Tesis sobre el tema "Boston School for Social Workers"
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Daniels, Keynasia Kami. "Do educators value school social workers?" CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2834.
Texto completoChing, Siu-ling. "A job working in secondary setting : a study of the job stress and coping strategies of school social workers /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013132X.
Texto completoWhitmore, 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.
Texto completoStephens, Rosetta. "Strategies Employed by High School Social Workers to Help Young Mothers Remain in High School". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7755.
Texto completoRuffin, Cedrina Monique. "School Social Workers' Roles Involving Teacher-Student Sexual Misconduct and Exploitation". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4481.
Texto completoTobler, Sonja. "A descriptive study of teachers' perceptions of the school social workers' role". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/1374.
Texto completoChan, Yuk-sim. "A study of job stress and burnout among social worker in primary school". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B4257769X.
Texto completoMinnich, Kathy J. "A phenomenological study of workplace empowerment and self-efficacy of school social workers". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1119.
Texto completoWhite, Garrick. "An exploratory study: school social workers' perceptions of effective truancy interventions for African American high school students". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2009. http://digitalcommons.auctr.edu/dissertations/80.
Texto completoLehnert, Megan Elaine. "Child Welfare-School Interactions". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249315218.
Texto completoYoung, Stuart Carter. "School social workers identification training and reporting of suspected child abuse and neglect". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/641.
Texto completoTo, Siu Ming. "Exploring empowering practices among school social workers in Hong Kong a discourse analysis study /". online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3254617.
Texto completoDreyfus, Anthony. "Big insurance companies face young Boston workers : responses to skill scarcity in a changing service industry and implications for school-business partnerships". Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/65678.
Texto completoYang, Duanyi Ph D. Massachusetts Institute of Technology. "Why don't they complain? : the social determinants of Chinese migrant workers' grievance behaviors". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113950.
Texto completoCataloged from PDF version of thesis.
Includes bibliographical references (pages 38-42).
Using survey data from China, I examine how migrant workers respond to violations of labor law in their workplaces. The central puzzle explored is why, given apparent widespread violations, some workers choose not to pursue remedies. I find that workers with shared local identities with their employers are less likely to be exposed to safety and health hazards at work, less likely to have employment contracts, and less likely to interpret problems experienced as a violation of their legal rights. This paper extends the research on grievance behavior by drawing on research from Law and Society and social networks to understand how these subjective interpretation processes and social identities outside of work influence grievance behaviors. While the empirical focus is on China, the theoretical extensions may help explain why workers in other settings fail to express grievances when confronted with workplace violations.
by Duanyi Yang.
S.M. in Management Research
Minnich, Kathy J. "A phenomenological study of workplace empowerment and self-efficacy of school social workers". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614023.
Texto completoThe divergent goals of educational institutions versus those of school social workers can lead to school social workers feeling disenfranchised. A major premise in the profession of social work is empowerment; yet, practitioners of school social work report feeling marginalized, misunderstood, underappreciated, and at-risk for elimination, common expressions of a lack of empowerment and self-efficacy. The experiences of school social workers with empowerment and self-efficacy within the workplace have been overlooked as a potential factor in the ability of these workers to empower and serve their clients. The purpose of this study was to understand the lived and share experience of this population. The conceptual framework for the study was based on the theories of selfefficacy and empowerment. A qualitative method of phenomenological inquiry was used to gain insight into the meaning ascribed to the empowerment and self-efficacy experiences of this population, as well as the resulting thoughts, beliefs, attitudes, and implications. Interviews, observation, reflective journaling, and thematic content analysis were incorporated with a purposeful, criterion-based sample of 12 school socialworkers located within the state of Pennsylvania. Data were analyzed using Moustakas's method of content analysis and the study produced 6 themes and 3 subthemes. The findings indicate that school social workers can become more empowered and efficacious through communication with stakeholders and advocacy efforts. Social change implications of this study may include informing pupil-services professionals with a better understanding of these characteristics, thereby enhancing their contribution to public schools, as well as their service delivery to children and families.
Podraza, Dan John. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood". Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281911.
