Placement Toolkit

f
Social Work
Undertaking a school-based
placement: Students’ toolkit and
resources for practice
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
Social Work: Students’ toolkit and resources for practice flinders.edu.au

2 CRICOS No. 00114A
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

3 CRICOS No. 00114A
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.

4 CRICOS No. 00114A
1.2. Orientation Checklist
Step one in your placement is to get a sense of the school environment.
SW Tick
Area of Orientation Activities Standards 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 S2, S6

- Learn Sign in/Sign out procedure
- School Tour
- Organise Workspace
- Keys, lanyards, personal belongings,
IT access, staff kitchen procedures
3. Workplace - Participate in School Orientation if S2, S4,

Induction and Provided S6, S8
Familiarity - Undertake OH&s Induction
- Access New Teacher Handbook –
including staff photos
4. Making - Meet with Key Staff: Principal, Deputy S2, S6
Introductions 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
5. Understanding - Research School Structure e.g. key S3, S4

School staff, number of students, diversity
Environment etc.
- Find out about the school’s Wellbeing
Frameworks or Programs.

5 CRICOS No. 00114A
SW Tick
- 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 - Familiarise yourself with the school’s S1, S4

School Policy 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
7. Getting Organised - Get a copy of the School Term S2, S6,

Planner including key events. S7, S8
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.

6 CRICOS No. 00114A
SW Tick
8. Observation and - Become familiar with Observational S5
Engagement 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
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.

7 CRICOS No. 00114A
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 Preparation Non-placement day
supervisor
Block 1 Year 3 21A Kindy room- observe Year 5 Rm18 support Year 5 Rm 18 work with
Work with focus children (even weeks) teacher with child focus children
Parents and Friends protection curriculum
meeting (odd weeks)
Recess Staff room Staff room Yard time Yard time
Block 2 Year 3 21A Kindy room – observe Shadow wellbeing Project time / research
Support teacher with coordinator (odd weeks)
SEL program (e.g. Group or individual
Program Achieve) supervision (even
weeks)
Lunch Play at lunchtime Monitor wellbeing room Staff room Staff room
program
Block 3 Agency/school Year 7 Rm16 Shadow wellbeing Yr 7 Rm 16
Research and Run mindfulness coordinator Run mindfulness
orientation exercise exercise
After school Journal writing Staff meeting Project time/ research Journal writing
Field Education (even weeks) Field education
assignments – develop Group or individual assignments
learning plan supervision (odd weeks)

8 CRICOS No. 00114A
INSPIRING
ACHIEVEMENT
However, after that, in coordination with your on-site supervisor (FE) or your EFE, your timetable may start to focus on individual students and particular groups
and projects. Note that this second timetable will probably change several times.
SW Student Placement: Draft Timetable Week 5 onwards PRIMARY SCHOOL
Time Monday Tuesday Wednesday Thursday Friday

Before school Greet children/ parents Spend time in staffroom Weekly catch up with Preparation Non-placement day
supervisor
Block 1 What’s the Buzz Parents and Friends Year 5 Rm18 support Mentoring with identified
Program with identified meeting teacher with child student 2
year 3 students protection curriculum
Recess Staff room Staff room Yard time Yard time
Block 2 Year 3 21A Review KM surveys Shadow co-work Project time / research
Support teacher with wellbeing coordinator (odd weeks)
SEL program (e.g. Group or individual
Program Achieve) supervision (even
weeks)
Lunch Play at lunchtime Monitor wellbeing room Staff room Staff room
program
Block 3 Develop resources for Year 7 Rm16 Mentoring with identified Yr 7 Rm 16
school expo/ event Run mindfulness student 1 Run mindfulness
exercise exercise
After school Journal writing Staff meeting Project time/ research Journal writing
Field Education (even weeks) Field education
assignments – develop Group or individual assignments
learning plan supervision (odd weeks)

9 CRICOS No. 00114A
INSPIRING
ACHIEVEMENT
1.4. 2018 Events
When drafting your timetable, the dates of these events might be useful. Different organisations celebrate different days or you may decide that your
activities could use a celebration as a way to focus on an issue. Either way some of these could populate your term planner as part of Community
Development.
Term 1 starts 29 January

Youth and Schools Clean Up Day 1 March
Clean Up Australia Day 3 March
International Women's Day 8 March
National Close the Gap Day 21 March
World Social Work Day 19th March
International Day for the Elimination of Racial 21 March
Discrimination
Harmony Day 21 Mar
Earth Hour 30 March 2019 at 8:30 pm.
End of term 1 12 April

10 CRICOS No. 00114A
INSPIRING
ACHIEVEMENT
Term 2 starts 29 April

Youth Homelessness Matters Day 2019 17 April
National Sorry Day 26 May
National Reconciliation Week 27 May – 3 June
Term 3 starts 22 July

NAIDOC Week 7-14 July
International Youth Day 12 August
RUOK? Day 12 Sept
Term 3 ends 27 September
Term 4 starts 14 October

World Mental Health Day 10 October.
The United Nations' International Day for the 17 October
Eradication of Poverty
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 Jan 29 30 31 Feb 1
Australia Day
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 12 13 14 15
Adelaide Cup
Day
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 11 12 13 14
Queen’s
Birthday
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 L INKS …
CONNECTING PRACTICE STANDARDS TO
LEARNING OPPORTUNITIES AND ACTIVITIES
‘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.
Connecting SW 1 VALUE AND ETHICS

Practice Standards
for assessment to PROFESSIONALISM
2
available learning
opportunities CULTURALLY RESPONSIVE AND
3
INCLUSIVE PRACTICE
What are the SW
4 KNOWLEDGE FOR PRACTICE
practice standards?
The SW Practice Standards
APPLYING KNOWLEDGE TO
outline what is required for 5
effective, professional and PRACTICE
accountable social work
practice in all social work 6 COMMUNICATION & INTERPERSONAL
contexts. SKILLS
They set the standards for
social work education and 7 INFORMATION RECORDING AND
inform and guide curriculum SHARING
development for social work
programs in Australia. PROFESSIONAL DEVELOPMENT
8
AND SUPERVISION
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 EXAMPLES OF
responsibilities LEARNING ACTIVITIES
• 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

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. EXAMPLES OF
• discuss professional boundaries in supervision LEARNING ACTIVITIES
• 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
EXAMPLES OF
frameworks
LEARNING ACTIVITIES
• 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
Social Work: Students’understand your role
toolkit and resources for practice flinders.edu.au
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 EXAMPLES OF
culturally inclusive practices LEARNING ACTIVITIES
• 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
EXAMPLES OF • research culturally inclusive services in the area and visit with the appropriate
LEARNING ACTIVITIES 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
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 EXAMPLES OF
work practice LEARNING ACTIVITIES
• 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.

