2. Professionalism 2.1 Be accountable and behave in a professional manner, and represent the social
work profession with integrity and professionalism
• introduce yourself appropriately to those in the school
community, identifying your student role and purpose, e.g.
through the school newsletter, a flyer in the teachers’
pigeonholes, develop a profile that can be displayed in the staff
room.
• conduct yourself professionally, e.g. dress, accountability, time
management, signing in and out, wearing a name badge for
identification
• develop professional and collaborative relationships with the
school community: students, teachers, carers/ parents etc.
• discuss professional boundaries in supervision
• reflect on personal wellbeing and self-management in
supervision
• complete tasks in an autonomous responsible manner where
appropriate, e.g. project work
• contribute to creating a positive school community through
engaging respectfully and responsively with staff, students,
parents and the broader community
• input meaningfully to the school Action Team or similar, sharing
social work perspectives and ideas
2.2 Actively participate in learning
• organise and actively participate in supervision, e.g. prepare
agenda, write up summary notes
• seek feedback from colleagues and other team members
and document in journal
• share information when and where appropriate on SEL,
SEWB, Be You (https://beyou.edu.au/) or other wellbeing
frameworks
• seek opportunities to increase knowledge and skills in
identified areas
• demonstrate curiosity and desire to learn through
questioning others and documenting insights, e.g. interview
ACETO/ACEO re working with Aboriginal and Torres Strait
Island students, make time to meet with integrated Services
staff (Attendance Counsellor, Behaviour Coach, etc.) to
understand your role
EXAMPLES OF
LEARNING ACTIVITIES
EXAMPLES OF
LEARNING ACTIVITIES
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3. Culturally Responsive
and Inclusive Practise
3.1 work respectfully and inclusively with cultural differences and diversity
• research and document the cultural and linguistic
diversity of the school community and discuss/ implement
strategies to address any needs
• read/ discuss the school policy that relates to culturally
inclusive practices
• consult with the community leaders / services to ensure
culturally inclusive practices
• consider the needs of diverse students / families when
developing a service directory
• reflect on personal values and how these may impact on
practices
• engage students as leaders to support further inclusivity
• develop strategies to engage parents /carers in the
school community, particularly where disenfranchised
3.2 respect, strive to understand, and promote the rights of Aboriginal and Torres Strait Islander people and their cultures
• research and critically analyse school procedures, protocols and practices
regarding working with students who identify as Aboriginal or Torres Strait
Islander
• research individuality within Aboriginal and Torres Strait Islander cultures
• research culturally inclusive services in the area and visit with the appropriate
services
• research Aboriginal specific school sites and school programs and where
appropriate coordinate visits to these sites, e.g. Warriappendi, Wiltja, etc.
• consider the Aboriginal language groups that identify with the community
surrounding the school
• read and discuss Aboriginal student individual education plans
• engage with and learn from staff who have a dedicated role re supporting
Aboriginal students, e.g. ACETO, ACEO, AET (in DfE)
• consider opportunities to engage with Aboriginal students where this fits with
learning objectives and student needs, and reflect on interactions/
interventions
EXAMPLES OF
LEARNING ACTIVITIES
EXAMPLES OF
LEARNING ACTIVITIES
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4. Knowledge for Practice 4.1 understand the impact of systemic influences on practice
• explore the Be You website (https://beyou.edu.au/) or
other relevant wellbeing frameworks or programs, and
discuss implementation/embedding with school leaders
• read and critically analyse DfE/Catholic education and
school policies, particularly policies in relation to
behaviour, attendance, child protection, wellbeing,
disability, cyber bullying, protective practices etc.
• become familiar with key documents including: Learner
Wellbeing Framework (DfE), Protective Practices
Document
• correlate the Be You components/ modules with social
work practice
• critically reflect on systemic influences on students and
schools, e.g. economic and political influences (NAPLAN,
Child Wellbeing Practitioner roles, Nyland Royal
Commission, etc.)
• consider the range of school contexts and how this
impacts on students, wellbeing and learning, e.g. (DfE,
Catholic education, FLO/alternative learning
environments, TIER level (to indicate disadvantage)
• consider specific school context and how indicators of
disadvantage impact on school developed programs and
initiatives (develop school profile)
• develop understanding of the services and agencies that
could resource students and families
• compare school profile to profile of another via connection
with student colleagues in other school settings
• understand and document the diversity of roles and
responsibilities within the school site, e.g. School
Counsellor, Wellbeing Coordinator, Pastoral Care Worker,
Aboriginal Community Education Worker, Adoptive
Education Officer, Special Education Coordinator, etc.
EXAMPLES OF
LEARNING ACTIVITIES
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4.2 understand and discuss relevant social work and other theories and concepts
• read and discuss the main theories that underpin the
Be You program (https://beyou.edu.au), i.e. socio-
ecological model; model for mental health promotion,
prevention and early intervention; risk and protective
factors model; whole school approach and link to
social work theories/models, e.g.
o developmental theories: attachment, child
development
o social learning theory
o strengths perspective
o empowerment approach
• read literature from other disciples, e.g. education,
psychology, etc., to gain a holistic understanding of
practice issues
4.3 understand the role of research and evaluation in obtaining
and generating new knowledge for practice
• research relevant theories and knowledge and
make explicit links to social work in schools
• learn about the data collection systems in place at
your site and other accountability processes, e.g.
EDSAS, IScholaris, Daymap
• conduct research activities, e.g. community needs
analysis, wellbeing survey and feedback
evaluations considering research ethics and best
practice*
• plan research and evaluative activities utilising
program planning templates for scaffolding*
• contribute to surveying relevant groups including
students, staff and parents/carers, ensuring robust
research processes and evaluate results*
EXAMPLES OF
LEARNING ACTIVITIES/
OPPORTUNITIES AND
SUGGESTED
EVIDENCE*
EXAMPLES OF
LEARNING ACTIVITIES
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5. Applying Knowledge to
Practise5.1 apply social work knowledge to undertake effective assessment and interventions,
to respond to meeting the needs of individuals, group and communities
• apply critical and reflective thinking to social work in school contexts, considering the AASW
Practice Standards for School Social Workers (https://www.aasw.asn.au/document/item/814)
• facilitate (or co-facilitate) mental health wellbeing promotion, prevention and early intervention
programs and groups, and reflect on social work interventions*
• collaborate and network with other services to support client needs e.g. coordinate service
expo, support scholarship application with The Smith Family, refer student to needed service,
attend relevant service network meetings
• with supervisory direction and informed consent, develop case plans and document relevant
goals, interventions and outcomes with assigned students*
• survey relevant groups using mutually determined surveying tools paying attention to
informed consent and best practice research processes*
• develop a group intervention following an assessment of need for an identified group of
children/young people*
• contribute to discussions with school wellbeing teams in relation to individual student and
broader community need
5.2 use a range of specific social work methods and techniques, and apply critical reflective thinking to practice
• utilise community development principles when
working with the school community including parents,
student leaders and staff
• practice group work methods when facilitating
wellbeing programs
• reflect on practice skills (e.g. micro skills, social work
roles) using reflective tools such as process recording
or learning logs*
• seek feedback from supervisor regarding practice and
professional skills
• consider micro-skills / counselling skills and utilise in
practice; reflect on in supervision and via process
recording*
EXAMPLES OF
LEARNING ACTIVITIES/
OPPORTUNITIES AND
SUGGESTED
EVIDENCE*
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6. COMMUNICATION &
INTERPERSONAL SKILLS
6.1 effectively communicate with a diverse range of people
• attend meetings with school wellbeing staff and actively contribute/ participate, e.g.
take minutes, offer input, report back on relevant projects*
• drive the ongoing development of the Action (or Wellbeing) Team by engaging
additional members (e.g. parents/ students), and by formally reviewing and
documenting progress in collaboration with members*
• practice communication skills with clients, e.g. rapport building by utilising all
opportunities to connect, both informally and formally e.g. at school drop off,
lunchtime play activities, classroom-based work, etc.
• build professional work relationships with staff, parents and community members,
viewing self as a professional representative of the school site
• promote the Be You program (https://beyou.edu.au/) or other wellbeing
frameworks by providing information on the model and its aims in various forms
e.g. newsletter articles, input in staff meetings, discussions with classroom groups,
etc.
