Understand the Continuing Professional Development (CPD) landscape for social workers in Australia, including annual CPD requirements, what qualifies as CPD, FPS CPD, and more.
Last reviewed: 23 September 2024
Related articles: CPD for Psychologists in Australia, CPD for Counsellors in Australia, CPD for Occupational Therapists in Australia.
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An overview of CPD requirements for social workers in Australia
Continuing Professional Development (CPD) refers to the process through which professionals maintain and enhance their knowledge, skills, and abilities throughout their careers. In Australia, the Continuing Professional Development (CPD) requirements for social workers are set by the Australian Association of Social Workers (AASW). Registered social workers must engage in CPD to maintain their eligibility for membership and ensure they stay up to date with current practices.
AASW Members are responsible for their own professional development consistent with the AASW CPD Policy. By completing minimum CPD hour requirements, AASW members are eligible for Accredited Social Worker status. Basics of AASW’s CPD requirements include:
- Social workers must complete a minimum of 30 hours of CPD annually. The AASW CPD cycle runs from July 1 to June 30. In certain circumstances, social workers may be eligible for exemptions or reduced CPD requirements, such as during parental leave, illness, or other significant life events. These are assessed on a case-by-case basis by the AASW.
- CPD for social workers is divided into three distinct activity categories. Social workers must complete a certain number of CPD hours in each category based on their area of practice (this is detailed on page 8 of the AASW CPD Policy):
- Category 1: Supervision. Activities include receiving supervision, professional mentoring, coaching, and consultation. Supervision modes can include face-to-face, online, telephone, and video/web conferencing.
- Category 2: Skills and Knowledge. Activities include developing a CPD plan, academic study, attending conferences and workshops, online learning (both live and on-demand), reading publications, reflection, research, and more.
- At least 5 hours of CPD must include an ethics component, which can be achieved through ethics training, workshops, or study related to ethical practice in social work.
For further details, including CPD requirements for AASW Credentials, CPD audit processes, and more, refer to the AASW CPD Policy and the AASW website’s CPD FAQs section.
What is considered Continuing Professional Development (CPD)?
The AASW CPD Policy defines CPD as any activity that a social worker participates in, that contributes to their learning and development. The activity does not need to be specifically recognised by any particular body. Learning and development aspects of a social worker’s role may be considered as CPD, such as receiving and/or providing supervision (refer to the CPD categories above and the AASW CPD policy for a more comprehensive list of activities).
- Learning formats: CPD can be completed in a variety of formats, including online courses and events, in-person conferences and workshops, self-directed learning (e.g. reading journal articles, listening to podcasts), reflective practice, and more.
- Learning sources: Social Workers can access CPD activities from numerous sources including specialist training providers (e.g. Mental Health Academy), industry peak associations (e.g. AASW), publications (e.g. peer-reviewed journal and industry magazines), universities and accredited colleges, and more.
Focussed Psychological Strategies (FPS) CPD requirements
Focussed Psychological Strategies (FPS) are specific mental health care management strategies, derived from evidence based psychological therapies that have been shown to integrate the best research evidence of clinical effectiveness with general practice clinical expertise (source: Medicare Benefits Schedule online).
Specific Focussed Psychological Strategies (FPS) include:
- Psycho-education (including Motivational Interviewing)
- Cognitive-behavioural therapy (including behavioural interventions, such as Behavioural Activation Therapy, and cognitive interventions)
- Relaxation strategies (progressive muscle relaxation and controlling breathing)
- Skills training (problem-solving skills and training, anger management, social skills training, communication training, stress management, and parent management training)
- Interpersonal therapy
- Eye-Movement Desensitisation Reprocessing (EMDR)
Accredited Mental Health Social Workers are required to complete 10 hours of FPS-related CPD each year (tip: this MHA course collection includes 100+ hours of FPS-related CPD).
