FIELD PLACEMENT PREPARATION
WORKBOOK
7034HSV Social Work Field Placement 1
Master of Social Work (Qualifying)
School of Human Services & Social Work
Griffith University
TABLE OF CONTENTS
Welcome Message
3
Introduction to Social Work Field Placement
4
Field Placement Preparation Schedule
5
Field Placement Preparation Checklist
6–7
Field Placement Preparation Program
8 - 14
Step 1: Social Work 101
Step 2: Know Thyself
Step 3: Identify Organisations of Interest
8
9 – 10
11 – 12
Step 4: Utilise the Text
13
Step 5: Complete Your Placement Paperwork
14
Next Steps
15
Appendix 1: Field Placement Resources
16
Appendix 2: Interviewing with a Field Supervisor
17 – 18
Appendix 3: Tips from a Field Supervisor
19 - 24
2
WELCOME MESSAGE
A very warm welcome to the Master of Social Work (Qualifying) program at
Griffith University!
The next two years are going to be incredibly rewarding, intense and
challenging. You will reaffirm your known strengths and discover new ones; you
will engage in critical reflection and self examination, developing insight into
your motivations for pursuing a social work career and the values and beliefs
that shape your perception and experience of the world; you will develop your
foundation social work knowledge and skills; and you will find yourself being a
part of, and contributing to, a supportive and encouraging professional
community.
The Workbook
We have created this Workbook to help you prepare for perhaps the most
demanding (and rewarding), course within the program, Social Work Field
Placement 1.
Field Placement is a rite of passage for every Social Worker. Ask a Social Worker
who graduated 30 years ago what they remember of their degree, and they will
no doubt recall their field placement experiences. These are memories that will
last a lifetime.
We want you to succeed on placement, to get the most from the experience, and
learn all that you possibly can. Like most things in life, success requires planning
and preparation. This simple step-by-step guide will help you make meaningful
and informed decisions about your field placement experience.
You can undertake this preparation at your own pace, however we strongly
encourage you to start now, as the earlier you start the more prepared you will
be. Please complete the Preparation Program Steps 1 – 4 at least one to two
weeks before your Field Placement Paperwork (e.g. Preference Form) is
due.
Take it step by step and enjoy the process. This is an exciting journey!
We sincerely look forward to working with you.
The MSW (Qualifying) Field Placement Team
3
INTRODUCTION TO SOCIAL WORK FIELD PLACEMENT
7034HSV Social Work Field Placement 1
Length:
Timeframe:
When:
68 seven-hour days (i.e. 7hrs plus breaks)
4 days per week (Mon-Thu) for 18 continuous weeks
Semester 1, Year 1
7044HSV Social Work Field Placement 2
Length:
Timeframe:
When:
72 seven-hour days (i.e. 7hrs plus breaks)
4 days per week (Mon-Thu) for 18 continuous weeks
Semester 2, Year 2
Placement Organisations
Students undertake their placements across a range of fields of practice, working
with a diversity of populations and utilising numerous practice approaches. We
work with dozens of agencies throughout Australia every semester, including
Government (federal, state, local), non-government and not-for-profits. There is
no set ‘list’ of placement organisations, although there are agencies that regularly
host student placements.
Placement 1 vs. Placement 2
Your two field placements will be different from one another. This ensures
students develop foundation social work knowledge and skills, ready to meet the
AASW Practice Standards for Social Workers upon graduation.
Placement 2 will be in/working with a different:
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Organisation/Agency
Field of practice (e.g. addictions, mental health, disabilities)
Primary population group (e.g, youth, adults, older persons)
Primary practice approach (e.g. case management, research)
Field Supervisor
At least one placement must be in direct practice (i.e. you can’t do two
policy/research placements).
Your Field Supervisor will be a qualified Social Worker, eligible for full
membership of the AASW, with at least two years post-qualifying experience (or
part-time equivalent), who demonstrates a commitment to continuing
professional education.