Texto completoResearchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers’ (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants’ perceptions of the successes and challenges of working with EC students, and their recommendations to improve EC students’ education. Bronfenbrenner’s ecological systems theory and O’Neill’s and Gopnik’s work on needs of young children informed this study. Five elementary school SWs with at least 6 years’ experience from 5 districts in the U.S. Midwest participated in 2 semistructured individual interviews. Interpretive phenomenological analysis, involving first-cycle, transition, and second cycle coding, was used to identify themes. SWs’ experiences indicated a need for a clear definition of resilience, and needs of young children, including EC programs that develop psychological resilience of children’s thoughts and an increase in adults to promote resilience. Additional research may expand and enhance educators’ and families’ understanding of resilience and help develop research-based preventive programs and strategies to foster psychological resilience in young children. These endeavors may enhance positive social change by adding components of psychological resilience to EC programs for school personnel and students and in parent/family workshops, which may result in sound mental health practices that enable them to become productive members of society.
Simmons, Sharon Lynn. "SOCIAL WORKERS’ AND TEACHERS’ FEELINGS OF SELF-EFFICACY IN DEALING WITH SCHOOL BULLYING". UKnowledge, 2019. https://uknowledge.uky.edu/csw_etds/23.
Texto completoPodraza, Dan. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3719.
Texto completoSaleh, Abdulnasser Saleh Mohamed. "An evaluation of the role of school social workers in the State of Qatar". Thesis, University of Kent, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240669.
Texto completoFok, Sui-yin Shirley. "A study of parents' perception of the roles and tasks of school social workers in relation to adolescent adjustment in school". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22331013.
Texto completoChung, Agnes H. "Examining the practices of school counselors and school social workers in the implementation of an integrated student support model:". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109079.
Texto completoNon-academic factors significantly impact the achievement of students living in poverty (Ladd, 2012; Rothstein, 2010), with experts arguing for a systemic approach to address the complex factors associated with the growing opportunity gap (Bryk et al., 2010; Walsh & Murphy, 2003). In response, the integrated student support (ISS) model has emerged as one effective school-based method (Moore et al., 2017). Notably, both school social workers (SSWs) and school counselors are uniquely positioned to implement ISS models (Olsen, 2016; Teasley & Richard, 2017). School social work reflects a history of working primarily within the family and mental health domains, utilizing community partnerships to deliver intensive interventions to individual, at-risk students (Kelly et al., 2015a). Meanwhile, school counseling reflects a history of emphasizing the academic and social-emotional domains, utilizing individual, whole-school prevention and early intervention (Galassi & Akos, 2012). There is, however, little research on how these distinct professional histories influence systemic intervention implementation. Sequential explanatory mixed methods analyses examined how SSWs and school counselors implemented one systemic ISS model, City Connects, in high-poverty urban schools. Quantitative analyses examined the developmental domain (academic, mental health, family), intensity level (prevention/early, intensive intervention), and provider (school, community, Coordinator) of service referrals to determine differences depending on profession, while controlling for years of practice with City Connects and number of students served. Qualitative analyses bolstered quantitative findings. Post-hoc quantitative analyses further explored outcomes. Findings revealed no differences between school social workers’ and school counselors’ referrals across developmental domains, intensity levels, and service providers, irrespective of the number of years of practice and number of students served. Both professions believed the City Connects model increased the range of their responsibilities, impact on students, and satisfaction compared to their previous, more traditional roles. SSWs reported spending more time supporting families than school counselors in post-hoc analyses. Codified models of practice, like City Connects, may reduce potential practice differences associated with profession, develop and shift professional dispositions, encourage mindset shifts, and increase perceptions of increased impact and satisfaction
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Leung, Chun-ping Tony. "How school social workers define the problem and their roles in managing the problem : pupils' involvement in triad activities /". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13781200.
Texto completoChan, Wing-chiu Andy. "Between trade unionism and professionalism : the collective organisation of school teachers and social workers in Hong Kong /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21852285.
Texto completoAnderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities". Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.
Texto completoChan, Wing-chiu Andy y 陳榮照. "Between trade unionism and professionalism: the collective organisation of school teachers and social workers inHong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29797755.
Texto completoOosterhoff, Heather. "School-Based Social Work and Socioemotional Learning Interventions in Alternative Education Programs". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6937.
