My Online CPD Log

Welcome to My Online CPD Log, developed for ANZASW Members in collaboration with the SWRB. Yes! It has been approved and will be accepted by the SWRB.

It is a secure mobile responsive, simple solution – no more awkward and frustrating word templates to format – be sure to watch the video>>

Background

Social Workers are required to complete 20 hours per year of CPD. Each year, you need to complete a CPD Log which is currently reviewed every 5 years.

At the beginning of each year, you should meet with your Supervisor/Manager to identify & record the skills & knowledge being needed for the development of your social work practice for the year.

Video Instructions

Don’t have time to watch the video? THEN: Download Transcript>>

It is recommended you watch this video in Fullscreen Mode

 

 

 

 

User Instructions

My Online CPD Log Overview>>

After you have met with your Supervisor you can click on the ‘Add Log Year’ button & complete the fields on the page including the skills & knowledge discussed and then click the ‘Save’ button

Once the Log Year has been added you are then set up to add any CPD Activities you undertake for that particular Log Year by clicking on the ‘Add Activity’ button on the same page.

To View/Edit hover mouse over the Log Start Date column

Printing

You can print, save, view or email your CPD Log by completing the  Coversheet on the My CPD Log Dashboard & click ‘Open PDF’

If you are using your mobile phone when you open the PDF you have options to Send file, Download or Print. If you are using a desktop then you can save the pdf and then do what you want with it. You can even send it off to your Supervisor who can then save and open and insert their signature and send it back to you.

Examples of Continuing Professional Development Activities

  • Activities that support or maintain or develop competence to work with Māori and different ethnic or cultural groups. (ANZASW Practice Standards 2 and 3)
  • Participation in ANZASW activities e.g. o competency and re-certification panels
    • complaint resolution panels,
    • Working Groups for example developing position statements; reviewing policy, Practice Standards etc.,
  • Formal study e.g. Post Grad Diplomas. On site or distance learning are options
  • Conferences
  • Workshops
  • Courses
  • Seminars
  • Webinars – e.g. attend ANZASW webinars; Google “free online social work webinars”
  • Research – including agency or community based research
  • Study / practice / structured visits to explore social work issues in another field, region or country
  • Acting up for a short period
  • Project work
  • Policy Development
  • Scoping & developing a new programme
  • Service evaluation/audit
  • Supervising student placements
  • Providing or receiving reflective practice sessions, but excluding supervision received or delivered within the meaning of the ANZASW or SWRB supervision policy.
  • Participation in peer review processes but excluding supervision received or delivered within the meaning of the ANZASW or SWRB supervision policy.
  • Planning & delivering a lecture / course / seminar / webinar / workshop
  • Writing articles or books
  • Reviewing books or articles – contact the Aotearoa New Zealand Social Work Book Review Editor for more information
  • Participating in Journal Clubs
  • Self-structured study, using resources like websites, library books and journals
  • Reading and reflecting on books / journals / articles e.g. Aotearoa New Zealand Social Work
  • Updating knowledge through the internet, e.g. accessing material from other Social Work Association websites – find social work associations via http://ifsw.org/membership/worldview/ or visit the IRISS Learning Exchange http://lx.iriss.org.uk/
  • Active participation in advocacy organizations identifiably linked to the field of practice.
  • Active membership of hapu/iwi boards or committees that link to social service or community development activities.
  • Voluntary work

 

ACTIVITIES THAT ARE NOT REGARDED AS PROFESSIONAL DEVELOPMENT:

  • Supervision received or delivered to meet the supervision requirements of the ANZASW and or the SWRB supervision policy;
  • Attendance at Team Meetings;
  • Organisational training, for example, First Aid, Health & Safety, use of computer systems/ technology, use of data based etc. ;
  • Activities which are included in a job description will not usually be considered as CPD as they are a normal component of routine practice.

Questions to guide Critical Reflections

These questions may be used when reflecting on one’s own and/or during supervision:

  • What was the nature of the event /experience?
  • What aspect went well / was good about the event /experience?
  • What did not go so well / was not so good?
  • What were my feelings about what happened?
  • What were the feelings of others?
  • What have I learned from the experience?
  • What can I learn from exploring these feelings about myself as a professional?
  • What did others think I should learn?
  • What do I need to do next?
  • How can I use what I have learned in my practice?

Questions for examining the impact on aspects of professional competence

  • Has my attitude, perception or awareness changed?
  • Has my knowledge been updated and/or refreshed?
  • Have I gained or enhanced knowledge?
  • Have I developed or enhanced skills?
  • Have I applied new knowledge/skills and continue to use these in my work area?

Questions to examine the impact on outcomes for consumers/others

  • Has the professional development activity impacted on outcomes for consumers and/or others e.g. colleagues?
  • Subjective perceived positive impact of outcomes
  • Observed positive impact of outcomes
  • Does objective feedback from consumers and/or others confirm positive outcomes?

 

Source and with permission from: Occupational Therapy Board (NZ) CCFR Practitioner Handbook March 2011

SWRB Core Competences

Core Competence Standards

The SWRB Ten Core Competence StandardsThe SWRB recognises core competencies that reflect practice standards accepted in social work in New Zealand.  The core competence standards apply to all competence processes that are set and approved by the SWRB. The requirements of the Social Workers Registration Act 2003, the International Federation of Social Workers definition of social work and the ANZASW standards of practice have informed the SWRB in determining these standards.These competences standards are to be read in conjunction with the SWRB Code of Conduct and the ANZASW Code of Ethics. These standards identify minimum standards of practice for the social work profession in New Zealand. They are not intended to describe all of the possible knowledge and practice skills required by social workers. They are the ‘core’ competences for social work.These competence standards are demonstrated by the social worker as they engage in professional relationships with individuals, families, Whānau, Aiga, groups and institutions with whom they work.

