International Journal of School Social Work最新文献

Dimensions of hope and the school environment: Results from a school-wide needs assessment at an urban high school 希望的维度与学校环境:一所城市高中全校需求评估的结果

International Journal of School Social Work Pub Date : 2023-07-20 DOI: 10.4148/2161-4148.1106

J. Canfield, W. Wilson, Lauren Shute, Amy N King, Kennesha J Smith, Dana Harley

引用次数: 0

School Social Workers and Extracurricular Activities: The Unanswered Questions About Potential Role Conflict 学校社工与课外活动:关于潜在角色冲突的未解问题

International Journal of School Social Work Pub Date : 2023-07-20 DOI: 10.4148/2161-4148.1089

Jeffrey McCabe, Hannah Hagan

{"title":"School Social Workers and Extracurricular Activities: The Unanswered Questions About Potential Role Conflict","authors":"Jeffrey McCabe, Hannah Hagan","doi":"10.4148/2161-4148.1089","DOIUrl":"https://doi.org/10.4148/2161-4148.1089","url":null,"abstract":"Abstract Abstract Abstract School social workers respond to students’ mental health needs from an education training perspective that defines set professional role boundaries in service provision that may differ from the multiple roles teachers have with students. One of those perspectives is a recognition of what may happen if a boundary crossing was to occur in a dual relationship with a client. Teachers are encouraged to take on a secondary role with students by coaching athletics or advising a club. Taking on dual roles with students has led to both increased job satisfaction and concerns regarding burnout for teachers. There is an absence of information that exists on what the experience has been of school social workers taking on secondary roles with students. Not having guidance for school social workers who elect to oversee extracurricular activities led the authors to explore what is the intended mission for the practice of school social work, how the existing literature on dual relationships may apply to school settings, and the findings from research conducted with teachers who take on dual roles with students. The recommendations provided are a need for data to establish what experience school social workers have with managing secondary roles and to not preclude school social workers from extracurricular activities when their presence can be of benefit to students and the school if dual relationships are properly managed.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128428985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Moving Beyond Trauma: Activating Resilience to Support Our Most Vulnerable Youth 超越创伤:激活复原力，支持我们最脆弱的青年

International Journal of School Social Work Pub Date : 2023-07-20 DOI: 10.4148/2161-4148.1118

Joanne M. Malloy, Sara Manisco Chapo, Kathryn Francoeur

{"title":"Moving Beyond Trauma: Activating Resilience to Support Our Most Vulnerable Youth","authors":"Joanne M. Malloy, Sara Manisco Chapo, Kathryn Francoeur","doi":"10.4148/2161-4148.1118","DOIUrl":"https://doi.org/10.4148/2161-4148.1118","url":null,"abstract":"Abstract It is well-documented that exposure to toxic stress in childhood can contribute to impaired social, emotional, behavioral, and neuro-biological development that often results in learning difficulties, poor emotional regulation, an inability to develop healthy relationships, and impaired problem-solving skills. Further, youth who grow up in unsafe environments or are subjected to structural inequality are faced with challenges over which they have no control. Using a positive, future-oriented, and trauma-responsive perspective while intentionally building resilience can effectively engage and support youth to overcome feelings of hopelessness and achieve positive outcomes. This paper includes a qualitative study of protective factors as identified by youth who participated in an intervention designed to support them to articulate, develop, and pursue their goals for transition from adolescence to adulthood. The paper includes a description of how a youth-driven planning and social support intervention can build resilience and promote a positive, future orientation. The study also emphasizes the need for further research about the impact of relationship-based, person-centered approaches on building resilience and improved outcomes for youth and young adults who have experienced significant trauma.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126171113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mental Health Problems among Elementary School Students Mandated to e-Learning: A COVID-19 Rapid Review Caveat 被要求进行电子学习的小学生的心理健康问题:COVID-19快速审查警告

International Journal of School Social Work Pub Date : 2023-07-20 DOI: 10.4148/2161-4148.1100

