ROLE OF STUDENT

You are required to critically reflect on your first field placement experience.

• Think of a scenario where you were involved in either therapeutic or case work interventions. Demonstrate your capacity to review these interventions from two different perspectives concluding with a critical evaluation of each. One of these perspectives will be the narrative approach or ecological systems approach.

OR

• Think of a scenario during field education where you were not the primary provider of interventions but assessed the need for a referral to such a service. Use that scenario to demonstrate how, if you were in a therapeutic or case work relationship with the people/person involved, you would approach possible interventions from two different perspectives concluding with your evaluation of each. One of these perspectives will be the narrative approach or ecological systems approach.

ASSESSMENT PRODUCT - A Critical Evaluation

Utilising a chosen placement scenario develop an essay which critically evaluates and compares the theoretical and practical applications of the narrative practice or ecological systems approaches and one other therapeutic approach covered in this course and/or previous social work courses to the scenario provided. Making reference to the scenario provided the critique should consider:

• The salient features of each therapeutic approach articulating where similarities lie as well as differences that contribute to the strength and limitation of each approach.
• Any contraindications or key considerations for each therapeutic approach including; cultural context, developmental stages, ability, etc..
• Describe contexts that are most suitable for the application of each therapeutic approach. For example, what contextual features need to be available for the successful application of each approach? What contextual features might limit or impact on the successful application of each approach?

WORD LIMIT

2000 words (excluding references and appendices). You must remain within 10% of the word limit (maximum 1% of the mark will be deducted for every 100 words over or under this range).

• Demonstrates ability to critically evaluate and compare the theoretical and practical application of a narrative approach or ecological systems approach to the placement scenario provided.
• Demonstrates ability to critically evaluate and compare the theoretical and practical application of a second nominated therapeutic approach to the placement scenario provided.
• Demonstrates an ability to describe contextual features that are supportive as well as limiting of both theoretical applications.
• Demonstrates ability to critically evaluate academic literary sources and integrate appropriate sources within the critique. Literature has been drawn on to inform critique.
• Demonstrates ability to produce a well written and structured critical analysis within the word limit showing appropriate grammar, spelling and referencing (Harvard)

ASSESSMENT PRODUCT 1 - Audio Visual Demonstration

Your task is to produce a fifteen minute audio visual recording demonstrating the application of the narrative therapy or ecological systems approach to a role play case scenario in a therapeutic context. Students are to develop their own role play scenario. You may choose to submit an individual or family casework or case management scenario. Much of the learning required for the competent completion of this assessment task will occur over the three days of residential.

During the past three years of study, students have been exposed to simulated learning in the form of role plays at residential schools under the supervision of experienced practitioners and/or academics. These workshops highlighted the value of role plays for developing practice skills. They also highlighted some of the risks associated with role plays including the possible triggering of past experiences and/or the boundaries between role play and personal presentation being crossed. As the development of an audio visual demonstration will occur in an unsupervised environment students are required to undertake considered thought and preparation before arranging or engaging in the role play. This preparation must include the following instructions and assessment.

• Students are not to undertake a role play that considers the following practice issues: abuse (physical, sexual, emotional, and/or verbal); trauma and/or suicide. A submission will incur a 50% deduction in final marks if these issues are discussed.
• Students are required to carefully read documents; Student Information - Role Play Preparation and Management, and Role Play Information and Consent Form. These documents outline ethical considerations and strategies for minimising risks associated with role plays. All documentation is located on the course Moodle site.
• Students are required to provide a copy of the Role Play Information and Consent Form to all role play participants at least two days prior to the role play and ensure participant's understanding of the content. Additionally students need to inform participants of their right to contact the course coordinator if they have any concerns arising from the role play.
• Students are required to provide a copy of the role play case scenario (developed by student) to all participants at least two days prior to the role play. Social issues presented in the scenario should not be closely related to past, present or future events for the role play participant.
• Students must retain a copy of the signed Role Play Information and Consent Form.
• Students are not to refer to written scripts in the recording of the role play. There will be a 50% deduction from students' final marks if a written script is referred to in the role play.
• The audio visual recording will be used only for SOWK14005 assessment purposes. Permission will be obtained from both the student and all role play participants if other purposes are being requested.

Duration

• The audio visual recording must be 15 minutes in duration (recording range 14 minutes to 16 minutes). Please note: one mark will be deducted for every minute less than 14 minutes and every minute over 16 minutes duration. Viewing will cease once 16 minutes has been reached.

Format

• The audio visual recording is to be copied onto either a DVD or USB for submission or uploaded to a cloud drive storage such as Google Drive, Dropbox, or Onedrive and the submission link shared with the course coordinator. Students can contact tasac for support in accessing and using cloud drive.
• The audio visual recording must be saved in either Windows Media Player or VLC format. Media player and VLC software program are designed for viewing audio visual recordings and are available to download for free from the Internet.
• Before submitting your audio visual recording you must check that the file type extension is either mp4, mpeg, avi, wav or wmv.
• If submitting a hard copy to avoid damage use Australia Post recommended USB or DVD packaging.

Documentation

• A Role Play Information and Consent Form must be signed by all participants and retained by the student. Should any issues emerge in relation to the role play experience then the student must be able to produce this consent form as evidence of their preparation and management of their role play.
• An Assessment Cover Sheet and Check List must be completed and attached to the audiovisual recording.
• Ensure the USB or DVD or submission link is clearly labelled with your name and student number.

Submission (Offline/Hardcopy)

• The hard copy audio visual recording along with the Assessment Cover Sheet and Checklist are submitted via mail to: Attention Wendy Smith, School of Human, Health and Social Sciences Administration, Building 8, PO Box 3333, Bundaberg, QLD. 4670.