How CPD contributes to better client outcomes
Numerous studies have demonstrated how CPD contributes to better client outcomes for mental and allied health professionals. We cover some of the evidence below:
- Enhancing knowledge and skills. A study by Truscott et al. (2011) found that psychologists who engage in CPD are better equipped to incorporate evidence-based practices, leading to improved client outcomes. Research by Bearman et al. (2013) indicates that ongoing training and development are critical in maintaining the quality and efficacy of psychological interventions.
- Improving competency and confidence. A study by Ilgen et al. (2010) showed that CPD helps psychologists develop a broader skill set, leading to more effective problem-solving and intervention strategies. Dunsmuir et al. (2011) demonstrated that CPD contributes to psychologists feeling more competent and confident, which positively impacts their interactions with clients.
- Ethical and legal awareness. A study by Pope and Vasquez (2016) highlighted that CPD activities help psychologists stay updated on ethical standards, reducing the risk of ethical violations that can negatively impact client outcomes. Research by Handelsman et al. (2015) found that CPD contributes to a better understanding of legal issues, which is crucial for maintaining client trust and avoiding legal pitfalls.
- Specialisation and advanced skills. A study by Morrow-Bradley and Elliott (1986) found that psychologists with specialised training through CPD reported better client outcomes compared to those without such training. Weisz et al. (2006) demonstrated that advanced training and specialization through CPD lead to more tailored and effective treatments, particularly for complex cases.
- Networking and professional support. Research by Norcross and Guy (2007) found that professional networking through CPD activities contributes to better client outcomes by fostering a collaborative and supportive professional community. A study by Tharenou et al. (2007) showed that CPD-related networking can lead to shared knowledge and best practices, further improving the quality of psychological services.
Furthermore, a recent synthesis of eight new systematic reviews of the literature about the effectiveness of CPD published since 2003 concluded that “CPD is able to improve clinician performance and patient health outcomes” (Cervero & Gaines, 2015).
Popular CPD courses and training undertaken by social workers
Mental Health Academy’s 500+ CPD courses cover a wide range of topics relevant to social work practice. Some of the most popular MHA CPD courses undertaken by social workers include:
Evidence-based therapies and clinical interventions
- Helping Clients Deal with Problem Anger: Understanding and De-escalating Anger
- Using Internal Family Systems Therapy for Overcoming Addictive Behaviour Patterns
- Recovery-Oriented Cognitive Therapy with Adolescents: Aspirations and Empowerment
- Treating Anxiety with Motivational Interviewing
- Helping Clients with Hoarding Disorder
- Interviewing for Happiness: How to Weave Positive Psychology Magic into the Initial Clinical Interview
- How Behavioural Activation Can Help Your Depressed Clients
Families, parenting and couples
- Coercive Control: Recognise, Manage, Change
- Silent Killer: Covert & Overt Relationship Distress
- The Parenting Revolution: How to Guide Parents to the Most Impactful Family Solutions
- Helping Clients to Navigate the Shock of a Relationship Breakup
- Working with Men in Distressed and Disrupted Intimate Partner Relationships
- Providing Therapy for Non-Traditional Romantic Relationships
Children and adolescents
- Working with Paediatric Anxiety
- Young Men and Suicide: A Contemporary Lens On An Age-Old Problem
- Practical Strategies to Enhance Sensory Regulation in Children
- Recovery-Oriented Cognitive Therapy with Adolescents: Aspirations and Empowerment
- What School Counsellors Need to Know About Behavioural Addictions
- Clinical Work with Gang Youth: Research and Applications
- Universal Mental Health Screening
- Setting Children Up For Success: Building Social/Emotional and Academic Competence Through Evidence-based SEL Programs
- Suicide in Schools: Prevention and Intervention
Diversity and multicultural competence
- Working with ADHD in Adults
