Recent recognition of workplace learning from within the University sector has resulted in more emphasis being placed on including field experiences in course curriculum across a range of disciplines. This article begins with a short review of the literature relating to the current context in which work-based learning occurs. Next, selected findings from a survey of 39 Victorian social work students on their experiences of placement learning are reported. The survey focused on problems encountered by students on placement. A number of the problems students faced suggested the need for additional opportunities both before and during the placements to engage with material on safety in the field, and ways to deal with workplace stress and conflict. In response to these issues the article summarises some pedagogical strategies that may be used to enhance student learning in these areas both leading up to and during their field placements. In addition to matters relating to safety and stress, financial pressures were evident for students endeavouring to complete field placements. The recent moves from universities to embrace industry based learning, clearly has implications for funding support made available to students undertaking this type of education.Jane Maidment completed her social work PhD on teaching and learning in field education during 2000. She currently lectures and co-ordinates field education at

Finally I had to accept the fact that he was my Doctor. Goddamn professionalism gets in the way all the time. (Juska, 2003, p. 82) Just as the diversity of knowledge constructions has been captured in the phrase "many ways of knowing" (Hartman, 1990), there are many ways of relating. This article is a call to consider alternative expressions of "professionalism" that, while remaining moral, may not fall within the commonly accepted boundaries of ethical codes of conduct for social work practice. During the course of working on these ideas I have attempted to unravel some of the complexities that exist within the worker-client relationship and question certain long-held assumptions about what ethical practice might look like. The Current Context of Delivering Welfare ServicesBeing a "helper" of some kind is not as simple as it may at first seem. We carry out our work in a globalized economy that privileges neoliberal market values and strident individualism (Ife, 1997), where models of best practice and excellence are particularly nurtured and favoured (Milner, 2004a). The legal implications of making a mistake or admitting fault or failing in this climate are significant with widespread media attention subsequently being given over to issues of professional misconduct and quality assurance (The Scotsman, 2004; The Southland Times, 2004). As a result, social workers are increasingly pressured to work within the confines of narrowly rou-ETHICS

This article reports the ® ndings of research conducted in three schools of social work in New Zealand on`methods' used to teach social work students in the ® eld. Students were polled before the ® rst placement (N 5 80) to ® nd how`effective' they rated a range of teaching methods. This was followed up by a post-placement student survey (N 5 77) to ascertain the extent to which these same methods were employed by ® eld educators. Pre-and post-placement student results were compared with the effectiveness ratings that ® eld educators (N 5 130) gave to each method. Field educator and student pre-placement ratings listed most methods as being effective or very effective. Post-placement student survey results suggest consistent incongruity between the effectiveness ratings given to each method' by ® eld educators, and the degree to which ® eld educators actually utilised the methods with students during the ® eld placement. Students report that methods enabling the direct observation of their practice were amongst those least used in the ® eld.

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