Crisis Intervention

2021 ◽  
pp. 133-143
Author(s):  
Jessica Chock-Goldman ◽  
Heather Meader
Keyword(s):  
Social Workers ◽  
Crisis Intervention ◽  
Race And Ethnicity ◽  
Work Practice ◽  
Social Work Practice ◽  
School Social Workers ◽  
Case Vignette ◽  
Diverse Student Populations ◽  
Communities Of Color ◽  
Diverse Student

Crisis intervention is a major component of school social work practice. This chapter discusses two crises that school social workers may face: suicidal ideation and natural and human-caused disasters. Due to the amount of time children spend at school, schools play an essential component in identifying suicide risk. A case vignette is presented alongside methods that school social workers can use to strengthen suicide prevention. The importance of using methods sensitive to race and ethnicity of diverse student populations is stressed. The second part of the chapter discusses methods to identify and address the multiple needs of the school community after a disaster. Special attention is given to addressing the disproportionate impacts that disasters have on communities of color and those who are economically disadvantaged.

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.

School social workers as partners in the school mission

2018 ◽  
Vol 99 (7) ◽  
pp. 26-30
Author(s):  
Nadine M. Finigan-Carr ◽  
Wendy E. Shaia
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
School Community ◽  
Social Work Practice ◽  
School Social Workers ◽  
Struggling Students ◽  
School Mission ◽  
The Family

Social workers in schools provide benefits not just for struggling students, but for the entire school community. But, the authors argue, school social workers are often relegated to monitoring IEPs and doing basic casework. By using skills and values that have long been fundamental to social work practice, school social workers can advocate for, develop, and assume leadership in providing services that bring together the school, the family, and the community to meet students’ needs.

Governing Through Relationship: A Positive Critique of School Social Work Practice in Post-Earthquake, Christchurch, New Zealand

2019 ◽  
Vol 50 (5) ◽  
pp. 1457-1474
Author(s):  
Raewyn Tudor
Keyword(s):  
New Zealand ◽  
Social Workers ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
School Social Workers ◽  
Relational Work ◽  
Relational Practice ◽  
Recovery Processes ◽  
Governance Practices

Abstract This article outlines some findings from an inquiry undertaken in the aftermath of 2011 earthquake in Christchurch, New Zealand, in which positive critique was used to examine the practice accounts of twelve school social workers alongside characteristics of recovery policies. Consistent with Foucault’s (1988, 2003a,b, 2013a) mode of critique and his theorisation of biopolitics and pastoral power, positive critique recognises the multiplicity and productivity of contemporary power relations operating at the populational, collective and individual levels of life. A feature of the participants’ accounts of their practices with affected schoolchildren in the recovery space is their commitment to restoring and protecting their clients’ well-being through therapeutically inclined relational practice. The Christchurch earthquake recovery strategy also sets out the provision of specialised, individual assistance for vulnerable populations excluded from ‘normal’ psychosocial recovery processes because of their inability to participate in community self-help initiatives. The findings presented in this article provide a critical space for social workers to reflect on the dimensions of their relational work that function as therapeutic governance practices that can both strengthen and resist the normative notions of vulnerability and recovering well.

scholarly journals “It’s about the most needy children”: A Foucauldian analysis of school social workers’ responses to need in post-earthquake Canterbury

2020 ◽  
Vol 32 (4) ◽  
Author(s):  
Raewyn Tudor
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
School Social Work ◽  
Social Work Practice ◽  
School Social Workers ◽  
Children And Families ◽  
Structured Interviews ◽  
The Social ◽  
Foucauldian Analysis

INTRODUCTION: After the 2011 Canterbury earthquake, the provision of school social work was extended into a larger number of schools in the greater Christchurch region to support discussions of their practice priorities and responses in post-earthquake schools.FINDINGS: Two main interpretations of need are reflected in the school social workers’ accounts of their work with children and families. Firstly, hardship-focused need, which represented children as adversely influenced by their home circumstances; the interventions were primarily with parents. These families were mainly from schools in low socioeconomic areas. Secondly, anxiety-based need, a newer practice response, which emphasised children who were considered particularly susceptible to the impacts of the disaster event. This article considers how these practitioners conceptualised and responded to the needs of the children and their families in this context.METHOD: A qualitative study examining recovery policy and school social work practice following the earthquakes including 12 semi-structured interviews with school social workers. This article provides a Foucauldian analysis of the social worker participants’ perspectives on emotional and psychological issues for children, particularly those from middle-class families; the main interventions were direct therapeutic work with children themselves. Embedded within these practice accounts are moments in which the social workers contested the predominant, individualising conceptualisations of need to enable more open-ended, negotiable, interconnected relationships in post-earthquake schools.IMPLICATIONS: In the aftermath of disasters, school social workers can reflect on their preferred practice responses and institutional influences in schools to offer children and families opportunities to reject the prevalent norms of risk and vulnerability.

scholarly journals Pivoting during a Pandemic: School Social Work Practice with Families during COVID-19

2021 ◽  
Author(s):  
Ashley-Marie H Daftary ◽  
Erin P Sugrue ◽  
Brian D Gustman ◽  
Stephanie Lechuga-Peña
Keyword(s):  
Public Schools ◽  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
School Social Work ◽  
The United States ◽  
Social Work Practice ◽  
School Social Workers ◽  
Theory Approach ◽  
K 12