• liaise with external stakeholders to secure information and/or needed resources
that would benefit the school
6.2 effectively work with others, in teams and with student colleagues in groups
• help plan and conduct weekly group sessions with a small
group on social skills and development*
• support facilitation of a parents and friends group and key
planned initiatives
• build professional work relationships with school staff and
other professionals through active engagement and
demonstrations of initiative and proactivity
• include a social work perspective when working within a
multi-disciplinary team
• determine shared projects with student peer/s and set
timeframes, objectives and reporting processes*
EXAMPLES OF
LEARNING ACTIVITIES/
OPPORTUNITIES AND
SUGGESTED
EVIDENCE*
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7. Information Recording
and Sharing 7.1 record and maintain information appropriately
• record client contact in accordance with school and DfE
policies, e.g. case notes*
• seek parent/ carer consent when working with students
• adhere to record keeping processes within the school*
• develop and share as appropriate, program outlines,
session plans and then document progress and
outcomes for all group work programs undertaken*
• utilise email to communicate with school staff as needed
ensuring confidentiality is considered*
• provide school leadership and the school Field Educator
with a regular written review of activities/ progress/
outcomes*
• develop resources for future Social Work students re
social work role in a school and equip with understanding
re relevant ongoing projects/ activities*
• develop survey instruments and document
recommendations*
• actively contribute and share information via the FLO site
for social work students placed in school settings*
EXAMPLES OF
LEARNING ACTIVITIES/
OPPORTUNITIES AND
SUGGESTED
EVIDENCE*
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8. Professional
Development and
Supervision
• prepare supervision agenda collaboratively with other
students on placement (where appropriate) and actively
participate in individual and group supervision*
• demonstrate a planned and considered approach to
supervision, negotiating meeting arrangements and roles
and responsibilities with onsite Field Educator and
External Field Educator (where allocated)
• attend and participate in Reporting Abuse and Neglect
training, and other professional development sessions*
• work with student peers, school leadership and others to
identify meaningful and relevant professional
development activities available in the broader human
services sector
• complete relevant online training options including online
modules and SMART (Strategies for Managing Abuse
Related Trauma
https://childhood.trainingvc.com.au/login/index.php) and
reflect on learning*
• contribute to FLO discussion site for students placed in
school settings, sharing learning and gaining insights
from others*
8.1 actively engage in supervision and ongoing professional development
EXAMPLES OF
LEARNING ACTIVITIES/
OPPORTUNITIES AND
SUGGESTED
EVIDENCE*
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2.1 Completing the Field Education Assessment Document
These are examples only and it is expected that you adjust your activities to suit your school context, your school’s priorities and your own learning values. In the previous section, possible activities and evidence were suggested. In this section further guidance is provided, clearly separating the two and providing examples for a FEAD.
1. Values and Ethics Activity- task Evidence Notes and tips
Review AASW CoE and consider
alignment with school values, and
values outlined in wellbeing
frameworks to which the school
ascribes
Discussion in supervision
Discussion in mid placement assessment
Summary document outlining alignment
Your school will have stated ‘school values’ (learning, care respect, diversity, excellence, tolerance, etc.), may be called something similar e.g. “Powerful Learner Attributes”. This will be further explored in school context statements or Site Improvement Plans.
Catholic education underpinned by Catholic values; a similar relationship is found in Muslim, Anglican, International Baccalaureate or Montessori etc. schools.
Ensure practice is guided by
ethical principles and values and
seek input/feedback from
supervisors around practice. By
prepared to acknowledge areas
which challenge assumptions.
Feedback from Agency Field Educator
Reflective journal
Think about what you value and the importance you ascribe to areas such as achievement/success, importance of play, discipline/consequences for behaviour, creativity, parental involvement in learning etc. Are these the same/different to those around you? What does this mean for how wellbeing and learning are prioritised at your school?
Consider ethical
tensions/dilemmas that may arise
within a school context including
professional boundaries, role
conflicts, managing confidentiality,
using power/authority, etc. and
employ ethical decision-making
framework when confronted with
dilemmas
Apply ethical decision-making framework to dilemma/s
Ethical reflection (choice of placement report)
Discussion in supervision
Discussion in mid placement assessment
Remind yourself about ethical decision making - name the ethics/values in conflict; consider implications of decision making
Print the AASW CoE – get out your highlighter! This should be an ongoing reference throughout your placement.
COMPLETING THE FIELD EDUCATION
ASSESSMENT DOCUMENT (LEARNING PLAN) Example activ i t ies and tasks wi th rela ted evidence ( inc luding no tes and tips!!)
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2. Professionalism Activity- task Evidence Notes and tips
Ensure social work role and
purpose is clearly expressed
to students, teachers and
parents, both verbally and in
writing
Social work student profile prepared for inclusion in school newsletter
A one page summary of social work student’s purpose and role and key involvements provided to classroom teachers
Discuss social work role with parents where appropriate during school drop off, pick up and as part of school events
Develop age appropriate ways of describing what a social worker does to share with interested individual students and whole of class groups
Find out when the school newsletter is distributed and who to provide your profile to. Practice discussing/describing your social work purpose/role with fellow social work students e.g. for a younger student it will be simple ‘I’m here to help kids feel happy and safe at school so they can do their best learning’. Remember that for many schools they won’t have an awareness of what a social worker is or what a social worker does – here’s your chance to be an ambassador for your profession!
Demonstrate required
professional behaviour within
school context including
awareness and adherence to
protective practices, effective
and timely communication
with teaching staff,
increasing autonomy and
proactivity across the
placement and ensuring
practice is intentional and
purposeful.
Review protective practices document and discuss learning in supervision
Develop weekly timetables and share with AFE and EFE; submit timesheets fortnightly for AFE sign off
Reflect on practice through journaling and supervision
It can be helpful to develop a placement portfolio including examples of projects, journal entries, key policy documents and other literature that supports placement learning. Develop a ‘toolkit’ for working with children and young people including resources, games and activities that will engage and support interventions. If in doubt, consult! If you’re not clear what you’re doing, find your AFE or EFE – don’t go out of your depth, but equally don’t wait forever to be told what to do – you might be waiting a long time! Negotiate time for journaling and work on placement related assessment (30 minutes per placement day) and build into your timetable.
Contribute to the school
context and view self as
member of school
community, seeking out
opportunities to be a
resource across the school
Engage in all activities across the school community – in the classroom, yard, before/after school, with individual students and with groups as appropriate
In the early weeks of placement, don’t worry if some of the activities don’t ‘feel’ like social work. Remember our profession relies on relationships and understanding of people and contexts. Best way to build relationships and find things out is to get involved –going to an excursion, playing soccer after school, etc. etc.!! Find out what your school is already doing in relation to supporting student wellbeing – be curious and ask questions: e.g. does your school have a breakfast club, SRC, parents and friends group, playgroup, structured lunchtime play program, after school sports, circle time, mindfulness sessions, etc.
Ensure own self-care needs
are considered and
managed in order to remain
effective on placement
Develop own self-care plan
Negotiate any needed adjustments with FELO/FEC, AFE (and EFE)
Discuss self-care and self-management in supervision
Examples of self-care plans on FLO site and literature/resources re self-care
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3. Culturally Responsive and Inclusive Practice Activity- task Evidence Notes and tips
Demonstrate awareness and
understanding of how ATSI
students are resourced and
supported within the educational
context
Meet with ACEO/AET/ACETO and explore role, challenges etc. (support staff in their work e.g. program delivery if possible)
Review Learning Plans in place for ATSI students and critically reflect on purpose (attend learning plan meeting/s if possible)
If you are in a Catholic context ask your school about:
– Cultural Immersion and Leadership Programs for ATSI students – ATSI teacher professional learning day each term
– Look at ACEO/ACETO position descriptions to give you an idea of the nature of their roles
Further develop knowledge
around historical and
contemporary issues faced by
Aboriginal Australians
Describe how ATSI histories and cultures are embedded into the Australian Curriculum and reflect on this in own school context
Engage in preparations for and acknowledgement of Reconciliation Week and Sorry Day
Find out about the Aboriginal language groups represented in your school and/or the Aboriginal lands your school is situated on
Speak to teachers about explicit
teaching/ lessons around ATSI
histories and cultures and join
lessons.
Social work students are on
placement at Reconciliation SA
each semester – why not connect
with these students and organise
a visit?
Tune in to and then adjust
practice when working with
students with particular needs
As part of the School Profile, identify aspects of diversity within school site e.g. ATSI, cultural diversity, GOM, ASD/disability and identify school responses to meeting diverse needs
Case study outlining assessment/interventions with child with particular needs
Ongoing journaling and supervisory discussions
Consider extended professional
learning re ASD – the Positive
Partnerships online learning
program is helpful.
Consider your own cultural
background and look for
opportunities to bring this to life
and share your own culture with
children, young people and staff
across the school community;
similarly look for opportunities to
celebrate cultures represented
within school community
Participate in Harmony Day
Share own culture informally and formally with children and staff – use activities and cultural artefacts to support learning
Students have undertaken a
range of activities to introduce
their own culture – using cooking,
art/craft, paper folding, teaching
Chinese characters, power point
presentations in classrooms
sharing photos, dance etc.
Harmony Day is one of the first
community engagement days for
the year – ask early in the
placement how you can get
involved – 21 March!
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4. Knowledge for Practice
Activity- task Evidence Notes and tips
Develop understanding of school context including policies and procedures, wellbeing programs and initiatives, student cohort and needs, emerging priorities, broader community and access to agency resources/services
Develop a comprehensive ‘School Profile’ utilising provided template, through consulting with key school staff and reviewing available school resources, policies and procedures to support development
School profile template will be available
on FLO.
Increase awareness of services
and supports that surround the
school and support the school to
increase connectivity with these
services (includes
regional/central education office
staff)
Visit local agencies with whom the school partners or refers to and increase knowledge and discuss potential linkages/partnerships; document and share what is learnt
Look for opportunities to meet with external staff when on site at the school (e.g. for program delivery, case work/case conferences etc.)
Important to work out who the important staff/agencies are who partner with your school – think about agencies like Headspace, Centacare, YWCA, SAPOL etc. In DfE schools there are now Wellbeing Practitioners (often social workers), Children’s Centres, Learning and Behaviour Centres.