4
FIELD PLACEMENT PREPARATION SCHEDULE
The earlier you start preparing for placement, the more enjoyable the
experience. We never want to feel rushed or stressed, particularly when starting
a new endeavour, so plan well and don’t procrastinate!
No. Task
Timeframe
1
Vaccinations/obtaining evidence of
2 – 6 months prior to placement
2
Checks (e.g. Working with Children
Blue Card, Federal Police Check)
Apply ASAP (at least 2 months
prior)
3
Purchase Text Book
2 – 3 months prior
4
Placement Preparation Program (1-4)
Complete at least 1 - 2 weeks
before Placement Preference
Form due
5
Placement Paperwork
Exact due dates will be advised
6
Personal Preparation
At least 1 month prior
5
FIELD PLACEMENT PREPARATION CHECKLIST
Please use the checklist below to keep track of your preparation. Bring a copy of
your Checklist to your Pre-Placement Interview with the Field Placement
Convenor.
ITEM
YES
NO
Vaccinations
Hepatitis B (arrange vaccination or evidence ASAP)
Any other necessary vaccinations (Convenor will advise)
Checks
Working with Children (apply ASAP)
Any other necessary Checks (Convenor will advise)
Purchase Required Course Textbook
*Making the Most of Field Placement (2nd Ed)
Placement Preparation Program
Completed Step 1: Social Work 101
Completed Step 2: Know Thyself
Completed Step 3: Identify Organisations of Interest
Completed Step 4: Utilise the Text
Placement Paperwork
Student Self-Awareness Assessment
Placement Preference Form
Student Agreement
Other documentation as requested (insert below)
6
Personal Preparation
I’ve discussed Field Placement and the semester
ahead with the significant people in my life.
They know the commitment I’m making, and are aware of
what I will and won’t be able to do, and how I would like
them to support me in this endeavour (consider
childcare/carer arrangements, household responsibilities,
paid/voluntary work, study time/space, social life).
I’ve made necessary arrangements with my work.
I’m aware that I will be committing at least 5 full days to
my studies every week so work will need to fit around
this. I’ve prepared myself financially for this semester.
I’ve given thought to how I’m going to take care of
myself physically, emotionally, mentally and
spiritually.
I know the semester ahead is going to be demanding, so I
need to plan activities that will help me rejuvenate and
stay healthy so I can maximise my learning and enjoy the
experience.
I have a suitable wardrobe for my field placement.
I enquired about appropriate attire/dress code during the
pre-placement interview with my Field Supervisor, and
have planned accordingly.
Any other items you would like to add:
*Cleak, H. & Wilson, J. 2007. Making the Most of Field Placement, 2nd ed, Cengage
Learning Australia, South Melbourne.
Order online: http://www.coop-bookshop.com.au
7
FIELD PLACEMENT PREPARATION PROGRAM
STEP 1:
SOCIAL WORK 101
Task:
Read the following documents central to our profession. They will
help you develop your foundation understanding of the why and
how of social work.
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AASW Code of Ethics (2010)
AASW Practice Standards for Social Workers (2003)
AASW Practice Standards for Mental Health Social Workers
Time:
Approx. 2 hours
Resources: www.aasw.asn.au/publications (under ‘Ethics’ & ‘Standards’)
NOTES
Use this space to jot down any notes or questions.
8
STEP 2:
KNOW THYSELF
Self-awareness and critical reflection are fundamental to a rewarding social
work career. Being able to reflect upon and articulate your values, strengths,
interests and learning aspirations is a crucial step in preparing for Field
Placement.
Task:
Time:
Ask yourself the following questions & jot down your thoughts
Approx. 1 hour
1. Why do I want to become a Social Worker?
2. What are my core values?
3. What are my main strengths?
Tip: You may wish to take the free VIA Signature Strengths Questionnaire
http://www.authentichappiness.sas.upenn.edu/questionnaires.aspx
9
4. What interests me in social work?
Consider fields of practice, population groups, social issues.