- Working with ADHD in Children and Adolescents
- Autistic Patients: The Need for Providers to Embrace Different Thinking
- PTSD in Autistic Adults: Understanding the Causes, Symptoms, & Support for Suicide Prevention
- OnTrac: A CBT Based Manualised Group Program for Adolescents with ADHD
- Deaf Cultural Competency Training for Clinicians
- Anti-Ableism and Accessibility: Thinking Outside the Box
- Social and Emotional Wellbeing of Indigenous Peoples in Australia
- Professional Counsellors as Agents of Change: Countering Educational Hegemony
- Cultural Humility: Maybe We’re Doing It Wrong
- 5 Ways to Decolonise Your Mental Health Practice
- Sitting with Aboriginal Clients: Appropriate Modalities
- Working with Transgender Youth: Implications for Professional Counsellors
Suicide prevention and risk assessment
- Risk Assessments and Safety Plans
- Social Determinants of Suicide
- STEPS: Steps To Evaluate Progression of Suicidality
- The Neuroscience of Suicidal Ideation and Behaviour
- How To Develop a Suicide Postvention Plan in Your Organisation
- Understanding and Preventing Suicide in Older Adulthood
- Post-Traumatic Growth After Suicide Loss Across the Lifespan
- When Suicidal Thoughts Persist: Treating Chronic Ideation
Addiction
- Wellness-Based Addictions Counselling
- Understanding the Biopsychosocial Model of Addiction
- Conceptualising and Treating Sex Addiction
- Digital ‘Addictions’ to Digital Wellbeing: Understanding and Managing Our Use of Technology
- Addressing Internet Gaming Addiction in Clinical Work
- Trauma and Addiction: Taking Motivational Interviewing to the Next Level
- Using Motivational Interviewing with Alcohol Dependence and Depression
- A Narrative Approach to Working with Sobriety and Life Transitions
Trauma-informed care
- Principles of Trauma-informed Practice
- Emotionally Focused Individual Therapy (EFIT) for Trauma
- Interrupting Intergenerational Trauma in Substance Use Disorders
- Trauma Informed Care: Mindfulness-Based Treatment for Post-Traumatic Growth
- Understanding Ambiguous Loss
- Understanding the Link Between Trauma and Addiction
- Post Traumatic Growth and Psychedelics
- Incorporating Race-based Stress Into the Discussion About ACEs
Therapist self-care
- Creative Arts Approaches for Reflective Practice and Self-Care in Counselling
- Clinicians as Suicide Loss Survivors: Postvention for Caregivers
- Understanding and Preventing Compassion Fatigue
- Mindfulness Essentials for Therapist Self-care
Visit the MHA catalogue for a full list of available courses, and become a member to access over 750 CPD hours (on-demand, 24/7) for less than $1 day.
References
- Truscott, D., Swartz, K., & O’Donnell, K. (2011). Continuing professional development: A benefit to the entire profession. Professional Psychology: Research and Practice, 42(4), 393-398.
- Bearman, S. K., Wadkins, M., Bailin, A., & Doctoroff, G. (2013). Pre-practicum training in professional psychology to close the research-to-practice gap: Changing the culture of training. Training and Education in Professional Psychology, 7(1), 22-31.
- Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2010). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56(1), 517-543.
- Dunsmuir, S., Atkinson, C., Lang, J., & Warhurst, A. (2011). Supporting the professional development of educational psychologists through a professional practice journal. Educational Psychology in Practice, 27(3), 285-306.
- Handelsman, M. M., Gottlieb, M. C., & Knapp, S. (2015). Positive ethics: Themes and variations. Professional Psychology: Research and Practice, 46(3), 149-153.
- Pope, K. S., & Vasquez, M. J. T. (2016). Ethics in psychotherapy and counseling: A practical guide (5th ed.). Wiley.
- R.M. Cervero and J.K. Gaines, ‘The impact of CME on position performance and patient healthcare outcomes: an updated synthesis of systematic reviews’, Journal of continuing education in the health professions , vol. 35, no. 2, 2015, pp. 131-138.
- Morrow-Bradley, C., & Elliott, R. (1986). Utilization of psychotherapy research by practicing psychotherapists. American Psychologist, 41(2), 188-197.
- Weisz, J. R., Weiss, B., Han, S. S., Granger, D. A., & Morton, T. (2006). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcome studies. Psychological Bulletin, 132(1), 132-149.