Teses / dissertações: "Boston School for Social Workers"

1

Daniels, Keynasia Kami. "Do educators value school social workers?" CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2834.

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The purpose of this study is to examine educators' (teachers and school administrators) level of knowledge about the professional role of school social workers and the value that educators place on the functions carried out by social workers as pupil support personnel.

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2

Ching, 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.

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3

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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4

Stephens, Rosetta. "Strategies Employed by High School Social Workers to Help Young Mothers Remain in High School". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7755.

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Strategies Employed by High School Social Workers to Help Young Mothers Remain in High School by Rosetta Stephens MSW, Monmouth University, 2014 BA, Kean University, 2005 Dissertation Submitted in Partial Fulfillments of Requirements for the Degree of Doctor of Social Work Walden University November 2019 The focus of this study was to explore the ways high school social workers employ 6 evidence-based strategies to foster academic persistence among young mothers currently enrolled in high school. High school social workers are often tasked with helping young mothers overcome the challenges associated with motherhood. It is necessary for social workers to assess students’ personal situations and provide support and resources to assist. High school social workers are essential to addressing the problem of pregnancy among young mothers between the ages of 15 and 19 years old. The roles of high school social workers are essential to ensuring academic persistence among young mothers. A qualitative action research study design was employed to explore the research-based strategies employed by high school social workers in New Jersey to assist young mothers. Data was collected via focus groups. Results indicated school social workers personally fostered relationships with young mothers, and they also worked to nurture relationships between young mothers, teachers, and guidance counselors. Developing these relationships helped to create a support and accountability team for each young mother. Improving the assistance provided to young mothers can help ensure academic persistence, graduation, and ultimately foster better long-term social, economic, and health outcomes for young mothers and their children.

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5

Ruffin, Cedrina Monique. "School Social Workers' Roles Involving Teacher-Student Sexual Misconduct and Exploitation". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4481.

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Incidents of sexual misconduct by educators continue to become more prevalent in the United States, resulting in negative social, emotional, and psychological effects on many students. School social workers are professionals with backgrounds in prevention, intervention, and advocacy; however, very little literature has examined the roles of school social workers in preventing and addressing teacher-student sexual misconduct. This case study explored school social workers' roles and their perceptions thereof in relation to incidents that involved teacher-student sexual misconduct and exploitation. General systems theory provided the framework for understanding the roles of social workers and their approaches to working with the different systems associated and connected with the entire education system, including teachers and students. Nine school social workers participated in 30-45-minute audiotaped, in-depth, face-to-face interviews and provided data for this study related to their roles and responsibilities in addressing sexual misconduct in schools. Transcribed interviews were coded, first using emergent open coding and then using focused/axial coding, to form 2 main themes. School social workers in this district were identified as having no well-defined primary or secondary roles related to prevention of and response to teacher-student sexual misconduct, which was reported to result from a number of barriers to school social workers' ability to deliver effective services. A reevaluation of school social workers' roles to include addressing crises such as sexual misconduct has the potential to promote positive social change by improving the educational system and the school's ability to provide a healthier educational environment for students.

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6

Tobler, 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.

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The purpose of the study was to identify the current role of the school social worker in Atlanta Public Schools and to determine whether teachers in the school system understood the function of the school social worker, as well as the need for social work services in the school system. Currently there exists confusion and overlap in the roles of various professionals in youth services. The participating school system was the Atlanta Public School System. The site for the sample was John F. Kennedy Middle School. The sample consisted of 36 of the 42 teachers assigned to this location. The subjects were surved using an instrument from a previous study by Woodard in 1966. The analysis revealed that the teachers in the school system had a general knowledge of the school social worker's function in the school setting. The study also revealed a significant number of teachers recognize the need for social workers in the school system.

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7

Chan, 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.

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8

Minnich, Kathy J. "A phenomenological study of workplace empowerment and self-efficacy of school social workers". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1119.

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The 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.

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9

White, 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.

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This embedded mixed methods study explored school social workers’ perceptions regarding the effectiveness of current truancy interventions, which truancy interventions are most effective in reducing truancy among African American high school students, and what makes the truancy interventions effective. The study population included school social workers from the state of Georgia who had at least one year of school social work practice with African American high school students. The independent variables were parental involvement, professional development for teachers, mentoring, collaboration with community partners and filing truancy petitions with the juvenile courts. To carry out the study, a questionnaire was used to collect the quantitative data and focus groups were facilitated to collect the qualitative data. Descriptive analysis (mean, central tendency) was used to analyze the quantitative data with a paired t-test to determine any significance between the degree of importance and effectiveness of the truancy interventions in general. Discussion was used to analyze the qualitative results of the study. The findings of the study reveal that all of the truancy interventions were generally rated as important and effective truancy interventions. However, mentoring was rated specifically, as the most effective truancy interventions to reduce truancy among African American high school students. Implications for policy and social work practice are discussed.