Texto completoLeung, Chun-ping Tony y 梁振萍. "How school social workers define the problem and their roles in managing the problem: pupils' involvement intriad activities". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B3197773X.
Texto completoBattle, Kiana. "An analysis of select barriers to grief counseling groups for adolescents by school social workers in Georgia public schools". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/dissertations/3082.
Texto completoDerlein, Kelly. "Collaboration between county social workers and school counselors with child maltreatment victims in out-of-home care". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005derleink.pdf.
Texto completoChan, Yuk-sim y 陳玉嬋. "A study of job stress and burnout among social worker in primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B4257769X.
Texto completoMorrison, Alesha Nicole. "A Qualitative Exploration of Multiple Case Studies of the Perception of School Social Workers Concerning Their Roles in Public Schools". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123628.
Texto completoThis qualitative exploration in the form of multiple case studies interviewed a group of seven social workers from the St. Louis Metropolitan area to gain their perception as school social workers concerning their roles in public schools. The literature on school social workers indicated that school social workers brought unique knowledge and skills to the school system and the student services team. School social workers were instrumental in furthering the vision of the schools to help provide an improved setting and environment for teaching and learning.
This study conducted case studies of the social worker in the professional environment to document the types of activities conducted in the workplace and perceptions of the social workers regarding their place in the school setting.
To gather the qualitative data necessary to answer the research questions, participants provided responses to a survey, kept a log of activities, and participated in interviews. Qualitative data was coded for indicators of the role of social workers and their best strategies, on the job. Five major themes emerged from the study. The first of these was Monitoring Attendance and Tardy Issues. This role took much of the time during the day for social workers regardless of setting.
Home Visits to Assess Family Needs was the second most common job duty of the participants. Connecting Families to Resources did not take as much time, however was regarded by the social workers as the most important. Individual and Group Counseling was a common tool for trying to improve student behavior or coping skills. This was not a frequently used as the social workers desired. Crisis Intervention occurred on an as needed basis and required the use of the skills learned in their college training. The other major conclusion was in the difference between the single site and travelling school social workers. All of the travelling social workers thought they would be more effective if they were in only one school full time. Overall, the participants reported that they loved their job in spite of the challenges they faced.
Ching, Siu-ling y 程小玲. "A job working in secondary setting: a study of the job stress and coping strategies of school social workers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31250452.
Texto completoMitchell, Terry Ann y 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.
Texto completoDababneh, Hannan M. y Vault Kalisha Koran Ayisha. "The Examination of Confidentiality in A School Based Setting". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/38.
Texto completoGrant, Harriett Joan. "Continuous learning, the connection between work, school, and adult education in the lives of female social service workers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33988.pdf.
Texto completoFaircloth, John William. "An investigation of eligibility decision congruence among school administrators, psychologists, and social workers for Virginia's developmentally delayed population". W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618457.
Texto completoTurner, Cynthia Simmons. "A Study of Select Factors That Influence the Perceptions of School Social Workers' Levels of Satisfaction with Their Professional Practice". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/149.
Texto completoPoulin, Michelle J. "The sexual and social relations of youth in rural Malawi : strategies for AIDS prevention /". Citation, abstract and full text online, 2007. http://proquest.umi.com/pqdweb?did=1158526321&sid=1&Fmt=2&clientId=3740&RQT=309&VName=PQD.
Texto completoCervantes, Cynthia Crystal y Vanessa Vazquez. "Knowledge of School Resource Officer's Roles and Their Perceptions on School Social Worker's Roles". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/716.
Texto completoJones, Sandrea Alexia. "A Study of Select Factors Associated with School Social Workers' Perceived Effectiveness in Providing Services to Homeless Students in Metropolitan Atlanta, Georgia". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/187.
Texto completoMeza, 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.
Texto completoWorking 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.
Lock, Suk-han. "Careers education in s skills opportunity school (SOS) : a case study /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706276.
Texto completoFok, Sui-yin Shirley y 霍瑞賢. "A study of parents' perception of the roles and tasks of school socialworkers in relation to adolescent adjustment in school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B43893995.
Texto completoO'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.
