School Social Work and the Educational Justice Movement: A Snapshot of Practice

2020 ◽  
Vol 42 (3) ◽  
pp. 179-186
Author(s):  
Annahita Ball ◽  
Candra Skrzypek
Keyword(s):  
Social Work ◽  
School Choice ◽  
Social Workers ◽  
School Social Work ◽  
School Social Workers ◽  
Macro Level ◽  
Future Research ◽  
Educational Justice ◽  
Cross Sectional Survey ◽  
Cross Sectional

Abstract Educational disparities and disproportionalities for oppressed children signal the need for an educational justice movement that focuses on macro-level changes within and outside of the educational system. School social workers are uniquely trained to engage in activities that promote educational justice, yet most school social workers focus on micro-level practice with individuals. Drawing on Teasley’s practice recommendations to improve educational outcomes for African American urban youths, this study examined the extent to which school social workers engage in macro-level practice strategies that promote educational justice. Cross-sectional survey data were collected from 112 school social workers. Results indicated that most participants reported little engagement in macro-level practice in support of educational justice, most notably in relation to leadership and public policy advocacy and school choice. Social workers reported the most engagement in areas associated with typical practice, such as family engagement and schoolwide needs assessment. Implications for school social work training, practice, and future research are discussed.

scholarly journals Practice in a Pandemic: School Social Workers’ Adaptations and Experiences During the 2020 COVID-19 School Disruptions

2021 ◽  
pp. 104438942110098
Author(s):  
Michael S. Kelly ◽  
Rami Benbenishty ◽  
Gordon Capp ◽  
Kate Watson ◽  
Ron Astor
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Social Workers ◽  
Online Survey ◽  
Work Practice ◽  
School Social Work ◽  
Social Work Practice ◽  
Virtual School ◽  
School Social Workers ◽  
Traditional Practice

In March 2020, as American PreK-12 schools shut down and moved into online learning in response to the global COVID-19 pandemic, there was little information about how school social workers (SSWs) were responding to the crisis. This study used a national online survey to understand how SSWs ( N = 1,275) adapted their school practice during the initial 2020 COVID-19 crisis. Findings from this study indicate that SSWs made swift and (relatively) smooth adaptations of their traditional practice role to the new context, though not without reporting considerable professional stress and personal challenges doing so. SSWs reported significant concerns about their ability to deliver effective virtual school social work services given their students’ low motivation and lack of engagement with online learning, as well as significant worries about how their students were faring during the first months of the pandemic. Implications for school social work practice, policy, and research are discussed.

scholarly journals Practice of School Social Worker with Children for Facilitating Social Needs in Sri Lanka

2020 ◽  
Vol 9 (2) ◽  
pp. 1-7
Author(s):  
Varathagowry Vasudevan ◽  
Osamu Kobayashi ◽  
Kazue Kanno
Keyword(s):  
Social Work ◽  
Sri Lanka ◽  
Social Workers ◽  
Social Worker ◽  
School Social Work ◽  
Social Work Practice ◽  
Social Needs ◽  
School Social Workers ◽  
School Social Worker ◽  
The Social

School social workers adopt ecological perspectives to facilitate children with social needs. The purpose of this study is to explore school social work practice in Sri Lanka to cater the children with social needs. A semi structured interviews was conducted with selected five school social workers. The interview questions were about their practices as a school social worker, daily activities especially effective support activity for students with social needs, student’s school life and their home, especially difficulties for supporting their families. Findings reveal that School Children with social needs around social problems, social relationship problems, structural and systemic problems such as child poverty, mother labour migration, lack of housing, lack of love and affections, lack of acceptance, love and kindness, belongingness, lack or inadequate security for the children. These social needs related lack of emotional and social developmental needs lead to impact on children’s educational performance. School social workers are very proactive in applying social work generic skills in school context in Sri Lanka. This study provides evidences for professionalizing the social work profession and enhances school system to provide guidance and consultation to school administrators, policy makers and practitioners focusing the significance of fulfilling the social needs of children during each stages of life via school social work programmes.

