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Journal articles on the topic 'Boston School for Social Workers'

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Author: Grafiati

Published: 26 July 2024

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1

Rider, Elizabeth A., Deborah D. Navedo, and William T. Branch, Jr. "Training interprofessional faculty in humanism and professionalism: a qualitative analysis of what is most important." International Journal of Whole Person Care 9, no. 1 (January 17, 2022): 46–47. http://dx.doi.org/10.26443/ijwpc.v9i1.340.

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Introduction: The capacity of healthcare professionals to work collaboratively influences faculty and trainees’ professional identity formation, well-being, and care quality. Part of a multi-institutional project*, we created the Faculty Fellowship for Leaders in Humanistic Interprofessional Education at Boston Children’s Hospital/ Harvard Medical School. We aimed to foster trusting relationships, reflective abilities, collaboration skills, and work together to promote humanistic values within learning environments. Objective: To examine the impact of the faculty fellowship from participants’ reports of “the most important thing learned”. Methods: We studied participants’ reflections after each of 16 1½ hour fellowship sessions. Curriculum content included: highly functioning teams, advanced team formation, diversity/inclusion, values, wellbeing/renewal/burnout, appreciative inquiry, narrative reflection, and others. Responses to “What was the most important thing you learned?” were analyzed qualitatively using a positivistic deductive approach. Results: Participants completed 136 reflections over 16 sessions–77% response rate (136/176). Cohort was 91% female; mean age 52.6 (range 32-65); mean years since completion of highest degree 21.4; 64% held doctorates, 36% master’s degrees. 46% were physicians, 27% nurses, 18% social workers, 9% psychologists. 27% participated previously in a learning experience focusing on interprofessional education, collaboration or practice. Most important learning included: Relational capacities/ Use of self in relationships 96/131 (73%); Attention to values 46/131 (35%); Reflection/ Self-awareness 44/131 (34%); Fostering humanistic learning environments 21/131 (16%). Discussion: Results revealed the importance of enhancing relational capacities and use of self in relationships including handling emotions; attention to values; reflection/self-awareness and recognition of assumptions; and fostering humanistic learning environments. These topics should receive more emphasis in interprofessional faculty development programs and may help identify teaching priorities. *Supported in part by a multi-institutional grant from the Josiah Macy, Jr. Foundation (Dr. Branch as PI; Dr. Rider as site PI).

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2

Intaratat, Kamolrat. "Digital Eco-system Development Proved its Sustainable Success under the Technology Covid-19 Disruption: Asia’s Silicon Valley Singapore Global ICT Power House South Korea." International Journal of Engineering and Advanced Technology 11, no. 1 (October 30, 2021): 89–98. http://dx.doi.org/10.35940/ijeat.a3155.1011121.

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The study of “Digital Eco-system Development Proved Its Sustainable Success under the Technology & Covid-19 Disruption: Asia’s Silicon Valley (Singapore) & Global ICT Power House (South Korea) ” has its objectives under the context of COVID-19 pandemic and technology disruption as follow; 1)to study the scenario of digital eco-system development of Singapore and South Korea; 2) to study the government’s policy of Singapore and South Korea in its digital eco-system development; and 3) to propose the best Practices of digital eco-system development of Singapore and South Korea for further development in other countries. The qualitative research with document study and e-interview among 25 key informants from all of the relevant stakeholders: the policy, the private sector, and the marginal workers. Narrative description was used. Findings found Best Practices of digital eco-system development from both countries which aligned with most of the findings such as the Boston Consulting Group (2020) and others could be applied in other countries as follow; 1) The strong leadership and concrete and achievable vision from top management of both countries. Holistic, inclusive and sustainable development is the dominant flagship of both countries : The Skill Future of Singapore, and the Digital New Deal of South Korea; 2) The Partnership model with integrated strategy under the Win& Win Principle with clear innovation goals at all levels: “the Skills Future of Singapore” from Engineer Good Program to the last mile people in the Touch Community Services; and the 1) the Meister High schools 2) the Digital Upskill by each own company; 3) the Tax Credit, Tax Incentive measures; 4) the Training Levy Grant system; and 5) the SME Training Consortiums of South Korea. 3)The broad perspective and agile way of working. According to a study by Boston Consulting Group, effective 'Agile leadership' was found to have an impact on all the successful digital transformation projects. Leaders must manage change with a broader mindset and apply agile behavior broadly across the eco-system: Asia’s Silicon Valley” with its fully back up mission of “A Smart Nation”; and the “Korean New Deal” with its futuristic of digital eco-system as its national eco-system composed of its main Digital New Deal composed of the Green New Deal and the Human New Deal overarching social safety net, climate change and economic growth under the sustainable and inclusive development.

