Dissertations / Theses: 'School Based Social Work'

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Torres, Adriana. "SCHOOL-BASED MENTAL HEALTH CARE PROGRAM EVALUATION." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/655.

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This study aimed to determine if the Department of Behavioral and Mental Health at a local school district is improving the academic outcomes of the students it provides services to. The purpose was to evaluate its effectiveness in order to improve and expand services. This is important since schools have become a primary setting to address the mental health needs of children and youth. The research design consisted of a quantitative, one-group pretest-posttest as students’ outcomes were assessed before and after treatment. The data was analyzed using a paired samples t-test. The findings from this study demonstrated no statistical significance in students’ grades and attendance, thereby demonstrating the need for further research on this topic.

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Oosterhoff, Heather. "School-Based Social Work and Socioemotional Learning Interventions in Alternative Education Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6937.

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Active school social workers are tasked with teaching social-emotional learning to students, including high need youth placed in alternative education settings. Multitiered systems of support provide a framework utilized by school systems to identify and address all student needs. However, a gap in research exists for evidenced-based social-emotional learning practices for students falling within Tier 3 of the multitiered systems of support framework, particularly those separated from the mainstream population and educated in alternative programs. This study explored how school social workers address the social-emotional learning needs of students in alternative education settings within the state of Illinois. The qualitative case-study design used a purposive sample of school social workers. Data sources included individual semistructured and focus group interviews of school social workers, and program curricula materials. Data analysis followed the constructivist perspective that multiple explanations of reality exist and, therefore, knowledge is constructed and emerges through the social practices and interpretations of people. Results indicated that school social workers in Illinois struggle to find existing evidence-based interventions to meet the social-emotional learning needs of high-school students in alternative education due to limited resources. Social work services maintain a student-driven focus and are strengthened by school-wide systemic structures for social-emotional learning that include cohesive efforts among staff and time for individual student processing of behaviors. This research has potential for social change through expanding knowledge available for school social work practitioners to meet the social-emotional learning needs of students in alternative education.

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Whitmore, Karen Y. "School-based family counseling practices: A national survey of school counselors, school psychologists, and school social workers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1550154189.

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Maki, Erik D. "Urban school-based behavioral health providers' attitudes towards evidence based practices." Thesis, University of Massachusetts Boston, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118530.

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Evidence Based Practices (EBPs) in schools show promise in meeting the behavioral health needs of urban students, however there are multiple barriers to implementation. Providers’ attitudes towards EBPs may be one of these barriers. Through a cross sectional survey design, this dissertation answers four major research questions: 1) Is the EBPAS-50 an appropriate tool to use with school based behavioral health providers, 2) Do attitudes vary depending on level of experience (student vs. professional), 3) Do attitudes vary depending on a practitioners’ hire status (school-hired vs. non-school hired), and 4) Do EBPAS-50 scores predict implementation of EBPs? Participants were 160 school behavioral health providers who provided at least one hour per week of direct or indirect services within the Boston Public Schools. Results indicated that the factor structures for the EBPAS-50 and EBPAS- 15 did not hold with this population, however the EBPAS-15 was used for further analysis as it has been validated many times since its introduction. Using the EBPAS-15: 1) graduate students reported more positive attitudes than professionals, 2) school-hired providers reported more positive attitudes than non-school hired providers, and 3) there was no correlation between attitudes and use of EBPs. Though differences may have been statistically significant, it is questionable as to whether these differences are practically significant as the average, rounded, response from providers indicated that they agreed with EBPs to “a great extent”. This suggests need for ongoing research to identify: 1) aspects of evidence based practices that are important to school-based providers, and 2) a revised tool to measure the attitudes of school-based providers towards EBPs.

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Agudo, Angel R., and Victor M. Lezama. "THE EFFECT OF PARENTAL ENGAGEMENT ON TREATMENT AND ACADEMIC OUTCOMES AMONG LATINO STUDENTS RECEIVING SCHOOL BASED MENTAL HEALTH SERVICES." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/880.

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Current data reports approximately 46% of children ages 13-18 are affected by a mental health issue. Of those, 21% will experience a serious mental health disorder throughout their life. Due to the high percentage of school aged children that are affected by mental health disorders, school based mental health services have grown in popularity. Despite the positive attributes associated with providing mental health treatment in a school setting, various factors including race and levels of parental engagement have been identified as barriers to successful implementation. This study sought to identify the effects of parental engagement on the treatment, academic, and behavioral outcomes of Latino students receiving school based mental health services. Furthermore, the study utilized a quantitative approach by reviewing available archival and survey data. Findings were analyzed and themes were drawn for the purpose of identifying additional areas of research and ultimately improving the delivery of services.

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Cruz, Cassandra Anais. "Familias Empoderadas| A School-based Psychoeducational Program for Mixed-status Families| A Grant Proposal." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784981.

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The purpose of this project was to design school-based, trauma-focused psychoeducational groups for mixed-status students and families utilizing the Cognitive Behavioral Therapy in Schools (CBITS) program, identify potential funding sources and to complete grant application requirements to fund an inclusive program at E. Neal Roberts Elementary School in San Bernardino, California. The presence of the target population of mixed- status students and families is significant within the San Bernardino community. The availability of services for mixed-status families that address socio-emotional stressors associated with immigration is limited. Therefore, an increased need for such support services are critical, particularly during the present political climate. A school-based program was seen a safe, accessible and effective way to deliver information and support for both mixed-status students and their families.

The components of the proposed trauma-focused groups include social problem skills, cognitive restructuring, psychoeducation, parent education and legal policy immigration education. Through a review of the literature, the needs and challenges of mixed-status families were explored to design a comprehensive proposal.

The actual submission and/or funding of this grant were not requirements for the successful completion of the project.

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Ford, Charlotte. "The experiences of school staff who work with emotionally based school non-attendance : a psycho-social exploration." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22880/.

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This psycho-social study explored the experiences of school staff who have worked with emotionally based school non-attendance. There is a paucity of qualitative accounts of school staff’s views in this area. Existing research focuses predominantly on the causes, risk and protective factors and the management of school non-attendance. Six participants took part in two interviews where psychoanalytically informed approaches were employed. This included the Grid Elaboration Method and Free Association Narrative Interviewing. The interview transcripts were analysed using Thematic Analysis, which illuminated five overarching themes: relationships between home and school; school factor s; conceptualisation and impact of school non - attendance; tasks and challenges of adolescence and individual journeys and emotions. The themes are discussed in relation to existing research and psychological theory. Consideration is given to the implications for the role of the Educational Psychologist in working with emotionally based school non-attendance. Strengths and limitations of the current study are discussed and ideas for future research are proposed.

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Mier, Taide. "School-based mental health services for St. Anne School| A grant proposal." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527995.

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The purpose of this project was to locate a potential funding source and write a grant to develop a school mental health program. An extensive literature review was performed to investigate the best way to provide culturally competent services to children and families. A search was conducted to locate an appropriate funder for a school mental health program that will attempt to close the gap between student mental health needs in Catholic schools. The program will employ a staff who will provide case management, individual and group mental health services to students and families in a low-income Catholic school in the city of Santa Ana, California. The goal of the proposed program will be to develop and implement preventive approaches to improve the students' mental health, academic achievement and social competence. Actual submission and/or funding of the grant proposal was not required for successful completion of this project.

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Mitchell, Terry Ann, and Yolanda Amelia White. "An elementary school project: Impact of the school-based social worker on CPS dependency rates." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1031.