5. What knowledge and skills do I already possess?
(from prior study, work/volunteering, life experience)
6. What knowledge and skills do I want to develop?
10
STEP 3:
IDENTIFY ORGANISATIONS OF INTEREST
Social Workers work in government (federal, state, local), non-government, notfor-profit and private organisations; with children, young people, adults, older
persons, organisations and whole communities; in the following fields of
practice, utilising the below practice approaches.
Fields of Practice
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Addiction
Aged Care
Child Protection
Communities
Culturally
&
Linguistically
Diverse (CALD)
Disability
Domestic Violence
Families
Education
Health (hospital & community)
Housing/homelessness
Income Support (Centrelink)
Justice/legal
Mental Health
Sexual Violence
Sexuality & Gender Identity
Youth
Practice Approaches
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Advocacy
Community Development
Case Management
Counselling/therapy
Group Work
Information & Referral
Policy Development
Project Work
Research
Tasks:
Start to build your awareness of human service organisations in your area. You
won’t necessarily undertake your placement at one of these agencies.
a. Identify 5 organisations of interest in your city/region/town
b. Identify specific programs/teams/departments/services within those
organisations that are of interest
How: Conduct Internet searches using key words based on your interests.
(e.g. mental health youth Melbourne)
If you’re already working in the field, ask colleagues about reputable
agencies or innovative programs.
Call/visit your local Community/Neighbourhood Centre and ask about
local services.
11
Time: Approx. 2 hours
NOTES
Record organisation name, program/team of interest, website, other notes.
12
STEP 4:
UTILISE THE TEXT
The required course textbook, Making the Most of Field Placement (2nd Ed.),
will become your ‘go to’ resource before, during and after both of your
placements. It’s filled with practical information and exercises to help you and
your Field Supervisor create a positive and enriching placement experience.
Keep it handy!
Tasks:
a. Read Chapter 1: Preparing for placement – student
b. Complete ‘Assessing Your Preferred Learning Strategies’ (page 19)
Time: Approx. 1 hour
NOTES
Record your preferred learning strategy and any other points of interest.
13
STEP 5:
COMPLETE YOUR PLACEMENT PAPERWORK
Now that you’ve articulated your values, interests, strengths, preferred learning
strategies and identified at least five organisations including specific
programs/teams of interest, you’re well prepared to take the next crucial step –
completing your field placement paperwork!
Please complete and submit the following documentation by the due dates
(as advised by Field Placement Team):
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Student Self-Awareness Assessment
Placement Preference Form
Student Agreement
Any other documentation as requested
*** Important Reminder ***
Make sure you’ve had all the necessary vaccinations (e.g. Hepatitis B) and
applied for your Working With Children/any other necessary checks.
Placement cannot proceed without them.
14
NEXT STEPS
1. Pre-Placement Interview with Field Placement Convenor
Once you’ve submitted your Placement Preference Form, you will have an
interview with your Field Placement Convenor to discuss your learning
needs and aspirations in greater detail. The more preparation you’ve
done, the more meaningful this interview will be. It is from this interview
that your Field Placement Convenor will then identify a suitable
placement in the field. This can take many weeks, so please don’t be
concerned if you don’t hear from the Convenor for some time.
Check your email and phone messages regularly and return calls
from Field Placement staff ASAP. Other Universities will also be
seeking field placements for their students, and placements on offer can
go quickly (sometimes ‘first in best dressed’). Don’t miss out on a
placement opportunity just because you didn’t check your
email/voicemail for a few days!
2. Interview with Potential Field Supervisor
Once a potential placement has been identified, you will be asked to meet
with the Field Supervisor to discuss the placement, at the placement
agency (see Appendix 2 for tips). This will provide you with an
opportunity to build a clearer picture of what the placement would entail
and to share your interests, strengths, learning style and aspirations with
the Field Supervisor. Ultimately, this meeting will enable both you and
the Field Supervisor to decide if this is a suitable placement for you.
3. Placement Confirmed
Once you’ve met with the Field Supervisor, a decision will be made
regarding the suitability of the placement. If you and the Field Supervisor
are happy to proceed, and the Field Placement Convenor approves, then
the Field Placement Liaison Officer will arrange the necessary paperwork
to confirm arrangements. If yourself or the Field Supervisor deems the
placement unsuitable, the Field Placement Convenor will discuss the
situation with you, and seek another placement.