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3

Sabatino, C. A., M. E. Alvarez, and C. Anderson-Ketchmark. ""Highly Qualified" School Social Workers." Children & Schools 33, no. 3 (July 1, 2011): 189–92. http://dx.doi.org/10.1093/cs/33.3.189.

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4

Constable, Robert T. "Families … and School Social Workers." Children & Schools 8, no. 2 (1986): 74–75. http://dx.doi.org/10.1093/cs/8.2.74.

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5

Bye, L., M. Shepard, J. Partridge, and M. Alvarez. "School Social Work Outcomes: Perspectives of School Social Workers and School Administrators." Children & Schools 31, no. 2 (April 1, 2009): 97–108. http://dx.doi.org/10.1093/cs/31.2.97.

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6

Finigan-Carr, Nadine M., and Wendy E. Shaia. "School social workers as partners in the school mission." Phi Delta Kappan 99, no. 7 (March 26, 2018): 26–30. http://dx.doi.org/10.1177/0031721718767856.

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Social workers in schools provide benefits not just for struggling students, but for the entire school community. But, the authors argue, school social workers are often relegated to monitoring IEPs and doing basic casework. By using skills and values that have long been fundamental to social work practice, school social workers can advocate for, develop, and assume leadership in providing services that bring together the school, the family, and the community to meet students’ needs.

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7

Gregson, Liz, and Julann Fielding. "Student social workers in school settings." Journal of Practice Teaching and Learning 8, no. 2 (January 1, 2008): 91–101. http://dx.doi.org/10.1921/81135.

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8

Agresta, Jacqueline. "Job Satisfaction Among School Social Workers." Journal of Social Service Research 33, no. 1 (November 29, 2006): 47–52. http://dx.doi.org/10.1300/j079v33n01_05.

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9

Astor, R. A., and L. Gutierrez. "Gender, Schools, and School Social Workers." Children & Schools 21, no. 4 (October 1, 1999): 195–200. http://dx.doi.org/10.1093/cs/21.4.195.

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10

Slovak, K., and J. B. Singer. "School Social Workers' Perceptions of Cyberbullying." Children & Schools 33, no. 1 (January 1, 2011): 5–16. http://dx.doi.org/10.1093/cs/33.1.5.

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11

Alvarez, M. E., L. Bye, R. Bryant, and A. M. Mumm. "School Social Workers and Educational Outcomes." Children & Schools 35, no. 4 (September 24, 2013): 235–43. http://dx.doi.org/10.1093/cs/cdt019.

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12

Ju, Seok Jin. "School Social Workers’ Perceptions and Challenges about Counseling Role -Focusing on School Social Workers in Busan-." Journal of School Social Work 43 (September 30, 2018): 1–25. http://dx.doi.org/10.20993/jssw.43.1.

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13

Pamperin, Bruce F. "Creative School Social Workers and Job Satisfaction." Children & Schools 10, no. 1 (1987): 60–71. http://dx.doi.org/10.1093/cs/10.1.60.

