Social Work Services in Schools / Edition 6

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Overview

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.

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Editorial Reviews

Booknews
Suitable for social work students and practitioners working in schools, this text covers education issues; a conceptual framework for social work services in schools; educational policy; and planning, implementing, and evaluating social work services in schools. Annotation c. Book News, Inc., Portland, OR (booknew.com)
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Product Details

  • ISBN-13: 9780205627127
  • Publisher: Pearson
  • Publication date: 8/14/2009
  • Series: MySearchLab Series for Social Work Series
  • Edition description: Older Edition
  • Edition number: 6
  • Pages: 432
  • Product dimensions: 7.20 (w) x 9.10 (h) x 1.10 (d)

Meet the Author

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).

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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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