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Yuen, Ka-chai Thomas. "A school-based growth group for adolescents from divorced/separated families in Hong Kong (a case study)." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057878.

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Bates, Dakota Blue. "The Effectiveness of Disciplinary Interventions in School-Based Counseling." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/761.

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This project discusses the effectiveness of disciplinary interventions in school-based counseling. Participants were selected from elementary and middle school sites in a school district in Southern California. Qualitative interviews were conducted to give this researcher additional knowledge in the field of school-based counseling. The audio of the interviews that were conducted were recorded, transcribed, and then analyzed by this researcher. The knowledge of the participants and their unique experiences operating with a wide range of students in many years of experience allowed for a more comprehensive understanding of what intervention strategies are most beneficial to students and where schools and counselors can improve in providing counseling services to students. The results consisted of the following eight themes: Defining Discipline, Measuring Success in Interventions, Strategies in Interventions, Theoretical Orientations, Commonalities between Frequently Counseled Students, Communication within the School, Communication between Counselors, and Areas Where Schools are Lacking. Contributions to social work practice in a micro and macro sense are discussed. Findings were given to California State University, San Bernardino and were provided to the school sites and counselors utilized for this study.

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Parker-Meyers, Lilia E. "Mindfulness-based intervention for the Windsor Unified School District| A grant writing project." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10046242.

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The purpose of this project was to write a grant to fund teacher and counseling staff training in mindfulness-based interventions (MBIs) and provide for subsequent instruction of MBIs within the school context. The host agency is the Windsor Unified School District, located in Sonoma County, California.

The goals of the program include teaching mindfulness techniques to designated school staff and students, reducing school staff stress, and increasing the social and emotional learning of students. The objectives include delivering a 12-week MBI training to at least 40% of designated school staff in the district, as well as providing an 8-week, 20-minute MBI series taught to students. Program success will be evaluated through pre- and post-testing of school staff and students with respect to their stress levels and social and emotional skills.

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Dababneh, Hannan M., and Vault Kalisha Koran Ayisha. "The Examination of Confidentiality in A School Based Setting." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/38.

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This research study explored the policies and procedures that education systems abide by, as well as how these policies are enforced to protect the confidentiality of dependent children’s private information from being exposed in their schools to non-relatives and uninvolved parties to their case. Elementary, middle school, and high school faculty’s perception of confidentiality was explored to identify individual competence when working with social workers during their direct contact visit with dependent children on school premises. Data collection included anonymous online surveys of 30-school faculty of various schools in the Southern California. There were no significant findings to support school faculty’s lack of competence of confidentiality protocol when a Department of Children and Family Service social worker conducts a visit on school premises. Future research should involve a qualitative study of school faculty perceptions to gain more accurate and unbiased information from participants.

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Scheele, Veronica L. "Supporting families through a comprehensive approach to school-based ADHD intervention| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586519.

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The purpose of this project was to locate a potential funding source and write a grant to implement an Attention Deficit Hyperactivity Disorder (ADHD) intervention program at Westchester Secondary Charter School, a culturally diverse middle and high school located in Los Angeles, California. In addition to conducting an extensive literature review on childhood ADHD, the Eisner Foundation was identified as a possible funding source for this program.

Due to their impairments in sustaining attention and completing tasks, children with ADHD are more likely to repeat grades, receive special education services, and drop out of school than typically developing children. In order to support these students with increasing their overall academic and social functioning, a comprehensive program was developed combining empirically supported child and parent interventions. Following the formulation of a program budget, lessons learned were discussed. Actual submission of the grant was not required for successful completion of this project.

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Engle, Bretton C. "Commitment language as a predictor of alcohol and mariajuana use outcomes among adolescents in school - based group treatment." FIU Digital Commons, 2007. https://digitalcommons.fiu.edu/etd/3399.

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Despite widespread recognition of the problem of adolescent alcohol and other drug (AOD) abuse, research on its most common treatment modality, group work, is lacking. This research gap is alarming given that outcomes range from positive to potentially iatrogenic. This study sought to identify change mechanisms and/or treatment factors that are observable within group treatment sessions and that may predict AOD use outcomes. This NIH (F31 DA 020233-01A1) study evaluated 108, 10-19 year olds and the 19 school-based treatment groups to which they were previously assigned (R01 AA10246; PI: Wagner). Associations between motivational interviewing (MI) based change talk variables, group leader MI skills, and alcohol and marijuana use outcomes up to 12-months following treatment were evaluated. Treatment session audio recordings and transcripts (1R21AA015679-01; PI: Macgowan) were coded using a new discourse analysis coding scheme for measuring group member change talk (Amrhein, 2003). Therapist MI skills were similarly measured using the Motivational Interviewing Treatment Integrity instrument. Group member responses to commitment predicted group marijuana use at the 1-month follow up. Also, group leader empathy was significantly associated with group commitment for marijuana use at the middle and ending stages of treatment. Both of the above process measures were applied in a group setting for the first time. Building upon MI and social learning theory principles, group commitment and group member responses to commitment are new observable, in-session, process constructs that may predict positive and negative adolescent group treatment outcomes. These constructs, as well as the discourse analysis method and instruments used to measure them, raise many possibilities for future group work process research and practice.

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O'Keefe, Aimee Marie. "The effectiveness of play therapy in a school-based counseling program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1686.

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This research project attempted to determine whether play therapy used to treat elementary and junior high school children in a School-Based Counseling program is effective. There is conflicting evidence in the literature as to the effectiveness of therapy with children, especially play therapy. This project used a qualitative design to evaluate play therapy used in a School-Base Counseling program (SBC). Randomly selected case files from the 1998-99 academic year were analyzed using questions considering demographic information for each child, the reason the child was referred to the program, the intervention used by the therapist, and the outcomes of therapy. The results of this project are inconclusive, but support the need for more research to be conducted in the area of play therapy.

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Mantas, Angelos. "How do School-Based Occupational Therapists Work with Participation Interventions at School? : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50027.