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14

Chavkin, Nancy Feyl, and Karen Brown. "School Social Workers Building a Multiethnic Family-School-Community Partnership." Children & Schools 14, no. 3 (July 1992): 160–64. http://dx.doi.org/10.1093/cs/14.3.160.

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15

Redmond, Mark E. "School Social Work Information Systems (SSWIS): A Relational Database for School Social Workers." Journal of Technology in Human Services 21, no. 1-2 (January 14, 2003): 161–75. http://dx.doi.org/10.1300/j017v21n01_08.

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16

Joseph, Andrea. "Navigating neoliberal school spaces: Parent and school staff perspectives on racially disproportional school exclusions in England." International Social Work 63, no. 4 (November 14, 2018): 445–58. http://dx.doi.org/10.1177/0020872818808557.

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This article uses phenomenology and critical race theory to explore educators’, parents’, and education social workers’ experiences with policies and discipline practices in English schools. Critical race theory was used to center the significance of race and neoliberal school reforms on disparities, while phenomenological principles were applied to understand participant lived experiences in these settings. Participant perspectives were captured using semi-structured interviews and focus groups. Findings indicate that pressurized school environments and racial bias fostered racialized neoliberalism and hindered how education social workers and pastoral carer workers advocated for students at risk of school exclusion.

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17

Huang, Amy L. "School social workers in the USA: Using collaboration to maximize service delivery and utilizing evidence based practices for social skills building." Social Work and Social Sciences Review 18, no. 3 (January 10, 2017): 101–12. http://dx.doi.org/10.1921/swssr.v18i3.976.

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Abstract: In the USA, school social workers play a vital role nurturing a child’s social-emotional development in all grade levels. School social workers collaborate with teachers, administrators and parents to provide optimal support for students to remain in school. This paper focuses primarily on how social workers could implement evidence-based social skills programs that maximize the potential of school children’s success and engagement in school. When parents and teachers are involved in these interventions, students are more likely to generalize the skills they have learned to a wide range of settings. Future implications indicate that more research should be conducted regarding how school social workers could continue to work effectively with school administrators and parents to achieve positive outcomes for students.

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18

Hill, Jacquetta, and J. Brian Sheehan. "The Boston School Integration Dispute: Social Change and Legal Maneuvers." Anthropologica 29, no. 1 (1987): 92. http://dx.doi.org/10.2307/25605221.

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19

Wrigley, Julia, and J. Brian Sheehan. "The Boston School Integration Dispute: Social Change and Legal Maneuvers." Contemporary Sociology 14, no. 6 (November 1985): 738. http://dx.doi.org/10.2307/2071449.

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20

Feaster, Joseph D., and J. Brian Sheehan. "The Boston School Integration Dispute: Social Change and Legal Maneuvers." New England Quarterly 58, no. 4 (December 1985): 628. http://dx.doi.org/10.2307/365571.

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21

Vasudevan, Varathagowry, Osamu Kobayashi, and Kazue Kanno. "Practice of School Social Worker with Children for Facilitating Social Needs in Sri Lanka." Asian Review of Social Sciences 9, no. 2 (November 5, 2020): 1–7. http://dx.doi.org/10.51983/arss-2020.9.2.1625.

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School social workers adopt ecological perspectives to facilitate children with social needs. The purpose of this study is to explore school social work practice in Sri Lanka to cater the children with social needs. A semi structured interviews was conducted with selected five school social workers. The interview questions were about their practices as a school social worker, daily activities especially effective support activity for students with social needs, student’s school life and their home, especially difficulties for supporting their families. Findings reveal that School Children with social needs around social problems, social relationship problems, structural and systemic problems such as child poverty, mother labour migration, lack of housing, lack of love and affections, lack of acceptance, love and kindness, belongingness, lack or inadequate security for the children. These social needs related lack of emotional and social developmental needs lead to impact on children’s educational performance. School social workers are very proactive in applying social work generic skills in school context in Sri Lanka. This study provides evidences for professionalizing the social work profession and enhances school system to provide guidance and consultation to school administrators, policy makers and practitioners focusing the significance of fulfilling the social needs of children during each stages of life via school social work programmes.