4. Placement Begins!
After months of preparation and anticipation you have finally arrived –
welcome to Social Work Field Placement 1! Go in with an open mind, a
positive and respectful attitude, a genuine desire to learn and a
willingness to engage in critical reflection. Make the most of it and enjoy!
15
APPENDIX 1:
FIELD PLACEMENT RESOURCES
1. Online video resources
Check out these short video clips on the School’s website:
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Tips for Placement 1
Tips for Placement 2
Tips for External Students
Supervision 101
Tips for Field Supervisors
2. Field Placement Articles
The New Social Worker magazine regularly includes feature articles on
field placement written by students, new graduates and practitioners. All
articles can be accessed for free at:
www.socialworker.com/home/Feature_Articles/Field_Placement
N.B. As this is a US based magazine, some of the terminology and field
placement structure/requirements are different, however the core
principles are applicable to Australian students.
A few articles to get you started:
Field Placement: Are You Fit? How is your practice stamina?
http://www.socialworker.com/home/Feature_Articles/Field_Placement
/Field_Placement%3A_Are_You_Fit?_How_Is_Your_Practice_Stamina?/
Are you a Joy? Coming to or going from practicum
http://www.socialworker.com/home/Feature_Articles/Field_Placement
/Are_You_a_Joy?_Going_to_or_Coming_From_Practicum/
Fielding Challenges, Finding Strengths
http://www.socialworker.com/home/Feature_Articles/Field_Placement
/Fielding_Challenges%2C_Finding_Strengths/
An Introduction to Use of Self in Field Placement
http://www.socialworker.com/home/Feature_Articles/Field_Placement
/An_Introduction_to_Use_of_Self_in_Field_Placement/
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APPENDIX 2:
INTERVIEWING WITH A POTENTIAL
FIELD SUPERVISOR
BEFORE
1. Plan your travel (plan to arrive at least 15min early)
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maps.google.com.au (use the ‘get directions’ feature to find the best route)
www.translink.com.au or phone 13 12 30
2. Read Making the Most of Field Placement Chapters 1 & 2
3. Research the placement organisation
 Review website
 Read the latest Annual Report if available
4. Research social work in that field of practice
 http://www.griffith.edu.au/library > library search (try ‘journal articles’)
 Use key words such as ‘social work addiction/mental health/aged
care/families’
 Refine your search to find the latest articles (e.g. from 2008 onwards)
5. Prepare paperwork to take on the day such as:
 Resumé
 List of questions to ask the Field Supervisor
 Written statement of your interests and learning aspirations
6. Prepare your wardrobe
 Dress as you would for a job interview – this is a professional meeting
7. Day of the Interview
 Eat breakfast/lunch (don’t go in hungry!)
 Check your wardrobe
 Gather your paperwork
 Plan to arrive at the venue at least 15min early
(only introduce yourself 5min before the scheduled interview time)
DURING
Important Note re Master of Social Work (Qualifying)
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Always use full title, Master of Social Work (Qualifying) or MSW
(Qualifying)
Never introduce yourself simply as a ‘Master of Social Work’ student
The Master of Social Work (Qualifying) is a relatively new degree in Australia, and the
field is still in the process of understanding what it involves. To put it simply (if you are
asked), the Griffith University MSW (Qualifying) is a two year full-time program
designed for those who already have a related undergraduate degree. The degree
qualifies you as a Social Worker in Australia, just as the Bachelor of Social Work does.
17
That is, it is the BSW or MSW (Qualifying) that meets the minimum eligibility
requirements for membership of the Australian Association of Social Workers.
The purpose of the interview is for you and the Field Supervisor to determine if
this would be an appropriate placement. Enjoy this meeting! There is no need to
feel anxious or concerned about meeting with a potential Field Supervisor. It is a
wonderful part of the field placement process.
The Field Supervisor is likely to ask questions such as:
 Why are you interested in this agency?