Renée M. D'Amore, Angelina N. Halpern, Lauren R. Reed, K. Gorey

{"title":"Mental Health Problems among Elementary School Students Mandated to e-Learning: A COVID-19 Rapid Review Caveat","authors":"Renée M. D'Amore, Angelina N. Halpern, Lauren R. Reed, K. Gorey","doi":"10.4148/2161-4148.1100","DOIUrl":"https://doi.org/10.4148/2161-4148.1100","url":null,"abstract":"Abstract Extended lockdowns during the COVID-19 pandemic mandated millions of students worldwide to e-learning and by default made many of their parents proxy homeschool teachers. Preliminary anecdotal, journalistic and qualitative evidence suggested that elementary school children and their parents were probably most vulnerable to this stressor and most likely to experience mental health problems because of it. We responded with a rapid review of 15 online surveys to estimate the magnitude of such risks and their predictors between 2020 and 2021. The pooled relative risk of mental health problems among school children and their parents was substantial (RR = 1.97). Moreover, this synthetic finding did not differ significantly between 10 child mental health outcomes (primarily measures of anxiety or depression) and five parental stress outcomes. Such risks to children and parents were incrementally greater among Latinx (RR = 1.81) and Black families (RR = 2.50) than among non-Hispanic White families (RR = 1.58) in the USA. Finally, such risks in the West (RR = 2.12) were observed to be greater than those in the East (RR = 1.36). Grave risks were experienced worldwide, but the pandemic once again clarified for the world that such structural violence, in this instance, in elementary school systems, was much more prevalent and virulent among Black and Brown families in places like the USA. Educational practice implications, future research and pandemic preparedness needs are discussed.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124250231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social Work Educators’ Perceptions of School Social Work Leadership – What are the Characteristics that Make a Leader? 社会工作教育者对学校社会工作领导力的看法——领导者的特质是什么?

International Journal of School Social Work Pub Date : 2023-07-20 DOI: 10.4148/2161-4148.1115

Christine Vyshedsky

引用次数: 0

Therapist, Intermediary or Garbage Can? Examining Professional Challenges for School Social Work in Swedish Elementary Schools 治疗师、中介还是垃圾桶?考察瑞典小学学校社会工作的专业挑战

International Journal of School Social Work Pub Date : 2023-01-26 DOI: 10.4148/2161-4148.1102

Maria Kjellgren, Sara Lilliehorn, U. Markström

引用次数: 2

Perceptions and Practices in School Social Worker-Teacher Interprofessional Collaboration 学校社工-教师跨专业合作的认知与实践

International Journal of School Social Work Pub Date : 2022-12-16 DOI: 10.4148/2161-4148.1085

Stacy A. Gherardi, Kimberly Knox, Allison Stoner, Bethany Garling-Spychala

引用次数: 0

Assessing Texas School Social Work Practice: Findings from the First Statewide Conference Survey 评估德州学校社会工作实践:来自第一次全州会议调查的结果

International Journal of School Social Work Pub Date : 2022-12-16 DOI: 10.4148/2161-4148.1088

Xiao-Rong Ding, M. Faulkner, C. Franklin, Beth Gerlach, M. Beer, Eboni Calbow, Swetha Nulu

引用次数: 0

Assessing Differential Item Functioning and Differential Test Functioning in an Academic Motivation Scale using Item Response Theory methods 运用项目反应理论方法评估学术动机量表中的差异项目功能和差异测试功能

International Journal of School Social Work Pub Date : 2022-12-16 DOI: 10.4148/2161-4148.1096

G. Bean

引用次数: 0

Attending to Attention: A Systematic Review of Attention and Reading 关注注意力:关注与阅读的系统回顾

International Journal of School Social Work Pub Date : 2022-11-04 DOI: 10.4148/2161-4148.1064

Sarah R. Eisensmith, Premela Deck, Melissa R. Jenkins, April Harris Britt, K. Kainz, David Ansong

引用次数: 0