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 EXAMPLES OF
development
LEARNING ACTIVITIES
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
EXAMPLES OF • learn about the data collection systems in place at
LEARNING ACTIVITIES/ your site and other accountability processes, e.g.
EDSAS, IScholaris, Daymap
OPPORTUNITIES AND
• conduct research activities, e.g. community needs
SUGGESTED
analysis, wellbeing survey and feedback
EVIDENCE* 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*

5. Applying Knowledge to
Practise
5.1 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,
EXAMPLES OF
student leaders and staff
LEARNING ACTIVITIES/
• practice group work methods when facilitating
OPPORTUNITIES AND wellbeing programs
SUGGESTED • reflect on practice skills (e.g. micro skills, social work
EVIDENCE* 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*
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
EXAMPLES OF • help plan and conduct weekly group sessions with a small
group on social skills and development*
LEARNING ACTIVITIES/
• support facilitation of a parents and friends group and key
OPPORTUNITIES AND planned initiatives
SUGGESTED • build professional work relationships with school staff and
EVIDENCE* 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*

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 EXAMPLES OF
outcomes for all group work programs undertaken* LEARNING ACTIVITIES/
• utilise email to communicate with school staff as needed OPPORTUNITIES AND
ensuring confidentiality is considered* SUGGESTED
• provide school leadership and the school Field Educator
EVIDENCE*
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*

8. Professional
Development and
Supervision
8.1 actively engage in supervision and ongoing professional development
• 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
EXAMPLES OF
identify meaningful and relevant professional LEARNING ACTIVITIES/
development activities available in the broader human OPPORTUNITIES AND
services sector SUGGESTED
• complete relevant online training options including online EVIDENCE*
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*

2.1 Completing the Field Education Assessment Document
COMPLETING T HE FIELD E DUCATION

A SSESSMENT D OCUMENT (L EARNING P LAN )
Example activities and tasks with related evidence (including notes and tips!!)
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  Discussion in supervision Your school will have stated ‘school values’
alignment with school values, and  Discussion in mid placement (learning, care respect, diversity, excellence,
values outlined in wellbeing assessment tolerance, etc.), may be called something similar
 Summary document e.g. “Powerful Learner Attributes”. This will be
frameworks to which the school outlining alignment further explored in school context statements or Site
ascribes 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  Feedback from Agency Field Think about what you value and the importance you
ethical principles and values and Educator ascribe to areas such as achievement/success,
seek input/feedback from  Reflective journal importance of play, discipline/consequences for
behaviour, creativity, parental involvement in
supervisors around practice. By
learning etc. Are these the same/different to those
prepared to acknowledge areas around you? What does this mean for how
which challenge assumptions. wellbeing and learning are prioritised at your
school?
Consider ethical  Apply ethical decision- Remind yourself about ethical decision making -
tensions/dilemmas that may arise making framework to name the ethics/values in conflict; consider
within a school context including dilemma/s implications of decision making
 Ethical reflection (choice of
professional boundaries, role Print the AASW CoE – get out your highlighter! This
placement report)
should be an ongoing reference throughout your
conflicts, managing confidentiality,  Discussion in supervision placement.
using power/authority, etc. and  Discussion in mid placement
employ ethical decision-making assessment
framework when confronted with
dilemmas

2. Professionalism
 Social work student profile prepared Find out when the school newsletter is
Ensure social work role and distributed and who to provide your profile to.
for inclusion in school newsletter
purpose is clearly expressed Practice discussing/describing your social
 A one page summary of social work work purpose/role with fellow social work
to students, teachers and
student’s purpose and role and key students e.g. for a younger student it will be
parents, both verbally and in involvements provided to classroom simple ‘I’m here to help kids feel happy and
writing teachers safe at school so they can do their best
 Discuss social work role with parents learning’.
where appropriate during school drop Remember that for many schools they won’t
off, pick up and as part of school have an awareness of what a social worker
events is or what a social worker does – here’s your
 Develop age appropriate ways of chance to be an ambassador for your
describing what a social worker does profession!
to share with interested individual
students and whole of class groups
 Review protective practices document It can be helpful to develop a placement
Demonstrate required portfolio including examples of projects,
and discuss learning in supervision
professional behaviour within journal entries, key policy documents and
 Develop weekly timetables and share other literature that supports placement
school context including
with AFE and EFE; submit timesheets learning.
awareness and adherence to fortnightly for AFE sign off Develop a ‘toolkit’ for working with children
protective practices, effective  Reflect on practice through journaling and young people including resources,
and timely communication and supervision games and activities that will engage and
with teaching staff, support interventions.
If in doubt, consult! If you’re not clear what
increasing autonomy and
you’re doing, find your AFE or EFE – don’t
proactivity across the go out of your depth, but equally don’t wait
placement and ensuring forever to be told what to do – you might be
practice is intentional and waiting a long time!
Negotiate time for journaling and work on
purposeful.
placement related assessment (30 minutes
per placement day) and build into your
timetable.
 Engage in all activities across the In the early weeks of placement, don’t worry
Contribute to the school if some of the activities don’t ‘feel’ like social
school community – in the classroom,
context and view self as yard, before/after school, with work. Remember our profession relies on
member of school individual students and with groups as relationships and understanding of people
appropriate and contexts. Best way to build relationships
community, seeking out
and find things out is to get involved –going
opportunities to be a to an excursion, playing soccer after school,
resource across the 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.
 Develop own self-care plan Examples of self-care plans on FLO site and
Ensure own self-care needs literature/resources re self-care
 Negotiate any needed adjustments
are considered and
with FELO/FEC, AFE (and EFE)
managed in order to remain  Discuss self-care and self-
effective on placement management in supervision

3. Culturally Responsive and Inclusive Practice
Demonstrate awareness and  Meet with ACEO/AET/ACETO If you are in a Catholic context
understanding of how ATSI and explore role, challenges etc. ask your school about:
(support staff in their work e.g. – Cultural Immersion and
students are resourced and
program delivery if possible) Leadership Programs for ATSI
supported within the educational
 Review Learning Plans in place students
context for ATSI students and critically – ATSI teacher professional
reflect on purpose (attend learning day each term
learning plan meeting/s if – Look at ACEO/ACETO
possible) position descriptions to give you
an idea of the nature of their
roles
Further develop knowledge  Describe how ATSI histories and Speak to teachers about explicit
around historical and cultures are embedded into the teaching/ lessons around ATSI
Australian Curriculum and reflect
contemporary issues faced by histories and cultures and join
on this in own school context
Aboriginal Australians  Engage in preparations for and lessons.
acknowledgement of Social work students are on
Reconciliation Week and Sorry placement at Reconciliation SA
Day each semester – why not connect
 Find out about the Aboriginal with these students and organise
language groups represented in
a visit?
your school and/or the Aboriginal
lands your school is situated on
Tune in to and then adjust  As part of the School Profile, Consider extended professional
practice when working with identify aspects of diversity within learning re ASD – the Positive
students with particular needs school site e.g. ATSI, cultural Partnerships online learning
diversity, GOM, ASD/disability
and identify school responses to program is helpful.
meeting diverse needs
 Case study outlining
assessment/interventions with
child with particular needs
 Ongoing journaling and
supervisory discussions
Consider your own cultural  Participate in Harmony Day Students have undertaken a
background and look for  Share own culture informally and range of activities to introduce
opportunities to bring this to life formally with children and staff – their own culture – using cooking,
and share your own culture with use activities and cultural art/craft, paper folding, teaching
children, young people and staff artefacts to support learning Chinese characters, power point
across the school community; presentations in classrooms
similarly look for opportunities to sharing photos, dance etc.
celebrate cultures represented Harmony Day is one of the first
within school community community engagement days for
the year – ask early in the
placement how you can get
involved – 21 March!