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22

McMahon, Joseph. "Extended School Year: New Directions and Implications for School Social Workers." Children & Schools 16, no. 4 (October 1994): 231–39. http://dx.doi.org/10.1093/cs/16.4.231.

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23

Dupper, D. R., M. T. Theriot, and S. W. Craun. "Reducing Out-of-School Suspensions: Practice Guidelines for School Social Workers." Children & Schools 31, no. 1 (January 1, 2009): 6–14. http://dx.doi.org/10.1093/cs/31.1.6.

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24

Teasley, M. L., and E. Gill. "School Sports, Sexual Abuse, and the Utility of School Social Workers." Children & Schools 37, no. 1 (November 18, 2014): 4–7. http://dx.doi.org/10.1093/cs/cdu032.

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25

Mitchell, Brandon, Andy Frey, and Michael S. Kelly. "Certification and Professional Preparation of School Social Workers, School Psychologists, and School Counselors." Children & Schools 43, no. 3 (July 1, 2021): 167–74. http://dx.doi.org/10.1093/cs/cdab016.

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Abstract Educational leaders are faced with the difficult task of providing optimal services to all students. Among their many challenges is to choose between a variety of professionals whose mission is to improve outcomes by addressing largely nonacademic risk factors that affect students’ ability to benefit from their educational experiences. Specialized instructional support personnel are often hired to help remove barriers to learning and improve student outcomes; however, certification requirements for these professionals vary by discipline and state. The purpose of this article is to replicate Altshuler and Webb's analysis of certification requirements for school social workers, school psychologists, and school counselors. To do so, the authors adopted a comparative case study approach to collect, identify, compare, and contrast extant documents related to state certification, including degree, education-specific coursework, practicum/internship experiences, and examination requirements. Results indicate that although school social work certification has become more rigorous, its requirements remain more varied across all categories reviewed compared with those for school psychologists and school counselors. The article concludes with recommendations for practice, policy, and research.

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26

Csók, Cintia, and Gabriella Pusztai. "Parents’ and Teachers’ Expectations of School Social Workers." Social Sciences 11, no. 10 (October 19, 2022): 487. http://dx.doi.org/10.3390/socsci11100487.

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In parallel with research focusing on the effectiveness of students and teachers, the content and impact of school social work have come to the forefront of international research discourses. In the Hungarian public education system, teachers had previously carried out social assistance tasks, but in September 2018, an external model of kindergarten and school social assistance activities was introduced, giving structure to the already existing work. No empirical studies have been performed on the results of implementation so far. Regarding this topic, our research question is, in what areas do parents and teachers expect the most from school social workers? To get answers, we conducted semi-structured interviews with 20 school social workers. During the analyses, we focused on the relationships established between parents and teachers, and also analysed partners’ expectations. One of the most important results of the research is that, with social workers in mind, we created systematised parent and pedagogical types. We compared the services required by parents and teachers with the social assistance reform concept. We point out that while the Social Assistance Regulation empowers these professionals primarily for preventive, group and community activities, parents and teachers alike expect individual-focused assistance.

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27

Balassone, Mary Lou, Michelle Bell, and Nancy Peterfreund. "School-Based Clinics: An Update for Social Workers." Children & Schools 13, no. 3 (April 1991): 162–75. http://dx.doi.org/10.1093/cs/13.3.162.

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28

Blair, Kevin D. "The Regular Education Initiative and School Social Workers." Children & Schools 15, no. 4 (October 1993): 233–39. http://dx.doi.org/10.1093/cs/15.4.233.

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29

Torres, Santos. "The Status of School Social Workers in America." Children & Schools 18, no. 1 (January 1996): 8–18. http://dx.doi.org/10.1093/cs/18.1.8.

