AssignmentTutorOnline

Contract and Learning Agreement[1]

SWM107 Field Education Practicum 1

Student Information

Name:	Monika bhatti
Student Number:	2143466245

Agency Name:	Click or tap here to enter text.
Address:	Click or tap here to enter text.
	Suburb:	Click or tap here to enter text.	Postcode:	Click or tap here to enter text.
Contact Number:	Click or tap here to enter text.

Field educator 1 (onsite) supervisor

Field Educator Name:	Nicky Golan
Position in Agency:	Click or tap here to enter text.
Contact Number:

Field educator 2 (onsite) supervisor

Field Educator Name:	Nicky Golan
Position in Agency:	Click or tap here to enter text.

External FIELD EDUCATOR (IF APPROPRIATE)

Name: NICKY GOLAN
Email Address: [email protected]	Phone: Click or tap here to enter text.

FIELD EDUCATION LIAISON OFFICER (FELO)

Name: NICKY GOLAN
Email Address: [email protected]	Phone: Click or tap here to enter text.

HOW TO COMPLETE THIS CONTRACT AND LEARNING AGREEMENT

instructions for how to compelte this form

The student and the agency field coordinator (onsite) work together to complete this form.
Once completed, it is signed by the student and the field educator (either agency or external).
The student is required to upload the completed document to ExO for marking.
The learning contract is to be submitted within 10 placement working days of the placement commencing.

The learning contract should be completed during placement time.

Student identified learning goals

Students develop unique learning goals that address the skills and practices they will develop specific to their placements. Each goal should develop a student’s skills, knowledge and values as an emerging social worker. These goals are to be linked to the eight AASW practice standards, outlined below.

Students must identify a minimum of six goals for this contract and learning agreement.

The SMART goal framework can assist students to develop meaningful and time-appropriate goals. SMART goals are explained below.

One goal may apply to more than one standard. It may happen that as the placement progresses, these goals may change or are no longer relevant. If this happens, students can discuss this in their reflective journals and / or in their mid-placement meeting.

Without clear goals, it can become easy to lose focus on what we are seeking to learn on placements, and we can end up doing tasks that do not challenge or stretch us. SMART goals help us to develop strategies to meet goals in a measured way, that keeps us inspired to stay on track, especially when we experience setbacks or difficulties.

Remember, the main purpose of your placement is learning, so we want to challenge and stretch ourselves to learn while on placement.

See the following page for a useful breakdown of SMART goals and their usefulness:

The AASW practice standards (2013)

The practice standards provide:

A basis for applying standards across the diversity of practice in Australia;
A basis of expected standards of practice;
A guide for the assessment of practice;
A guide for planning ongoing professional development.

Terminology:

Practice standard – Outlines the values and expected conduct of a social worker

Standard – What the student should demonstrate to meet the practice standard

Indicators – Examples of activities a student may participate in whilst on placement that meet this standard. These are a guide only. The student does not have to have undertaken these specific examples and may have been involved in other activities relevant to their placement, agency, tasks and learning opportunities. These activities can then be applied to the practice standard.

Links and resources:

The AASW Practice Standards are listed below. The standards and indicators should be accessed at

https://www.aasw.asn.au/practitioner-resources/practice-standards

AASW practice standards

Values andethics

Social workers demonstrate that the values of social work are integral to their practice, they uphold their ethical responsibilities and they act appropriately when faced with ethical problems, issues and dilemmas.

Standard

1.1 Practice in accordance with the AASW Code of Ethics

1.2 Manage ethical dilemmas and issues arising in practice

Professionalism

Social workers demonstrate active promotion and support of the social work profession, act with integrity and ensure accountability.

Standard

2.1 Represent the social work profession with integrity and professionalism.

2.2 Behave in a professional manner and be accountable for all actions and decisions

Culturally responsive and inclusive practice

Social workers have adequate understanding and knowledge of cultural diversity in order to work in a culturally responsive and inclusive way.

Standard

3.1 Work respectfully and inclusively with cultural difference and diversity

3.2 Respect, strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures

Knowledge for practice

Social workers have and obtain the knowledge required for effective practice.

Standard

4.1 Understand higher level systemic influences on people with respect to area of practice

4.2 Understand and articulate social work and other relevant theories and concepts

4.3 Understand the role of research and evaluation in obtaining and generating new knowledge for practice

4.4 Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice

Applying knowledge to practice

Social workers demonstrate the skills required to implement knowledge into practice.

Standard

5.1 Conduct an assessment and analysis of needs to inform the service being offered

5.2 Work collaboratively with relevant people

5.3 Use a range of specific social work methods and techniques appropriate to area of practice

5.4 Apply critical thinking and reflective thinking to practice

Communication and interpersonal skills

Social workers demonstrate skills required to communicate and work effectively with others.