4. Knowledge for Practice
Develop understanding of school  Develop a comprehensive ‘School School profile template will be available
context including policies and Profile’ utilising provided template, on FLO.
procedures, wellbeing programs through consulting with key school staff
and initiatives, student cohort and reviewing available school
and needs, emerging priorities, resources, policies and procedures to
broader community and access support development
to agency resources/services
Increase awareness of services  Visit local agencies with whom the Important to work out who the important
school partners or refers to and staff/agencies are who partner with your
and supports that surround the school – think about agencies like
school and support the school to increase knowledge and discuss
potential linkages/partnerships; Headspace, Centacare, YWCA, SAPOL
increase connectivity with these document and share what is learnt etc.
In DfE schools there are now Wellbeing
services (includes  Look for opportunities to meet with
Practitioners (often social workers),
regional/central education office external staff when on site at the school
Children’s Centres, Learning and
staff) (e.g. for program delivery, case
Behaviour Centres.
work/case conferences etc.)
Increase specialist knowledge in  Through reading literature, attending Be guided by your school and
professional learning and engaging in supervisors in relation to what specialist
areas relevant to practice within knowledge to focus on acquiring.
online modules, grow your
the school site/context understanding around: Lots of the professional learning events
- Autism Spectrum Disorder and online training options are FREE so
- Trauma and Learning consider booking yourself in early and
- Interoception building the online training into your
- Family Violence timetable.
- Restorative Practice
- Social and emotional learning
programs
- Positive Psychology
Further develop understanding of  Increase knowledge and understanding Better to find depth/detail in one or two
relevant social work around how theory is applied in school theories than have a ‘smorgasbord’ of
practice context:
theories/knowledge and apply to theory but not be able to identify and
- Strengths based practice
practice - Client centred practice articulate how this supports your practice.
- Child Development and Attachment Revisit your theory topic.
- Group work theory Speak to your supervisor/s – they can
- Community development theory
suggest references/readings.
- Systems theory
- Critical theories
Evaluate any groupwork  Design evaluation instrument/approach Look at what the school already has in
undertaken with an age and implement with group members place for evaluation. Some existing
 Consider pre and post group survey to
appropriate evaluation measure outcomes as well as outputs programs e.g. What’s The Buzz have a
methodology  Share evaluation findings with school built in evaluation form.
staff
Support the school in conducting  Design survey instrument and seek Look at surveying the student community,
any research/surveying, feedback/input parent community or staff (or all three!)
compiling data and making  Synthesise data from completed Schools will often have collected data
surveys and present findings. that they haven’t had time to analyse and
recommendations
interpret e.g. MDI data – you can offer to
do this for them!

5. Applying Knowledge to Practice
Start by joining any wellbeing
Facilitate or co-facilitate a group  Group Project Proposals, Group
groups that are already happening
intervention, applying relevant Session Plans, Group
in your school – groups can be
group work (and other) theories Evaluations
formal or informal e.g. breakfast
in the development and delivery.  Supervisor observation of club.
Ensure group meets identified practice and Look at the social and emotional
feedback/discussion in learning programs discussed and
needs described on the Be You website
supervision
(https://beyou.edu.au/).
Use Group Templates in Student
Toolkit on FLO.
 Observational summaries and Use observational templates from
Develop purposeful relationships assessments this toolkit, FLO or Be You. Find out
and facilitate Case Management  Case Plans and Goal Sheets from your school about whether you
interventions with children and  Individual Session Plans can access student files.
 De-identified case notes Refer back to theory. Become
young people ensuring an
reviewed by supervisor/s familiar with Child Development
assessment is made of children’s Theory.
 Child Handover Summaries
needs (through observation, Remember that Case Management
 Reflective journal notes
means working with Systems and
review of student file,  Referral documents families as well as individuals!
discussions with leadership and  Discussions in supervision re Build specialist knowledge through
classroom teacher). Consider work with children and reading, training, online modules
integration of knowledge and etc.
social work skills and any
theory Learner Assistance Programs
specialist knowledge informing
(http://lap.org.au/) can be a good
practice 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  Project Proposal, Running Join any committees that you can.
Sheets, Survey’s, Needs Network!
projects aimed at building
community capacity and/or Analysis, School Profile, Grant Ensure community participation
strengthening community and/or Submission, Project Evaluation. throughout the project.
identifying community needs,  Project promotion produced Ensure you diarise when events are
happening – most schools have a
including special interest days  Minutes from meetings term long whiteboard in staff room
(eg Harmony Day), parent  Reflections shared in with all key dates (take a photo).
committees, student supervision
representative council (SRC), Learn about community
 Photo journal development.
Breakfast Club, Wellbeing  Feedback from supervisor/s
Survey, Buddy Project, etc and Use templates in Student Toolkit for
planning and evaluation.
reflect on strategies and
successes
Research task?
Presentation to staff?

6. Communication and Interpersonal Skills
Proactively engage with teaching  Feedback from Get involved, be in the staff room,
and leadership staff – to develop teachers/supervisors the yard, the class room!!
relationships and teachers’  Journal and reflections
understanding of social work role  Evidence of collaborative work
and to initiate/collaborate on presented
wellbeing activities
Build effective relationships with  Ability to discuss and describe Revisit Protective Practices
children and young people, learning about children’s document.
demonstrating social work core developmental needs and how
Revisit child development
conditions (warmth, empathy, practice is adjusted
genuineness) whilst maintaining  Evidence of ‘toolkit’ (resources) knowledge.
appropriate professional for working effectively with Get creative – think about using
boundaries. Ensure activities and children/young people play, art, sport, music etc to
engagement with children and
engage with children – share your
young people is guided by an
understanding of child special interests and talents with
development and where important children.
the impacts of trauma and
disability on development and
therefore best approaches
Establish links with key wellbeing  Ability to discuss Document what you learn about
staff within the school and roles/responsibilities of key staff roles, maybe secure position
external to the school to support and describe working
descriptions to understand roles
learning and develop relationships
partnerships. (might include further, ask if you can ‘shadow’
Pastoral Support Worker, staff – observe their practice,
Wellbeing Practitioner, Chaplain, maybe where possible join them
school counsellor, ACEO,
on home visits
children’s centre staff, wellbeing
staff in regional/central office)
Work collaboratively with other  Evidence of shared projects Fellow students are a great
social work students in school  Purposeful contribution in group resource – there will be many
settings, engaging in shared supervision students on placement in schools
projects (when more than one  Evidence of posts on FLO
student at site); contribute to discussion for students in school who can share their
fellow student learning through settings wisdom/learning with you.
group supervision, peer reflection, Whilst working closely with your
engaging in FLO discussion forum
student peer on placement is really
etc.
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.

