Social Work Services in Schools
Pearson (Verlag)
978-0-205-62712-7 (ISBN)
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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.
Paula Allen-Meares is currently Chancellor and John Corbally Presidential Professor at the University of Illinois at Chicago, and Dean Emeritus/Professor Emeritus of Social Work and Education at the University of Michigan, Ann Arbor. Her research interests include school social work, the tasks and functions of social workers employed in educational settings and other organizational variables that influence service delivery; improving the mental health/health of poor children and adolescents of color; adolescent pregnancy, including repeat births among adolescents and young adults; health care utilization, and social integration factors which influence sexual behavior and parenthood; and maternal psychiatric disorders and their direct and indirect effects on parenting skills and developmental outcomes of offspring. In addition, she has published on such topics as conceptual framework for social work and research methodologies. She has served as Principal Investigator on a W.K. Kellogg Foundation Grant, entitled Global Program for Youth, and was Co-Principal Investigator of the NIMH Center on Poverty, Risk, and Mental Health. Dr. Allen-Meares serves as a board member of the New York Academy of Medicine and is a member of the Institute of Medicine of the National Academies (IOM).
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
| Erscheint lt. Verlag | 23.10.2009 |
|---|---|
| Sprache | englisch |
| Maße | 178 x 232 mm |
| Gewicht | 816 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Didaktik |
| Sozialwissenschaften ► Pädagogik ► Sozialpädagogik | |
| Sozialwissenschaften ► Soziologie | |
| ISBN-10 | 0-205-62712-9 / 0205627129 |
| ISBN-13 | 978-0-205-62712-7 / 9780205627127 |
| Zustand | Neuware |
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