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Children with disabilities are equally entitled to a bright future with education being the cornerstone and a fundamental right for this achievement. Global organizations and policies are fighting for the inclusion of children with disabilities in mainstream schools. Nonetheless, inclusion is not enough if children's participation at school is not guaranteed. The provision of support services to ensure children's participation at school is an obligation of each state. Occupational therapists have a long tradition in the school context characterized by discrepancies. Therefore, this systematic literature review aims to map how school-based occupational therapists work with participation interventions to facilitate the participation of children with disabilities. After a comprehensive search in five databases, a selection process, quality assessment and data extraction, this paper resulted in nine qualitative, quantitative, and mixed design studies. The results presented under the scope of OTPF-3 and fPRC frameworks have revealed that occupational therapists traditionally use push-in and pull-out direct approaches as a medium to enhance the performance skills and activity competence of children. However, there is a shift of occupational therapists toward participation interventions with indirect ways through service delivery models focusing on the school's social and physical environment with their collaboration with teachers being of major importance. Children's establishment of a balanced and healthy school routine, as well as the adoption of a representative student role, are identified as chief aspects of facilitating participation. Results can not be generalized, but this paper gives incentive for further investigation of occupational therapy school-based vitality regarding school participation.
Τα παιδιά με αναπηρίες δικαιούνται ένα εξίσου λαμπρό μέλλον με την εκπαίδευση να αποτελεί τον ακρογωνιαίο λίθο και θεμελιώδες δικαίωμα για αυτό το επίτευγμα. Παγκόσμιοι οργανισμοί και νόμοι αγωνίζονται για την ένταξη των παιδιών με αναπηρίες στα γενικά σχολεία. Ωστόσο, η ένταξη δεν αρκεί εάν δεν εξασφαλίζεται η συμμετοχή των παιδιών στο σχολείο. Η παροχή υπηρεσιών υποστήριξης για τη διασφάλιση της συμμετοχής των παιδιών στο σχολείο είναι υποχρέωση κάθε κράτους. Οι εργοθεραπευτές έχουν μακρά παράδοση στο σχολικό πλαίσιο η οποία χαρακτηρίζεται από ασάφειες. Επομένως, αυτή η συστηματική βιβλιογραφική ανασκόπηση στοχεύει στο να χαρτογραφήσει τον τρόπο με τον οποίο οι σχολικοί εργοθεραπευτές δουλεύουν με παρεμβάσεις συμμετοχής για να εδραιώσουν την συμμετοχή των παιδιών με αναπηρία στο σχολείο. Μετά από μια ολοκληρωμένη αναζήτηση σε πέντε βάσεις δεδομένων, την διαδικασία επιλογής, την αξιολόγηση ποιότητας και την εξαγωγή δεδομένων, η παρούσα έρευνα οδήγησε σε εννέα ποιοτικές, ποσοτικές και μικτές μελέτες. Τα αποτελέσματα που παρουσιάζονται κάτω από το πλαίσιο των OTPF-3 και fPRC αποκάλυψαν ότι οι εργοθεραπευτές χρησιμοποιούν παραδοσιακά άμεσες προσεγγίσεις εντός και εκτός της τάξης ως μέσο για την ενίσχυση των δεξιοτήτων απόδοσης και της ικανότητας δραστηριότητας των παιδιών. Ωστόσο, υπάρχει μια μετατόπιση των εργοθεραπευτών προς παρεμβάσεις συμμετοχής με έμμεσους τρόπους μέσω μοντέλων παροχής υπηρεσιών που εστιάζουν στο κοινωνικό και φυσικό περιβάλλον του σχολείου, με τη συνεργασία σε σχέση με τους δασκάλους να είναι μείζονος σημασίας. Η καθιέρωση μιας ισορροπημένης και υγιούς σχολικής ρουτίνας στα παιδιά, καθώς και η υιοθέτηση ενός αντιπροσωπευτικού ρόλου μαθητή, αναγνωρίζονται ως βασικές πτυχές της διευκόλυνσης της συμμετοχής. Τα αποτελέσματα δεν μπορούν να γενικευτούν, αλλά αυτή η μελέτη δίνει κίνητρο για περαιτέρω διερεύνηση της σημαντικότητας της σχολικής εργοθεραπείας.

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Nystrom, Austin, and Fabian Ortiz. "COMMON SOURCES OF ANXIETY FOR STUDENTS WHO EXPERIENCE SUICIDAL IDEATION." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/868.

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This study was conducted to identify what sources of anxiety are most closely associated with experiencing SI among students in a school district in Southern California. Anxiety and suicide rates in youth continue to grow and a need for preventative services is a must. The research design consists of qualitative, biopsychosocial assessments, and qualitative, utilizing the collected data. MSW interns at the district site conducted the assessments and the writers analyzed and reviewed the data to draw out an answer to the research question. Implications for social work practice include gaining a better understanding on the common sources of anxiety as well as other precipitating factors that youth with SI experience. By identifying stressors and common factors social workers will be able to recognize red-flags and provide faster, more targeted preventative services to youth suffering from SI.

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Dominguez, Alva M. "SCHOOL-BASED MENTAL HEALTH REFERRALS’ REPRESENTATION OF ACTUAL MENTAL HEALTH DISORDERS AMONG ADOLESCENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/894.

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Increasingly, health providers are recognizing the importance of providing behavioral and mental health services to children and adolescents. As a result, school districts are adopting the School-Based Mental Health Program approach to provide mental health services to their students. The purpose of this study is to test if there is a disparity between children being referred due to externalizing behavior versus internalizing behaviors. The data was collected from archival sources, and it was analyzed utilizing the SPSS software for a quantitative and descriptive study. The findings indicated that students experiencing Internalizing and/or Externalizing behaviors are almost equally receiving services. This study found that most of the referrals were made by school counselors, only a few by parents and even less by students themselves. For this reason, the study’s recommendation is for social workers to engage in providing training for parents and students in identifying mental health issues before they become a significant problem.

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Ramirez, Jessica. "The Relationship Between School-Based Mental Health Services and Academic Achievement." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/95.

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The purpose of this study was to determine if there was a significant relationship between school-based mental health services and academic achievement. The study focused on (N=38) students in elementary and middle school, who participated in services from the 2012-2013 school year. The test scores before and after they received services were gathered from an existing database to determine how effective school-based mental health services were. The results indicated there was not a significant difference in measures of academic achievement before and after school-based mental health services. However, results demonstrated a positive relationship between test scores before and after school-based mental health services. Limitations to study, such as the sample size, are also discussed.

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Yuen, Ka-chai Thomas, and 袁家齊. "A school-based growth group for adolescents from divorced/separated families in Hong Kong (a case study)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960613.

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Lek, Soon-hiang Anthony. "Factors affecting the utilization of a school based youth center : a comparative study of members and non-members /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744483.

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Hartman, Patricia. "A counseling-based dropout prevention program /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396738.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Frank Smith. Dissertation Committee: Ann Lieberman. Includes bibliographical references (leaves 213-221).

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Clare, Emily P. "The Business Communities' Perspectives on Work-based Learning and Career Readiness for High School Students." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1615650103164532.

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Office, Snowball Ditlhamallo. "The psychosocial needs of mothers with primary school physically disabled children : the role of social work in community based rehabilitation." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6636.