Increase specialist knowledge in
areas relevant to practice within
the school site/context
Through reading literature, attending professional learning and engaging in online modules, grow your understanding around: - Autism Spectrum Disorder - Trauma and Learning - Interoception - Family Violence - Restorative Practice - Social and emotional learning
programs - Positive Psychology
Be guided by your school and supervisors in relation to what specialist knowledge to focus on acquiring. Lots of the professional learning events and online training options are FREE so consider booking yourself in early and building the online training into your timetable.
Further develop understanding of
relevant social work
theories/knowledge and apply to
practice
Increase knowledge and understanding around how theory is applied in school practice context: - Strengths based practice - Client centred practice - Child Development and Attachment - Group work theory - Community development theory - Systems theory - Critical theories
Better to find depth/detail in one or two
theories than have a ‘smorgasbord’ of
theory but not be able to identify and
articulate how this supports your practice.
Revisit your theory topic.
Speak to your supervisor/s – they can
suggest references/readings.
Evaluate any groupwork
undertaken with an age
appropriate evaluation
methodology
Design evaluation instrument/approach and implement with group members
Consider pre and post group survey to measure outcomes as well as outputs
Share evaluation findings with school staff
Look at what the school already has in
place for evaluation. Some existing
programs e.g. What’s The Buzz have a
built in evaluation form.
Support the school in conducting
any research/surveying,
compiling data and making
recommendations
Design survey instrument and seek feedback/input
Synthesise data from completed surveys and present findings.
Look at surveying the student community, parent community or staff (or all three!)
Schools will often have collected data that they haven’t had time to analyse and interpret e.g. MDI data – you can offer to do this for them!
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5. Applying Knowledge to Practice Activity- task Evidence Notes and tips
Facilitate or co-facilitate a group
intervention, applying relevant
group work (and other) theories
in the development and delivery.
Ensure group meets identified
needs
Group Project Proposals, Group Session Plans, Group Evaluations
Supervisor observation of practice and feedback/discussion in supervision
Start by joining any wellbeing groups that are already happening in your school – groups can be formal or informal e.g. breakfast club.
Look at the social and emotional learning programs discussed and described on the Be You website (https://beyou.edu.au/).
Use Group Templates in Student Toolkit on FLO.
Develop purposeful relationships
and facilitate Case Management
interventions with children and
young people ensuring an
assessment is made of children’s
needs (through observation,
review of student file,
discussions with leadership and
classroom teacher). Consider
social work skills and any
specialist knowledge informing
practice
Observational summaries and assessments
Case Plans and Goal Sheets
Individual Session Plans
De-identified case notes reviewed by supervisor/s
Child Handover Summaries
Reflective journal notes
Referral documents
Discussions in supervision re work with children and integration of knowledge and theory
Use observational templates from this toolkit, FLO or Be You. Find out from your school about whether you can access student files.
Refer back to theory. Become familiar with Child Development Theory.
Remember that Case Management means working with Systems and families as well as individuals!
Build specialist knowledge through reading, training, online modules etc.
Learner Assistance Programs (http://lap.org.au/) can be a good way to get comfortable with 1:1 work.
Read up on mentoring – your work with individuals will be mentoring based as opposed to highly therapeutic or clinical (doesn’t mean you won’t be using your counselling skills and microskills though!).
Suppor school initiatives and projects aimed at building community capacity and/or strengthening community and/or identifying community needs, including special interest days (eg Harmony Day), parent committees, student representative council (SRC), Breakfast Club, Wellbeing Survey, Buddy Project, etc and reflect on strategies and successes
Project Proposal, Running Sheets, Survey’s, Needs Analysis, School Profile, Grant Submission, Project Evaluation.
Project promotion produced
Minutes from meetings
Reflections shared in supervision
Photo journal
Feedback from supervisor/s
Join any committees that you can. Network!
Ensure community participation throughout the project.
Ensure you diarise when events are happening – most schools have a term long whiteboard in staff room with all key dates (take a photo).
Learn about community development.
Use templates in Student Toolkit for planning and evaluation.
Research task?
Presentation to staff?
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6. Communication and Interpersonal Skills
Activity- task Evidence Notes and tips
Proactively engage with teaching and leadership staff – to develop relationships and teachers’ understanding of social work role and to initiate/collaborate on wellbeing activities
Feedback from teachers/supervisors
Journal and reflections
Evidence of collaborative work presented
Get involved, be in the staff room,
the yard, the class room!!
Build effective relationships with children and young people, demonstrating social work core conditions (warmth, empathy, genuineness) whilst maintaining appropriate professional boundaries. Ensure activities and engagement with children and young people is guided by an understanding of child development and where important the impacts of trauma and disability on development and therefore best approaches
Ability to discuss and describe learning about children’s developmental needs and how practice is adjusted
Evidence of ‘toolkit’ (resources) for working effectively with children/young people
Revisit Protective Practices
document.
Revisit child development
knowledge.
Get creative – think about using
play, art, sport, music etc to
engage with children – share your
special interests and talents with
children.
Establish links with key wellbeing staff within the school and external to the school to support learning and develop partnerships. (might include Pastoral Support Worker, Wellbeing Practitioner, Chaplain, school counsellor, ACEO, children’s centre staff, wellbeing staff in regional/central office)
Ability to discuss roles/responsibilities of key staff and describe working relationships
Document what you learn about
roles, maybe secure position
descriptions to understand roles
further, ask if you can ‘shadow’
staff – observe their practice,
maybe where possible join them
on home visits
Work collaboratively with other social work students in school settings, engaging in shared projects (when more than one student at site); contribute to fellow student learning through group supervision, peer reflection, engaging in FLO discussion forum etc.
Evidence of shared projects
Purposeful contribution in group supervision
Evidence of posts on FLO discussion for students in school settings
Fellow students are a great
resource – there will be many
students on placement in schools
who can share their
wisdom/learning with you.
Whilst working closely with your
student peer on placement is really
helpful in the first half of the
placement, remember to find your
own identity/purpose and engage
in own projects/learning/work as
placement progresses.
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7. Information Recording and Sharing
Activity- task Evidence Notes and tips
Develop student profiles,
synthesising assessment data from
multiple sources (e.g. student file,
observation, discussion with
teachers)
Student profiles produced and shared with relevant staff
Profiles inform assessment and potential interventions
Case study (choice of placement report)
Template provided on FLO or be
guided by school requirements
Demonstrate understanding of how
client records are maintained within
the educational context and how
confidentiality is managed and
maintained and how legislation
applies (e.g. Privacy Act, Freedom
of Information)
Discussions in mid-placement
Discussions in supervision
Produce de-identified case notes
from contact with individual students
Contribute to FLO discussion for
students in school contexts to
extend specialist knowledge and
learning and share placement
learning with fellow students
Communicate in a timely way in
writing with FEC/FELO, AFE (and
EFE) in relation to placement
progress and assessment
De-identified notes shared in supervision
Evidence of FLO posts and themes discussed/raised
Feedback from FEC/FELO, AFE (and EFE)
Assessment pieces completed in line with required timeframes and address assessment criteria
Produce written communication and
reports in line with school
expectations e.g. progress notes,
session plans, project proposal,
student profiles,
recommendations/synthesis of data
etc. ensuring work is shared and
feedback sought
Feedback from supervisor/s
Evidence of written communication and reports in portfolio
Described in assessment piece (choice of placement report)
Session plan and project
proposal templates provided on
FLO
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8. Professional Development and Supervision
Activity- task Evidence Notes and tips
Ensure supervision is negotiated,
planned for and engaged in
productively; be willing to discuss
areas for development and areas
of challenge
Produce agenda for supervision
Keep supervisory notes
Ability to describe key learning from supervision and application to practice
Consider opportunities to extend
professional learning through
reading, attending professional
learning events, completing
relevant online modules,
discussion with colleagues etc.
Certificates of completion from training attended
Summary notes from reading/discussions shared
Share new learning with colleagues in staff meeting or through producing summary notes/handout/s
Early in placement it would be
worth starting to explore the
options; free training and free
webinars which you can register
for.
A list of relevant online training
options will be provided on FLO,
e.g. Be You, Positive
Partnerships, Strategies for
Managing Abuse Related Trauma
(SMART) etc.
Prioritise reflective practice and
seek support from; and share with
growing professional network
Articulate growing professional identity and practice framework
Journaling
Reflective practice evident in assessment pieces, in supervision and in mid-placement discussion
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3. Overview of Social Work Practice in Schools
Methods, Interventions and Tools
3.1. Practice Methods
What does a Social Work Student do in the school setting? Social Work in schools falls
under 3 main methods of practice; Case Management, Group Work and Community
Development.
Each of these practice methods or areas are informed by a range of Social Work theories
and knowledge and can be broken into stages of;
Assessment
Planning
Intervention
Evaluation/Termination
3.2. Engagement
All practice methods are prefaced by a period of engagement and building relationships
with children and the wider school community.
School Community
Social Work students can engage with children, staff, parents and service providers in a
variety of ways. Try introducing yourself and your SW role to classrooms, at Staff
Meetings and through the School Newsletter. Attend Parent Nights, Assemblies, Service
Expos and events such as Sports Day. Volunteer to participate in projects such as
Working Bees, Group activities, Breakfast and Homework clubs. Attend excursions and
school camps.