7. Information Recording and Sharing
Develop student profiles,  Student profiles produced and Template provided on FLO or be
synthesising assessment data from shared with relevant staff guided by school requirements
multiple sources (e.g. student file,  Profiles inform assessment and
potential interventions
observation, discussion with  Case study (choice of
teachers) placement report)
Demonstrate understanding of how  Discussions in mid-placement

client records are maintained within  Discussions in supervision
the educational context and how
confidentiality is managed and
maintained and how legislation
applies (e.g. Privacy Act, Freedom
of Information)
Produce de-identified case notes
 De-identified notes shared in
from contact with individual students
supervision
Contribute to FLO discussion for  Evidence of FLO posts and
students in school contexts to themes discussed/raised
extend specialist knowledge and  Feedback from FEC/FELO,
learning and share placement AFE (and EFE)
 Assessment pieces completed
learning with fellow students
in line with required timeframes
Communicate in a timely way in and address assessment
writing with FEC/FELO, AFE (and criteria
EFE) in relation to placement
progress and assessment
Produce written communication and  Feedback from supervisor/s Session plan and project
reports in line with school  Evidence of written proposal templates provided on
expectations e.g. progress notes, communication and reports in FLO
portfolio
session plans, project proposal,  Described in assessment piece
student profiles, (choice of placement report)
recommendations/synthesis of data
etc. ensuring work is shared and
feedback sought

8. Professional Development and Supervision
Ensure supervision is negotiated,  Produce agenda for supervision

planned for and engaged in  Keep supervisory notes
productively; be willing to discuss  Ability to describe key learning
from supervision and application
areas for development and areas
to practice
of challenge
Consider opportunities to extend  Certificates of completion from Early in placement it would be

professional learning through training attended worth starting to explore the
reading, attending professional  Summary notes from options; free training and free
reading/discussions shared
learning events, completing  Share new learning with webinars which you can register
relevant online modules, colleagues in staff meeting or for.
discussion with colleagues etc. through producing summary A list of relevant online training
notes/handout/s options will be provided on FLO,
e.g. Be You, Positive
Partnerships, Strategies for
Managing Abuse Related Trauma
(SMART) etc.
Prioritise reflective practice and  Articulate growing professional

seek support from; and share with identity and practice framework
growing professional network  Journaling
 Reflective practice evident in
assessment pieces, in
supervision and in mid-
placement discussion

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.

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.

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.

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.

Table 1: Case Management
Stage Activities Tools Relevant theory
Assessment Gather information Ecomap Systems /
Ecological
Read files and other Parent and teacher
assessments feedback Child Development
Consult with teachers, Trauma
parents and specialists,
service providers
Do observational Complete BETLS Child
assessment template Development
Talk with child
Do self-assessment with Complete self- Empowerment
child assessment
Strengths-based
templates
Child-focussed
Complete assessment
summary
Planning Formulate goals with child Complete self- Child focussed
setting goal
Strengths Based
templates
Empowerment
Child Development
Formulate goals with Parent and teacher Systems
Parents and Teachers feedback: verbal,
Ecological
letters and forms
Develop case plan Case Plan template

Intervention Plan sessions Case notes Child focussed
Case plan Child development
Strengths based
Empowerment
Access resources
Implement intervention Individual session CBT
from case plan plan template
Positive Psychology
Interventions may include: Support letters
Growth Mindset
social skills training,
Tools could include:
behaviour management Restorative Justice
worksheets, books,
strategies, 5 point plan, Mindfulness
online training,
identifying feelings,
DVDs, play/art Interoception
managing anxiety,
therapy and games.
building resilience, Systems
mindfulness training,
Empowerment
creating a chill out space,
advocating for service Strengths based
provision, advocating to
Child focussed
school staff and providing
information to family. Child development
Ongoing evaluation of Case plan
case plan

Termination / Reminder to child about Child goal sheets Empowerment
Evaluation goals and timespan
Strengths based
Child focussed
Evaluate achievements Child goal sheets Child development
with child
Celebrate achievements Certificate

with child
Inform parents and Parent/ teacher Systems/ ecological

teachers of achievements feedback letter
and invite feedback
Write/solicit referral for Referral forms

future support
Handover relevant Child handover

information to AFE / template
teachers

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.
Social Work: Students’ toolkit and resources for practice

40
BETLS observation tool
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 What What What learning What
child or is/might the is/might the areas are social
young child/young child/young being areas are
person person be person be affected? being
doing? feeling? thinking? affected?
(for (for example (for example (for example (for
example not sad) I’m missing difficulty example
following my family) concentrating) avoids
instructions) group
situations)

41
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?

42
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

43
INSPIRING
ACHIEVEMENT
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:

INSPIRING
ACHIEVEMENT
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, Observables – Areas of challenge Possible intervention

3 description of child/
young person’s
behaviour
Recognise emotions 1 (level 2-3 typical for age) Student became distressed Activities that support student
stating ‘I don’t want to’ when to recognise emotions e.g.
out of seat and asked by Bears Cards
teacher to return to desk
Recognise personal qualities 1 Student wanted to play with Difficult to engage student in Positive Behaviour Support,
and achievements fidget spinner which was in learning tasks unless in area e.g. use of rewards for
teacher’s drawer of interest attempts/ achievement/
completion
Understand themselves as 1 Student sought out SW Build Spiderman into social/

learners student to discuss new emotional learning activities,
Spiderman movie, relating all eg. strengths that Spiderman
aspects of the plot has

INSPIRING
ACHIEVEMENT
Self-management Level identified, e.g. 1, 2, Observables – Areas of challenge Possible intervention

young person’s
behaviour
Express emotions 1 (level 2-3 typical for age) Student became distressed Link feelings to changes in
appropriately stating ‘I don’t want to’ when body/ behaviours, consider
out of seat and asked by calming spaces for student
teacher to return to desk
Develop self-discipline and 2 Finished literacy and walked

set goals with class to PE and engaged
in games
Work independently and 1 When returned to desk Use of a visual schedule?

show initiative seemed to be staring at page
and not getting started on
task

INSPIRING
ACHIEVEMENT
Social Awareness Level identified, e.g. 1, 2, Observables – Areas of challenge Possible intervention
young person’s
behaviour
Appreciate diverse 1 (level 2-3 typical for age) Student wanted to talk to Awareness of classmates’
perspectives classmate about Spiderman interests limited
movie – classmate not
receptive
Contribute to civil society 1
Understand relationships 1 Student finds it hard to stand Managing personal space Social story re personal
in line and wait due to and boundaries space? Whole of class
proximity of other children – activities re personal space/
pushes up against them and safety/ boundaries, etc.
prods them

INSPIRING
ACHIEVEMENT
Social Management Level identified, e.g. 1, 2, Observables – description of Areas of Possible intervention
3 child/ young person’s challenge
behaviour
Communicate effectively 1 (level 2-3 typical for age) Student interrupted classmate to Reading social Social stories?
talk about Spiderman. Fellow cues is difficult.
classmate ignored student.
Student responds to greetings from
teachers and adults.
Work collaboratively 1 Played with SW student at Encourage small group involvement

lunchtime 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

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:
Health Sports/Hobbies
Mental
Health/Diagnosis
Community
Services
Family/Household
School/teachers
Culture/Religion
Friends
Extended
Family
Pets
? ?