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10

Lehnert, Megan Elaine. "Child Welfare-School Interactions". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249315218.

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11

Young, 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.

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This study examined the relationship between child abuse and neglect identification training and the reporting of suspected cases of abuse and neglect by school social workers/visiting teachers and attendance workers in a twenty-two county area in middle Georgia. The State of Georgia's Department of Family and Children Services identifies the area as Region V. A 25-item questionnaire was distributed to the respondents to determine whether a positive relationship existed between training in child maltreatment identification and the number of reports made by respondents to Child Protective Services. The study examined three consecutive yearly time periods. Using the Pearson ‘r’ correlation, it was determined that a significant positive correlation existed for two of the three years under study (1985-86 and 1986-87 school years). Results from the 1987-88 school year did not reflect a significant relationship; however, an analysis of all three school years combined reflected significant results. Recommendations by the researcher for systematized training for school social workers/visiting teachers are made.

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12

To, 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.

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13

Dreyfus, 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.

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14

Yang, 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.

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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2017.
Cataloged 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

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15

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.

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The 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.

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16

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.

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Researchers 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.

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17

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.

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Bullying continues to be a serious problem in schools. School social workers and teachers face challenges daily to deal with bullying. This author examined school social workers’ and teachers’ perceptions about their feelings of efficacy to deal with bullying and what may account for those feelings in a population of 71 teachers and 26 social workers employed in Kentucky schools. Research was gathered using a self-report, electronic survey consisting of subscales of the Teachers’ Attitudes about Bullying Questionnaire (Beran, 2005), the School Bullying Questionnaire (Nicolaides, Toda & Smith, 2002), the Toronto Empathy Questionnaire (Spreng, McKinnon, Mar & Levine, 2009) and questions designed by the researcher. This study examined the influence of demographic variables as well as the amount and type of professional education and/or training, the professionals’ perceptions of the level of bullying present and how much of a problem it is in their schools, perceived levels of administrative support, the professionals’ personal experiences with bullying and the professionals’ level of empathy. Finally, this study explored the role of school social workers as bullying educators within the school environment by self-report and by teacher reports. The results of the study revealed that social workers reported significantly greater efficacy than did teachers. Additionally, when compared with teachers social workers reported higher levels on all measures of comfort. Other differences between the two professional groups included that social workers reported higher levels of working in urban schools, a higher level of empathy, a greater desire for additional training and a higher incidence of personal experience. Teachers reported higher levels of working in their own school districts, and working in suburban and rural schools and a higher level of believing bullying is a big problem in their school. With regard to the dependent variable of efficacy the independent variables of empathy, the extent of bullying, bystander and additional training trended toward significance. Results regarding social workers as bullying educators revealed that the majority of social workers identified bullying prevention and intervention programming as part of their responsibilities and reported feeling comfortable in this role. Teachers’ responses closely aligned with school social workers’ self-assessments with the majority of teachers reporting social workers in their schools as supportive and helpful in addressing bullying. However, these variables did not have a significant effect on the dependent variable of efficacy. Professional teacher education programs, school social work programs and professional development trainings should incorporate trainings that focus on the role of empathy in managing bullying into their curriculums. Additionally, graduate educational offerings and professional development opportunities for school social workers should incorporate additional trainings to prepare social workers as bullying educators for other school professionals. Finally, additional research efforts that explore school professionals’ efficacy for dealing with bullying may be an important factor in addressing this problem.

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18

Podraza, Dan. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3719.

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Researchers 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.

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19

Saleh, 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.

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20

Fok, 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.

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21

Chung, 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.

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Thesis advisor: Mary E. Walsh
Non-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

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22

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.

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23

Chan, 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.

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24

Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities". Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.

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25

Chan, Wing-chiu Andy, e 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.

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26

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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Leung, Chun-ping Tony, e 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.

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28

Battle, 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.