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30

Garrett, K. J. "School Social Workers' Evaluation of Group Work Practices." Children & Schools 27, no. 4 (October 1, 2005): 247–52. http://dx.doi.org/10.1093/cs/27.4.247.

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31

Slovak, K., A. L. Joseph, and A. Broussard. "School Social Workers' Perceptions of Graduate Education Preparation." Children & Schools 28, no. 2 (April 1, 2006): 97–105. http://dx.doi.org/10.1093/cs/28.2.97.

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32

Pennekamp, Marianne. "The Relationship of School Social Workers and Educators." Children & Schools 8, no. 4 (1986): 202–3. http://dx.doi.org/10.1093/cs/8.4.202.

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33

Keeney, Annie Jane. "School Social Workers’ Perceptions of Ethical Dilemmas Associated with Electronic Media Use in School Settings." Children & Schools 41, no. 4 (October 2019): 203–11. http://dx.doi.org/10.1093/cs/cdz019.

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Abstract Engaging in ethical decision making is foundational to the social work profession. However, ethical responsibilities become unclear with the variety, speed, and exposure that electronically shared information brings to users. This study sought to explore school social workers’ perceptions of the kinds of ethical dilemmas related to electronic media use encountered in practice and whether ethical dilemmas differed by population served (for example elementary, middle, or high school students). Data for this study came from a survey of school social workers (N = 379) who were associated with state chapter affiliates of the School Social Work Association of America. Results indicate that the majority of elementary school social workers experience ethical dilemmas related to electronic media use by students. The article concludes with a discussion of the practice implications for school social work.

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34

Padilla, George, Velma D. Menchaca, and Astrid Gandaria. "Texas School Social Workers: Who And Where Are They?" International Journal of Arts, Humanities & Social Science 04, no. 03 (March 11, 2023): 1–23. http://dx.doi.org/10.56734/ijahss.v4n3a1.

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School social workers have a long history in American education and much research is needed to better understand their role and impact in schools. Texas schools employ one of the highest numbers of school social workers in the country, but there is also little to no research related to their demographics, working conditions, or effectiveness. Only one recent study on Texas school social workers was found in the research literature. This report analyzes Texas state reports, available to the public on the internet or by specific request from the Texas Education Agency, to develop a descriptive and exploratory overview of school social work implementation in Texas. The purpose of the report is to support increased understanding of Texas school social workers and incite further and deeper research into their work and success.

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35

Kurtz, P. David. "Comparison of School Social Workers' and Attendance Workers' Contributions to Academic Excellence." Children & Schools 10, no. 2 (1988): 106–21. http://dx.doi.org/10.1093/cs/10.2.106.

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36

Sibise, Katekani, and Wiseman Ntlhari Mathebula. "Assessing the imperative for school social workers: insights from principals and circuit managers in Mankweng circuit, South Africa." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 9 (December 18, 2023): 405–15. http://dx.doi.org/10.20525/ijrbs.v12i9.2982.

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This research study investigated the critical role of school social workers within the educational landscape of Mankweng Circuit, South Africa. School social workers play a pivotal role in addressing the multifaceted challenges faced by students, their families, and school communities. Through a qualitative research approach, we conducted in-depth interviews with principals and circuit managers to explore their perspectives on the role of school social workers in promoting holistic student development, improving school climate, and addressing socio-emotional barriers to learning. The findings uncover the multifaceted challenges faced by school social workers, including limited resources, high caseloads, and the need for ongoing professional development. The implications of this research are significant, shedding light on the critical need for recognising and investing in the roles of school social workers in South African education. The insights gained from this study can inform policymakers, educators, and stakeholders in the field of education on the imperative of integrating school social workers into the educational system as vital contributors to the overall success and well-being of students. Ultimately, this research contributes to the ongoing discourse on strengthening the educational support system in South Africa and beyond.