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Thesis (M Social Work (Social Work))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Disability can be physical or mental and have different causes, which determine how it is classified. This study will concentrate on physical disability. In the past, the causes of disability were associated with many beliefs of which most perceived disability as something bad. In Botswana, even though people now understand the causes of disability, they still associate it with something bad or have not fully accepted disabled people. The beliefs surrounding physical disability are worse due to the fact that the disability is visible. The way people perceive physical disability does not only affect the disabled person, but also their families. As the causes of disability vary and can develop prior to birth or be acquired later in life, they affect the different age groups in different ways. This study will focus on physical disability in school children and will explore the impact it has on their mother’s psychosocial needs. The physical disability of school children has different challenges depending on the type of disability. The challenges can be physical, social, economic and psychological. Due to these challenges these children are considered to have special needs and require special care. The special care involves providing for their special basic needs and their medical, social and psychological needs at home and at school. The physically disabled school children also use special equipment which helps them with their daily actives. This equipment needs special care and these children therefore need to go for regular checkups. They also need to be assisted with how to use this equipment at home and school. The challenges of physically disabled school going children are administered by social workers under the Community Based Rehabilitation (CBR) Programme. The CBR must assist with improving the lives of disabled children and their families. When the social workers attend to the disabled school going child, they concentrate on the medical part of the child’s disability, often forgetting other needs. They also do not attend to the mother and her needs, as she is the primary carer. This study was conducted in Letlhakeng village in Botswana. Twenty (20) biological mothers of physically disabled school going children were interviewed using a semi structured questionnaire. The sampling was a non probability purposive sample and the study used both quantitative and qualitative methods of research. The quantitative study has shown that the mothers in the area have limited education and are non-skilled. They are still active and most of them are single parents engaged in low income economic activities or not doing anything and they have a reasonable number of children. Their housing structures are poor and not accessible for the disabled children. The results indicated that mothers know about disability, but the causes have not been fully communicated to them. Even though they consider physical disability to have a natural cause, they still associate it with other beliefs according to which the disability could have happened at birth or after birth. This indicates that cultural beliefs still have an impact. The mothers send their children to school but their schooling is not taken seriously as the mothers do not know about programmes like special education that can help their children. They still have negative feelings when the child is at school. In addition the mothers are not comfortable with the school environment and still believe a disabled child does not have the capacity to learn. The qualitative study showed that mothers have psychosocial needs which are not provided for, as they feel that CBR does not involve them and assist them accordingly. This therefore deprives them of the information and confidence to provide for their disabled children. The mothers do not interact well with their relatives and the community due to the negative attitudes they have towards the disabled. They also lack support from them and from the social workers, because at the time of this study there was no social worker in the area. The mothers showed that they have the burden of caring for their disabled children and this is affecting them physically, economically, socially and psychologically. The role of social work in rehabilitation is still not taken seriously as indicated by the fact that the post at the rehabilitation office has remained vacant for so long. Overall, mothers have psychosocial needs and experience difficulties in coping with the burden of providing for their physically disabled school going children and the social workers are not playing their role in this regard to assist them. The recommendation is made for advocacy to assist the physically disabled children and their families especially the mothers as the primary caregivers and to improve the role of the social worker.
AFRIKAANSE OPSOMMING: Gestremdheid kan liggaamlik of geestelik wees en het verskillende oorsake waarvolgens dit geklassifiseer kan word. Hierdie studie fokus op liggaamlike gestremdheid. In die verlede is die oorsake van gestremdheid met allerlei gelowe vebind, wat meestal as negatief beskou is. Selfs al is die oorsake van gestremdheid vandag bekend, is daar steeds mense in Botswana wat gestremdheid as iets boos beskou of diegene met gestremdhede nie ten volle aanvaar nie. Die gelowe rondom liggaamlike gestremdheid is selfs eger omdat die gestremdheid sigbaar is. Die manier waarop mense liggaamlike gestremdheid beskou, beïnvloed nie net die gestremde persone nie, maar ook hulle gesinne. Aangesien die oorsake van gestremdheid verskil en dit by geboorte of later opgedoen kan word, beïnvloed dit verskillende ouderdomsgroepe op verskillende maniere. Hierdie studie fokus op liggaamlike gestremdheid by skoolkinders en ondersoek die impak daarvan op hulle moeders se psigososiale behoeftes. Die liggaamlike gestremdheid van skoolkinders bied verskillende uitdagings na gelang van die soort gestremdheid. Die uitdagings kan liggaamlik, maatskaplik, ekonomies en sielkundig wees. Hierdie uitdagings beteken dat die kinders beskou word as kinders met spesiale behoeftes wat spesiale sorg nodig het. Die spesiale sorg behels dat voorsiening gemaak moet word vir hulle spesiale basiese behoeftes, asook hulle mediese, maatskaplike en sielkundige behoeftes tuis en by die skool. Liggaamlik gestremde skoolkinders gebruik ook spesiale toerusting wat hulle in staat stel om hulle daaglikse aktiwiteite te kan uitvoer. Aangesien hierdie toerusting deel uitmaak van spesiale sorg, word die kinders gereeld medies ondersoek. Hulle moet ook hulp kry om die toerusting tuis en by die skool te gebruik. Die uitdagings wat die skoling van liggaamlik gestremde kinders bied word ooreenkomstig die Gemeenskapsgebaseerde Rehabilitasieprogram (GBRP) deur maatskaplike werkers aangebied. Die GBRP is gemik daarop om kinders met gestremdhede én hulle ouers se omstandighede te verbeter. Wanneer die maatskaplike werkers met skoolgestremde kinders werk, fokus hulle op die mediese sy van die kind se gestremdheid en vergeet dikwels van die ander behoeftes. Hulle sien ook nie om na die moeder – wat die hoofversorger is – en háár behoeftes nie. Die studie is uitgevoer in die dorpie Letlhakeng in Botswana. Onderhoude is gevoer met twintig biologiese moeders van skoolgaande liggaamlik gestremde kinders deur gebruik te maak van ŉ halfgestruktureerde vraelys. Die steekproefneming behels ŉ doelgerigte niewaarskynlikheidsteekproef en die studie gebruik kwantitatiewe sowel as kwalitatiewe navorsingsme. Die kwantitatiewe studie dui daarop dat die moeders in die gebied oor ŉ lae opvoedingsvlak beskik en weinig vaardighede het. Ofskoon hulle nog aktief is en die meeste van hulle die hoof van die huishouding is, is hulle betrokke by ekonomiese aktiwiteite wat lae inkomste bied. Ander beskik oor geen inkomste nie, terwyl die getal kinders binne die nasionale gemiddeld is. Die huisstruktuur is swak en ontoeganklik vir kinders met gestremdhede. Die resultate dui daarop dat die moeders vertroud is met gestremdheid, maar dat die oorsake daarvan nie volledig aan hulle oorgedra is nie. Selfs al besef hulle dat liggaamlike gestremdheid wel ŉ natuurlike oorsaak het, assosieer hulle dit steeds met ander gelowe wat by geboorte of na geboorte ŉ rol kon speel. Dit dui daarop dat kulturele gelowe wel ŉ impak op hulle het. Alhoewel die moeders hulle kinders laat skoolgaan, word die skoling nie in ŉ ernstige lig beskou nie, aangesien die moeders onbewus is van spesialeonderrigprogramme wat hulle kan help. Hulle bly dus negatief oor hulle kinders se skoolbywoning. Verder het die moeders nie vertroue in die skoolomgewing nie en meen gestremde kinders se leervermoë is ontoereikend. Die kwalitatiewe studie wys dat moeders psigososiale behoeftes het waarin daar nie voorsien word nie. Hulle meen die GBRP betrek hulle nie en staan hulle nie dienooreenkomstig by nie. Dít ontneem hulle dus die inligting en selfvertroue om vir hulle gestremde kinders te kan voorsien. Die moeders kommunikeer nie juis met familielede en die gemeenskap nie weens die familielede en gemeenskap se ingesteldheid. Die moeders kry nie bystand van hulle óf van maatskaplike werkers nie. Met die studie is daar vasgestel dat daar geen maatskaplike werkers in die omgewing is nie. Dit was duidelik dat die moeders gebuk gaan onder die las om hulle gestremde kinders te versorg en dat dit hulle liggaamlik, ekonomies, sosiaal en sielkundig beïnvloed. Die rol van maatskaplike werk in rehabilitasie word steeds nie ernstig opgeneem nie en daarom staan die rehabilitasiekantoor dikwels vir lang tye leeg. Oor die algemeen het moeders psigososiale behoeftes en hulle vind dit moeilik om die las te hanteer wat die skoling van hulle liggaamlik gestremde kinders op hulle plaas, terwyl daar onvoldoende maatskaplike werkers is om bystand hiermee te verleen. Daar word vervolgens aanbevelings gedoen en voorspraak gelewer om die gesinne en families van liggaamlik gestremde kinders te help, veral betreffende die rol van die moeders as versorgers en om maatskaplike werkers se betrokkenheid te verbeter.

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Cardenas, Nancy. "Play therapy interventions and their effectiveness in a school-based counseling program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2839.

