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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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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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


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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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


Mentoring with identified student 1

Yr 7 Rm 16


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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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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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

https://www.aasw.asn.au/document/item/1201

https://beyou.edu.au/


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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


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


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


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


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?

http://lap.org.au/


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6. Communication and Interpersonal Skills


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


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


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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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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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


40

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.

https://beyou.edu.au/fact-sheets/mental-health-issues-and-conditions/mental-health-continuum





41

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


42

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?


43

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


44


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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:

https://www.australiancurriculum.edu.au/media/1078/general-capabilities-personal-and-social-capability-learning-continuum.pdf

https://www.australiancurriculum.edu.au/media/1078/general-capabilities-personal-and-social-capability-learning-continuum.pdf


45




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


46






Self-management Level identified, e.g. 1, 2,

3

Observables –


young person’s

behaviour


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?


47






Social Awareness Level identified, e.g. 1, 2,

3

Observables –


young person’s

behaviour


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.


48






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


By When? Date Goal

Achieved

Area of Need: Social

Goal: Action


By When? Date Goal

Achieved

Area of Need: Learning/Developmental

Goal:

Action


By When? Date Goal

Achieved

Area of Need: Environmental/Systems

Goal: Action


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


59



4.3.2. Upper Primary Goal Template


60



4.4. Termination/Handover Templates

At the end of an intervention, use this.

4.4.1. Child Handover Summary


61


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.


62


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


63



- 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


64


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:


65


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?


66


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


67


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.


70


Community Development


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


71


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


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



72


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?


73


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?


74


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


75


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


76


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?


77


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


78


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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7. Reference Resources

7.1. Relevant Theories

Please refer to the following pages.


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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


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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THEORY Focus of


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


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


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


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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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


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


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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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


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


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.

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