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

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
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Behavioural Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Learning/Developmental Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Environmental/Systems/Barriers Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Strengths/Interests Assessment
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Diversity
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Family Background and Support
__________________________________________________________________
__________________________________________________________________
External Service Providers and Supports
__________________________________________________________________
__________________________________________________________________
Proposed Interventions
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Assessment Summary
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Social Work Student Name ________________________ Signature ___________

4.2. Case Management Plan
Once you have completed an assessment, you can make an overall plan, that is a case
management plan.
Date SW Student
Case
Management Child
School Class Age
Plan
Vision/Strengths
Area of Need: Emotional/Wellbeing

Goal: Action By When? Date Goal
Steps/Interventions: Achieved
Area of Need: Behavioural

Area of Need: Social

Area of Need: Learning/Developmental

Area of Need: Environmental/Systems


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
Content/activity Facilitator Notes Resources/handouts
(eg number of
mins)

Evaluation Summary:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Progress Notes:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Reflection/ Next Steps:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Next Session:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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_____________________

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

INSPIRING
ACHIEVEMENT
4.3.2. Upper Primary Goal Template

INSPIRING
ACHIEVEMENT
4.4. Termination/Handover Templates

At the end of an intervention, use this.
4.4.1. Child Handover Summary

5. Group Work Overview
Schools offer Student Social Workers the opportunity to participate in or facilitate a

diverse range of group activities with children. These can include Social Skills
Groups, Multicultural Groups, SRC, Lunch Group activities, Restorative Justice
Groups, Wellbeing Groups, Interoception Groups, Gross Motor Skills, Drumming
Groups, and many others.
Groups, particularly with children, need to be carefully planned and purposeful with a
strong understanding of the need for the group and the desired outcomes. Careful
attention must be paid to risk and behaviour management with clear strategies in
place before the group commences.
Group activities and resources must be age appropriate and tailored in line with
Child Development principles. Group planning should consider the diversity of
participants and activities adapted to meet diverse needs. For these reasons, it is
crucial to undertake appropriate assessment of participants prior to commencing.
Processes for evaluation should be incorporated into planning.
Facilitating groups with children can be hard work and research should be
undertaken into Group Work theory to support this process. Observation of
teachers, co facilitators, or other group leaders can help Social Work students
develop group facilitation skills.
Parent and Teacher Involvement
Groups teach children skills in an experiential group setting where they can interact
and receive instant feedback from their peers. Research into CBT Social Skills
Groups such as What’s the Buzz and Stop Think Do highlights the importance of
parent and teacher involvement in the group process. New skills learned in the
group context are more likely to be practiced if they are reinforced in the home and
the classroom. Parents and class teachers should at the very least, be informed of
the child’s participation in the group, the aims of the group, and provided with
evaluative feedback at the end of the group sessions.

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The table below provides an overview of Group Stages, Activities, Tools, and Related
Theories.
Group Work
Stage Activities Tools Related Theories

Planning and - Consultation with staff, Consultation Community
Assessment students, parents to Development
determine the need for Group Work
and purpose of the group Systems/Ecological
Empowerment
- Group planning.
Framework, participants,
facilitators, timeframe,
location, resources.
- Gather information on Systems/Ecological

participants through Child Focussed
student files, consultation Practice
with teachers, children, Child Development
parents, observation. Group Work
-Complete Group Project Group Project Group Work

Proposal including risk Proposal template Child Development
and behaviour Culturally Informed
management strategies Practice
and adaptions for
developmental and
diverse needs.
Implementation -Develop Group Session Group Session Plan Group Work

Plans template Community
Development
-Source required
resources
-Commence Handbooks, Groupwork, purpose

implementation of group activities, and content.
sessions worksheets, books, Child Development
DVD’s, games Child Focussed

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- Clearly negotiate group Groupwork

norms and rules in the Empowerment
first session.
- Evaluate each group Group Session Plan Groupwork

and adapt practice as template Diversity
required. Child Development
-Ongoing liaison with Systems/Ecological

class teachers on group
learning.
Wrap up and -Evaluate achievements Surveys, verbal Empowerment

Evaluation and gather feedback from feedback Strengths Based
participants usually in final Groupwork
session. Community
Development
- Celebrate achievements Certificate Systems/Ecological

Group celebration Community
Development
- Gather feedback from Surveys, verbal Group Work

teachers and parents feedback, parent Community
- Compile Group letter/feedback form Development
Evaluation report and Group Evaluation Systems/Ecological
provide to AFE Template
-Provide feedback on Letters, newsletter, Systems/Ecological

group outcomes to copy of evaluation,
teachers and parents verbal feedback
-Advocacy and referral for Referrals

further assistance or
support

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5.1. Group Templates
5.1.1. Group Project Proposal
Group Name: Group Dates/Timeframe:
Facilitators:
Participants:
Group Description:
This is an introduction of the Group, purpose, and framework e.g. “What’s The
Buzz”. Please use flyers and other items as attachments.
Rationale/Needs/Background:
Identify the needs or problems to be addressed in the group and how these needs
have been identified. Include the target population and any statistical information or
reports that you may have. Ideas for information that could be included here are:
Length of time needs/problems have existed

Whether problem has ever been addressed before, and what the outcome was
Impact of problem to target population
Any connection between systemic and individual issues
Existing Community Strengths, Skills, Resources
Aims and Objectives:
State the desired group goals and objectives to address the needs/problems stated
above. Include why they are relevant and important to be addressed in this setting
and the benefits of achieving the goals/objectives.
Goal 1
Goal 2
Goal 3
Risks:

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Think about the risks involved in the group e.g. time management, involvement of
vulnerable population groups, diverse needs, behaviour management, how will this
information be used.
Time Frame/Session Plan:
Mon Mon Mon Mon Mon

Sessions
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
TTL
Evaluation:
How do you plan to evaluate the Group?

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5.1.2. Group Session Plan
Group Name:
Facilitator/ worker name:
Date of session: Session number: Total number of Sessions:
Length of session/duration:
Location of session: _____________________________________________
Topic/theme for session:
__________________________________________________________________
__________________________________________________________________
Aims/objectives of session:
__________________________________________________________________
__________________________________________________________________
Session Plan:
Time frame
Content/activity Facilitator Notes Resources/handouts
(e.g. number of
mins)

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Evaluation Summary:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Progress Notes:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Reflection/ Next Steps:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Next Session:
__________________________________________________________________
__________________________________________________________________

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5.1.3. Group Evaluation
 Name of Group:
Introduction/Group Summary:
Brief description of Group, purpose, framework, timeframe, participants, location etc
 Aims and Objectives of Project:
What were the aims and objectives of the Group?
 Method of Evaluation:
How did you evaluate the Group and gather feedback e.g. student survey forms, oral
feedback from teachers and students, self-reflection, number of participants?
 Results:
Record the results from your Evaluation. Use Graphs to demonstrate the results.
 Discussion
Discuss your findings and results here. What worked well? What was challenging?
Who benefitted? What learning was achieved? Did you meet the aims and objectives
of the Group? Were further needs identified?
 Recommendations:
What are your recommendations for the future in relation to this Group? Would you
make any changes? How can you make this practice sustainable? Is any follow up
or further learning required? Who will be responsible in the future?
 Conclusion:
Summarise the content of your Group Evaluation Report.

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6. Community Development Overview
6.1. Community Development
Community Development works to empower and strengthen communities and to develop
community capacity to address issues and needs and confront disadvantage.
Community Development is informed by Social Justice and Empowerment and Strengths
Based Approaches. It works to strengthen support systems or address systemic barriers
using an Ecological Approach.
Community Development works to achieve sustainability through facilitating the
community to identify and manage its own issues and needs.
6.1.1. Community Development in Schools

The School Community is made up of students, teachers, parents, visiting professionals,
external service providers and community groups who come together to support the
education and wellbeing of children.
Community Development in schools incorporates a diverse range of activities which
Student Social Workers can facilitate or support. These can include;
- Identifying Community needs or issues through School Profiles, Community Needs
Analysis or Well Being Survey’s.
- Strengthening Community response to disadvantage or diversity through activities
such as Home Work Club, Breakfast Club, Multicultural Groups, Harmony Day,
IDAHOBIT, Reconciliation Week.
- Strengthening sense of Community belonging through Lunch Time Activities,
Friendship Tables, Buddy Programs, Social Skills Groups, Mother’s and Father’s Day
activities, murals and artworks.
- Empowering communities to respond to issues or needs through activities and
events such as Anti Bully Day, R U OK? Day, Mental Health Week, Cyber Safety.
- Developing and fostering community skills and strengths through activities such as
School Leaderships Groups, SRC, events such as Sports Day, Assembly
Presentations, Book Week, End of Year Concert.
- Strengthening support systems through Parent Nights, Service Expo’s, networking
with external service providers, developing a service directory.
- Community Building through accessing resources, fundraising, grant writing.
Activities and tools used in community development projects, activities and events vary in
relation to the activity but are consistent in following a framework of Assessment, Planning,
Implementation and Evaluation.