Engaging with Children
Engaging with children can be hard! Use Child-Focussed, Strengths Based and
Empowerment approaches to be where they are at and engage them around their
interests and strengths. Use art and play activities to get their interest or join in on what
they are doing. A solid understanding of Child Development will assist to understand their
developmental needs and adapt your communication in an age appropriate way. Use
active listening skills to tune in and promote conversation.
Research strategies for engaging with children and attend the Learning Circle workshops
on child engagement.
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Social Work Practice Tools
Social Workers are committed to professionalism and accountability. By using
professional tools including Assessments, Case Plans, Project Plans, Session Plans and
Evaluation templates, Social Work students can implement professional and purposeful
practice. These tools and templates serve a number of purposes:
Professionalism. The use of tools and templates assists the Social Work student to
develop and maintain a professional identity in the school. The use of these tools
also prepares Student Social Workers for future employment opportunities.
Purposeful Practice. These tools assist the Social Work Student to identify the
method and stage of practice and provide a logical sequence for planning,
implementing and evaluating practice.
Accountability. Information provided in templates and tools provides a clear picture
of the purpose and practice the Social Work student is engaged in. This protects
both the child and the Social Work student.
Communication. The use of professional tools and templates assist Social Work
Students to clearly communicate their plans for practice with key staff at the
school. They can also effectively communicate the outcomes of practice
interventions. Likewise, templates can be shared with AFE’s and Teachers to
ensure consistency of interventions and improve support systems for children.
Sustainability. By professionally recording and sharing information, Social Work
students can contribute towards sustainable outcomes for children, groups and the
school community. This will provide important information to the school to inform
future interventions, supports or projects.
Assessment Evidence. The use of professional tools and templates provides clear
evidence for meeting Social Work Practice Standards and assessment
requirements.
Where to access tools and templates
Examples of tools and templates are included in this Student Toolkit are:
Observational Assessment
Child Self-Assessment
Eco map template
Assessment Summary
Child Goal Setting
Case Plan Template
Individual and Group Session Plans
Child Handover Summary
Project Planning, and
Project and Group Evaluation.
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Similar templates may be accessed On-line or through the school, or developed by the
Social Work Student. Most schools have access to resources for Child Self Assessments
and Goal Setting. These can also be found in Workbooks supporting programs such as
What’s the Buzz and Program Achieve. Schools may have their own templates for
observational assessment, case planning and recording information (often from the Be
You website https://beyou.edu.au/) and these should be used if they are available.
Please note: Any tools used with children should be appropriate for the age, development
and culture of the individual child.
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4. Case Management Overview
Case Management in a school setting incorporates any ongoing 1:1 practice with an
individual child. AFE’s or teachers may request that a Student Social Worker support an
individual child to address issues such as poor social skills, behaviour management, anxiety,
trauma, resilience, supporting a child with ASD, Disability or Learning Difficulties etc. Social
Work Students may also identify children requiring 1:1 support after observing children in a
class setting.
Any individual work with children must be purposeful, professional and accountable and
should be practiced within a Case Management framework.
The table below provides an overview of
Case Management Stages
o Assessment
o Planning
o Intervention, and
o Termination / Evaluation,
Activities (to support Intervention),
Tools (once again, to support Intervention), and
Related Theories.
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Table 1: Case Management
Stage Activities Tools Relevant theory
Assessment Gather information
Read files and other
assessments
Consult with teachers,
parents and specialists,
service providers
Ecomap
Parent and teacher
feedback
Systems /
Ecological
Child Development
Trauma
Do observational
assessment
Talk with child
Do self-assessment with
child
Complete BETLS
template
Complete self-
assessment
templates
Child
Development
Empowerment
Strengths-based
Child-focussed
Complete assessment
summary
Planning Formulate goals with child Complete self-
setting goal
templates
Child focussed
Strengths Based
Empowerment
Child Development
Formulate goals with
Parents and Teachers
Parent and teacher
feedback: verbal,
letters and forms
Systems
Ecological
Develop case plan Case Plan template
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Stage Activities Tools Relevant theory
Intervention Plan sessions Case notes
Case plan
Child focussed
Child development
Strengths based
Empowerment
Access resources
Implement intervention
from case plan
Interventions may include:
social skills training,
behaviour management
strategies, 5 point plan,
identifying feelings,
managing anxiety,
building resilience,
mindfulness training,
creating a chill out space,
advocating for service
provision, advocating to
school staff and providing
information to family.
Individual session
plan template
Support letters
Tools could include:
worksheets, books,
online training,
DVDs, play/art
therapy and games.
CBT
Positive Psychology
Growth Mindset
Restorative Justice
Mindfulness
Interoception
Systems
Empowerment
Strengths based
Child focussed
Child development
Ongoing evaluation of
case plan
Case plan
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Stage Activities Tools Relevant theory
Termination /
Evaluation
Reminder to child about
goals and timespan
Child goal sheets Empowerment
Strengths based
Child focussed
Child development Evaluate achievements
with child
Child goal sheets
Celebrate achievements
with child
Certificate
Inform parents and
teachers of achievements
and invite feedback
Parent/ teacher
feedback letter
Systems/ ecological
Write/solicit referral for
future support
Referral forms
Handover relevant
information to AFE /
teachers
Child handover
template
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4.1. Assessment Templates
4.1.1. BETLS Observation tool
The Be You website offers a guide to the Be You Mental Health Continuum
(https://beyou.edu.au/fact-sheets/mental-health-issues-and-conditions/mental-health-
continuum). As with many things, mental health can be seen as a continuum from
positive to severe impacts on function. The Be You Mental Health Continuum outlines
developmentally specific signs and symptoms in a number of areas to suggest where a child
might be. It has three sections, early years, primary and secondary years.
The Mental Health Continuum offers a guide to assessing behaviours that may impact on
functioning. After you have used the Behaviour, Emotions, Thoughts, Learning and Social
Relationships (BETLS) observation tool (also available at https://beyou.edu.au/fact-
sheets/mental-health-issues-and-conditions/mental-health-continuum) to describe
behaviours you have observed then you can use the continuum to assess the impact of
the observations.
The BETLS template is provided below to assist you in gaining familiarity with the
process.
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BETLS is an acronym for behaviour, emotions, thoughts, learning and social
relationships.
• This tool is a template for gathering and documenting information and observations about a child or young
person, and your particular concerns.
Observations should:
• focus only on what you actually see and hear, rather than what you think about a child or young person’s behaviours, emotions and thoughts
• take note of when, where and how often a child or young person is showing a particular behaviour or emotion
• notice what makes the child or young person’s experience worse and what makes it better
• record how long the behaviour or emotion occurs (for example, if you’re concerned about a child or young person’s outbursts, take note of how long they last)
• notice what happens before and after the behaviour that is a concern
• be recorded by different people and in different situations during the day.
This template also provides a space to reflect on a child or young person’s experiences.
• It allows you to note their thoughts about a situation, and any other additional information that could
be playing a role in their behaviour or mood.
Details
Child or young person’s name
Child or young person’s age Date of observations
Child or young person’s strengths
Concerns
Social
Behaviours Emotions Thoughts Learning Interactions
What is the
child or
young
person
doing?
What
is/might the
child/young
person be
feeling?
What
is/might the
child/young
person be
thinking?
What learning
areas are
being
affected?
What
social
areas are
being
affected?
(for
example not
following
instructions)
(for example
sad)
(for example
I’m missing
my family)
(for example
difficulty
concentrating)
(for
example
avoids
group
situations)
BETLS observation tool
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Pervasiveness
Who is present at his time? Staff? Family members? Other children or young people?
Where do these concerns/events occur? One setting/multiple settings?
When do they occur? What times of day?
Frequency
How often does this happen? (times per day/week?0
Persistence and severity
How long has this been happening for? Always? Just started? Built up over time?
How does the behaviour impact on the child or young person?
Your feelings
How does the situation make you feel? What additional support may you need?
What have others noticed about this child or young person?
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Strategies
What things have been tried with the child or young person? Who implemented these strategies?
What was the outcome?
Other factors to consider
What cultural factors might be playing a role in this situation? Have there been any changes in
the child’s or young person’s life, in their service or school?
Other notes/observations?
What might you do next?
Talk with the child or young person’s family? Talk with a colleague? Can individual and family
strengths be used to help me think of strategies? What more information do I need – where could
I get it?
be you | Beyond Blue
With delivery partners Funded by
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4.1.2. ACARA Child Assessment template and example.
For a more nuanced tool for experienced practitioners, the Australian Curriculum, Assessment and Reporting Authority (ACARA) has seven general
capabilities. One of these is personal and social capability. Within this capability are 4 elements, self-awareness, social awareness, self-management and
social management. These elements are assessed on a continuum (https://www.australiancurriculum.edu.au/media/1078/general-capabilities-personal-and-
social-capability-learning-continuum.pdf). The table below is a template for your use and the four tables after that provide an example.
Student Name First Name Last Name
Student Year Level ?
Date/time of observation ?