 What are your previous studies?
 Why are you studying Social Work?
 What do you hope to learn during placement?
 How do you learn best?
 Do you have any special learning needs/support requirements?
Be sure to clarify the placement tasks, so you and the Field Supervisor have a shared
vision of the placement.
Other important questions to ask include:
 What time would I start/finish each day?
A placement day is a minimum of 7 hours + breaks; if that organisation works 7.5
hours each day, then that’s what you will be expected to do. There is no accrual of
overtime.
 Would there be any after hours commitments? (e.g. monthly committee meeting)
 Will I need to use my own car?
AFTER
Sometimes a Field Supervisor will offer the placement to you at the end of the
interview, other times they will hold off on a decision until speaking with
colleagues or the University.
If the placement is offered to you at the end of the interview and you:
a. Would like to accept
If you feel strongly that this is the right placement for you, you are welcome to
accept the placement (please note it’s not final until approved by the Field
Placement Convenor)
Alternatively, you may wish to think about it for 24 hours.
b. Are not sure or don’t think you want it
If you don’t think it’s the placement for you, advise the Field Supervisor that you
will discuss it with the Field Placement Convenor and the Convenor will contact
him/her to discuss further.
Always thank the Field Supervisor for his/her time.
Contact your Field Placement Convenor within 24 hours of your interview to share
how it went (outcome, any concerns/questions).
18
APPENDIX 3:
TIPS FROM A FIELD SUPERVISOR
Michelle Kemp is an experienced Social Worker, currently working in a Hospital
in Brisbane. She is also a passionate and enthusiastic Field Supervisor, and has
generously contributed the following to help students prepare for their Field
Placement experience.
INTRODUCING MICHELLE
I decided to study social work because…
In my senior years at school, my teachers and friends told me I should do social
work. I didn’t do it initially because I didn’t really know what social work was
(my understanding of it was a bit inaccurate). But eventually I found my way into
the Social Work degree and by the end of the first day of lectures, I knew it was
the right course for me - I loved it! It is now nine years later, and I still love
everything about social work!
As a Social Worker I have worked in…
Both Government and Non-Government organisations. It was important to me
that I experienced social work in both contexts. I worked for the Department of
Communities (Child Safety), and then in a community Feminist organisation, as a
housing support worker and general counsellor for young women (aged 16-25).
For the past three years I have worked in a tertiary hospital, across several
areas; children’s general medical and surgical wards, children’s respiratory,
Intensive Care, and in numerous antenatal clinics: young women’s, refugee,
Indigenous, and drug and alcohol.
My most memorable / enjoyable moment…
This is such a difficult question! I have so many treasured memories of client
stories and situations that have been shared with me over the years that have
been memorable and enjoyable. I guess, that regardless of whether a story is of
pain and hurt, of crisis, chaos and fear, or of joy and hope, it’s the depth of
meaning and communication of human experience that is shared between the
client and me in a moment of time that is memorable to me.
If a client experiences something positive from our interaction, be it a release of
built-up emotion by having someone listen to them and respond empathetically,
a sense of safety and calm, a reframing of thoughts and expectations, new hope,
or the development of a good ‘action plan’ that is devised to create desired
change… then that is rewarding for me.
Something that is extremely enjoyable for me about my job is the variety of
casework I experience, and the challenge this sometimes brings. I love having to
think and act quickly in the complexity of a situation. Given the nature of the
work, I am consistently motivated to keep learning and ‘doing’ and my passion
for social work is always being fuelled and renewed.
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TIPS FOR STUDENTS
A social work student placement in a hospital can involve…
Anything and everything! Depending on which area you will be in, you may
experience child abuse, elder abuse, domestic violence, homelessness, mental
health, drug and alcohol, poverty, new diagnosis/poor prognosis, death, crisis
and trauma, ante-natal issues, refugee practice, Indigenous practice, family/
group work, loss and grief, aged care…any social work issue! It is usually crisis
intervention.
My top tips for students going on placement are…
1. Spend some time thinking about what you may want to do with
social work in your future.