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37

Marzano, Gilberto, Joanna Lizut, and Luis Ochoa. "DIGITAL SOCIAL INNOVATION: A PRELIMINARY PORTFOLIO OF COMPETENCIES FOR SCHOOL SOCIAL WORKERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 320. http://dx.doi.org/10.17770/sie2019vol2.3864.

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In this article, the authors argue that professional experts are necessary who should also be educators, since they should work inside the school. Accordingly, cyber safety competencies should be included in the curriculum of school social workers in the same way as are competencies to sustain children with behavioral disturbance, support students with cultural and economic difficulties, provide the school community with psycho-social counselling, implement educational policies, etc. From the experience of running a training course for social workers in Poland on cyber threats, and from an ongoing research concerning digital social innovation within two EU funded projects, a preliminary portfolio of competencies has been defined and presented.

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38

Ball, Annahita, and Candra Skrzypek. "School Social Work and the Educational Justice Movement: A Snapshot of Practice." Children & Schools 42, no. 3 (July 1, 2020): 179–86. http://dx.doi.org/10.1093/cs/cdaa014.

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Abstract Educational disparities and disproportionalities for oppressed children signal the need for an educational justice movement that focuses on macro-level changes within and outside of the educational system. School social workers are uniquely trained to engage in activities that promote educational justice, yet most school social workers focus on micro-level practice with individuals. Drawing on Teasley’s practice recommendations to improve educational outcomes for African American urban youths, this study examined the extent to which school social workers engage in macro-level practice strategies that promote educational justice. Cross-sectional survey data were collected from 112 school social workers. Results indicated that most participants reported little engagement in macro-level practice in support of educational justice, most notably in relation to leadership and public policy advocacy and school choice. Social workers reported the most engagement in areas associated with typical practice, such as family engagement and schoolwide needs assessment. Implications for school social work training, practice, and future research are discussed.

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Thompson, Aaron Mathew, Russell Elmore, and Lindsay Marie Oetker. "Free and Valid Teacher Social Competence Scale for School Social Workers." Children & Schools 42, no. 1 (December 19, 2019): 63–66. http://dx.doi.org/10.1093/cs/cdz023.

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40

Berzin, S. C., and S. O'Connor. "Educating Today's School Social Workers: Are School Social Work Courses Responding to the Changing Context?" Children & Schools 32, no. 4 (October 1, 2010): 237–49. http://dx.doi.org/10.1093/cs/32.4.237.

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41

Testa, Doris, and Kerry Renwick. "Interprofessional Collaborating: A Model That Prepares Undergraduate Teachers and Social Workers for Interprofessional Practice in Schools." Higher Education Studies 10, no. 3 (August 21, 2020): 123. http://dx.doi.org/10.5539/hes.v10n3p123.

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The Health Promoting School (HPS) premises its approach on interprofessional collaboration. Despite this, there are few studies into how Australian, Victorian social workers and teachers prepare for interprofessional collaboration within health promoting schools. There are few studies into how undergraduate social workers and teachers understand the HPS school setting and the role of social workers and teachers in promoting educational achievement and wellbeing within a HS school site. There are even fewer studies in how undergraduate social workers and teachers experience units of study delivered using interprofessional education (IPE) approaches.

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42

Astor, R. A., W. J. Behre, J. M. Wallace, and K. A. Fravil. "School Social Workers and School Violence: Personal Safety, Training, and Violence Programs." Social Work 43, no. 3 (May 1, 1998): 223–32. http://dx.doi.org/10.1093/sw/43.3.223.

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43

Daftary, Ashley-Marie H., Erin P. Sugrue, Brian D. Gustman, and Stephanie Lechuga-Peña. "Pivoting during a Pandemic: School Social Work Practice with Families during COVID-19." Children & Schools 43, no. 2 (April 1, 2021): 71–78. http://dx.doi.org/10.1093/cs/cdab005.