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Community Development

Planning and - Assess Community School Profile Community
Assessment Needs and Strengths Template Development
Community Needs Systems/Ecological
Analysis Empowerment/Strengths
Well Being Surveys Child Development
Existing Data Culturally Informed
Consultation Practice
- Consultation with Consultation

staff, students,
parents, service
providers to determine
the need for and
purpose of the
project/event/activity
- Gather information Meeting

including accessing Whiteboard
online resources and brainstorming.
branding for events
and activities e.g. R U
OK? Day, Harmony
Day etc.
- Project planning. Project Proposal

participants, template
facilitators, timeframe,
location, resources,
risk management,
diversity.
-Complete Project Grant Applications

Proposal
-Source required
resources

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Implementation -Develop Project Running
Running/Session Sheet Template
Plans If ongoing use
Group Session
Plan template
- Purchase or gather Community

required resources Development
Systems/Ecological
Empowerment/Strengths
Child Development
Culturally Informed
Practice
-Brief Project Team Running
Sheet/Session
Plan
-Commence Use Group Session

implementation of Plan template
Project/Event/Activities
- If ongoing activity,
evaluate each session
and adapt practice as
required.
Wrap up and - Gather feedback, Surveys, verbal Community

Evaluation complete surveys feedback Development
Systems/Ecological
Empowerment/Strengths
-Compile Project Project Evaluation
Evaluation report and Template
handover to AFE
-Provide feedback on Newsletter,

outcomes to school Assembly, Staff
community meeting

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6.2. Community Development Templates
6.2.1. School Profile

Below are some themes you might want to think about/research as you commence
your placement and want to develop an increased understanding about your
school community. This fits well with practice standard 4 in particular –
 4.1 Understand the impact of systemic influences on practice, and
 4.3 Understand the role of research in obtaining and generating new
knowledge for practice.
Development of a School Profile
Name of School
Setting PS, HS, Area, R-12, Behaviour, Children’s Centre, Specialist
settings
System CESA, DfE, Independent
Size Enrolments, staff numbers, leadership positions
Partnership/ Cluster How does school fit with other schools? Joint initiatives?
Values/ mission Visible? Fit with social work?
Diversity Predominant cultural groups? ATSI students? Students with
disabilities? Guardianship of the Minister?
Disadvantage Category level? School card? SES of community?
Staff Wellbeing staff? SSO/ESO, ACEO/ACETO/AET,
PSW/Chaplain/ Deputy/ Assistant/ Vice Principals, school
counsellor, who does what?
How do staff gather What’s the focus for PD in 2018? E.g. mindset,
comprehension, STEM etc.
Parent engagement P&F, Governing Council, working groups, volunteering, parent
space, playgroups, parent evenings, communication, e.g.
skool bag app., newsletters, how do parents give feedback?

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Policies/ procedures Site improvement plan, protective practices, learner wellbeing
framework, safe schools framework, bullying policy, social
media policy, ATSI engagement strategy, problematic
sexualised behaviours document, exclusion/ suspension
process, restorative processes, information recording- Edsas,
Scholaris
Partner Agencies Regional office staff (psych, SW, speech, disability,
attendance, critical incident), non-government agencies,
school and visiting services church groups, are OSHC and
breakfast club run by school or external agency?
Wellbeing frameworks Be You. Re-imagining Childhood (Reggio Emilia), positive
education, global peace school, etc. Wellbeing strategic plan.
How is this embedded across the school? What do you see
/hear? Are teachers invested?
Social and emotional Universal and targeted. What does your school ascribe to?
Universal: Play is the Way/Program Achieve/
Learning Programs MindUP? Targeted: What’s the Buzz, Bounce Back, Play at
Lunchtimes
Community development e.g. mental health week, RUOK day, book week,
multicultural week and capacity building events
Students as school leaders
Is there SRC or Youth Leadership process? Can students
engage in community / volunteering activities?
Data, data, data Is there existing survey data? E.g. MDI, KM/MM survey
results- what does it show? What needs to happen?
Recommendations?
School promotion How does the school promote itself? Does it need to?
School culture The stuff that’s not written down. How would new staff
perceive the school? What did you notice? What are the
school’s strengths?
Funding Special Needs Funding, other funding sources?
Legislation How does Legislation impact on the school e.g. Education Act,
Child Protection, Disability Act, Children’s Rights?

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6.2.2. Project Proposal
Event Name:
Event Date:
Event/Program Description:
This is a brief introduction of the project including purpose and framework, please
use flyers and other items as attachments.
Needs/Rationale/Background
• Identify the needs or problems to be addressed in the project and how these
needs have been identified. Include the target population and any statistical
information or reports that you may have. Ideas for information that could be
included here are:
 Length of time needs/problems have existed
 Whether problem has ever been addressed before, and what the outcome was
 Impact of problem to target population
 Any connection between systemic and individual issues
 Existing Community Strengths, Skills, Resources
Aims and Objectives:
State the desired goals and objectives to address the needs/problems stated above.
Include why they are relevant and important to be addressed in this setting and the
benefits of achieving the goals/objectives.
 Goal 1
 Goal 2
 Goal 3

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Consultation/stakeholders
• List the key personnel who will be responsible for completion of the project, as
well as other personnel involved in the delivery of the project.
Name Title Role on Project
Risks:
Think about the risks involved in their project e.g. time management, involvement of
vulnerable population groups, how will this information be used.
Time Frame:
Provide detailed information on the expected timetable for the project. Break the
project into phases, and provide a schedule for each phase.
Mon Tue Wed Thu Fri Sat

Tasks / Activities 13- 14- 15- 19- 20- 21-
Mar Mar Mar Mar Mar Mar
1
2
3
4
5
6
7

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Project Budget (estimated):
State the proposed costs and budget of the project. Also include information on how
you intend to manage the budget. This can include in-kind support.
Currency: AUD
Total
Item Price Quantity
Price
1
2
3
4
TTL
Evaluation:
How do you plan to evaluate the project?

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6.2.3. Example Running Sheet
Time Task Responsible

4:00pm – 5:00pm -posters up around school SW students
Tuesday
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 Parents and SW students
bread
12:00 Commence event
Serving food 12:00 – 1:30 Parents
12:00 – 12:15 Chinese Students perform Students, SW students,

teacher
12:15 – 12:45 African Drumming Ben
12:45 – 1:15 Origami Workshop SW students SRC
1:30 – 2:00pm Clean up and pack away equipment All
2:15 – 2:30 Debrief activities All
Contacts:
Participants: to be confirmed
Safety:
Gloves to be used for all food handling
Antibacterial gel on hands if changing gloves
Separate equipment for raw and cooked food
Equipment:
6 x tables 1x pin board

2 x Insta frames Sellotape
String Balloons
Orange table clothes posters

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6.2.4. Project Evaluation
Name of Project:
Introduction/Project Summary:
Brief description of Project, purpose, timeframe, participants, location etc
Aims and Objectives of Project:
What were the aims and objectives of the Project?
Method of Evaluation:
How did you evaluate the project and gather feedback e.g. student survey forms,
oral feedback from teachers and students, self-reflection, number of participants?
Results:
Record the results from your Evaluation. Use Graphs to demonstrate the results.
Discussion
Discuss your findings and results here. What worked well? What was challenging?
Who benefitted? Did you meet the aims and objectives of the Project? Were further
needs identified?
Recommendations:
What are your recommendations for the future in relation to this Project? Would you
make any changes? How can you make this Project sustainable? Is any follow up
required? Who will be responsible in the future?
Conclusion:
Summarise the content of your Evaluation Report.