Standard

6.1 Effectively communicate with a diverse range of people

6.2 Effectively communicate the details and nature of the service offered to people

6.3 Effectively work with others in a team environment

6.4 Use information technology to communicate and provide services as appropriate

Information recording and sharing

Social workers are accountable and responsible for the information they collect and keep in the course of their work.

Standard

7.1 Record and manage information appropriately

7.2 Keep and maintain information in accordance with ethical principles and relevant legislation

Professional development and supervision

Social workers demonstrate commitment to ongoing learning through continuing professional development and supervision.

Standard

8.1 Actively participate in professional supervision

8.2 Engage in continuing professional development as outlined in the AASW continuing professional development requirements

8.3 Contribute to education and professional development of others where appropriate

Part A. Placement Arrangements

Attendance

Outline the expectation of the agency and UOW for your attendance on placement. Include a summary of arrangements for hours of work, notifying the agency and UOW when you are unwell, any times you cannot attend placement, recording and approving attendance, dress code and any other relevant details for attendance

Ans: – I am doing project placement and my attendance is noted on google doc. Our supervisor Nicky Golan takes our class on every Tuesday to discuss the project work. she is also having the record of our attendance as well as we all student who are doing project placement also arrange the class on Thursday to discuss the tasks of the project work and for that class the attendance is noted on google doc. I also make my personal record for attendance and how many hours I spend on task as well as how many hours I spend to collect material, read articles for project tasks.

Supervision Arrangements

Ans: – supervision is done by our supervisor Nicky Golan. She is also keeping an eye through google doc where we do our tasks, and she gave us feedback on tasks.

Provide a summary of your supervision arrangements; include days and times, what you need to have prepared for your supervision, the agenda for your supervision sessions, arrangements if your supervisor is away etc.

ANS: – Supervision is important to keep an eye on students. Our supervisor Nicky arranges the class on every Tuesday.

Include external supervision arrangements: including your integration seminars (which include group supervision), the arrangements for notifying and accessing information presented at the integration seminars, the expectations of your yourself and your supervisor for supervision

Ans : – supervision is done by our supervisor Nicky Golan. She is also keeping an eye through google doc where we do our tasks, and she also gives us feedback on tasks.

Click or tap here to enter text.

Orientation Process

Describe the plan for student orientation to the agency, staff, client group and projects.

Ans: – The project orientation was conducted by Nicky about Dom’s places and Erin’s places. She explained about what we are going to in both projects. This was done on the first day of placement. She also explained what the purpose of Dom’s place and Erin’s place is. The students are also be briefed on what is expected on them during the period of their placement. She also gave us opportunity to choose the project. she also explained what tasks we will do during the time of placements and when we are going to submit that.

Placement Tasks

Summarise the placement tasks that the student will be involved in: for example; projects, casework, group work, research, administration tasks, community development, policy and meetings. Outline the role of the student in relation to these tasks, for example undertaking interviews assessments, observation, writing reports or case notes, co-facilitate a group or presentation, conduct surveys. Be as specific and detailed as possible.

Ans :- The students are involved in the projects and that projects are based on homelessness in Australia. These projects name are voices of influence youth leadership project and catholic care volunteer implementation project. Both projects are based on Dom’s places and Erin’s places. The student is also expected to do research of the underlying issues causing domestic violence and research on the social issues that affects the people in the home. Each student will be expected to make report according to draft project work and we also need to make power point slides for both projects and a final report will be submitted one week before the end of their placement. The student will be involved in research of the causes of homelessness in Australia. They will conduct through research on what cases these things. The student is also expected to do research of the underlying issues causing domestic violence and research on the social issues that affects the people in the home. Here is the list of our tasks and explanation of our project work. (For catholic care) These include but are not limited to: • Producing and providing engaging, captivating, and informing material to provide to individuals who express interest in these volunteer roles. • Facilitating a forum to disseminate this material as well as provide a safe space to answer any questions & concerns • Coordinating an individual interview process for participants who wish to proceed to the next level of interest. – this will be actioned using Catholic Care’s usual interview process for volunteers • Designing and facilitating a psycho-educational process whereby participants are provided with further specific required info such as Catholic Care philosophy, mission & values & a simplistic & basic overview in plain English (as opposed to academic discourse) of various theoretical underpinnings informing service & care. – this will be provided through Catholic Care’s LMS system once vetted • Designing the volunteer orientation process to their service & roles. • Designing the evaluation and feedback process for Volunteers – a feedback and evaluation form already exists • Establishing a process for managing issues that arise and any escalating risks identified – a process already in place • Planning a process whereby CatholicCare demonstrate their gratitude & value to volunteers – great idea • Design evaluation processes for the program via qualitative research methodology including all stakeholder groups; the volunteers, the clients & staff – be good to hear more about what you think here Essentially we would like the development of the following: a) Webinar/PowerPoint presentation which is captivating and engaging for Dom’s Place to provide information about what Dom’s Place is, and what to expect when volunteering in this space, as well as what qualities we seek in a volunteer at Dom’s Place. Q&A session at the end of presentation. b) Webinar/PowerPoint presentation which is captivating and engaging for Erin’s Place to provide information about what Erin’s Place is and what to expect when volunteering in this space, as well as what qualities we seek in a volunteer at Erin’s Place. Q&A session at end of presentation. Give some recommendations of ways we can show gratitude/acknowledge volunteers who are with Catholic Care.