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Abstract The COVID-19 global pandemic led to the unprecedented shuttering of nearly all K–12 public education settings across the United States from March through June 2020. This article explores how school social workers’ roles, responsibilities, and work tasks shifted during spring 2020 distance learning to address the continuing and changing needs of families and the larger school community. Interviews were conducted with 20 school social workers in K–12 public schools, across three states, to understand the primary needs of children and families during the pandemic and to learn how school social workers can be most effective in responding to these needs. The data were analyzed using a grounded theory approach. Study findings revealed that during spring 2020, school social workers consistently had increased contact and interaction with students’ parents that centered around two major activities: (1) food assistance and referrals for families and (2) parent check-ins and coaching. The article discusses implications for the field of school social work during crises and beyond. Considerations include increased funding for schools that serve communities disproportionately affected by the pandemic and the reprioritization of school social workers’ roles and responsibilities to include increased contact with parents.

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44

Bybyk, Daria. "Educational environment of the «School of Social Leadership - Student» as a factor in the formation of social leadership in future social workers." International Scientific Journal of Universities and Leadership, no. 10 (December 20, 2020): 87–97. http://dx.doi.org/10.31874/2520-6702-2020-10-2-87-97.

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The article defines the algorithm for building the educational environment of the «Social Leadership School – Student» as a factor in the formation of social leadership in the professional training of future social workers, which has a clear logic: presentation of the mission and visit, which provides for informing about the School, its activities, current information for students – future social workers; announcements of news and events, which include coverage of events regarding social leadership, characterization of directions and organizational forms of social leadership, a photo and audio report, an archive of events that took place at the School on these topics. Six consecutive stages of the algorithm for building the educational environment are defined in accordance with the tasks and characterized: the first stage is the definition of the goal of the activity of the Social Leadership School – Student in the context of strategic priorities for taking into account objective world trends in the development of education for social work; the second stage – highlighting the leading idea of the development of the school; the third stage – the definition of values, key directions and scientific approaches to the organization of the School's activities; The fourth stage is the development of directions for achieving the goal and strategic directions for the development of the School; The fifth step is to determine the scale of the transformation; the sixth stage – formation of readiness of all participants in the educational process of the School to form social leadership; the sixth stage – achievement and evaluation of the result – qualitative changes in the system of formation of social leadership of students in the educational process of the «School of Social Leadership – Student». The model of the educational environment of the School of Social Leadership – Student and the structure of its activities are determined in accordance with the normative support for the functioning of the School, which will allow planning the organization and conduct of training programs and activities of the School, in particular in the areas of formation of social leadership; activities on acquisition of leadership skills, development of partnerships. Through the development of the content of selective educational disciplines «Fundamentals of Leadership», «Social Leadership» in the process of training social workers, the formation of the readiness of future social workers for proactive functioning in the informal environment of the «School of Social Leadership – Student» is ensured.

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45

Rodriguez, Sophia, Benjamin J. Roth, and Leticia Villarreal Sosa. "“Immigration Enforcement Is a Daily Part of Our Students’ Lives”: School Social Workers’ Perceptions of Racialized Nested Contexts of Reception for Immigrant Students." AERA Open 8 (January 2022): 233285842110731. http://dx.doi.org/10.1177/23328584211073170.

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This qualitative analysis examines school social workers’ equity work for immigrant students, including their perceptions of immigration enforcement and school climates that support or hinder immigrant student experiences. We conceptually expand understandings of nested contexts of reception and racialized organizations across macro, meso, micro levels, and how they affect immigrant students’ educational experiences, mobility, and belonging. Utilizing open-ended responses from a unique national survey data set, we examine school social workers’ perceptions of the macro, meso, micro racialized contexts that immigrant students encounter, how school social worker perceptions reflect racial attitudes as part of the racialized organization of schools in which they work, and how such racial attitudes influence their actions and potentially disrupt racial inequality in schools. Discussion of the impact of school social workers’ racial attitudes, and perceptions of racialized contexts and how they influence school social workers’ advocacy for immigrant students is offered.