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The purpose of this study was to add to the limited amount of information on the effectiveness of play therapy interventions in a school-based counseling program. The study focused on examining the reasons why clients were referred to counseling, the frequency and duration of their behavior, the clients' academic performance at the beginning and end of treatment, the total number of sessions received, and the type of play therapy that was used to determine how effective play therapy interventions were during treatment.

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Meza, Luis Adolfo. "A mindfulness-based burnout prevention program for elementary school social workers and colleagues to promote resiliency| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096075.

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Working in school settings can present school social workers, teachers, and counselors with multiple risk factors that increase their likelihood of experiencing burnout. Providing direct services to students on a regular basis can have a negative impact on their overall sense of well-being along with other factors associated with being employed as a social service provider. Promoting Resilient School Personnel project (PRSP) consists of a series of on-site mindfulness-based stress reduction (MBSR) workshops aimed at providing school social workers, teachers, and counselors at a public school in Los Angeles County with the resources to understand and help prevent burnout, the opportunity to learn and practice different mindfulness-based techniques, and strategies to establish long term self-care habits that promote a high sense of well-being. A potential funder was identified, although actual funding and submission of this grant proposal were not requirements for the successful completion of this project.

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Renda, Adam. "Socially and Emotionally Competent Leadership: How School-based Leadership Practices That Promote Social and Emotional Learning Opportunities Shape the Work of Mental Health Staff." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108801.

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Thesis advisor: Raquel Muniz Castro
Researchers and educators recognize the benefits of developing students’ social and emotional competencies, but there is little research about the impact of leadership practices on the social and emotional competencies of adults in schools. The purpose of this qualitative case study was to investigate the relationship between leadership practices (i.e., what leaders think and do) that promote SEL opportunities, and how they shape the work of mental health staff (MHS) — defined in this study as, school counselors, and nurses. Findings indicated that school-based leaders promoted SEL opportunities for MHS when they (1) provided time to meet, (2) provided resources for professional development, (3) provided feedback through dialogue, (4) accessed MHS’ expertise through dialogue, and (5) provided coaching. These leadership practices shaped the work of MHS proactively. These findings suggest that principals should use social awareness to diagnose issues within the school, engage in responsible decision-making to set direction, and promote relationship-building to convince MHS to implement a plan
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Dixon, Decia N. "Perceptions of school based mental health services by directors and supervisors of student services." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002079.

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Tezas, Nikolaos. "Community and School Based Mental Health Interventions for Refugee Children and Adolescents: A 2010-2020 Systematic Literature Review." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48364.

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Introduction: Traumatic experiences before, during but also after refugee children’s and adolescents’ displacement impose harmful mental health symptoms like post-traumatic stress disorder, depression and anxiety. Nevertheless, such threats can be addressed since mental health interventions have been found not only effective but are seen as a legal and ethical obligation. Aim: This study’s aim was to systematically investigate and present available school and community based mental health interventions for refugee children and adolescents from 2010-2020 and to report on their outcome. This systematic review was conducted in order to address certain gaps in literature about contemporary mental health interventions for refugee children and adolescents. Method: Specific search terms were used in three scientific online databases (EBSCO-ERIC, PsycINFO and Scopus) and for a manual searching. Six prime studies emerged through title, abstract and full-text examination based on inclusion and exclusion criteria and quality assessment. Results: After data analysis was completed several themes and categories were identified. Most mental health interventions were community based and adopted Cognitive Behavioural Therapy’s principles. There was also a school based mental health intervention that adopted creative arts. However, all yielded promising results in alleviating harmful mental health symptoms. Key concepts like caregivers’ role, culture, activities employed and reflection on theories seem to follow similar patterns in the prime stud-ies. The results are discussed in relation to literature and are critically reflected upon. Conclusion: Successful mental health interventions for refugee children and adolescents allow for hope to be fostered. Intervention designers and other professionals can use the discussed characteristics and factors in their approaches that seemingly can lead to resilience and post traumatic growth.
Εισαγωγή: Οι τραυματικές εμπειρίες που βιώνονται τα παιδιά και οι έφηβοι πρόσφυγες πριν, κατά αλλά και μετά την μετανάστευση οδηγούν σε αρνητικά συμπτώματα ψυχικής υγείας όπως διαταραχή μετατραυματικού στρες, κατάθλιψη και αγχώδη διαταραχή. Παρ’ όλα αυτά, τέτοιες απειλές μπορούν να αντιμετωπιστούν αφού οι παρεμβάσεις ψυχικής υγείας έχουν υποστηριχθεί όχι μόνο ως αποτελε-σματικές αλλά θεωρούνται νομική και ηθική υποχρέωση. Σκοπός: Ο σκοπός αυτής της εργασίας ήταν να παρουσιαστούν μετά από συστηματική έρευνα διαθέ-σιμες σχολικές και κοινοτικές παρεμβάσεις ψυχικής υγείας για παιδιά και εφήβους πρόσφυγες από το 2010- 2020 και να αναφερθούν τα αποτελέσματά τους. Η παρούσα συστηματική βιβλιογραφική ανα-σκόπηση πραγματοποιήθηκε ως συνεισφορά σε ορισμένα κενά στη βιβλιογραφία όσον αφορά τις σύγ-χρονες παρεμβάσεις ψυχικής υγείας για παιδιά και εφήβους πρόσφυγες. Μέθοδος: Συγκεκριμένοι ερευνητικοί όροι χρησιμοποιήθηκαν σε τρεις διαδικτυακές ερευνητικές πη-γές δεδομένων (EBSCO-ERIC, PsycINFO and Scopus) και μια ανεξάρτητη έρευνα. Μετά από αξιο-λογήσεις σε τίτλο, περίληψη και κυρίως κείμενο βάση συγκεκριμένων κριτηρίων επιλογής και από-κλισης καθώς και μετά από μια ποιοτική αξιολόγηση αναδύθηκαν έξι ερευνητικές μελέτες. Αποτελέσματα: Η ανάλυση των δεδομένων ανέδειξε αρκετά θέματα και κατηγορίες στις έρευνες. Στην πλειοψηφία τους παρουσιάστηκαν κοινοτικές παρεμβάσεις ψυχικής υγείας που ακολούθησαν τις αρχές της Γνωστικής Συμπεριφοριστικής Θεωρίας. Υπήρξε και μια παρέμβαση ψυχικής υγείας που πραγματοποιήθηκε σε σχολείο και βασίστηκε σε τέχνες. Ωστόσο, όλες παρουσίασαν υποσχόμενα α-ποτελέσματα όσον αφορά την μείωση των αρνητικών συμπτωμάτων ψυχικής υγείας. Κύριες έννοιες όπως ο ρόλος των κηδεμόνων, η κουλτούρα, οι δραστηριότητες που πραγματοποιήθηκαν καθώς και θεωρίες που συσχετίζονταν με τις παρεμβάσεις παρουσιάστηκαν με όμοιο τρόπο στις ερευνητικές μελέτες. Τα αποτελέσματα συζητούνται με βάση την βιβλιογραφία και αναλύονται με βάση κριτικά επιχειρήματα. Συμπεράσματα: Η ύπαρξη επιτυχημένων παρεμβάσεων ψυχικής υγείας για παιδιά και εφήβους πρό-σφυγες ενισχύουν ελπιδοφόρες προοπτικές. Οι υπεύθυνοι για τον σχεδιασμό παρεμβάσεων και άλλοι επαγγελματίες μπορούν να ενσωματώσουν στις παρεμβάσεις τους τα χαρακτηριστικά και τους παρά-γοντες που συζητούνται και που πιθανώς να οδηγούν σε ψυχική ανθεκτικότητα και μετατραυματική ψυχική ανάπτυξη.