(Voices of influence)

Defining the Project and Stages:

The first stage of planning for the Youth Leadership Course will be the consultation stage.

The 5 marginalised groups identified which will focus as interest areas in the course are:

i) Refugees & Asylum Seekers
ii) First Nations People

iii) LGBTQI

iv) People living with disabilities
v) Women / gender pay inequality

As outlined above, a comprehensive, robust and detailed consultation process is needed to capture the voices and lived experience of the 5 groups above.

Significant planning as to how the voices & lived experiences of individuals who identify within these groups will need to occur.

This planning will need to consider multiple factors such as;

Which agencies or community groups to approach to seek this information?

Developing a list of possible agencies / community groups to contact.

How will the individual voices and experiences be captured & recorded?

Consideration of issues around ethics, privacy & confidentiality need to be explored.

How will these stories be analysed, interpreted and categorised into themes?

How will we make sure we do not simplify or reduce these collective stories into ‘one homogenous voice’?

Will we offer these individuals a gesture or incentive for contributing?

What piece of initial introductory writing will need to be created to share with individuals, community groups & other lobby groups to share the purpose and objective of this consultation process?

Will social media be utilised in this consultation process?

Which forms of communication will be used?

How will the project team refer to their roles & the work they are undertaking?

How much content & elicited stories will be deemed adequate?

What ethical considerations will the project group need to consider prior to embarking on this process? For Instance, how will we ensure we approach individuals from a trauma-informed practice?

What can the project team put in place to manage the potential risks associated with this?

What timeline will the project group follow in terms of;

Planning for the consultation
Undertaking the consultation
Writing up, recording, representing the stories, experiences & diverse voices

How will the project group divide the tasks?

How will the project group support one another & collaborate?

What actions or measures will the project group take if problems / issues arise?

Given the target audience for the Youth Leadership Course are young people in the education system in Years 10 – 12 ie: 15 – 18yrs – will the project team also include a consultation process of this group?

If so, how will they be reached?

What will be the specific objectives in consulting with this group?

Given the course will be heavily based on education around:

the psychological, social, cultural, political, and historical abuse, discrimination, treatment and trauma endured and the intersection of these together with
specific education, support and encouragement around understanding of the Human Rights space, how to develop a campaign, elements of an effective campaign, developing the set of skills to achieve same,

Then potentially – what areas or specific information do we want to collect from young people?

Brainstorm objectives…..

How can this be collected effectively & efficiently?

How will the project group ensure they have consulted across the socio-eco, cultural, geographical layers of possible young people?

Given young people are attached to social media – perhaps this is a easy & captive space…

We also have few tasks to do during placements these are given below:-

Task 1 – Reflection on culture, beliefs, etc and the impact of these on your development as an adult – pls post on google doc

Task 2– Organise group meetings, means of communication and (as needed, student tasks based on decisions & meetings)

Task 3 – Read & review articles & blogs shared by other Social Workers on their personal & professional practice frameworks & begin to journal & post in the Google doc the ideas, themes, principles, values & potential theories (if possible) that you feel are part of your framework. This is a ‘living’ & dynamic process which should develop & evolve throughout your placement.

3a. You might want to include aspects of these in your Learning Plan.

Task 4 – Pls read the papers provided on both self-reflection & critical analysis & pls make sure you understand the differences of these two practice processes – pls feel free to also include aspects of these in your Learning Plan. Pls adopt the skills of both of these where appropriate from hereon for instance; for your own personal development journey – the self-reflection tools will apply. Whereas when it comes to your actual research & investigation relating to your project, the skills relating to critical reflection will be relevant.

Task 5 – Review & read / watch the links provided about Kumanjayi Walker’s tragic death & the court case relating to Zachery Rolfe & consider your position & reflections around this. A further email provided a simulated case study where you were a Social Worker in the Northern Territory. I emailed a few questions for your consideration / reflection about your approach & practice, specifically around how you would approach your support of this family from an anti-oppressive practice.