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Mendes, Sara, and Sónia Guadalupe. "Social work in public schools: Ratios of students per social worker in Portugal." Revista Portuguesa de Investigação Comportamental e Social 5, no. 1 (February 28, 2019): 61–71. http://dx.doi.org/10.31211/rpics.2019.5.1.107.

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Aim: This research estimates the ratio of students per social worker in public schools in Portugal. Methods: Documentary analysis was used to collect data following three steps, with specific criteria: 1) official documentary sources were first used to identify the schools that allow hiring social workers; 2) evidence was collected of their employability in the institutional webpage of each school; 3) a database was built, at the national and regional level for continental Portugal. Results: One hundred and twelve social workers have been identified in a universe of 811 public schools (grouped and ungrouped schools). The national ratio social worker/students in all schools of continental Portugal was 1:12,086, varying between 1:8,753 and 1:22,237. The ratio in the schools that have social worker(s) was 1:1,394, varying between 1:1,210 and 1:1,768, depending on the region. Conclusions: School social workers are very residual in the public school, highlighting alarming and unequal territorial ratios social worker-students. The results make clear the disinvestment in the profession and its aims in the education field. These results call on national and European organizations of social workers to recommend ratios of students per social worker, requiring a major investment in this crucial area of social intervention.

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Richardson, Sonyia C., John A. Williams, and Chance W. Lewis. "Social Workers and Urban School Discipline: Do We Need a Time-Out?" Urban Social Work 3, no. 2 (October 1, 2019): 207–30. http://dx.doi.org/10.1891/2474-8684.3.2.207.

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BackgroundSchool social workers are crucial in recommending alternative disciplinary practices to prevent suspensions and expulsions in schools (Cameron & Sheppard, 2006; National Association of Social Workers, 2013), particularly in urban school districts, which experience higher rates of discipline disproportionality between students of color and White students (Barrett, McEachin, Mills, & Valant, 2017).Objective/MethodsGrounded in an ecological systems perspective, the purpose of the study is to determine if the presence of a social worker predicts school suspensions by race and gender in an urban school district.FindingsKey findings show that the presence of school social workers has a negative relationship with school suspensions for students of color.ConclusionWe advocate for an increase in social worker representation in urban schools and strategic practices to address school discipline.

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Lee, Jong-Ik, and Woong Choi. "Development of training theory curriculum for school social workers." Journal of School Social Work 53 (March 30, 2021): 1–26. http://dx.doi.org/10.20993/jssw.53.1.

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Avant, Deneca Winfrey, and Brenda Coble Lindsey. "School Social Workers as Response to Intervention Change Champions." Advances in Social Work 16, no. 2 (February 8, 2016): 276–91. http://dx.doi.org/10.18060/16428.

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School social workers (SSWs) are known for serving students with social, emotional, and academic needs. Implementing Response to Intervention (RTI)/Multi-Tiered System of Supports (MTSS) is one avenue in which SSWs play an integral role by guiding the development and implementation of student interventions. RTI/MTSS requires substantive and multifaceted system changes that involve more than simply adopting new approaches. This paradigm shift brings change which may not be desired or easily accepted by school systems. However, developing collaborative relationships and using effective leadership strategies throughout the RTI/MTSS transformation can be a pathway to success. A survey of 192 SSWs in Illinois revealed the challenges that SSWs experienced as the process of implementing RTI/MTSS transformed them into change leaders. This revelation was viewed as an opportunity to closely align social and emotional practices with students’ academic achievement.

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Mickles-Burns, Leona. "School Social Workers HIV Attitudes and Adolescent Prevention Strategies." Health Behavior and Policy Review 5, no. 5 (September 1, 2018): 58–65. http://dx.doi.org/10.14485/hbpr.5.5.6.

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