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Trieu, Anna Victoria. "EFFECTIVENESS OF SCHOOL-BASED PREVENTION PROGRAM IN ADDRESSING INTIMATE PARTNER VIOLENCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/528.

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Intimate partner violence (IPV) as it stands today still exists in many violent cases involving intimate relationships. Intervention programs seek to address this issue, however, fails to meet their intended outcomes to reduce prevalence rates of IPV. The research study evaluated the use of a prevention program and measures its effectiveness among high school students. This study sought to explain IPV prevention programs, making it explanatory and necessitates a quantitative research design. This study used secondary data analysis to assess effectiveness of this particular prevention program. Data was collected from 130 high school students within the Inland Empire who completed pre-surveys and post-surveys. Through data analysis, the study found the prevention program was effective by increasing the high school students’ knowledge about local resources for those experiencing IPV, specifically where to go for help. Another key finding revealed a majority of the participants were able to correctly define types of relationships and communication styles. However, the prevention program does not necessarily assess for participants’ knowledge on how to address conflict in a healthy manner, as measured by questions asked within the pre-surveys and post-surveys. This is not to say this particular prevention program was not effective in some areas. Still, there is room for improvement as far as future research; collaboration with seasoned researchers, school administrators, and social workers; and policy recommendations on this topic of school-based IPV prevention programs.

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Clavijo, Maya. "SKOLKURATORER, MAKT OCH RELATIONER MELLAN BARN OCH VUXNA - EN STUDIE OM SOCIALT ARBETE I EN SKOLKONTEXT." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26796.

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A qualitative study on school counsellors´ perspectives on relationship-based social work in a school context. The purpose of the study is to provide insight into the school counsellors thoughts about relationship-based social work with children and youths. Furthermore, the purpose is to shed light on the social workers thoughts on the power relationship between children and adults and its importance for their social work in a school context. The study is based on four school counsellors, and their perspective on their practical work with children and youths was used to answer the purpose of this study. The results of the study show how the school counsellors are suggesting that relationships are a fundamental component of a functioning social work. The results also show that the school counsellors try to compensate for the inequalities that exist between children and adults. The school counsellors have several strategies to empower the children and youths they meet. The results also show how the school counsellors experience their work as very complex as they see school as a compulsory, normative and non-democratic organisation which they dissociate themselves from.

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Santiago, Miranda, and Shirley Tamayo-Contreras. "FAMILY STRUCTURE CORRESPONDING WITH DELINQUENT BEHAVIORS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/840.

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The significance of this research study is to identify if an adolescences family structure impacts their developmental behaviors. The research design for this study was a quantitative design. The data analysis includes the independent variable (IV) and dependent variable (DV). For this study the IV was family structure and the DV in this study was delinquent behaviors. The findings suggest that during the pre-assessment tool researchers found there was no significance between family structure and delinquent behaviors. However, during the post assessment researchers found that there was significance between family structure and delinquent behavior. Although this study did not find significance during the pre-assessment, there were significant findings in the post-assessment that demonstrated that social workers should continue to consider family dynamics when assessing adolescents’ developmental behaviors.

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Paluta, Lauren M. "Examining the Processes and Outcomes of a School-Based Mental Health Pilot." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429606299.

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Bartle, Paul Ernest. "Negotiating positions : a discourse-based exploration of the work of Teaching Assistants in English schools." Thesis, Keele University, 2013. http://eprints.keele.ac.uk/3814/.

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This thesis focuses on Teaching Assistants (TAs) as members of the school workforce ‘remodelled’ and ‘modernised’ through the policies such as the ‘National Agreement’ (DfES, 2003c; ATL et al., 2003). Findings suggest that: - schools are not monolithic institutions; there is variety and inconsistency between local practices and relations, including within individual schools - TAs and teachers instrumentalise pupils to labour to produce the ‘measurable’ outcomes of schools; the three parties operate in asymmetric power relations - ‘place’ within schools reinforces asymmetric power relations between TAs and teachers - the texts that circulate in schools reinforce and undermine the asymmetric power relations - TAs undertook an increasing number of traditional teacher tasks - drawing on various aspects of their work and policy, the TAs defined themselves as teachers, other than teachers and more than teachers, - drawing on the social and material resources circulating in their environments, the TAs ideologised their being and doing. Adopting a broadly relativist, post-structuralist, and constructivist paradigm, using qualitative methods based on critical discourse analysis (Fairclough, 2001; Potter and Wetherell, 1987), this thesis uses the words of the TAs who participated in this project to explore their experiences of working in primary and secondary schools in England. The participants’ words come from their participation in focus groups, interviews and from written work they produced as students on a Foundation Degree programme. Ideas from Actor-Network Theory (Latour, 1997; 2005) were used to explore the location of the participants in relation to their workplaces, colleagues and pupils and to establish the categories for subsequent critical analysis of their discourses, broadly following Fairclough’s (2001) stages of ‘description, interpretation and explanation’. Ideas on meaning making (notably Bruner, 1990, 1991, in Bakhurst and Sypnowich 1995) and ideologisation (notably Eagleton, 1991; Billig et al., 1988; Billig, 1995; Abercrombie et al., 1980) support the critical analysis of their discourses to explore how the participants make sense of their situations.

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Parks, Hillary Faye. "Beyond sibling rivalry an exploratory study of social work assessment of school-age sibling abuse : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1005.

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Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007
Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 47-48).

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Zeanah, Kathryn L. "Experiences of Heterosexist Harassment Among Graduate Students Training to Work as School-Based Professionals: Impact on Psychological Functioning, Academic Wellbeing, and Attitudes Toward Sexual Minority Individuals." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457540372.

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Smith, Lauren A. "School-Based Support for Foster Families: Understanding the Experiences and Needs of the Biological Children of Foster Parents." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624280793277224.

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Hellstrand, Rickard. "Interdisciplinary work through the medium of English - an investigation among teachers and pupils at a compulsory school concerning integration of English into an interdisciplinary setting." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33828.

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Content and language integrated learning is an approach to learning a language while studying subject matter, as well as the other way round. The intention with this dissertation has been to gather insights into teachers‘ perceptions regarding this approach and pupils’ perceived views regarding working with subject matter through the medium of English. Previous research within this area of study has shown that using this approach to learn content and language is increasing in Sweden primarily at upper secondary schools. This dissertation can be seen as twofold: firstly, a project was conducted in an 8th grade at a compulsory school in the southern part of Sweden that implement interdisciplinary work on a daily basis; secondly, data was gathered from questionnaires and interviews with both teachers and pupils who participated in the project. The results show that this approach is time-consuming and very challenging for pupils in general; it is particularly difficult for weaker pupils in English. Also, it may lead to shortcomings in the Swedish language, with terminology in particular. However, both teachers and pupils think that learning English while studying subject matter is effective, since pupils have the opportunity to immerse themselves in the English language more than otherwise. Working with subject matter in English is very different from doing it in Swedish and there are aspects that must be taken into consideration when planning, designing and implementing this approach at compulsory school level.

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Castro-Guillen, Evelyn. "Academic Predictors of the Child and Adolescent Functioning Assessment Scale in a School-Based Mental Health Program." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459416051.

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Vaughn, Joanna Garcia. "The Smith College School for Social Work anti-racism commitment : a chronology and reflections on the years 1993-1998 : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5941.