Summary of Observations:
Social Work Student: Date:
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Student Name First Name Last Name
Student Year Level 4
Date/time of observation Monday 24 July 11.30-1.50pm (between recess and lunch and during lunch play)
Self-awareness Level identified, e.g. 1, 2,
3
Observables –
description of child/
young person’s
behaviour
Areas of challenge Possible intervention
Recognise emotions 1 (level 2-3 typical for age) Student became distressed
stating ‘I don’t want to’ when
out of seat and asked by
teacher to return to desk
Activities that support student
to recognise emotions e.g.
Bears Cards
Recognise personal qualities
and achievements
1 Student wanted to play with
fidget spinner which was in
teacher’s drawer
Difficult to engage student in
learning tasks unless in area
of interest
Positive Behaviour Support,
e.g. use of rewards for
attempts/ achievement/
completion
Understand themselves as
learners
1 Student sought out SW
student to discuss new
Spiderman movie, relating all
aspects of the plot
Build Spiderman into social/
emotional learning activities,
eg. strengths that Spiderman
has
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Student Name First Name Last Name
Student Year Level 4
Date/time of observation Monday 24 July 11.30-1.50pm (between recess and lunch and during lunch play)
Self-management Level identified, e.g. 1, 2,
3
Observables –
description of child/
young person’s
behaviour
Areas of challenge Possible intervention
Express emotions
appropriately
1 (level 2-3 typical for age) Student became distressed
stating ‘I don’t want to’ when
out of seat and asked by
teacher to return to desk
Link feelings to changes in
body/ behaviours, consider
calming spaces for student
Develop self-discipline and
set goals
2 Finished literacy and walked
with class to PE and engaged
in games
Work independently and
show initiative
1 When returned to desk
seemed to be staring at page
and not getting started on
task
Use of a visual schedule?
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Student Name First Name Last Name
Student Year Level 4
Date/time of observation Monday 24 July 11.30-1.50pm (between recess and lunch and during lunch play)
Social Awareness Level identified, e.g. 1, 2,
3
Observables –
description of child/
young person’s
behaviour
Areas of challenge Possible intervention
Appreciate diverse
perspectives
1 (level 2-3 typical for age) Student wanted to talk to
classmate about Spiderman
movie – classmate not
receptive
Awareness of classmates’
interests limited
Contribute to civil society
1
Understand relationships 1 Student finds it hard to stand
in line and wait due to
proximity of other children –
pushes up against them and
prods them
Managing personal space
and boundaries
Social story re personal
space? Whole of class
activities re personal space/
safety/ boundaries, etc.
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Student Name First Name Last Name
Student Year Level 4
Date/time of observation Monday 24 July 11.30-1.50pm (between recess and lunch and during lunch play)
Social Management Level identified, e.g. 1, 2,
3
Observables – description of
child/ young person’s
behaviour
Areas of
challenge
Possible intervention
Communicate effectively 1 (level 2-3 typical for age) Student interrupted classmate to talk about Spiderman. Fellow classmate ignored student.
Student responds to greetings from
teachers and adults.
Reading social
cues is difficult.
Social stories?
Work collaboratively
1 Played with SW student at lunchtime
Encourage small group involvement for student – create safety and connection
Make decisions 1 Did not work in group scenarios
during period of observation
Negotiate and resolve conflict
Develop leadership skills
Can transition from one activity to another – went from literacy to PE without support
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4.1.3. ECO Map
You have seen these before. When doing a micro-level assessment of a student’s environment,
identify the immediate and direct impacts, here is a template –
Name:
Date: School:
Family/Household
Mental
Health/Diagnosis
Health
Sports/Hobbies
School/teachers
Community
Services
Friends
Culture/Religion
Pets
Extended
Family
? ?
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4.1.4. Genograms
You may have the opportunity with a student to develop a genogram, particularly when you are
also engaging with a child or young person’s broader family system. It can help with identifying
familial events or patterns that are not obvious.
If you want further practise in making a genogram for one of your students, a step by step guide
to making a genogram is available at WikiHow (https://www.wikihow.com/Make-a-Genogram).
Family Genogram Example
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4.1.5. Social Work Case Assessment
After you have gathered information from talking, observing, mapping etc in consultation with
school staff, you may complete one of these:
Child Name _______________________________________ Date ___________
Age ______ School ________________________________ Class __________
Parent Contact ________________________________ Tel: ________________
Teacher Contact ____________________________________________________
Presenting issues/Reason for referral
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Previous Diagnosis/Assessment/Relevant Information
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Emotional/Wellbeing Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Social Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Behavioural Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Learning/Developmental Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Environmental/Systems/Barriers Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Strengths/Interests Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Diversity
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Family Background and Support
__________________________________________________________________
__________________________________________________________________
External Service Providers and Supports
__________________________________________________________________
__________________________________________________________________
Proposed Interventions
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Assessment Summary
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Social Work Student Name ________________________ Signature ___________
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4.2. Case Management Plan
Once you have completed an assessment, you can make an overall plan, that is a case
management plan.
Case Management Plan
Date SW Student
Child
School Class Age
Vision/Strengths
Area of Need: Emotional/Wellbeing
Goal:
Action
Steps/Interventions:
By When? Date Goal
Achieved
Area of Need: Behavioural
Goal: Action
Steps/Interventions:
By When? Date Goal
Achieved
Area of Need: Social
Goal: Action
Steps/Interventions:
By When? Date Goal
Achieved
Area of Need: Learning/Developmental
Goal:
Action
Steps/Interventions:
By When? Date Goal
Achieved
Area of Need: Environmental/Systems
Goal: Action
Steps/Interventions:
By When? Date Goal
Achieved
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4.2.1. Individual session plan
And this is a template for an individual session within a case management plan.
Child Name: SW Student Name:
Date of session: Session number: Total number of Sessions
Length of session/duration:
Location of session: _____________________________________________
Topic/theme for session:
__________________________________________________________________
__________________________________________________________________
Aims/objectives of session:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Session Plan:
Time frame
(eg number of
mins)
Content/activity Facilitator Notes Resources/handouts
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Evaluation Summary:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Progress Notes:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Reflection/ Next Steps:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Next Session:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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4.2.2. Case Note Template
And of course, after each session you should make notes on how it went:
Student Name ___________________________ Date _____________
Age_______________ Class _____________
Session Details
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Proposed Interventions
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Social Work Student__________________
Signature_____________________
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4.3. Self-Goal Setting Templates
If you are setting goals with a child you might want something simple and colourful -
4.3.1. Early Primary Goal Tree
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4.3.2. Upper Primary Goal Template
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4.4. Termination/Handover Templates
At the end of an intervention, use this.
4.4.1. Child Handover Summary
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5. Group Work Overview
Schools offer Student Social Workers the opportunity to participate in or facilitate a
diverse range of group activities with children. These can include Social Skills
Groups, Multicultural Groups, SRC, Lunch Group activities, Restorative Justice
Groups, Wellbeing Groups, Interoception Groups, Gross Motor Skills, Drumming
Groups, and many others.
Groups, particularly with children, need to be carefully planned and purposeful with a
strong understanding of the need for the group and the desired outcomes. Careful
attention must be paid to risk and behaviour management with clear strategies in
place before the group commences.
Group activities and resources must be age appropriate and tailored in line with
Child Development principles. Group planning should consider the diversity of
participants and activities adapted to meet diverse needs. For these reasons, it is
crucial to undertake appropriate assessment of participants prior to commencing.
Processes for evaluation should be incorporated into planning.
Facilitating groups with children can be hard work and research should be
undertaken into Group Work theory to support this process. Observation of
teachers, co facilitators, or other group leaders can help Social Work students
develop group facilitation skills.
Parent and Teacher Involvement
Groups teach children skills in an experiential group setting where they can interact
and receive instant feedback from their peers. Research into CBT Social Skills
Groups such as What’s the Buzz and Stop Think Do highlights the importance of
parent and teacher involvement in the group process. New skills learned in the
group context are more likely to be practiced if they are reinforced in the home and
the classroom. Parents and class teachers should at the very least, be informed of
the child’s participation in the group, the aims of the group, and provided with
evaluative feedback at the end of the group sessions.
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The table below provides an overview of Group Stages, Activities, Tools, and Related
Theories.
Group Work
Stage Activities Tools Related Theories
Planning and
Assessment
- Consultation with staff,
students, parents to
determine the need for
and purpose of the group
- Group planning.
Framework, participants,
facilitators, timeframe,
location, resources.
- Gather information on
participants through
student files, consultation
with teachers, children,
parents, observation.
-Complete Group Project
Proposal including risk
and behaviour
management strategies
and adaptions for
developmental and
diverse needs.
Consultation
Group Project
Proposal template
Community
Development
Group Work
Systems/Ecological
Empowerment
Systems/Ecological
Child Focussed
Practice
Child Development
Group Work
Group Work
Child Development
Culturally Informed
Practice
Implementation -Develop Group Session
Plans
-Source required
resources
-Commence
implementation of group
sessions
Group Session Plan
template
Handbooks,
activities,
worksheets, books,
DVD’s, games
Group Work
Community
Development
Groupwork, purpose
and content.
Child Development
Child Focussed
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Stage Activities Tools Related Theories
- Clearly negotiate group
norms and rules in the
first session.
- Evaluate each group
and adapt practice as
required.
-Ongoing liaison with
class teachers on group
learning.