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INSPIRING
ACHIEVEMENT
7. Reference Resources
7.1. Relevant Theories
Please refer to the following pages.

INSPIRING
ACHIEVEMENT
Focus of
THEORY Central concern Main concepts & principles Advocates say … Critics say …
change
Systems theory Individual Interaction Basis in systems theory from the biological Offers a holistic view (of – Generalised & therefore
sciences (interrelationships of elements in nature) persons- in-environment) can be difficult to apply
between people
and contextual – Little detail regarding
Theorists: Parsons; and their  People are not isolated individuals but operate
what to do as a
as part of wider networks or "systems" understanding of behaviour
Merton environment practitioner
 Systems may be informal (e.g. family or friends),
formal (e.g. clubs, support groups) or public – Focuses on fitting
(schools, hospitals) people to the system
 Systems may be open or closed (i.e. rather than critiquing
communication & exchange across systems) and changing social
structures
 Changing one part of the system will impact on
the whole system (interactions between micro- – Does not encourage
meso-macro systems) challenge of oppressive
 Focus on ‘fit’ between person & the systems systems
within which they operate (lack of fit =
problem/s)
Related theories: Individual E.g. life model approach (Germain & Gitterman):
Ecological systems people constantly adapting to their environment
theory Individual functioning shapes family functioning
(Theorist: Family systems can create pathology within the

Bronfenbrenner) individual
Family therapy /
Family systems
Used in practise Ecomaps & genograms (for understanding system dynamics)

Networking & referral; Multi-disciplinary work

INSPIRING
ACHIEVEMENT
Focus of
change
Psychodynamic Individual how internal  Focus on the unconscious (thoughts that are – Useful for deep – Long term, often open-
theory processes (such ‘hidden’ from us) as motivating or driving human understanding of inner ended (may be
behaviour meaning/s expensive, impractical)
as needs, drives – Focus on therapeutic – Interested in
 Id, ego, superego
(Theorists: Freud; & emotions) alliance as central to environment & society
 Early childhood experiences seen as critical to
Brandell) motivate human adult problems facilitating only in terms of how
(inner/individual) change these affect individual
behaviour  Emphasis on early attachment relationships & feelings
– Pays attention to
developmental history
emotions and – Lack of empirical
 Focus on ‘inner’ change (idea that change emphasises empathy evidence that it ‘works’
comes from ‘within’ the person)
– Emphasises & – Cultural relevance
 Includes theories of human development, encourages self- (social class,
personality and abnormal psychology awareness. 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

INSPIRING
ACHIEVEMENT
Focus of
change
Crisis intervention Individual Alternative to  Focus on brief intervention to assist client to – Pragmatic – Technical responses
(CI) longer-term deal with immediate and practical problems – Economical & to immediate
by way of planned and structured action. outcome focused problems
psychodynamic
 Crises as ‘turning point’ in people’s lives approach – No attention to
work
 CI focuses on rational control of emotional – Enables clearer structural context,
responses & assisting client to regain accountability re: broader social
stability practitioner role & problems and/or need
achievements for social change
– Offers clients clarity, – Serves to mask
 TCP involves breaking down problems into sense of direction, structural problems as
Task-centred smaller, practical tasks that the client can well as service &
and sense of
practice (TCP) accomplish. Accomplishing tasks provides partnership with the resource
client with sense of competence/’success’ worker. inadequacies.
 Draws upon aspects of other theories (eg – May prevent need for – May not be
social learning theory) further, more appropriate for work
intensive, intervention 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

INSPIRING
ACHIEVEMENT
Focus of
change
Social Learning Individual Behaviour  Intelligence is an evolutionary, biological

Theory learned through adaptation to environment
interaction with  Behavioural learning occurs through
environment imitation & reaction to environmental
stimulation
 Problem behaviours maintained by positive
or negative reinforcement
Includes: Individual Our behaviour is  The role that our thoughts play in our – Time-limited and – Narrow focus on specific
behaviour (how we see & interpret the world problem- focused behaviour/s and change
Cognitive shaped by how
 how we behave) as both goal and
behavioural therapy we interpret the – Outcome focused outcome of intervention
(CBT) environment  Eg ABC: Activating event – Belief – – Cost effective – Complex problems
Consequence – Focus on the here & reduced to identifiable
 How (&/or what) we think determines and now behaviours
maintains problem behaviours – Prescriptive structure – Prescriptive structure &
 Emphasis on changing ‘dysfunctional’ & content means that content is rigid and
inflexible, may not allow
thoughts (‘self-talk’) in order to change does not require
for professional
behaviour (i.e. increase desirable ‘expert’ delivery
discretion
behaviours & decrease undesirable
behaviours) – No attention to structural
context, broader social
 Behaviour can be re-learnt 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)

INSPIRING
ACHIEVEMENT
Focus of
change
Strengths Individual All people have  With the right support, all people are – Evidence that it is – Limited
capable of solving their problems and ‘effective’ acknowledgement of
strengths &
fulfilling their potential client’s experience &
capacities – Optimistic, forward-
(Theorist: Saleeby) feelings
 Client as ‘expert’ (partnership & looking (rather than
collaboration) problem oriented) – Overly optimistic
 Negative events as opportunities for – Client-centred – Focus on strengths &
capacities may
learning/growth – Focused, time-limited,
overlook (& thus fail to
 Focus on internal and external strengths cost effective
address) needs and
 self-determination & personal responsibility – Fits well with problems (i.e.
contemporary emphasis on
demand for outcomes 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

INSPIRING
ACHIEVEMENT
Focus of
change
Empowerment Individual  Overlaps with strengths perspectives in – Seeks to reduce – Broadly interpreted;
focus on recognising and building on obstacles to individual commonly used without
people’s strengths well-being reference
(Theorists: Lee; to/understanding of
 Emphasis on self-direction, personal – Participatory, client theoretical basis (de-
Adams) led
responsibility, personal change and self- politicised &
actualization – ‘positive’ and client- individualised)
 Also related to cognitive theories in its focus centred – Focus on
individual/group well-
on how people perceive and interpret
being without regard to
information oppressive social
 Worker as facilitator (rather than ‘leader’) 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