A competent social worker must demonstrate the following:

1. Competence to practise social work with Māori

The social worker demonstrates this competence by:

  • demonstrating knowledge of the Treaty of Waitangi, te reo Māori and tikanga Māori;
  • articulating how the wider context of Aotearoa New Zealand both historically and currently can impact on practice;
  • Te Rangatiratanga: Maintaining relationships that are Mana enhancing, self-determining, respectful, mindful of cultural uniqueness, and acknowledge cultural identity.
  • Te Manaakitanga: Utilising practice behaviours that ensure mauri ora by ensuring safe space, being mana enhancing and respectful, acknowledge boundaries and meet obligations.
  • Te Whanaungatanga: Engaging in practice that is culturally sustaining, strengthens relationships, is mutually contributing and connecting and encourages warmth.

2. Competence to practise social work with different ethnic and cultural groups in Aotearoa New Zealand

The social worker:

  • Acknowledges and values a range of world views including divergent views within and between ethnic and cultural groups;
  • Understands that culture is not static but changes over time;
  • Demonstrates awareness and self-critique of their own cultural beliefs, values and historical positioning and how this impacts on their social work practice with their clients from other cultural backgrounds;
  • Critically analyses how the culture and social work approaches and policies of their employing organisation may compromise culturally safe practice;
  • Demonstrates knowledge of culturally relevant assessments, intervention strategies and techniques;
  • Engages with people groups and communities in ways that respect family, language, cultural, spiritual and relational markers.

3. Competence to work respectfully and inclusively with diversity and difference in practice

The social worker:

  • demonstrates knowledge of diversity between and within different cultures, including ethnicity, disability, social and economic status, age, sexuality, gender and transgender, faiths and beliefs;
  • demonstrates sufficient self-awareness and is able to critically reflect on own personal values, cultures, knowledge and beliefs to manage the influences of personal biases when practising;
  • can respectfully and effectively communicate and engage with a diverse range of people.

4. Competence to promote the principles of human rights and social and economic justice

The social worker:

  • understands, has a commitment to, and advocates for human, legal and civil rights, social and economic justice, and self-determination;
  • understands and challenges mechanisms of oppression and discrimination and also has the knowledge, skills and an understanding of how to appropriately leverage those which enhance power and privilege;
  • respects and upholds the rights, dignity, values and autonomy of people and creates an environment of respect and understanding.

5. Competence to engage in practice which promotes social change

The social worker:

  • critically analyses policies, systems and structures and understands how they impact on people, groups, communities and wider society;
  • advocates the need for social change to provide equity and fairness for all;
  • collaborates with others to generate new knowledge that will contribute to the improvement of peoples’ lives, communities and wider society;
  • contributes to policy making to make systems and structures responsive to those who use them.

6. Competence to understand and articulate social work theories, indigenous practice knowledge, other relevant theories, and social work practice methods and models.

The social worker:

  • demonstrates a critical understanding of specific social work theories and other relevant theories and integrates this into bi-cultural social work practice;
  • demonstrates an understanding of human behaviour and integrates this into social work practice;
  • demonstrates an understanding of and is able to utilise a variety of social work practice methods, models and interventions whilst drawing upon a wider theoretical framework;
  • critically reflects on practice and utilises relevant theories and methods of practice.

7. Competence to apply critical thinking to inform and communicate professional judgments

The social worker:

  • can distinguish, appraise and integrate multiple sources of knowledge, including new information and communication technology, research based knowledge and practice wisdom;
  • engages in research-informed practice and practice-informed research;
  • demonstrates the ability to work autonomously and make independent judgments from a well-informed social work position and seeks guidance when necessary;
  • demonstrates effective oral, written and electronic communication.

8. Competence to promote empowerment of people and communities to enable positive change

The social worker:

  • is compassionate, empathetic and respectful and seeks to understand others to adequately assess their needs;
  • demonstrates resilience and the ability to manage interpersonal conflict and challenges that arise in social work practice;
  • facilitates and promotes clients’ active participation in decision making;
  • effectively collaborates and engages with others and works in partnership with clients to gain access to resources;
  • reflects on their own social work practice to enable people to realise their potential and participate in their communities.

9. Competence to practice within legal and ethical boundaries of the social work profession

The social worker:

  • adheres to the SWRB Code of Conduct, any workplace code of conduct and the professional Code of Ethics;
  • identifies and manages ethical dilemmas and issues that arise in practice and seeks supervision or guidance;
  • recognises and responds appropriately to actual or potential conflicts of interest;
  • demonstrates an understanding of relevant legislation, policies and systems which govern practice and performs any statutory duties with diligence and care;
  • upholds the right to privacy and confidentiality of personal information and informs clients of the situations where the information may need to be disclosed;
  • keeps clear and accurate records and ensures these records are made at the same time as the events being recorded or as soon as possible afterwards.

10. Represents the social work profession with integrity and professionalism

The social worker:

  • demonstrates active promotion and support of the social work profession, acts with integrity and ensures accountability;
  • attends to professional roles and responsibilities with diligence, timeliness and care, acknowledges that social work positions carry power and uses authority responsibly;
  • behaves in a professional manner, maintains personal and professional boundaries and is accountable for all actions and decisions;
  • knows the limits of their own practice and experience, practices appropriate self-care and seeks advice where necessary;
  • actively participates in supervision, continual professional development and career-long learning.

You can download a copy of the SWRB Competence Standards below

SWRB Ten Competence Standards>>