Group Session Plan
template
Groupwork
Empowerment
Groupwork
Diversity
Child Development
Systems/Ecological
Wrap up and
Evaluation
-Evaluate achievements
and gather feedback from
participants usually in final
session.
- Celebrate achievements
- Gather feedback from
teachers and parents
- Compile Group
Evaluation report and
provide to AFE
-Provide feedback on
group outcomes to
teachers and parents
-Advocacy and referral for
further assistance or
support
Surveys, verbal
feedback
Certificate
Group celebration
Surveys, verbal
feedback, parent
letter/feedback form
Group Evaluation
Template
Letters, newsletter,
copy of evaluation,
verbal feedback
Referrals
Empowerment
Strengths Based
Groupwork
Community
Development
Systems/Ecological
Community
Development
Group Work
Community
Development
Systems/Ecological
Systems/Ecological
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5.1. Group Templates
5.1.1. Group Project Proposal
Group Name: Group Dates/Timeframe:
Facilitators:
Participants:
Group Description:
This is an introduction of the Group, purpose, and framework e.g. “What’s The
Buzz”. Please use flyers and other items as attachments.
Rationale/Needs/Background:
Identify the needs or problems to be addressed in the group and how these needs have been identified. Include the target population and any statistical information or reports that you may have. Ideas for information that could be included here are: Length of time needs/problems have existed Whether problem has ever been addressed before, and what the outcome was Impact of problem to target population Any connection between systemic and individual issues
Existing Community Strengths, Skills, Resources
Aims and Objectives:
State the desired group goals and objectives to address the needs/problems stated above. Include why they are relevant and important to be addressed in this setting and the benefits of achieving the goals/objectives. Goal 1 Goal 2 Goal 3
Risks:
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Think about the risks involved in the group e.g. time management, involvement of
vulnerable population groups, diverse needs, behaviour management, how will this
information be used.
Time Frame/Session Plan:
Sessions
Mon Mon Mon Mon Mon
13-Mar 20-Mar 27-Mar 03-Apr 10-Apr
1
2
3
4
5
6
Resources/Group Budget (estimated):
Currency: AUD
Item Price Quantity Total Price
1
2
3
4
TTL
Evaluation:
How do you plan to evaluate the Group?
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5.1.2. Group Session Plan
Group Name:
Facilitator/ worker name:
Date of session: Session number: Total number of Sessions:
Length of session/duration:
Location of session: _____________________________________________
Topic/theme for session:
__________________________________________________________________
__________________________________________________________________
Aims/objectives of session:
__________________________________________________________________
__________________________________________________________________
Session Plan:
Time frame
(e.g. number of
mins)
Content/activity Facilitator Notes Resources/handouts
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Evaluation Summary:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Progress Notes:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Reflection/ Next Steps:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Next Session:
__________________________________________________________________
__________________________________________________________________
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5.1.3. Group Evaluation
Name of Group:
Introduction/Group Summary:
Brief description of Group, purpose, framework, timeframe, participants, location etc
Aims and Objectives of Project:
What were the aims and objectives of the Group?
Method of Evaluation:
How did you evaluate the Group and gather feedback e.g. student survey forms, oral
feedback from teachers and students, self-reflection, number of participants?
Results:
Record the results from your Evaluation. Use Graphs to demonstrate the results.
Discussion
Discuss your findings and results here. What worked well? What was challenging?
Who benefitted? What learning was achieved? Did you meet the aims and objectives
of the Group? Were further needs identified?
Recommendations:
What are your recommendations for the future in relation to this Group? Would you
make any changes? How can you make this practice sustainable? Is any follow up
or further learning required? Who will be responsible in the future?
Conclusion:
Summarise the content of your Group Evaluation Report.
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6. Community Development Overview
6.1. Community Development
Community Development works to empower and strengthen communities and to develop
community capacity to address issues and needs and confront disadvantage.
Community Development is informed by Social Justice and Empowerment and Strengths
Based Approaches. It works to strengthen support systems or address systemic barriers
using an Ecological Approach.
Community Development works to achieve sustainability through facilitating the
community to identify and manage its own issues and needs.
6.1.1. Community Development in Schools
The School Community is made up of students, teachers, parents, visiting professionals,
external service providers and community groups who come together to support the
education and wellbeing of children.
Community Development in schools incorporates a diverse range of activities which
Student Social Workers can facilitate or support. These can include;
- Identifying Community needs or issues through School Profiles, Community Needs
Analysis or Well Being Survey’s.
- Strengthening Community response to disadvantage or diversity through activities
such as Home Work Club, Breakfast Club, Multicultural Groups, Harmony Day,
IDAHOBIT, Reconciliation Week.
- Strengthening sense of Community belonging through Lunch Time Activities,
Friendship Tables, Buddy Programs, Social Skills Groups, Mother’s and Father’s Day
activities, murals and artworks.
- Empowering communities to respond to issues or needs through activities and
events such as Anti Bully Day, R U OK? Day, Mental Health Week, Cyber Safety.
- Developing and fostering community skills and strengths through activities such as
School Leaderships Groups, SRC, events such as Sports Day, Assembly
Presentations, Book Week, End of Year Concert.
- Strengthening support systems through Parent Nights, Service Expo’s, networking
with external service providers, developing a service directory.
- Community Building through accessing resources, fundraising, grant writing.
Activities and tools used in community development projects, activities and events vary in
relation to the activity but are consistent in following a framework of Assessment, Planning,
Implementation and Evaluation.
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Community Development
Stage Activities Tools Related Theories
Planning and
Assessment
- Assess Community
Needs and Strengths
- Consultation with
staff, students,
parents, service
providers to determine
the need for and
purpose of the
project/event/activity
- Gather information
including accessing
online resources and
branding for events
and activities e.g. R U
OK? Day, Harmony
Day etc.
- Project planning.
participants,
facilitators, timeframe,
location, resources,
risk management,
diversity.
-Complete Project
Proposal
-Source required
resources
School Profile
Template
Community Needs
Analysis
Well Being Surveys
Existing Data
Consultation
Consultation
Meeting
Whiteboard
brainstorming.
Project Proposal
template
Grant Applications
Community
Development
Systems/Ecological
Empowerment/Strengths
Child Development
Culturally Informed
Practice
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Implementation -Develop
Running/Session
Plans
- Purchase or gather
required resources
-Brief Project Team
-Commence
implementation of
Project/Event/Activities
- If ongoing activity,
evaluate each session
and adapt practice as
required.
Project Running
Sheet Template
If ongoing use
Group Session
Plan template
Running
Sheet/Session
Plan
Use Group Session
Plan template
Community
Development
Systems/Ecological
Empowerment/Strengths
Child Development
Culturally Informed
Practice
Wrap up and
Evaluation
- Gather feedback,
complete surveys
-Compile Project
Evaluation report and
handover to AFE
-Provide feedback on
outcomes to school
community
Surveys, verbal
feedback
Project Evaluation
Template
Newsletter,
Assembly, Staff
meeting
Community
Development
Systems/Ecological
Empowerment/Strengths
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6.2. Community Development Templates
6.2.1. School Profile
Below are some themes you might want to think about/research as you commence
your placement and want to develop an increased understanding about your
school community. This fits well with practice standard 4 in particular –
4.1 Understand the impact of systemic influences on practice, and
4.3 Understand the role of research in obtaining and generating new
knowledge for practice.
Development of a School Profile
Name of School
Setting PS, HS, Area, R-12, Behaviour, Children’s Centre, Specialist
settings
System CESA, DfE, Independent
Size Enrolments, staff numbers, leadership positions
Partnership/ Cluster How does school fit with other schools? Joint initiatives?
Values/ mission Visible? Fit with social work?
Diversity Predominant cultural groups? ATSI students? Students with
disabilities? Guardianship of the Minister?
Disadvantage Category level? School card? SES of community?
Staff Wellbeing staff? SSO/ESO, ACEO/ACETO/AET,
PSW/Chaplain/ Deputy/ Assistant/ Vice Principals, school
counsellor, who does what?
How do staff gather What’s the focus for PD in 2018? E.g. mindset,
comprehension, STEM etc.
Parent engagement P&F, Governing Council, working groups, volunteering, parent
space, playgroups, parent evenings, communication, e.g.
skool bag app., newsletters, how do parents give feedback?
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Policies/ procedures Site improvement plan, protective practices, learner wellbeing
framework, safe schools framework, bullying policy, social
media policy, ATSI engagement strategy, problematic
sexualised behaviours document, exclusion/ suspension
process, restorative processes, information recording- Edsas,
Scholaris
Partner Agencies Regional office staff (psych, SW, speech, disability,
attendance, critical incident), non-government agencies,
school and visiting services church groups, are OSHC and
breakfast club run by school or external agency?
Wellbeing frameworks Be You. Re-imagining Childhood (Reggio Emilia), positive
education, global peace school, etc. Wellbeing strategic plan.
How is this embedded across the school? What do you see
/hear? Are teachers invested?
Social and emotional Universal and targeted. What does your school ascribe to?
Universal: Play is the Way/Program Achieve/
Learning Programs MindUP? Targeted: What’s the Buzz, Bounce Back, Play at
Lunchtimes
Community development e.g. mental health week, RUOK day, book week,
multicultural week and capacity building events
Students as school leaders
Is there SRC or Youth Leadership process? Can students
engage in community / volunteering activities?