What areas are you passionate about? What interests you? Try to get a
placement in this area if possible. If not, don’t worry - it’s amazing how
easily the doors for social work opportunities will open if you want to go
down a different path later.
2. Remember that it’s a student placement, not necessarily where you
will end up working, so make the most of the opportunity to learn as
much as you can while you’re there.
Communication, Assessment, and Intervention each involve skills that are
required in any social work practice, so learn these as best as you can in
your placements. If you can develop these skills, you will be steps ahead
(and you will continue to develop these skills throughout your practice!).
Even if the agency itself does not interest you, identify learning areas that
are important in your placement field (disability, mental health, child
protection, housing), as knowledge and skills pertaining to these areas
will be useful in your future practice. For example, I frequently use my
knowledge of community housing and child protection risk/protective
factors that I learned from my experiences in previous agencies, in my
current practice. Add knowledge and experience to your practice
framework along the way and you will draw from it in the future.
3. Develop a plan for your own critical reflection, as well as for your
self-care.
The reason reflective practice is important, is because as much as you can
learn from text books, journals and others, your own personal
experiences are just as important for learning, and it is in reflection of
practice that these can each be tied together.
20
For example, as you reflect on a particular case, you could think about
which theory was most applicable, what ethical issues/problems/
dilemmas were evident to you, how you felt and what impact it had on
you? And on your client? What did you do well? What would you like to
develop? What challenged you? What was outside of your control? In
reflective learning, you are able to link theory to practice. This really
enhances your practice and makes for the most effective (and ethical)
practice.
The reason a self-care plan is important (very, very important!!) is
because it is this, which will ground you. As you experience complex and
sometimes painful casework on a daily basis over time, you need to have
a way to release the things you hear, the feelings you have, the visions in
your mind. Social Work practice can be ‘heightened’ or ‘extreme’ reality –
the issues you are faced with daily are extreme to the rest of society. On a
frequent basis, you can be exposed to death, abuse, trauma, and it all
accumulates in your mind and heart. It is vital to your emotional and
social life that you learn how to manage this and deal with it effectively.
4. Develop a network of people who are ‘good’ for you; people who
ground you; who know you well and can challenge you, or who
motivate and inspire you.
Draw from people who know much more than you do – people who you
respect and who can teach you. If you can surround yourself with such
people, they will be invaluable in your personal and professional
development - always nurture these important relationships!
The best things you can do as a Student to prepare for placement are…
1. Ensure you have a good attitude toward the placement; show that you
are enthusiastic about learning. Your supervisor and team will know
immediately if you do not want to be there and are not keen for the
placement.
2. Have a fairly good understanding of your goals and the expectations
of you (and of your supervisor). For example, try to understand your
Field Education Curriculum requirements, as well as the requirements of
you in that particular agency (this can be discussed in your placement
interview or in an initial supervision session). If you can, try to learn
about your agency so it gives you an awareness of its values, framework,
purpose, clientele, and so forth. If you know what issues your agency
works with, try to learn about these in preparation (for example, you
could read about loss and grief, or of impact of hospitalisation on
families), though you will get plenty of opportunity to learn about these
issues during the placement.
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3. Determine how you will implement your self-care plan for the
entirety of your placement and beyond. Nourish it, develop it, activate
it. Be very aware of the impact of your practice on ‘you’ and take care of
yourself.
As a Field Educator I expect students on placement to be…
1. Professional (punctual, have a good attitude, be respectful of the agency
framework, of their colleagues, and the clients).
2. Committed to, and keen to learn (willing to have a go at practice
opportunities, willing to participate in learning discussions, able to ask
questions and demonstrate learning, able to give and receive feedback,
and willing to use supervision purposefully). If students do not want to
be there to learn, I will not accept them for a placement, because my job is
too busy for me to commit that much time to someone who will not use
the opportunity well. However, if students want to be there to learn, I will
do everything I possibly can to allow them to experience a safe, positive,
and very rewarding placement.
3. Willing to communicate with me, or another person whom they
trust, about practice issues that may be negatively impacting them.
