Social work services in schools

Author(s)

Bibliographic Information

Social work services in schools

Paula Allen-Meares

Allyn & Bacon, c2010

6th ed

Available at  / 8 libraries

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Note

Bibliography: p. 376-409

Includes index

Description and Table of Contents

Description

American schools are on an innovation streak - public schools are implementing new assessment and accountability measures, charter schools are growing in number, and new technologies are becoming routinely integrated into every facet of school life. The Sixth Edition Social Work Services in Schools by Paula Allen-Meares - available now - offers a timely and important guide to developing the optimal use of social work in schools in this rapidly changing environment.

Table of Contents

1 Major Issues in American Schools Introduction Purposes of Public Education The Inexorable Link Between Poverty and School Performance Schools and Their Communities Demographic and population changes School Reform Standards-based reform Market-based reform Vouchers Charters Home schooling The School as Community Hub Early Childhood Care and Pre-K Education Children's Health and Schools Finance Federal Priorities Local Effort Conclusion 2 School Social Work: Historical Development, Influences, and Practices Introduction The Establishment of School Social Work Early Influences Early Definitions Expansion in the 1920s Influence of the Mental Hygiene Movement Shifting Goals of the 1930s Emphasis on Social Casework 1940-1960 Work with Others to Promote Social Casework Goals Changing Goals and Methods in the 1960s Confusion of Roles Expansion in the 1970s: The Call for Leadership Models of Practice Costin's Model Replication of Costin's StudyL The 1970s The NASW Study The 1980s: The Interface of Social Work and Education 1990s-Present The Growth of State Associations of School Social Workers And a New National Organization School Social Work Credential Standards for Social Work Services in Schools Future Directions and Challenges Conclusion 3 Social Organizations and Schools: A General Systems Theory Perspective Introduction A General Systems Theory Perspective Schools as Goal Oriented Subsystems Suprasystems The District Level The Local Community Level The Institutional Level Social Organization Schools Academic Press and Sense of Community Research Findings Discussion Communities Social Control and Social Support Research Findings Discussion Conclusion Implications for Social Work Practice in Schools 4 An Ecological Perspective of Social Work Services in Schools Introduction The Profession of Social Work Values Social Work Values Applications to Social Work in Schools Purpose Knowledge Examples of Knowledge Applicable to School Social Work Practice Sanction Intervention Methods The Ecological Perspective Case Illustration Case Illustration School and Community Interface Case Illustration Pupil and School Interface Risk and Resiliency Ecological Environments Ecological Assessment Ecological Intervention A Framework for Specialization in School Social Work Conclusion 5 Student Rights and Control of Behavior Introduction Sources of School Districts' Authority The In Loco Parentis Doctrine Common Law of the Schools The Legal Authority of the State Basic Constitutional Rights Due Process Other Constitutional Rights Freedom of Speech and Expression The Tinker Case Freedom of Dress and Appearance Freedom of Religion Other Privacy Issues The Family Educational Rights and Privacy Act of 1974 Sharing Student Information Reasonable Search and Seizure Discipline in the Schools Corporal Punishment Suspensions and Expulsions Discipline of Children with Disabilities School Attendance Compulsory Education Attendance and Certain Groups of Children Children who are Homeless Children with Disabilities Children with Religious Objections to Public School Attendance Children who do not attend School Negative Consequences for Absent Children Conclusion 6 Violence in Schools Introduction Major Trends and Issues Expanding school violence definitions and behaviors The Myth of a Continual Rise in School Violence Rates Fatal Victimization of School Grounds Weapons on School Grounds Expulsion for Weapons and Zero Tolerance Physical Fights on School Grounds Other Nonfatal Forms of Violence Gang Activity at School Student Perceptions of Safety at School/on the Way to and from School Bully/Victim Rates Cyberbullying Teacher and School Social Worker Victimization Is School Violence Still a Problem? Types of Interventions Characteristics of Ineffective Interventions A Singular Focus on the Sources of the Problem A Psychological/Behavioral Focus Conceptual Underdevelopment and Underuse of the School Context Focus on "Deficits" in Children Characteristics of Successful Programs Cultural Considerations Social Work Research Contributions to Cultural Understandings of School Violence Common Types of Interventions that Schools and School Social Workers Are Using The Scope of the Programs Common Interventions Special Education and Violence Program Interventions Promising Prevention and Intervention Programs High Quality Early Childhood Education School-based Bully and Victim Intervention Programs Second Step Positive Adolescents Choices Training Cyberbullying interventions How to Select the Right Program for a Specific School or Document the Success of Grassroots Programs Monitoring and Mapping as Methods and a Process Quantitative Monitoring of Violence-Prone Locations: Example of School A Quantitative Monitoring of Violence-Prone Locations: Example of School B Conclusion 7 Children with Disabilities Introduction Background and Early Influences Landmark Legislation: The Education for All Handicapped Children Act of 1975 (P.L. 94-142) No Child Left Behind Act of 2001 The Individuals with Disabilities Education Act (IDEA) Today Early Intervening Highly Qualified Teachers Increased Responsibility for Parents Paperwork Burden Transition to Adulthood Critical Elements of the IDEA Child Find Evaluation and Eligibility-Use of Valid, Reliable, Nondiscriminatory