Data, data, data Is there existing survey data? E.g. MDI, KM/MM survey
results- what does it show? What needs to happen?
Recommendations?
School promotion How does the school promote itself? Does it need to?
School culture The stuff that’s not written down. How would new staff
perceive the school? What did you notice? What are the
school’s strengths?
Funding Special Needs Funding, other funding sources?
Legislation How does Legislation impact on the school e.g. Education Act,
Child Protection, Disability Act, Children’s Rights?
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6.2.2. Project Proposal
Event Name:
Event Date:
Event/Program Description:
This is a brief introduction of the project including purpose and framework, please
use flyers and other items as attachments.
Needs/Rationale/Background
• Identify the needs or problems to be addressed in the project and how these
needs have been identified. Include the target population and any statistical
information or reports that you may have. Ideas for information that could be
included here are:
Length of time needs/problems have existed Whether problem has ever been addressed before, and what the outcome was Impact of problem to target population Any connection between systemic and individual issues Existing Community Strengths, Skills, Resources
Aims and Objectives:
State the desired goals and objectives to address the needs/problems stated above.
Include why they are relevant and important to be addressed in this setting and the
benefits of achieving the goals/objectives.
Goal 1
Goal 2
Goal 3
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Consultation/stakeholders
• List the key personnel who will be responsible for completion of the project, as
well as other personnel involved in the delivery of the project.
Name Title Role on Project
Risks:
Think about the risks involved in their project e.g. time management, involvement of
vulnerable population groups, how will this information be used.
Time Frame:
Provide detailed information on the expected timetable for the project. Break the
project into phases, and provide a schedule for each phase.
Tasks / Activities
Mon Tue Wed Thu Fri Sat
13-
Mar
14-
Mar
15-
Mar
19-
Mar
20-
Mar
21-
Mar
1
2
3
4
5
6
7
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Project Budget (estimated):
State the proposed costs and budget of the project. Also include information on how
you intend to manage the budget. This can include in-kind support.
Currency: AUD
Item Price Quantity Total
Price
1
2
3
4
TTL
Evaluation:
How do you plan to evaluate the project?
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6.2.3. Example Running Sheet
Time Task Responsible
4:00pm – 5:00pm
Tuesday
-posters up around school SW students
09:30- 10:30 Wed Set up: balloons, BBQ, stalls, SW students and SRC
10:30 – 11:30 Break/contingency time/prebrief Jane to check any last-
minute issues
11:00 sausages
delivered
11:30 Commence cooking BBQ and preparing
bread
Parents and SW students
12:00 Commence event
Serving food 12:00 – 1:30
Parents
12:00 – 12:15 Chinese Students perform Students, SW students,
teacher
12:15 – 12:45 African Drumming Ben
12:45 – 1:15 Origami Workshop SW students SRC
1:30 – 2:00pm Clean up and pack away equipment All
2:15 – 2:30 Debrief activities All
Contacts:
Participants: to be confirmed
Safety:
Gloves to be used for all food handling
Antibacterial gel on hands if changing gloves
Separate equipment for raw and cooked food
Equipment:
6 x tables 1x pin board
2 x Insta frames Sellotape
String Balloons
Orange table clothes posters
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6.2.4. Project Evaluation
Name of Project:
Introduction/Project Summary:
Brief description of Project, purpose, timeframe, participants, location etc
Aims and Objectives of Project:
What were the aims and objectives of the Project?
Method of Evaluation:
How did you evaluate the project and gather feedback e.g. student survey forms,
oral feedback from teachers and students, self-reflection, number of participants?
Results:
Record the results from your Evaluation. Use Graphs to demonstrate the results.
Discussion
Discuss your findings and results here. What worked well? What was challenging?
Who benefitted? Did you meet the aims and objectives of the Project? Were further
needs identified?
Recommendations:
What are your recommendations for the future in relation to this Project? Would you
make any changes? How can you make this Project sustainable? Is any follow up
required? Who will be responsible in the future?
Conclusion:
Summarise the content of your Evaluation Report.
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INSPIRING ACHIEVEMENT
7. Reference Resources
7.1. Relevant Theories
Please refer to the following pages.
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INSPIRING ACHIEVEMENT
THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Systems theory
Theorists: Parsons;
Merton
Individual Interaction
between people
and their
environment
Basis in systems theory from the biological
sciences (interrelationships of elements in nature)
People are not isolated individuals but operate as part of wider networks or "systems"
Systems may be informal (e.g. family or friends), formal (e.g. clubs, support groups) or public (schools, hospitals)
Systems may be open or closed (i.e. communication & exchange across systems)
Changing one part of the system will impact on the whole system (interactions between micro-meso-macro systems)
Focus on ‘fit’ between person & the systems within which they operate (lack of fit = problem/s)
Offers a holistic view (of
persons- in-environment)
and contextual
understanding of behaviour
– Generalised & therefore can be difficult to apply
– Little detail regarding what to do as a practitioner
– Focuses on fitting people to the system rather than critiquing and changing social structures
– Does not encourage challenge of oppressive systems
Related theories:
Ecological systems
theory
(Theorist:
Bronfenbrenner)
Family therapy /
Family systems
Individual E.g. life model approach (Germain & Gitterman):
people constantly adapting to their environment
Individual functioning shapes family functioning
Family systems can create pathology within the
individual
Used in practise Ecomaps & genograms (for understanding system dynamics)
Networking & referral; Multi-disciplinary work
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Psychodynamic
theory
(Theorists: Freud;
Brandell)
Individual how internal
processes (such
as needs, drives
& emotions)
motivate human
behaviour
Focus on the unconscious (thoughts that are ‘hidden’ from us) as motivating or driving human behaviour
Id, ego, superego
Early childhood experiences seen as critical to adult problems
Emphasis on early attachment relationships & developmental history
Focus on ‘inner’ change (idea that change comes from ‘within’ the person)
Includes theories of human development, personality and abnormal psychology
– Useful for deep understanding of inner meaning/s
– Focus on therapeutic alliance as central to facilitating (inner/individual) change
– Pays attention to emotions and emphasises empathy
– Emphasises & encourages self-awareness.
– Long term, often open-ended (may be expensive, impractical)
– Interested in environment & society only in terms of how these affect individual feelings
– Lack of empirical evidence that it ‘works’
– Cultural relevance (social class, race/ethnicity, gender & sexuality)??
– Medical model approach, practitioner as expert & focus on individual pathology (diagnosis, etc.)
– Lack of attention to concrete actions that might improve client’s situation.
– Little concern for structural conditions and social change
Used in practise - Individual (or couple) counselling
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Crisis intervention
(CI)
Task-centred
practice (TCP)
Individual Alternative to
longer-term
psychodynamic
work
Focus on brief intervention to assist client to deal with immediate and practical problems by way of planned and structured action.
Crises as ‘turning point’ in people’s lives
CI focuses on rational control of emotional responses & assisting client to regain stability
TCP involves breaking down problems into smaller, practical tasks that the client can accomplish. Accomplishing tasks provides client with sense of competence/’success’
Draws upon aspects of other theories (eg social learning theory)
– Pragmatic
– Economical & outcome focused approach
– Enables clearer accountability re: practitioner role & achievements
– Offers clients clarity, sense of direction, and sense of partnership with the worker.
– May prevent need for further, more intensive, intervention
– Technical responses to immediate problems
– No attention to structural context, broader social problems and/or need for social change
– Serves to mask structural problems as well as service & resource inadequacies.
– May not be appropriate for work with involuntary clients
Used in practise –
CI: Mental health crises; suicide prevention; domestic violence; accident/trauma, sudden death, etc.