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This study explores select barriers to grief counseling groups for adolescents by Georgia public school social workers. The purpose of this study is to determine if there are select barriers in place in school systems that prevent school social workers from conducting grief counseling groups within the school setting for adolescents. Seventy-five (75) survey participants were selected for this study utilizing non probability convenience sampling from among the participants of the selected Savannah site for the study. The survey participants were composed of school social workers who were members of the state chapter of School Social Workers Association of Georgia (SSWAG) organization, which is the state charter of the larger School Social Workers Association of America (SSWAA) national organization. This study employed a survey questionnaire entitled, A Study of Barriers to Grief Counseling Groups for Adolescents in School, and a four-point continuum Likert scale. The findings of the study indicate that there is no statistical significance between select barriers -- amount of time provided during a school day, administrative support, and social work caseloads — when compared to conducting grief counseling groups. The data indicate that there is no relationship between the select barriers and conducting grief counseling groups. However, responding school social workers agree that grief impacts adolescents and interferes with teaching and learning in school, and that a comfort level with the topic of grief is required in order to conduct grief counseling groups. The overall findings of this study revealed that grief counseling groups are underutilized interventions by Georgia public school social workers, who are members of the School Social Workers Association of Georgia organization. Although Georgia public school social workers recognize the importance of grief counseling groups as effective interventions for adolescents, grief counseling groups are not being conducted at higher percentages by school social workers for adolescents, based on the frequency distribution data.

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29

Derlein, 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.

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30

Chan, Yuk-sim, e 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.

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31

Morrison, 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.

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This 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.

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Ching, Siu-ling, e 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.

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Mitchell, Terry Ann, e 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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Dababneh, Hannan M., e 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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Grant, 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.

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Faircloth, 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.

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The study investigated the construct of eligibility decision congruence as it applied to professional decision-makers for children with suspected developmental delays. Professional status and judgement format were the key variables of interest. Three distinct professional groups were surveyed: school administrators, psychologists, and social workers. The control group used professional judgement to determine eligibility, whereas the experimental group used a structured worksheet and eligibility criteria. One hundred and twenty subjects participated in a simulation of the eligibility decision process. Each subject was given five case summaries. A correct determination of eligibility was established for each case based on the decision of one multidisciplinary team and application of the Virginia Department of Education criteria. The control group received a form containing five distinct eligibility outcomes to select from in their determination of eligibility, whereas the experimental group received the same choices as part of the structured worksheet. Results from the investigation yielded a moderate level of congruence among the three professional groups. A weak positive correlation was also found with number of years experience on an eligibility team with the total number correct determinations of eligibility. Use of the structured format for determining eligibility improved the accuracy rate for the experimental group in one case with missing assessment components. Marginal congruence was noted in three of the five cases, leading to the conclusion that the professionals failed to use the criteria or applied the criteria incorrectly in their determination of eligibility for preschool services. Marginal to high degrees of accuracy were found in four of the five cases presented. The case with the lowest accuracy rate resulted in a false-negative error in which a child with disabilities was made ineligible for services. The overall accuracy rate in determining eligibility was 70.34%. Limitations and implications for further research were discussed.

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Turner, 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.

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The purpose of this study was to ascertain the perception of school social workers’ levels of satisfaction and ways it is impacted by one or more of the following factors: the level of decision making, workload management, professional development, collaboration, and advocacy. Specifically, this study sought to determine if school social workers are satisfied with their roles in the school system and daily practice. The 130 participants of the study were district presidents who reached out to all Georgia school social workers and members of the state’s School Social Workers Association (SSWAG) which is the state’s charter of the larger national organization—School Social Workers Association of America (SSWAA). All respondents participated in the study voluntarily. The data analysis was conducted on two levels: descriptive findings and analytical procedures. The first section presented descriptive findings associated with demographic variables, the social work practice experience, and school social work settings results. The second level of the analysis tested the hypotheses under study. This section used Spearman’s Correlation Coefficient to test the strength of the relationship between the dependent variable—overall levels of satisfaction in professional practice—and each of the independent variables: perceived level of decision making, workload management, professional development, collaboration, and advocacy. The researcher found that there was a moderately strong positive correlation between the overall levels of satisfaction with professional practice and perceived level of decision making and workload management. There was a strong positive correlation with the perceived level of professional development. The perceived level of collaboration resulted in a weak positive correlation and a moderate positive correlation was found in the perceived level of advocacy. The conclusions drawn from the findings suggest that all five independent variables showed a correlation with the dependent variable. These study findings may be useful not only for school social workers but also for support staff (school psychologist, counselors, etc.) and school administrators.

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Poulin, 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.

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Cervantes, Cynthia Crystal, e 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.