Education, Training, Case, and Cause: A Descriptive Study of School Social Work

2020 ◽  
Vol 42 (2) ◽  
pp. 99-109
Author(s):  
Brad Forenza ◽  
Betsy Eckhardt
Keyword(s):  
Social Work ◽  
School Social Work ◽  
Vital Role ◽  
System Level ◽  
School Social Workers ◽  
Future Research ◽  
Policy Practice ◽  
Job Functions ◽  
Communities Of Place ◽  
Professional Capacity

Abstract School social workers (SSWs) play a vital role in district-level education, but ambiguity within our collective understanding of school social work is a pervasive problem. Clarity of the SSW role is important for communities of place (schools), practice (SSWs), and circumstance (consumers of school social work). This research recruited and surveyed 52 SSWs in a focal state to contextualize their practice domains and professional capacity. Findings broadly pertain to the actual and idealized education and training of SSWs, as well as their case-level and cause/system-level job functions. The article concludes with a discussion of the implications for policy, practice, and future research.

Is social work a green profession? An examination of environmental beliefs

2011 ◽  
Vol 13 (1) ◽  
pp. 3-29 ◽  
Author(s):  
Terry V Shaw
Keyword(s):  
United States ◽  
Social Work ◽  
Social Workers ◽  
Small Body ◽  
Work Practice ◽  
Well Being ◽  
The United States ◽  
Social Work Practice ◽  
Cross Sectional Survey ◽  
Cross Sectional

• Summary: Social work has developed to meet the needs of an industrializing society. As environmental concerns have increased, national, and international social work organizations have called on social workers to incorporate issues of the environment into their professional practice. Although there is a small body of literature related to social work and the environment, the profession has not fully embraced the need to incorporate these issues into social work education or practice. This cross-sectional survey in the United States of a random sample of National Association of Social Workers (NASW) members ( n = 373) was designed to gauge the environmental knowledge and attitudes of social work professionals. • Findings: Though social work shares many of the same underlying tenets of groups interested in environmental justice, results suggest that social workers as a profession are no more, nor less, environmentally friendly than the general population. • Applications: By failing to incorporate ecological issues facing the United States and abroad, our current social policies are at best not sustainable, and at worst dangerous for our continued social well-being. Social workers can play a leading role through an understanding of the interrelationship that exists between people and the environment, the integration of environmental issues into their social work practice, and advocating for vulnerable populations.

Schulsozialarbeit mit Kompetenz

2020 ◽  
Author(s):  
Michael Schieder
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Social Workers ◽  
School Social Work ◽  
School Social Workers ◽  
Competence Model ◽  
Children And Young People ◽  
Present Book ◽  
Legal Foundations ◽  
Competence Profile

The field of school social work has become increasingly important in recent years. With the knowledge and consideration of the diverse life worlds of children and young people, the legal foundations and the knowledge of challenges in various transition processes, school social workers must have a comprehensive competence profile. On the basis of the empirical construction of a competence model for school social work oriented to the Qualifications Framework for German Higher Education, the present book can contribute to the professionalisation of the field of work and at the same time underline the need of specific study programmes at the level of the universities.

Another Perspective on Tasks in School Social Work

1973 ◽  
Vol 54 (10) ◽  
pp. 591-600 ◽  
Author(s):  
John J. Alderson ◽  
Curtis H. Krishef
Keyword(s):  
Social Work ◽  
Social Workers ◽  
School Social Work ◽  
School Social Workers

A study of school social workers in Florida obtained a picture of their readiness to delegate responsibilities to those with lesser education

The perceived importance of educational qualifications and professional development/continuous education for social work administrators: A case of the NASW-KY chapter

2021 ◽  
pp. 002087282110227
Author(s):  
Hamad A Alaslawi ◽  
Jeremiah K Garrett
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Continuing Education ◽  
Social Workers ◽  
Formal Education ◽  
Education Programs ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Continuous Education ◽  
Perceived Importance

Social work administrators may be receiving inadequate training due to the undervalued importance of formal education and professional development. This study employed a cross-sectional survey on a sample of 150 members of the Kentucky chapter of the National Association of Social Workers. The majority were women (81%). Most held an MSW degree (68.5%). Correlation analysis revealed: (1) perceived capabilities of social work administrators correlated with the perceived importance of formal educational qualifications and (2) perceived qualities, skills, functions, and practices correlated with the perceived importance of professional development/continuous education. Understanding this perceived link and the gaps presented is an important step toward developing better professional development/continuing education programs.

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