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Wyatt, Erin Drankwalter. "Middle School Students in Virtual Learning Environments." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30529/.

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This ethnographic study examined middle school students engaged in a virtual learning environment used in concert with face-to-face instruction in order to complete a collaborative research project. Thirty-eight students from three eighth grade classes participated in this study where data were collected through observation of student work within the virtual learning environment, an online survey, and focus group sessions with students involved in the project. Results indicated students found the virtual learning environment to be valuable as a platform to complete a collaborative research assignment because of portability, ease of use, and organization. Embedded resources within the environment were helpful because of the convenience. Other people, including peers and teachers, were the preferred source of help when problems navigating the environment or finding information arose. Students communicated within the virtual learning environment as a social outlet, a way to check in, and a means to offer content related comments. Ideally the study's findings will give insight into student experiences in a virtual learning environment in order to help educators design more effective learning experiences and incorporate useful supports within such environments.

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Gutierrez, Ruth. "THE TELLTALE SIGNS OF BEHAVIORS: BULLYING AND BULLY VICTIMS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/301.

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Bullying in schools is a social problem that continues to grow. Social workers need to be informed about it and prepared to address it in their practice. This study focused on behaviors students who are bullying and students who are victims of bullying demonstrate that get them referred to school‑based counseling. This is a quantitative study with qualitative aspects. A data extraction tool was used to collect secondary data from case files from Family Solutions Collaborative in the Ontario/Montclair School District of students who received counseling services. The data collected was coded, examined, interpreted, and described. Utilizing Statistical Package for the Social Sciences (SPSS) statistics, frequency and cross‑tabulation analysis showed relationships between various behaviors and bullying status. The benefit from this research is an increased awareness of specific behaviors that will allow teachers, school staff, parents, and counselors to identify students who are bullying and students who are being bullied before the bullying evolves into something much greater.

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Rudberg, Jennie, Anna Jacobsson, and Håkan Eriksson. "En kuratorsgrupps teoretiska utgångspunkt i samarbete med andra professioner : En studie om internt och externt samarbetet i skolan." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2418.

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Det är viktigt att skolan kan bemöta barn och elever som uppvisar psykisk ohälsa.

Skolhälsovården är uppbyggd på team vilka har medlemmar som samarbetar med andra team

från andra professioner. Det är av vikt att detta samarbete fungerar på ett effektivt sätt. Syftet

med denna studie var att undersöka vilken teoretisk utgångspunkt barn- och elevhälsoteamets

kuratorers arbete utgår ifrån och om kuratorsgruppen har en samsyn gällande den teoretiska

utgångspunkten. Syftet konkretiserades genom följande frågeställningar: 1. Vilken teoretisk

utgångspunkt är vägledande för barn- och elevhälsoteamets kuratorer och finns det någon

enighet eller oenighet i samsynen gällande den teoretiska utgångspunkten? 2. På vilket sätt

framkommer den teoretiska utgångspunkten i det praktiska arbetet? 3. Framkommer hinder

och möjligheter i samarbetet internt och externt? 4. Framkommer i resultatet omständigheter

som kan leda till att verksamheten utvecklas? Studien har en kvalitativ metodansats där fyra

intervjuer och en observation genomförts med kuratorer inom barn- och elevhälsoteamet. Det

framgår att kuratorsgruppen har en samsyn gällande systemperspektivet i sitt arbete. Det

framkommer både hinder och möjligheter i samarbetet och även faktorer som kan komma att

utveckla verksamheten. I diskussionen förs resonemang angående samarbete, kompetens,

dokumentation och tidsbrist.

It is of great relevance that School staff can answer pupils that shows mental illness. School

based health care has teams who collaborate with teams in other professions. It is of

importance that the collaboration works in an effective way. The purpose of this study is to

examine what theoretical position the school based health care teams counsellors work starts

from and if they have a unanimous way considering the theoretical position. The purpose was

made more specific by following questions: 1. What theoretical position is guiding the school

based health care team counsellors and is there any disagreements regarding to the theoretical

positions? 2. In what way does the theoretical position become apparent in the practical

work? 3.Which prominent problems an possibilities comes to light in the collaboration

internal and external? 4. Does circumstances in the results occur which would develop the

team? The study include a qualitative approach whereas four interviews and one observation

has taken place among the counsellors in the school based health team. It appears that the

counsellors overall are unanimous concerning the system perspective in their work. Also it

emerged both obstacles and possibilities in the collaboration and factors that might develop

the organisation. The central aspects of the discussion are the collaboration, competence,

documentation and lack of time.

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Mansfield, Rebecca Cloward. "Outcomes of an Emotion Word Intervention for Children with Social Communication Impairments." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3848.

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Children with social communication disorders have been found to exhibit deficits in emotional intelligence, including the ability to identify emotions attributed to facial expressions. The purpose of this thesis was to examine the efficacy of a social communication intervention program designed to increase the accuracy of emotion based word use in three elementary school-aged participants with social communication disorders. The participants took part in a multiple-baseline, 20-session treatment including story enactment, journaling procedures, and supplementary activities. The story enactment portion of the intervention centered on Mercer Mayer's A Boy, A Dog, and A Frog (1967) wordless picture book series. Participants' emotion word productions were analyzed in six categories (happiness, sadness, anger, fear, surprise, and disgust) and valence accuracy was determined for all productions. Results proved variable, but each of the three participants demonstrated improvements in accuracy in at least two emotion categories that were not mastered prior to the onset of the intervention. In addition, two of the three participants increased in valence accuracy of emotion word productions between baseline and follow-up measures. Taken as a whole, the results suggest that this particular intervention program was effective in improving competency in select emotion categories for all three participants. Discussions of individual participant outcomes are included, as well as suggestions for further research.

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Al-Tai, Sally, and Ida Bragge. ""Jag är inte där för att få betalt, jag är där för att jag bryr mig" : Relationsskapandets roll i socialt arbete och dess förutsättningar enligt professionella." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169835.

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The aim of this study was to examine the definition and meaning of a relationship-based social work, and what conditions are required for the professional to manage such. Based on seven qualitative interviews with professional social workers who work with children and adolescents, a thematic analysis was conducted based on the theoretical frameworks of Symbolic Interactionism and the organisational theories of Human Service Organisations and Street-Level Bureaucracy. The main results confirm the importance of the relationship between the client and the professional according to the respondents. Role clarity and empathy through self-awareness were seen as important qualities of the professional to maintain a good relationship with the child, for whom this might lead to a sense of security through the relationship continuity. Mentioned conditions that facilitated the possibility of relationship based client work were mostly organisational variables such as time and discretion. These were variables that varied depending on the organisation that the professionals worked within, leading to a comparative discussion between the organisational conditions of social services and schools. Another theme identified was experience which seemed to matter as a personal skill. These conditions affect the professional’s ability to create and maintain relationships with the children.

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Triantafyllou, Marouso. "School-based Interventions or Prevention Programs regarding Alcohol, Smoking and Drug Use among Adolescents with Disabilities or Physical Impairments : A Systematic Literature Review." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44161.

