Focus statement: Initiating a case work or case management session
Your role: Imagine you are a social work or human service student undertaking a placement in a human service organisation.
Context: Your field educator is now proposing that in order for more in-depth supervision to occur, a client’s consent will be sought to record a twenty minute excerpt of work undertaken for analysis and critique.
Products/performance: A twenty minute recording of a simulated learning activity involving your professional response to someone imagining themselves to be a client of a service is required for submission. Most of the learning required for the competent completion of this assessment task will occur over the three days of residential.
This assessment task invites you to begin creating your style of social work practice. In this submission you must introduce yourself as a social work student. Each submission/approach will be as unique as the peers accompanying you in this course. Therefore the emphasis of residential learning is not the demonstration or mimicking of staff skills but a focus on all participants receiving timely feedback from academic staff about the development of your own professional practice.
The complexity of the social issue you choose as the basis of your simulated learning activity is not being assessed; it is your response to a client’s presentation at an agency that is being assessed. In other words, it is not necessary for you to work with an emotionally provocative issue or an overly complex social situation in order to demonstrate your competency and confidence with the casework/case management method.
In preparation for this submission you must undertake the following assessment with anyone offering to role play for you before proceeding to a recording:
all people involved in this product are imagining and playing a part in a simulated learning activity
all participants are at least 18 years of age
the social issue negotiated should not be closely related to past, present or future events for the role player and you must establish this at the outset with the individual who agrees to assist you
encourage your participants to draw on their experiences of/create composites of other people they know as opposed to themselves
provide your participants with an opportunity to debrief or discuss the simulated experience after it has concluded including: what they thought and how they felt about the experience, breakthroughs in their own thinking about the character they played, unexpected emotions, what they would have said if they had more time, how the person who adopted the client role is different from the simulated learning part the played, what they might do to finish their connection with the person they played
inform them of their right to contact the course coordinator immediately if any distress results from their participation in order for appropriate support and actions to be put into place
inform them that the University requires them to sign a form consenting to their involvement (to be provided at Moodle) which must be scanned and attached as an Appendix to Assessment task # 3.
Key tips for successful completion:
Approach your participants in the simulated learning experience early in the term even if there are others in your small learning group attending residential who may be happy to set aside time after hours to complete the assessment task while together.
Always test run your recording equipment before attempting the full 20 minute product.
The camera and audio must focus on you.
If time permits, undertake several recordings so you have a choice about which to submit in the end.
Even when working with people you know well provide your participant with only the essential information needed. The less information provided, the less anxious your volunteer is likely to be. Sometimes participants become anxious for you if they have too much information to recall. After providing them with the basic scenario give them permission to develop the role in any direction they wish. Give them permission to improvise and let them know that there are no right or wrong ways of creating the person. It’s your task to fit in with their narrative not theirs to fit in with you.
In preparation for the critique (Assessment task # 3) – find a critical friend in the class and swap recordings asking for their honest feedback.
The audio visual recording is to be copied onto either a DVD or USB for submission, uploaded to a cloud drive or 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.
A consent form must be signed by all participants and retained by the student. Should any Role Play Information and Consent Form 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 must be completed and attached to the audiovisual recording. Assessment Cover Sheets and Check Lists ensure the USB or DVD or submission link is clearly labelled with your name and student number.
The hard copy audio visual recording, clearly named, and the Assessment Cover Sheet can be posted to Ms Georgia Nichol, CQUniversity, PO Box 1128, Noosaville 4566. Only those students who provide a stamp self addressed envelope will have submissions returned. The hard copy must reach campus mail systems by the due date.
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.