Abstract The COVID-19 global pandemic led to the unprecedented shuttering of nearly all K–12 public education settings across the United States from March through June 2020. This article explores how school social workers’ roles, responsibilities, and work tasks shifted during spring 2020 distance learning to address the continuing and changing needs of families and the larger school community. Interviews were conducted with 20 school social workers in K–12 public schools, across three states, to understand the primary needs of children and families during the pandemic and to learn how school social workers can be most effective in responding to these needs. The data were analyzed using a grounded theory approach. Study findings revealed that during spring 2020, school social workers consistently had increased contact and interaction with students’ parents that centered around two major activities: (1) food assistance and referrals for families and (2) parent check-ins and coaching. The article discusses implications for the field of school social work during crises and beyond. Considerations include increased funding for schools that serve communities disproportionately affected by the pandemic and the reprioritization of school social workers’ roles and responsibilities to include increased contact with parents.

scholarly journals Death, dying and bereavement care during COVID-19: Creativity in hospital social work practice

2021 ◽  
Vol 20 (1-2) ◽  
pp. 131-137
Author(s):  
Mim Fox ◽  
Joanna McIlveen ◽  
Elisabeth Murphy
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Hospital Setting ◽  
Work Practice ◽  
Social Work Practice ◽  
Bereavement Support ◽  
Hospital System ◽  
Hospital Social Work ◽  
Complicating Factors ◽  
Bereavement Care

Bereavement support and conducting viewings for grieving family members are commonplace activities for social workers in the acute hospital setting, however the risks that COVID-19 has brought to the social work role in bereavement care has necessitated the exploration of creative alternatives. Social workers are acutely aware of the complicating factors when bereavement support is inadequately provided, let alone absent, and with the aid of technology and both individual advocacy, social workers have been able to continue to focus on the needs of the most vulnerable in the hospital system. By drawing on reflective journaling and verbal reflective discussions amongst the authors, this article discusses bereavement support and the facilitation of viewings as clinical areas in which hospital social work has been observed adapting practice creatively throughout the pandemic.

scholarly journals Emotional intelligence as a part of critical reflection in social work practice and research

2021 ◽  
pp. 147332502110247
Author(s):  
Mari D Herland
Keyword(s):  
Emotional Intelligence ◽  
Social Work ◽  
Social Workers ◽  
Critical Reflection ◽  
Work Practice ◽  
Social Work Practice ◽  
Emotional Reactions ◽  
Social Work Research ◽  
Emotional Aspects

Social workers often experience higher levels of burnout compared with other healthcare professionals. The capacity to manage one’s own emotional reactions efficiently, frequently in complex care settings, is central to the role of social workers. This article highlights the complexity of emotions in social work research and practice by exploring the perspective of emotional intelligence. The article is both theoretical and empirical, based on reflections from a qualitative longitudinal study interviewing fathers with behavioural and criminal backgrounds, all in their 40 s. The analysis contains an exploration of the researcher position that illuminates the reflective, emotional aspects that took place within this interview process. Three overall themes emerged – first: Recognising emotional complexity; second: Reflecting on emotional themes; and third: Exploring my own prejudices and preconceptions. The findings apply to both theoretical and practical social work, addressing the need to understand emotions as a central part of critical reflection and reflexivity. The argument is that emotions have the potential to expand awareness of one’s own preconceptions, related to normative societal views. This form of analytical awareness entails identifying and paying attention to one’s own, sometimes embodied, emotional triggers.

Purchasing Power and Self-Determination: Social Worker Perspectives

2021 ◽  
Author(s):  
Charlotte Bailey ◽  
Debbie Plath ◽  
Alankaar Sharma
Keyword(s):  
Decision Making ◽  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Self Determination ◽  
Purchasing Power ◽  
Service Users ◽  
Structured Interviews ◽  
Management Approaches

Abstract The international policy trend towards personalised budgets, which is designed to offer people with disabilities purchasing power to choose services that suit them, is exemplified in the Australian National Disability Insurance Scheme (NDIS). This article examines how the ‘purchasing power’ afforded to service users through individualised budgets impacts on social work practice and the choice and self-determination of NDIS service users. Social workers’ views were sought on the alignment between the NDIS principles of choice and control and social work principles of participation and self-determination and how their social work practice has changed in order to facilitate client access to supports through NDIS budgets and meaningful participation in decision-making. A survey was completed by forty-five social workers, and in-depth semi-structured interviews were conducted with five of these participants. The findings identify how social workers have responded to the shortfalls of the NDIS by the following: interpreting information for clients; assisting service users to navigate complex service provision systems; supporting clients through goal setting, decision-making and implementation of action plans; and adopting case management approaches. The incorporation of social work services into the NDIS service model is proposed in order to facilitate meaningful choice and self-determination associated with purchasing power.

scholarly journals Mindful energy and information flow: A reflective account of S.E.L.F connection during COVID-19

2020 ◽  
pp. 147332502097330
Author(s):  
James J Lucas
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Information Flow ◽  
Work Practice ◽  
Social Work Practice ◽  
The Future ◽  
Sanctuary Model ◽  
Reflective Essay ◽  
Energy Information ◽  
Practice Education

Life during the COVID-19 pandemic is uncertain, intense, and traumatic. At the same time, there is room for hope, inspiration, and meaning for social workers through mindfully connecting with energy-information flow as it influences our Safety, Emotions, Loss, and Future – S.E.L.F. As adapted from the Sanctuary Model®, this S.E.L.F connection is an opportunity to discover within ourselves our unwavering core that is grounded, present, and connected and sustain an ethical and compassionate approach to social work practice, education, and research during this time of pandemic. The aim in this reflective essay is to provide an example of S.E.L.F. connection from the perspective of a Buddhist and social work academic at an Australian university during the COVID-19 pandemic. While beneficial, ongoing S.E.L.F. connections are necessary for social workers if we are to stay mindful of energy-information flow and steer this flow towards the creation of a story of relationship, compassion, and connection into the future.

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