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Introduction Substance use in adolescents with disabilities is rising, containing the prevalence of substance-related disorders (SRD) such as addiction, mental or health disorders, cancer, accidents and mortality. Yet little is known about the existing substance use prevention programs among adolescents with dosabilities or physical impairments. The aim of this systematic review was to investigate the effects of school-based interventions or prevention programs directed at the reduction of alcohol, tobacco and drug use in young adolescents with disabilities or physical impairments. Method Five scientific databases were explored mainly for school-based randomized controlled trials (RCTs) and prevention programs examining the effects of substance use interventions and prevention programs on adolescents with disabilities or physical impairments. Guided by the NICE guidelines, eligible articles were detected from which data were collected. A systematic literature review was performed for many diverse outcomes such as, substance use knowledge, substance use, modelling social environment, intention to quit smoking, peer pressure, etc. Results The primary literature search resulted in 821 articles. Five studies were incuded in the systematic literature review. Most of the collected studies were about adolescents with intellectual disabilities (MBID or MMID). The review's sample group ranged from 12-to 18-year-old adolescents. Included studies had a total sample of 981 out of which 13 were teachers. Studies measured both primary and secondary outcomes like modelling smoking, substance use and frequency of alcohol use. Conclusion This review summarized evidence about interventions and prevention programs aimed at decreasing or preventing substance use in adolescents with various types of disabilities or physical impairments. Substance use education increases knowledge about alcohol, tobacco and drug use and the health-related harms in teenagers with disabilities. Additional research is required especially among teenagers with intellectual disabilities and other types of disabilities.

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Johns, Kimberly Ann, and Charil Dignadice Macaraeg. "Program evaluation of Cal-SAFE: A program for pregnant and parenting teens." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2375.

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This program evaluated the effectiveness of the program interventions implemented during the 2002-2003 school year in the Riverside County Office of Education's Cal-SAFE pregnant and parenting minor program. Two researchers divided the twelve school sites, gathered data and formulated information to assess the effectiveness of the program on continuance or completion of high school after teen pregnancy.

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Lindblom, Lisa, and Julia Lindgren. "Skolkuratorns arbete med problematisk skolgång : - Från erfarenhet och bemötande till systematik och evidens." Thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74583.

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Syftet med denna studie var att undersöka skolkuratorers erfarenheter av hur en problematisk skolgång identifieras, hur de bemöter denna problematik samt hur de kvalitetssäkrar arbetet. För att besvara studiens syfte genomfördes en kvalitativ intervjustudie med fem skolkuratorer på grundskolor i Mellansverige. Empirin analyserades utifrån teori kring problematisk skolgång, systematiskt kvalitetsarbete samt evidensbaserad praktik. Resultatet visade att problematisk skolgång innebär att måluppfyllelse inte nås eller att skolgången blir avbruten, viktiga faktorer i sammanhanget var frånvaro samt ökad psykisk ohälsa. Skolkuratorerna ansåg att en god relation mellan eleven och skolan samt samverkan var viktiga framgångsfaktorer för att tidigt upptäcka och kunna åtgärda problematiken. Systematiskt kvalitetsarbete framkom som en viktig faktor och i synnerhet genom kontroll av giltig och ogiltig frånvaro samt genom kartläggningar på olika nivåer. Att arbeta med evidens ansågs också vara viktigt men samtidigt fanns viss skepsis mot nya metoder och ofta användes bara valda delar av evidensbaserade metoder för att kunna individanpassa och att se helheten.
The purpose of this study is to examine how school counsellors, in their own practical experience, identify problematic schooling; how they approach these problems; and how they assure the quality of their work. To answer these questions, the authors have conducted a qualitative study, interviewing five school counsellors working in different schools in Central Sweden. The empirical study has been analyzed using the theoretical concepts of problematic schooling, systematic quality assurance, and evidence-based practice. The outcome of the study suggests that problematic schooling entails the failure to reach educational goals, or even the complete disruption of schooling. Important factors include pupil absence and impaired mental health. A successful pupil–school relationship, as well as a co-operative environment, are identified by the interview subjects as important factors for the successful detection and intervention of problematic schooling. Furthermore, systematic quality assurance is identified as a key factor, particularly in the shape of survey and verification by the school regarding the validity of pupil absence. Finally, the interview subjects generally consider an evidence-based approach to be important, but also tend to display some scepticism towards the implementation of new methods. The study thus shows that evidence-based methods are often only partially applied, in an attempt by school counsellors to make case-dependent adjustments to fit the wider picture.

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Myrström, Johanna. "Skolkuratorers tankar om användningen av metoder : En kvalitativ intervjustudie med skolkuratorer." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-6405.

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Syftet med studien är att få en ökad förståelse för hur skolkuratorer tänker kring användningen av metoder i det skolkurativa arbetet. Utifrån studiens syfte ville jag ta reda på vilka metoder använder de intervjuade skolkuratorerna i sitt arbete, hur de ser på kunskapskällor vid val av metod samt hur de ser på behovet av fortbildning kring metoder. Studien har en kvalitativ ansats som bygger på fem intervjuer med fyra skolkuratorer i grundskolan och en skolkurator på en gymnasieskola från tre städer i Sverige. Huvudresultaten i studien visar att skolkuratorer använder olika typer av metoder som används med syfte att driva deras skolkurativa arbete framåt, dessa är; samtalsmetoder såsom MI, behandlande metoder såsom KBT och olika metodprogram såsom ABC som används vid konflikthantering. Dock framgår det även att man som skolkurator har ett tankesätt som gör att man tillämpar dessa metoder på ett oreflekterat sätt genom att man går på magkänsla, blandar metoder samt provar sig fram utan att ha koll på metodernas effekter. Resultatet av studien visar även att man tycker att forskning som kunskapskälla vid val av metod är viktig och man uppger att man arbetar i en evidensbaserad praktik som enligt dem är eftersträvansvärt men enligt deras berättelser framgår det inte i praktiken. Dels beror det på bristen av reflektion över metoders effekter samt att man väljer att inte ta sig tid till fortbildning kring metoder, vilket en evidensbaserad praktik kräver då man ska ha en medvetenhet kring vilka metoder man använder och vilka effekter de har. Detta tankesätt kan utgöra en risk för utvecklingen hos den berörde eleven. Slutligen visar resultatet av studien att arbetsgivare inte uppmuntrar till fortbildning kring metoder såsom skolkuratorerna önskar, men samtidigt uppger skolkuratorerna att det handlar om en prioriteringsfråga där man tänker att eleven går före behovet av kunskap kring de metoder som man använder i det skolkurativa arbetet.
The aim of the study is to gain an increased understanding of how school counselors think about the use of methods in the school-based work. Based on the purpose of the study, I wanted to find out what methods the interviewed school counselors use in their work, how they look at sources of knowledge in the choice of methods and how they look at the need for further training on methods. The study has a qualitative approach based on five interviews with four school counselors in elementary school and a school counselor at a secondary school from three cities in Sweden. The main results of the study show that school counselors use different types of methods used to drive their school-based work forward, these are; Call methods such as MI, treatment methods such as KBT and various methodologies such as ABC used in conflict management. However, it is also apparent that, as a school counselor, you have a mindset that allows you to apply these methods in an unexplored way by feeling in the mood, mixing methods and trying out without looking at the effects of the methods. The result of the study also shows that research as a source of knowledge in choosing a method is important and it is stated that one works in evidence-based practice which, according to them, is desirable, but according to their stories, it does not appear in practice. This is partly because of the lack of reflection on the effects of methods, and that one chooses not to take time for further training on methods, which an evidence-based practice requires when you have an awareness of the methods used and the effects they have. This approach may pose a risk to the development of the pupil concerned. Finally, the results of the study show that employers do not encourage further education on methods that the school counselors had desired, but at the same time, the school counselors state that it is a priority issue, thinking that the student goes before the need for knowledge about the methods used in school-based work.

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Dissertations / Theses on the topic 'School Based Social Work'

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