If my student is being negatively impacted by practice (e.g. interrupted
sleeping, not eating, having nightmares, feeling depressed), it is important
to discuss these things in supervision, or for the student to process their
thoughts and feelings with a trusted and qualified person. It is important
that I provide a safe learning environment and that means debriefing
after casework.
My top tips for students studying externally are…
1. External study can be isolating, so link in with your fellow peers and
lecturers as often as possible (online, by phone, email). The more
discussions you are engaged in, the more you can learn from others and
receive support.
2. Use your online access to the University library as much as you can, so
as to enhance your learning.
3. Talk to practitioners in the field within your local community about
their experiences and advice, so you can learn about the reality of
practice.
4. Develop a strong self-care plan and reflective practice tool.
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TIPS FOR FIELD SUPERVISORS
As a student, this is also useful information for you to have.
My top 3 tips for Field Supervisors are…
1. You need to want to have a student!
Students are not there to make your caseload lighter or to do the jobs that
you don’t find the time to do – they are there to learn and you need to be
enthusiastic about teaching them.
2. Determine if you really can have a student
Although you may really want a student, are you in a position to commit
the time and effort that is required for effective student supervision and
learning? If you have a stressful and demanding job, is it possible to have
a student who will require a lot of your time? If it is, you need to find a
way to balance the two effectively.
3. Enjoy the opportunity
Having students should be a fun and rewarding experience! Enjoy the
discussions, the evidence of learning and the joy of watching a student
emerging into a practitioner, the challenges and learning that you as a
supervisor will receive from your student. Your students will remember
you as part of their University experience and you will probably
remember them too, as part of your own professional journey. Allow it to
be a positive experience. Practice patience consistently, be accepting, and
remember the unique needs of each student. Don’t expect them to be an
experienced practitioner - it is normal and useful to make mistakes.
The best thing you can do as a Field Supervisor to prepare for placement
is…
1. Interview your potential student.
Ensure that the student is a suitable person for your agency context and
role, and that your agency/ role are suitable for that student. In the
interview, discuss expectations, goals, values and framework of the
agency and of the student, learning styles and practice opportunities. It is
a very long placement if your student and agency are not a good fit, and it
would cause considerable stress on you, your team, clients, and the
student if the placement was to breakdown for reasons you could have
prevented from a discussion in a placement interview.
2. Look forward to the student/ supervisor experience; have a good
attitude.
It is exciting to work with an emerging practitioner as they develop their
knowledge, skills and confidence. Try to create a very safe and
comfortable learning environment where the student can make mistakes
and feel okay about talking them through with you. It is all about the
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learning, so provide lots of varied opportunities and both nurturing and
critical feedback. Ensure that both you as a supervisor, and your student,
have adequate support, because there can be challenging times along the
way. Keep in mind that students may be triggered in your agency context
by different things and each student will have different needs. Develop
boundaries and professionalism, but let your student know that they have
access to support, and ensure that issues such as self-care and impact of
placement on their ‘self’ is on the supervision agenda. Encourage critical
reflection and self-care!
3. Have a good understanding of what is required of you as a
supervisor.
Know the student curriculum and what is required of them, so you can
provide adequate opportunities to meet their defined tasks. It is the
student’s responsibility to ensure they meet their requirements, but you
need to provide the learning opportunities.
FINAL WORDS FROM MICHELLE
You will learn new knowledge and skills throughout your student journey and
will experience many exciting, challenging, frustrating, and rewarding situations.
Throughout it all, I encourage you to regularly think back on your foundations:
what drove me to Social Work? What practice issues ignite passion and fuels
motivation? Who inspires me and why? What values do I stand for? When
students (and practitioners!) are feeling tired, it is these things that will keep
them on track and will renew their passion for Social Work.
One last thing - students (and experienced practitioners!) shouldn’t expect too
much from themselves; they will make mistakes and won’t know all the answers,
and that’s ok! We all remain students because each day we are constantly
learning; the important thing is that we are aware of what we learn.
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