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The study examined the perception of school resource officers (SROs) role in a school setting, the training they received prior to working in a school setting, their interaction with students, and their relationship with school administration, staff, and school social workers. Previous studies discussed SROs’ roles to be ambiguous and their primary focus of a school resource officer to maintain school safety, while other studies discussed the criminalization in schools due to the placement of law enforcement in the school settings. The study employed a qualitative design with face-to-face interviews with seven participants who serve or have served as a SRO's in a public school, grades kindergarten through twelfth grade. The study found that SROs knew their roles very well and did not feel their role was ambiguous. The study also revealed that and that school administrators might cause issues if they did not fully understand the role and limitations of the SRO’s. Another finding of the study was that SRO’s roles do not collide with school social workers (SSWs). Based on the findings of the study, we recommend that school administrators and staff work on understanding the role of SROs to better work with the students they serve. The study findings also encourage SROs, SSWs and school administrators to work collaboratively to better serve students on campus effectively and work with better understanding each disciplines knowledge.

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Jones, 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.

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This study examined the relationship between school social workers’ perceived effectiveness and their perceived levels of competency (knowledge and skills), collaboration, and school culture when providing services to homeless students. A quantitative descriptive research design was employed in this study. Specifically, this study provided insight on how these select factors influence school social workers’ perceived effectiveness in providing services to homeless students. The study sample consisted of 103 school social workers and homeless liaisons who serve the metropolitan Atlanta. Respondents participated in the study by completing the “School Social Workers’ Perceived Effectiveness Survey” that was disseminated via email or in person. All respondents participated in the study voluntarily. Data analysis was conducted at three levels. The first level presented descriptive findings associated with demographic information and school social work experience of the respondents. The second level utilized crosstabs to examine the relationship between the dependent variable, perceived effectiveness, and each of the independent variables (competency, collaboration, and school culture). The third level of analysis was analytical procedures which tested the hypothesis under this study. This section used Spearman’s Correlation Coefficient to determine the strength of the relationship between the dependent variable and each of the independent variables. This study found a positive, strong correlation between school social worker perceived effectiveness and skill-set, competency, collaboration, and school culture. There was a positive moderate correlation between school social worker perceived effectiveness and knowledge. The conclusions drawn from the findings of this research suggested that all of the independent variables showed a significant correlation with the dependent variable. The study findings proved to be useful for school social workers, policy makers, school administrators, homeless students and their families, and other school-based staff.

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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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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.

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Fok, Sui-yin Shirley, e 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.

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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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Sullivan, 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.

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Tens 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.

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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.

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Socio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators' referral and placement decisions based on a students' disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators' (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators' were randomly assigned to treatment and control case vignettes that described a student with emotional/behavioral disabled (EBD) and gifted characteristics. Treatment case vignettes explicitly stated the students' disability label, socio-economic status, and ethnicity. Control case vignettes described of the student examined and did not mention the disability label, ethnicity, or socio-economic status of the student. After reading the case vignette, participants responded to a two-item questionnaire that explained their referral and placement decisions of the student described in the vignette. Participants responses to the two item questionnaire were indicated by selecting one of six choices: strongly agree, slightly agree, agree, disagree, slightly disagree, and strongly disagree. Reponses were the dependent variables being measured. A three-way factorial Analysis of Variance (ANOVA) was used to measure the differences in educators' referral and placement decisions based on a student's disability label, socio-economic status, and ethnicity. Results indicate educators' awareness of a students' disability label, socio-economic status, and ethnicity influence referral decisions. Implications are discussed and recommendations for future research are made.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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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.

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Magister Artium - MA (Child and Family Studies)
The 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.

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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.

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This study explored the level of involvement of school social workers in the 504-Plan process as it relates to the administrative culture of school administrators, collaboration with school personnel, training on the 504-Plan process, and finally knowledge of Section 504. Attention-deficit hyperactivity disorder affects over six-million children in the world today that may benefit from the use of a 504-Plan. A total of 147 school social workers participated in this study. A self-administered survey was used, and data analysis was conducted on two levels: descriptive which employed frequency and percent distributions of respondents and analytical procedures. The Kruskal-Wallis H test utilized for this study which indicated a statistically significant relationship which rejected the null hypotheses of all four research questions. A second test was then performed, Mann Whitney U test, to determine where the significance of the hypotheses lied. Findings revealed that overall there is a low level of involvement of school social workers in the 504-Plan process of 64.8%. Twenty-nine and a third percent reported a moderate level of involvement. There was a low to moderate level of administrative culture, moderate level of collaboration, training and knowledge among the school social workers.

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Fortey, 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.

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The purpose of this qualitative study was to explore community workers’ perspectives of their interactions with secondary schools in Queensland as part of the work they do with gender and sexuality diverse young people. Semi-structured interviews were used to examine what community workers reported as the enablers and constraints in their day-to-day work practices and experiences. The interview data was analysed using reflexive thematic analysis. Recommendations outline some strategies to improve community worker and school collaborations and the transformative possibilities for more inclusive schools for gender and sexuality diverse young people.

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賢一, 奥村, e 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.

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