Procedures Parental Input Due Process Least Restrictive Environment Individualized Education Program (IEP) Early Intervention Transition Planning Related Services Section 504 Plans Issues in implementation Renewed Attention to the Primacy of Emotional Development Special Education Philosophy and Early Intervention Functional Behavior Assessment Discipline Accountability Minority Representation in Special Education Research in Special Education Preschool Inclusion Parent-Professional Relationships and Collaboration Conclusion Implications for Social Workers 8 Some Target Groups of Children Introduction Enrollment and Staffing The Concept of Pupil Life Tasks Pupils who are at Risk of School Failure At-Risk Preschoolers Children from Low-Income Areas The Migrant Child Homeless Children Adolescent Parents Comprehensive Sex Education Career Planning and Personal Development AIDS and Youth Gay and Lesbian Youth Abused and Neglected Children Neglected Children Sexually Abused Children Kinship Care Gang Violence and Delinquent Behaviors Nonattenders Drug and Alcohol Users Gifted and Talented Youth Conclusion 9 The Design of Social Work Services Introduction Bilingual and bicultural Education Antecedent Movements in the United States The Move to Americanize Immigrant Children The Emergence of Bilingual Education Definition and Intent of Bilingual and Bicultural Education The Beginning Legal Framework of Bilingual and Bicultural Education The No Child Left Behind Act The Courts and Bilingual Education The United States Supreme Court and Bilingual Education Other Court Involvement and Bilingual Education Courts and The No Child Left Behind Act Background of Desegregation-Integration Efforts The Challenge: Brown v. Board of Education of Topeka Implementation of the Brown Decision The Neighborhood School Busing Students and Racial Balance: A Legal Political Issue The Major Question Raised by the Busing Controversy School Desegregation and "White Flight?" Continued U.S. Supreme Court Involvement in Desegregation Issues The United States Supreme Court and Resegregation The Supreme Court and the Voluntary Use of Diversity Data A Return to Racial Isolation Conditions for Successful Desegregation Gender and Educational Opportunity The Systematic Relationship Between Sex-Role Development and Educational Practices Legal Provisions: Sex Discrimination in Public Schools Violation of Title IX Sex Discrimination and Pregnancy Sexual Harassment and Title IX Sexual Orientation and Equal Education Opportunity Equal Educational Opportunity: Social Work Values and Practices 10 The Design of Social Work Services Introduction Individual Context School Organizational Context Needs and Sociopolitical Demands of Multiple Stakeholders Administrative Style Political Dimensions in the Organization Developing a Relationship of Trust with School Personnel Interprofessional Practice Research on the Effects of School Culture and Collaboration Conducting an Assessment of School Culture A System of Integrated Services An Ecosystem Model Community Context Assessing Sociopolitical Dynamics of School and Community Family and Parents Context Socioeconomic Family Trends Family Diversity Working with School and Family Assessing Oneself in Preparation for Services Delivery Culturally-competent Assessment Assessing Professional Values and Ethics Assessing Professional Competency Designing Empirically Supported Interventions around needs of the School Reconciling School and Social Work Outcome Priorities Evidence-based programs that work Selecting an Evidence-based Program that fits Services Evaluation and Reporting Standards and Accountability Social Work Services Plan Reporting School Social Work Services Conclusion 11The Delivery of School Social Work Services Introduction Expanded School Mental Health and School-Linked Services Resources for Expanded School Mental Health Services Consequences for School Social Work Services Delivery Controversies for School Social Work Delivery Emerging Roles of School Social Workers Within Expanded School Mental Health And School-Linked Services Ethics in School Social Work Practice Evidence-based Practice Preparing for EBP Assessment and Outcome Measurement within Evidence-based Practice Current Intervention Roles Consultant Clinical Interventionist Enabler and Facilitator Collaborator Educator Mediator Advocate Diversity Specialist Manager Case Manager and Broker Community Intervention Policy Initiator and Developer Specialized Intervention Skills Intervention with Individual Students Crisis Intervention Working with Emotionally and Behaviorally Disturbed Students Severe Problems and Conduct Disorder Helping Individual Students with Conduct Disorder Interventions with Bullying and Aggressive Behaviors Violence Foster Families and Children Prevention Intervention with Families Immigrant Families Intervention with Groups Interventions with Classrooms Intervention with the School Conclusion 12 Evaluating School Social Work Introduction Program and Practice Evaluation: Meaning and Context Why Evaluate Programs? Why Evaluate Practice? Politics of Context Embedding the Evaluation in Culture Role of the Evaluator Evaluability Assessment Process and Outcome Evaluation: Compatibility and Purpose Process Evaluation Outcome Evaluation Process and Outcome: One without the Other Needs Assessment Designing and Implementing Evaluation Studies Measurement Issues Selection of Instruments When Goals or Outcomes are not Achieved Selected Types of Single System Designs Useful In Evaluating School Social Work Services Designs for Evaluation The B Design The A-B Design The A-B-C Design The A1-B1-A2 Design The A1-B2-A1-B2 Design The B1-A-B2 Design The Multiple-baseline Across Subjects Design Selected Group Research Designs for Evaluating School Social Work Practices The Pretest-Posttest Design (O1-X-O2) The Pretest-Posttest Comparison Group Design The Randomized Controlled Clinical Trial (RCT) Preparing and End-of-the-Year Report Summary Report Ethical and Human Subjects Issues in Evaluation Conclusion

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