Task 6 – Write your Learning Plan according to the instructions shared in our prior seminar class – ie: pls keep it real, authentic & purposeful to your development goals for this placement.

Task 7 – Pls review the two project papers completed by MSW students during last term relating to CatholicCare. You do not need to digest every detail but

please make sure you understand the overview, the sequencing of tasks & stages & the level of work produced – these are the actual programs that will be able to be implemented as service delivery immediately, once the Volunteer Program has been established which is one of your projects this term.

Task 8 – Pls read the draft project scoping papers provided Tuesday 29th. Pls discuss these collaboratively & consider them individually & pls provide both your individual & collective comments / suggestions. Please collate these & provide them as one document for each project.

Task 9 – Pls google Coggleit – https://coggle.it & please create a detailed visual mind map for each project. This is simply a visual representation of the many ideas, factors, relationships, themes & areas you may wish to include / consider in your project. Pls do this as a group & post on the Google doc.

Task 10 – LEARNING PLAN Please submit your Learning Plan by 6th April.

Task 11 – Pls consider the document emailed previously which includes many varied project management software / tools. Pls explore these before Thursday so when you all meet, you can contribute to a discussion to determine the most suitable platform / tool. If your group feels there is a better option than the existing Google doc, pls liaise with Shannon & advise. Beta will facilitate this process & discussion.

Task 12 – Pls read the Project Management Overview provided Tuesday 29th to be able to have a basic understanding as to the pathway & roadmap for project progress.

Task 13 – Pls document / design a very basic flowchart using single descriptive terms & arrows to represent the roadmap we worked through collectively on Tuesday 29th. Think back to our ‘Rebel Sports & over 70s’ example. Remember we started with; pls use colour & / or symbols to convey this flowchart as clearly & as visually engaging as possible. Pls post on the Google doc.

Identification of the problem / issue / gap
ii. a thorough investigation & understanding of the current landscape

iii. Specific task planning, task allocation and associated timeline

Development of recommendations
Outline of evaluation process

Placement Learning

Describe methods of analysis, reflection and learning that the student will undertake during placement: for example, analysis of interviews and assessments, process recording, theory/practice integration, group analysis, organisational analysis.

Ans: – The student will be required to learn how to write a report of the clients they engage with. all students will be required to do all work of the projects. every week we need to arrange meeting to discuss the project work. Which would help us to complete all this work. Work for both projects are written below.

Volunteer project for catholic care;-

To establish a successful volunteer program tailored to both these specialised areas of need, several steps and tasks are necessary.

These include but are not limited to:

Producing and providing engaging, captivating, and informing material to provide to individuals who express interest in these volunteer roles.
Facilitating a forum to disseminate this material as well as provide a safe space to answer any questions & concerns
Coordinating an individual interview process for participants who wish to proceed to the next level of interest. – this will be actioned using CatholicCare’s usual interview process for volunteers
Designing and facilitating a psycho-educational process whereby participants are provided with further specific required info such as Catholic Care philosophy, mission & values & a simplistic & basic overview in plain English (as opposed to academic discourse) of various theoretical underpinnings informing service & care. – this will be provided through CatholicCare’s LMS system once vetted
Designing the volunteer orientation process to their service & roles.
Designing the evaluation and feedback process for Volunteers – a feedback and evaluation form already exists
Establishing a process for managing issues that arise and any escalating risks identified – a process already in place
Planning a process whereby CatholicCare demonstrate their gratitude & value to volunteers – great idea
Design evaluation processes for the program via qualitative research methodology including all stakeholder groups; the volunteers, the clients & staff – be good to hear more about what you think here

Essentially we would like the development of the following:

a) Webinar/PowerPoint presentation which is captivating and engaging for Dom’s Place to provide information about what Dom’s Place is, and what to expect when volunteering in this space, as well as what qualities we seek in a volunteer at Dom’s Place. Q&A session at the end of presentation.
b) Webinar/PowerPoint presentation which is captivating and engaging for Erin’s Place to provide information about what Erin’s Place is and what to expect when volunteering in this space, as well as what qualities we seek in a volunteer at Erin’s Place. Q&A session at end of presentation.

Give some recommendations of ways we can show gratitude/acknowledge volunteers who are with CatholicCar

Voices of influence youth;-

Defining the Project and Stages:

The first stage of planning for the Youth Leadership Course will be the consultation stage.

The 5 marginalised groups identified which will focus as interest areas in the course are:

i) Refugees & Asylum Seekers
ii) First Nations People

iii) LGBTQI

iv) People living with disabilities
v) Women / gender pay inequality