OR

Submission (Online)

• Upload the link to the online copy submission on cloud drive along with the Assessment Cover Sheet and Checklist on Moodle with the theoretical application transcript.

Please note: An additional copy of the audio visual recording must be retained by the student (on rare occasions recordings have been lost in transit). A student will receive zero marks for this assessment if their submission is lost in transit and they are unable to submit a copy of the audio visual recording when requested by the Course Coordinator.

ASSESSMENT PRODUCT 2 - Theoretical Application Transcript

Referring to your audio visual demonstration and using the Theoretical Application Transcript template provide a critical analysis and reflection of your audio visual recording along with the identification of at least four examples of the application of the narrative approach or ecological systems approach.

Instructions

• Students are to complete all sections of the Theoretical Application Transcript template located on Moodle.
• References are to be included to support analysis.
• Please note: It is not necessary to transcribe the entire audio visual recording only the excerpts chosen to demonstrate the application of the narrative practice or ecological systems approach.

Submission (Online)

• The Theoretical Application Transcript is submitted online via Moodle.

Word Limit

• 2000 words (excluding references, appendices and the 'Narrative from role play' column in the Theoretical Application Transcript). You must remain within 10% of the word limit (maximum - 1% of the mark will be deducted for every 100 words over or under this range).

• Demonstrates the application of active listening skills to inform the therapeutic approach applied.
• Demonstrates the ability to appropriately apply and correctly identify the application of the narrative approach or ecological systems approach.
• Demonstrates the ability to critically reflect and evaluate the application of the therapeutic approach, practice skills, and use of self within the narrative or ecological systems approach, making adjustments to maintain appropriate engagement.
• Demonstrates the application of technical skills during 15 minute audio visual role play such as choice of venue, quality of sound, visual focus on worker and client.

FOCUS STATEMENT

Adapted from Paquin, G. (2006) and Sax, P. (2006) this assessment invites students to apply a narrative theoretical approach to reflection of their learning journey in considering the personal story of their preferred social worker identity and its relationship to the past, present and future.

ROLE OF STUDENT

You are yourself a 4th year social work student. Students are encouraged to approach this task with a sense of curiosity, engaging with reflective narrative questions to uncover their preferred social work identity.

ASSESSMENT PRODUCT - Reflective Practice

Students will engage in reflective practice using a narrative theoretical approach. In an essay format using the following questions as a guide, author the story of your preferred social work identity.

• Reflect on an 'experience you had where you acted exactly the way you wanted to as a social worker' (Paquin 2006, p.136). What did you notice about what you were doing and how it aligned with your preferred view of yourself as a social worker? What name would you give to your preferred social work identity?
• Looking back, consider events, experiences and/or inspirational people that influenced your commitment to become a social worker and develop your preferred way of working? As a result of these experiences what was your growing understanding of your preferred values, purpose and intentions? How are these values and purpose aligned with social work values and aims, and reflected in your preferred way of working with people?
• What learning experiences helped you acquire the knowledges, skills and ability to perform this preferred way of working (Panquin 2006, p.136)? What are these knowledges, skills and qualities? What experiences or persons supported you to navigate the unfamiliar territory of your learning journey? What qualities did those people recognise about you then?
• What name do you give to those internal and/or external 'something/s' (Abel & Abel 2001, p.176) that tried to undermine your preferred social work identity? What did you discover to be the special features and tricks of this 'something'? What are the prefect conditions for this 'something' to thrive? What effects did it have on you and your preferred way of working with people?
• Describe the qualities, skills and knowledge that you possess that challenged the authority of this 'something' and helped to restore and strengthen your preferred social work identity? What strategies will you use to recall these qualities, skills, and knowledge in your future practice?
• Discuss the theoretical approaches and social work values and ethics that support your preferred way of working with others? How does this happen?
• Imagine you are able to have a conversation with yourself the social worker in 5 years time (Slocombe, 2002). How will you be able to recognise that you are continuing to work from your preferred social work identity? What might your colleagues and the people you work with tell you about their experiences of working with you? What would be the greatest compliment they could give you? What advice might this future social work version of yourself give you as you begin your social work career?
• Discuss your experience of this narrative reflective exercise, how it differs from other approaches you have used in the past, and the limitations and potential of this approach for facilitating your reflection.

References

Abels, P. & Abels, S. 2001, Understanding Narrative Therapy: A Guidebook for the Social Worker, Springer Publisher Company, Inc., NY.

Paquin, G. 2006, "Including Narrative Concepts in Social Work Practice Classes: Teaching to Client Strengths". Journal of Teaching in Social Work, Vol. 26, pp. 127 - 144.

Sax, P. 2006, "Developing Preferred Stories of Identity as Reflective Practitioners". Journal of Systemic Therapies, Vol. 25, No. 4, pp. 59-72.

Slocombe, P. 2002, Narrative Solutions: Bringing out the best in individuals, couples & families through helpful conversations, Centacare Corporate Inc., Perth.

WORD LIMIT

700 to 1000 words. It must remain within this range (maximum 1% of the mark will be deducted for every 100 words over or under this range).

• Demonstrates ability to reflect on and articulate their preferred social work identity.
• Demonstrates ability to reflect on events and experiences that influenced this social work identity as being preferred.
• Demonstrates ability to understand and apply the concept of externalisation and articulate unique outcomes and insights for future practice from reflective engagement.
• Demonstrates ability to evaluate this reflective narrative approach
• Demonstrates ability to produce a well written paper with correct spelling, use of punctuation, grammar, and referencing as required within the word limit.

Students are required to attend the 3 day residential school for this course on the Noosa campus from 15-17 March 2017.

• Attendance at the 3 day residential school on the Noosa campus from the 15 -17 March 2017.