Field Preparation

1. Field Preparation “Taking the time to prepare for placement by thinking about what you want and what you need will help you to negotiate a successful placement and begin it with realistic and positive expectations”. Cleak & Wilson (2007)

2. Field Placement Preparation • Prepares you to engage in field learning (such as clarifying expectations, constructing learning goals/objectives, integration of knowledge with practice) • Allows students to be involved in a process to identify the most appropriate field placement learning opportunity from a wide range of fields of practice and agencies options • Is a journey to discover your personal and professional framework

3. Context of Work integrated learning& career development learning • Work Integrated Learning • Is defined as an educational strategy in which opportunities are created for students to integrate disciplinary knowledge and skills with work, through the application of that knowledge and the use of those skills in real, professional work contexts. WIL Resources, Chapter 1 • Career Development Learning • Relates to learning about the content and process of career development or life/carer management. The content represents learning about self and learning about the world of work. Process learning represents the development of the skills necessary to navigate a successful and satisfying life/career. (Smith, Brooks, Lichtenber, Mcllveen, Torjul & Tyler, 2009)

4. Current Context • Undergraduate Student cohort • Bachelor of Human Services • Bachelor of Human Services/Bachelor of Criminology and Criminal Justice • Bachelor of Human Services/Masters of Rehabilitation Counselling • Bachelor of Child and Family Studies • Bachelor of Child and Family Studies/Bachelor of Education-Primary • Bachelor of Social Work

5. Fields of Practice

6. Student Cohort • Bachelor of Human Services • Bachelor of Human Services/Bachelor of Criminology and Criminal Justice • Bachelor of Human Services/Masters of Rehabilitation Counselling

7. DOTS Model • Decision learning – decision making skills • Opportunity awareness – knowing what work opportunities exist and what their requirements are • Self awareness – in terms of interests, abilities values etc • Transition learning – including job-search and self-presentation skills (Watts, 2006, p.10-11)

8. Broad Overview of Course • Administration and legal processes • Process to establish placement, and • The course content – which covers • The importance of self awareness • How to choose a placement – career identity • Individual pre-placement interviews with course convenor • Agency interviews/graduate interviews • Integration of knowledge and practice • Developing your learning plan • Evaluating and reflecting on your weekly progress • Wellbeing, and • Supervision both within the university and in the field

9. Administration & Legal Processes • Students must complete • Self-awareness Assessment Form • Student Preference Form • Deed Poll • Obtain a Blue Card • Ensure all immunisations required for specific organisations are completed prior to commencing field placement – example Hep B • Health & Safety Induction – WIL Placements Training Module online and download certificate • Other Administration Forms • Service Agreements

10. Process to Establish Placement (Dates are identified each semester for completion of this process) • Interview with course convenor – organisations identified • Preference forms sent to field placement officer – • For a new contact the course convenor undertakes initial contact with the new organisation, a face-to-face visit with the organisation and then the field placement officer continues normal processes. • For an established contact the field placement officer works with course convenor and sends original email to organisations to establish their availability to take a student for field placement. • Responsible for administrative duties, legal forms and database. • Maintains contact with students and organisations throughout the process and keep course convenor informed. • Students are emailed the field supervisors contact details and arrange an interview. • Once both the organisation and student send an email of accepting the placement to the field placement officer, the organisation receives a package and student an acceptance letter.

11. The importance of self-awareness • Self awareness is important in learning new skills and processes • To develop relationship skills both within and outside of your organisation • To understand how your attitudes and beliefs can influence your practice

12. Student Self-Awareness Assessment form • What is your reason for wanting to be a human service worker or social worker? What prompted your interest? • What are some personal qualities that you have, that will make you an effective human services worker or social worker? • What life experiences have you had that will help you to be an effective human services worker or social worker? • What life experiences have you had that might get in the way of you being an effective human services worker or social worker? •  What skills or abilities do you currently have the most confidence in? • How confident are you in your written and spoken communication skills? • How might you respond if someone is aggressive towards you or creates a scene?

13. Student Self-Awareness Assessment form Cont. • How might you respond if you experienced some form of conflict with your work manager or a person in a position of authority? • How open are you to exploring your own life experiences, strengths and struggles with other people as part of your training? • The capacity to be non-discriminatory and non-judgmental is essential to ethical practice. How have you examined your personal values and prejudices and their potential impact on your practice? Are there people you might have difficulty working with? • Think about the influence of religion or spirituality on your life. How do you think this will influence your practice? • How does your cultural or ethnic background influence your beliefs about race or cultures different from your own? • Do you have any unresolved personal issues or troubles that may affect your performance on practicum? Discuss how these issues could be managed.

14. Student In-class Activity • Personal Goal • What skills, knowledge and experience do you need? • Identify the gaps in your skills or knowledge. • How and where can you obtain the knowledge and skills? • Professional Goal • What do I bring to my field placement? • Where do I wish to work after graduation? • What do I need to learn/experience to reach this goal?

15. Goal Activity • Identify a personal or professional goal? • What skills, knowledge and or previous experience do you need to achieve this goal? • How and where can you obtain the knowledge and skills required to achieve this goal?

16. Questions • Who found this exercise easy or difficult? • Do you feel age and or prior industry experience plays a role in the student’s ability to identify future professional goals? Why!! • How easy and or honest do you feel a student is in identifying the gaps within their current knowledge and skills? • What do you feel holds them back?

18. WHY IS YOUR WELL BEING IMPORTANT First and foremost reason is ‘there is only one of you and you are the most important person to you.’

19. Interactive Well Being Session • Identify the personal challenges they are facing • Understand the nature of those challenges and their implications for their well being, and • Develop some strategies for facing those challenges – using the SPACE framework • S – Social support • P - Powerful thoughts • A – Autonomy • C – confronting stress and • E – extending my skills

20. Reaching a work-life balance

21. Well Being Activity • Imagine on Monday you are commencing a new position in a new place of employment. • What are some of the challenges you may face; • Understand the nature of these challenges and the implications for your well being, • Now develop some strategies for facing these challenges.

22. Future aspirations 3004HSV • Multidisciplinary Team Meetings • What are they? • Who attends? • What is their purpose? • Specific client service users/careers. • Mental Illness • Disability • Indigenous and Pan Pacific Communities • Correct Language • Culturally Appropriate forms of Communication • When to speak? • Who to address? • Interpersonal Skills

23. References • Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008) Review of Higher Education Final Report. Australia • Cleak, H., & Wilson, J. (2004). Making the Most of Field Placement. Cengage Learning Australia • Coll, R. (2009). The integration of knowledge in work-integrated learning programs. Paper presented at the Third Annual Work-Integrated Learning Symposium, Brisbane, Australia. • Cord, B., Bowrey, G., & Clements, M. (2010). Towards accounting students workplace preparedness: A unique internship approach. In ACEN National Conference Proceedings 2010: Work Integrated Learning Responding to Challenges. Perth: Australia. • Smith, M., Brooks, S., Lichtenberg, A., McIlveen, P., Torjul, P., & Tyler, J. (2009). Career Development Practice: Facilitating Work-integrated Learning in Higher Education. Australian Journal of Career Development, Vol. 18, No. 2, Pp., 60-64. • Patrick, C. J., Peach, D., Pocknee, C., Webb, F., Fletcher, M., & Pretto, G. (2008). The WIL (Work Integrated Learning) report: A National Scoping Study (Australian Learning and Teaching Council (ALTC) Final Report). Brisbane; Queensland University of Technology. Retrieved 3rd April 2011, www.altc.edu.au