Texto completoSullivan, Felicia M. "Engaging youth| Linking design and implementation choices of out-of-school time programs in Boston to the development of political engagement attitudes in youth age 14 to 18". Thesis, University of Massachusetts Boston, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622211.
Texto completoTens of thousands of youth in communities across the United States are engaged every day in out-of-school time (OST) programs. These young people seek opportunities to recreate and socially engage, enhance academic and leadership skills, express themselves creatively, explore important issues in their communities, and work toward affecting change. These programs provide important institutional learning environments in which young people begin to assimilate their roles as political actors and citizens. As the delivery of social services and public programs has increasingly devolved from the government to the nonprofit sector, these programs also shape how young people come to understand their role and function in the public policy arena. Yet it is unclear what configuration of program designs and organizational environments might make for effective development of political engagement attitudes among youth participating in these out-of-school time programs.
Working with community-based organizations in Boston, this exploratory research looked at how out-of-school time (OST) program designs and implementations were related to the development of political engagement attitudes among youth age 14 to18. Using multiple case sites with multiple embedded units of analysis, the research examined the relationship between program features and elements, organizational environments, and youth served with an eye toward understanding more fully the interplay between these elements and the development of political engagement attitudes. The research looked at how organizational leadership, resource development strategies, organizational values, program design, pedagogical approaches, organizational structures, and youth development perspectives work to create environments that communicate to young people what role or roles they might play in the political life of their community.
This study contrasted two out-of-school time (OST) programs with clearly articulated youth engagement development orientations (e.g., social justice youth development and community youth development) with two OST programs with no clearly articulated youth development model. The research found that none of the programs was an exemplar. Programs that aimed to build strength in the individual, group, and community domains and those that used a variety of development models (not just youth engagement) were most likely to result in positive political engagement attitudes. Certain program and organizational features examined here also yielded positive results. This research is intended to assist nonprofit agencies, private foundations, and government agencies in evaluating programs that seek to strengthen and improve the lives of young people through political engagement. It is also intended to illuminate how important policy domains that affect youth (e.g., criminal justice, education, workforce development, public health) might work to engage youth constituencies through out-of-school time programming delivered by the nonprofit sector.
Marrah, Charissa. "PERCEPTIONS OF THE EMOTIONAL/BEHAVIORAL DISABILITY LABEL ON EDUCATORS' REFERRAL AND PLACEMENT DECISIONS TO GIFTED AND TALENT". Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4167.
Texto completoPh.D.
Department of Child, Family and Community Sciences
Education
Education PhD
Philander, Rochelle. "Management of children with sexual behaviour problems, between the ages of five to nine years old, by educators and social workers". University of the Western Cape, 2018. http://hdl.handle.net/11394/6404.
Texto completoThe Management of children, younger than twelve years of age, who pose a risk to other children, remains complex and confusing. When their behaviour includes sexual aggression towards other children, ignorance about how to manage them becomes even more challenging. Society has an expectation that any sexual aggressor should be punished, however, when the aggressor is younger than ten years old, different responses are necessary. The aim of this current study was to explore the management of learners with sexual behaviour problems, within the primary school setting. The main question underpinning this study was: How are children, aged five-to-nine-years, with sexual behaviour problems, managed by social workers and educators? A qualitative methodology, with focus group discussions and semi-structured interviews were used to conduct this study. Educators from primary schools, as well as social workers from the Western Cape Education Department, were purposively selected to form the sample for this study. Focus group discussions were conducted with the educators, while semi-structured interviews were conducted with the social workers.
Woods, Kimberlee. "A Study of School Social Worker Involvement with Section 504 of the Rehabilitation Act in Georgia Public Schools". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/183.
Texto completoFortey, Emma. "Exploring the perspectives of community workers engaging with schools in relation to work with gender and sexuality diverse young people". Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/207782/1/Emma_Fortey_Thesis.pdf.
Texto completo賢一, 奥村 y Kenichi Okumura. "ネグレクト児童の学校ソーシャルワーク実践に関する研究 : 拠点巡回型スクールソーシャルワーカーの専門的役割を中心に". Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13106245/?lang=0, 2019. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB13106245/?lang=0.
Texto completo