TCP: Case management; Release or discharge planning
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Social Learning
Theory
Individual Behaviour
learned through
interaction with
environment
Intelligence is an evolutionary, biological adaptation to environment
Behavioural learning occurs through imitation & reaction to environmental stimulation
Problem behaviours maintained by positive or negative reinforcement
Includes:
Cognitive
behavioural therapy
(CBT)
Individual Our behaviour is
shaped by how
we interpret the
environment
The role that our thoughts play in our behaviour (how we see & interpret the world
how we behave)
Eg ABC: Activating event – Belief – Consequence
How (&/or what) we think determines and maintains problem behaviours
Emphasis on changing ‘dysfunctional’ thoughts (‘self-talk’) in order to change behaviour (i.e. increase desirable behaviours & decrease undesirable behaviours)
Behaviour can be re-learnt
– Time-limited and problem- focused
– Outcome focused
– Cost effective
– Focus on the here & now
– Prescriptive structure & content means that does not require ‘expert’ delivery
– Narrow focus on specific behaviour/s and change as both goal and outcome of intervention
– Complex problems reduced to identifiable behaviours
– Prescriptive structure & content is rigid and inflexible, may not allow for professional discretion
– No attention to structural context, broader social problems and/or need for social change
Used in practise - Individual & group treatments such as stress management, ‘biofeedback’, relaxation techniques, ‘cognitive restructuring’, systematic
desensitization (phobias and anxiety); Mindfulness approaches
Motivational interviewing (Miller and Rollnick)
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Strengths
(Theorist: Saleeby)
Individual All people have
strengths &
capacities
With the right support, all people are capable of solving their problems and fulfilling their potential
Client as ‘expert’ (partnership & collaboration)
Negative events as opportunities for learning/growth
Focus on internal and external strengths
self-determination & personal responsibility
– Evidence that it is ‘effective’
– Optimistic, forward-looking (rather than problem oriented)
– Client-centred
– Focused, time-limited, cost effective
– Fits well with contemporary demand for outcomes
– Limited acknowledgement of client’s experience & feelings
– Overly optimistic
– Focus on strengths & capacities may overlook (& thus fail to address) needs and problems (i.e. emphasis on identifying solutions without adequate understanding of problems)
– Underestimates impact of social/structural problems
Used in practise - Work in mental health and developmental disability fields of practice
Growing use in community development work
Solution-focussed therapy
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THEORY Focus of
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Empowerment
(Theorists: Lee;
Adams)
Individual Overlaps with strengths perspectives in focus on recognising and building on people’s strengths
Emphasis on self-direction, personal responsibility, personal change and self-actualization
Also related to cognitive theories in its focus on how people perceive and interpret information
Worker as facilitator (rather than ‘leader’)
– Seeks to reduce obstacles to individual well-being
– Participatory, client led
– ‘positive’ and client-centred
– Broadly interpreted; commonly used without reference to/understanding of theoretical basis (de-politicised & individualised)
– Focus on individual/group well-being without regard to oppressive social conditions & structures
– May set disadvantaged individuals and/or groups ‘against each other’ (e.g. in pursuit of limited resources)
– Advocacy reduced to individual needs (advocating for an individual client) rather than political (at policy; advocating for a cause or for social change)
Used in practise - Work with children & youth – resilience building
Advocacy
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Client-centred / person centred approaches
(Theorist: Carl Rogers)
Individual Enhancing the
individual
capacity to
develop and
grow
Importance of worker-client relationship
‘Core conditions’ of helping relationship: empathy, genuineness, ‘unconditional positive regard’
Non-directive; non-judgemental
Facilitation of growth and insight (‘tuning in’, reflecting, etc)
Emphasis on self-determination and personal responsibility and personal change/development
– Allows people to find their own way in their own time.
– Values all forms of experience.
– Emphasis on building an equal and meaningful working relationship between worker & client
– Non-directive focus may conflict with agency role
– Open-ended (‘fuzzy’)
– Assumes client willingness to engage
– Focuses on individual change rather than societal factors
Used in practise - Group work – ‘mutual aid’, personal development (e.g. GROW), support groups
Anti-discriminatory
practice; Anti-
oppressive practice
(AOP)
(Theorists: Dominelli;
Dalrymple & Burke;
Thompson)
Individual
&
Structural
Ways in which
structured
inequalities
shape individual
experience
Focus on preventing & challenging discrimination and the oppression that results from this
Emphasis on major social change to achieve equality and social justice and social transformation
Emphasises human rights
3 key requirements of AOP: justice, equality & participation
– Emphasises client involvement in problem definition, decisions that impact upon them, etc.
– More usefully thought of as a perspective influencing all forms of social work rather than a specific model of practice
– May fail to recognise different experiences of oppression (& hence diverse interests, needs & wishes)
– May inappropriately group people together as ‘victims of oppression’ (& make assumptions, overlook diversity within as well as between groups)
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Critical social work
(Theorists: Fook,
Pease)
Individual
&
Structural
Analysis and
transformation of
power relations
Emphasises structural analysis, political action, social change
Sees problems as related to structures of society rather than individual characteristics
Social change (rather than individual change) as the goal of work
The way things are is not the way they have to be
Importance of an open and ‘not-knowing approach to practice
Emphasises the personal impacts and experiences of structural conditions and inequalities
Recognises that most SW clients ‘experience profound disadvantage and oppression’ (Healy, 2011, p. 12)
Importance of workers understanding how own identity & values impact on their relationships with others (critical reflection & reflexivity)
Assumes that progress is possible when people are aware of the possibility of change (consciousness raising).
Challenges the emphasis on individual characteristics, decisions, deficits, etc. as the cause of problems
– Emphasis on social justice/equity informs both interpersonal work and social/political advocacy work
– Takes account of different perspectives, experiences and assumptions
– Provides workers with a broader vision and sense of purpose
– Basis for more respectful & genuine relationships between clients & workers
– Claim that it may ‘let people off the hook’ for ‘bad’ behavior
– Cynical
– Idealistic &/or impractical
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Attachment
(Theorists: Bowlby,
Ainsworth)
Individual
Attachment theory states that a strong emotional and physical attachment to at least one primary caregiver is critical to personal development
The ability for an individual to form an emotional and physical "attachment" to another person gives a sense of stability and security necessary to take risks, branch out, and grow and develop as a personality.
Attachment figure becomes a secure base
We seek proximity to secure base when afraid, hungry, ill
We use the secure base as a safe haven when we explore new experiences
Different reactions to attachment seeking behaviors can result in the development of different attachment ‘styles’: secure, insecure avoidant, insecure ambivalent, disorganized.
Through interactions with attachment figure, infants develop an internal working model of how relationships usually work.
Non-Western societies may have child-rearing duties evenly distributed among a broader group of people
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Narrative
(Theorists: White,
Epston)
Individual
Narrative therapy
seeks to be a
respectful, non-
blaming approach
to counselling and
community work,
which centres
people as the
experts in their own
lives. It views
problems as
separate from
people and
assumes people
have many skills,
competencies,
beliefs, values,
commitments and
abilities that will
assist them to
reduce the
influence of
problems in their
lives.
Realities are socially constructed
Realities are constructed through language
Identity generated through stories
Our lives are ‘storied’ – we have a dominant identity story that may be solution or problem oriented.
People are not problems
Problems are to be externalised
Deconstruction of problems
Awareness and analysis of how the story is constructed make it possible to identify alternative constructions that provide potential for change.
Emphasis on building non-judgementally on the positive’s and achievements in people’s lives.
Focusing on this can allow for a basis of change based in positive experiences
Focus strongly on involving clients in exploring their own worlds, co-constructions allow for people to be authors and experts in own lives
Being positive does not sufficiently recognize the reality that clients and the people around them experience damaging problems.
The social control of many Social Work agencies and the social mandate for Social Work interventions comes from demands for people to manage their behaviour appropriately
Reliance on linguistic interventions for changing people’s perspectives on their problems makes this approach inappropriate for
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THEORY Focus of
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some client groups and for persistent and serious social problems and for bust agencies dealing with people with difficult, multiple problems.
Community
development
Varies
Networking
and
strategic
alliances
Policy
advocacy
& develop-
ment
Link between
‘healthy
communities’ and
individual well-
being
Focus on inherent strengths & capacities of communities
Identification of shared concerns/interests and cooperative approaches to overcoming problems
Focus on strengthening, empowering, and building community capacity
Idea that people acting together have a greater capacity to improve their own circumstances
Participatory, ‘grass-roots’ action
– Working together for a common purpose - Collaborative & participatory
– Community driven
– Forward-looking
– Process as important as ‘outcome’
– Targets social isolation
– Accepts, rather than critiques, existing social structures (i.e. focus is generally on improving the existing social order rather than seeking to change this)
– Limited by resources
– May perpetuate community division by representing only certain perspectives & interests (the loudest voices …)
Used in practise - community capacity building; community awareness; collaborative projects
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THEORY Focus of
change Central concern Main concepts & principles Advocates say … Critics say …
Social Work with
Groups
‘Social Group
Work’
‘Mutual Aid Group
Work’
‘Non-deliberative’
group work
practice
Theorists: Tuckman,
Gitterman, Shulman,
Bernstein
Individual,
group, can
be
structural
(social
action)
Common needs
and/or goals
understood and
addressed
through group
members offering
and receiving
support from one
another
Huge diversity of approaches to group practice
Group members have common goals and offer mutual aid
Worker promotes group cohesion, discussion and member interaction
Members acquire information and/or skills, problem solve, improve social relationships, cope with feelings and challenges
Espouses Humanistic values – responsibility for and to one another
Mutual interdependence preferable to individualism
Members experience concerns and life issues as universal, ‘normalizing’ and reducing stigma
Group types include: natural and formed;
therapeutic and task; open and closed;
and voluntary and mandatory
Economical & outcome
focused approach
Participatory with clients as
experts
Facilitates shared learning
and change
Important for socialisation
and education (Social
Learning Theory)
Long and documented
history in social work
– Challenging with involuntary clients
– Potential for intergroup conflict
– Not suitable for all clients
– Shouldn’t be substitute for other needed interventions
Used in practise: Mental health settings, hospital settings, advocacy and social action groups, school contexts, activity-based group work.
Sources:
Chenoweth, L. & McAuliffe, D. (2012). The road to social work and human service practice, 3rd edition. South Melbourne, Victoria, Cengage Learning Aust.
Connolly, M. & Harms, L. (2015). Social work: From theory to practice, 2nd edition. Port Melbourne, Victoria, Cambridge University Press.
Healy, K. (2011). Social work methods and skills: The essential foundations of practice. Basingstoke, Hampshire, Palgrave Macmillan
Payne, M. (2014). Modern social work theory, 4th edition. Basingstoke, Hampshire, Palgrave Macmillan.