INSPIRING
ACHIEVEMENT
Focus of
change
Client-centred / Individual Enhancing the  Importance of worker-client relationship – Allows people to find – Non-directive focus
person centred their own way in their may conflict with
individual  ‘Core conditions’ of helping relationship:
approaches
empathy, genuineness, ‘unconditional positive own time. agency role
(Theorist: Carl capacity to
regard’ – Values all forms of – Open-ended (‘fuzzy’)
Rogers) develop and  Non-directive; non-judgemental experience. – Assumes client
grow  Facilitation of growth and insight (‘tuning in’, – Emphasis on building willingness to engage
reflecting, etc) an equal and – Focuses on individual
 Emphasis on self-determination and personal meaningful working change rather than
responsibility and personal change/development relationship between societal factors
worker & client
Used in practise - Group work – ‘mutual aid’, personal development (e.g. GROW), support groups
Anti-discriminatory Individual Ways in which  Focus on preventing & challenging – Emphasises client – May fail to recognise
practice; Anti- & structured discrimination and the oppression that involvement in different experiences
oppressive practice Structural inequalities results from this problem definition, of oppression (&
 Emphasis on major social change to decisions that impact hence diverse
(AOP) shape individual
achieve equality and social justice and upon them, etc. interests, needs &
(Theorists: Dominelli; experience social transformation – More usefully thought wishes)
Dalrymple & Burke;
 Emphasises human rights of as a perspective – May inappropriately
Thompson) influencing all forms of group people together
 3 key requirements of AOP: justice, equality social work rather as ‘victims of
& participation than a specific model oppression’ (& make
of practice assumptions, overlook
diversity within as well
as between groups)

INSPIRING
ACHIEVEMENT
Focus of
change
Critical social work Individual Analysis and  Emphasises structural analysis, political – Emphasis on social – Claim that it may ‘let
& transformation of action, social change justice/equity informs people off the hook’
Structural  Sees problems as related to structures of both interpersonal for ‘bad’ behavior
(Theorists: Fook, power relations
society rather than individual characteristics work and – Cynical
Pease) social/political
 Social change (rather than individual – Idealistic &/or
advocacy work
change) as the goal of work impractical
– Takes account of
 The way things are is not the way they have different perspectives,
to be experiences and
 Importance of an open and ‘not-knowing assumptions
approach to practice – Provides workers with
 Emphasises the personal impacts and a broader vision and
experiences of structural conditions and sense of purpose
inequalities – Basis for more
 Recognises that most SW clients respectful & genuine
‘experience profound disadvantage and relationships between
oppression’ (Healy, 2011, p. 12) clients & workers
 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

INSPIRING
ACHIEVEMENT
Focus of
change
Attachment Individual  Attachment  The ability for an individual to form an  Non-Western

theory states emotional and physical "attachment" to societies may have
that a strong another person gives a sense of stability child-rearing duties
(Theorists: Bowlby, and security necessary to take risks, branch evenly distributed
emotional and
Ainsworth) physical out, and grow and develop as a personality. among a broader
attachment to  Attachment figure becomes a secure base group of people
at least one  We seek proximity to secure base when 
primary afraid, hungry, ill
caregiver is
critical to  We use the secure base as a safe haven
personal when we explore new experiences
development  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.

INSPIRING
ACHIEVEMENT
Focus of
change
Narrative
(Theorists: White, Individual Narrative therapy  Realities are socially constructed  Emphasis on  Being positive does
Epston) seeks to be a  Realities are constructed through building non- not sufficiently
respectful, non- language judgementally on recognize the
blaming approach  Identity generated through stories the positive’s and reality that clients
to counselling and  Our lives are ‘storied’ – we have a achievements in and the people
community work, dominant identity story that may be people’s lives. around them
which centres solution or problem oriented.  Focusing on this experience
people as the  People are not problems can allow for a damaging
experts in their own  Problems are to be externalised basis of change problems.
 Deconstruction of problems based in positive  The social control
lives. It views
 Awareness and analysis of how the story experiences of many Social
problems as
is constructed make it possible to identify  Focus strongly on Work agencies and
separate from the social mandate
alternative constructions that provide involving clients in
people and for Social Work
potential for change. exploring their own
assumes people interventions
worlds, co-
have many skills, constructions allow comes from
competencies, for people to be demands for
beliefs, values, authors and people to manage
commitments and experts in own their behaviour
abilities that will lives appropriately
assist them to  Reliance on
reduce the linguistic
influence of interventions for
problems in their changing people’s
lives. perspectives on
their problems
makes this
approach
inappropriate for

INSPIRING
ACHIEVEMENT
Focus of
change
some client groups
and for persistent
and serious social
problems and for
bust agencies
dealing with people
with difficult,
multiple problems.
Community Varies Link between  Focus on inherent strengths & capacities of – Working together for a – Accepts, rather than
development ‘healthy communities common purpose - critiques, existing
Collaborative & social structures (i.e.
communities’ and  Identification of shared concerns/interests
and cooperative approaches to overcoming participatory focus is generally on
individual well- improving the existing
problems – Community driven
Networking being social order rather
 Focus on strengthening, empowering, and – Forward-looking
and than seeking to
strategic
building community capacity – Process as important change this)
 Idea that people acting together have a as ‘outcome’
alliances – Limited by resources
greater capacity to improve their own – Targets social
Policy – May perpetuate
circumstances isolation
advocacy community division by
 Participatory, ‘grass-roots’ action representing only
& develop-
certain perspectives &
ment
interests (the loudest
voices …)
Used in practise - community capacity building; community awareness; collaborative projects

INSPIRING
ACHIEVEMENT
Focus of
change
Social Work with Individual, Common needs  Huge diversity of approaches to group Economical & outcome – Challenging with
Groups group, can and/or goals practice focused approach involuntary clients
 Group members have common goals and – Potential for intergroup
‘Social Group be understood and offer mutual aid Participatory with clients as
conflict
Work’ structural addressed  Worker promotes group cohesion, experts
– Not suitable for all
(social through group discussion and member interaction
‘Mutual Aid Group Facilitates shared learning clients
action) members offering  Members acquire information and/or skills,
Work’ problem solve, improve social and change – Shouldn’t be substitute
and receiving for other needed
‘Non-deliberative’ relationships, cope with feelings and Important for socialisation
support from one challenges interventions
group work and education (Social
another  Espouses Humanistic values –
practice responsibility for and to one another Learning Theory)
Theorists: Tuckman,  Mutual interdependence preferable to Long and documented
Gitterman, Shulman, individualism history in social work
Bernstein
 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
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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f

CRICOS No. 00114A

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

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

4.1.5. 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

Social Work: Students’ toolkit and resources for practice flinders.edu.au

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

7.1. Relevant Theories 79

Social Work: Students’ toolkit and resources for practice flinders.edu.au

Social Work: Students’ toolkit and resources for practice flinders.edu.au

2. Site Induction - Meet with AFE S2, S6

3. Workplace - Participate in School Orientation if S2, S4,

5. Understanding - Research School Structure e.g. key S3, S4

Social Work: Students’ toolkit and resources for practice flinders.edu.au

6. Understanding - Familiarise yourself with the school’s S1, S4

7. Getting Organised - Get a copy of the School Term S2, S6,

Social Work: Students’ toolkit and resources for practice flinders.edu.au

Social Work: Students’ toolkit and resources for practice flinders.edu.au

1.3. Example Timetables

SW Student Placement: Draft Timetable Week 1-4 of placement PRIMARY SCHOOL

Time Monday Tuesday Wednesday Thursday Friday

Social Work: Students’ toolkit and resources for practice flinders.edu.au

SW Student Placement: Draft Timetable Week 5 onwards PRIMARY SCHOOL

Time Monday Tuesday Wednesday Thursday Friday

Social Work: Students’ toolkit and resources for practice flinders.edu.au