International Journal of School Social Work最新文献_第2页

Leadership in School Social Work: Implications for Promoting the Preparedness of Tomorrow’s Practitioners 学校社会工作的领导能力:促进未来从业者准备的意义

International Journal of School Social Work Pub Date : 2022-11-04 DOI: 10.4148/2161-4148.1061

Y. Perry, S. Elswick, M. Cuellar

引用次数: 1

The Shalem Counselling Assistance Plan for Students (CAPS): Delivering Social Work Services to Faith-Based School Systems 沙勒姆学生辅导援助计划(CAPS):为信仰学校系统提供社会工作服务

International Journal of School Social Work Pub Date : 2022-11-04 DOI: 10.4148/2161-4148.1083

M. Vander Vennen, Marg Smit-Vandezande, Ken Van Wyk, Mikaeli Cavell, Danielle VandenAkker, R. Csiernik

引用次数: 0

Editor's Message for IJSSW Special Issue on Trauma Informed/Responsive services 致IJSSW“创伤知情/反应服务”特刊编辑的信息

International Journal of School Social Work Pub Date : 2022-03-16 DOI: 10.4148/2161-4148.1099

引用次数: 0

Partnerships to Address School Safety through a Student Support Lens 通过学生支持镜头解决学校安全问题的伙伴关系

International Journal of School Social Work Pub Date : 2022-03-16 DOI: 10.4148/2161-4148.1086

S. G. Woodside, Tamara Savage, Nicole A. Stargell, Veronica L. Hardy, Whitney P. Akers, K. Chae, Cindy E. Locklear, Shenika J. Jones, Joshua A. Peele, Skyla D. Pryor

引用次数: 0

“Never give up.” Adjudicated girls’ school experiences and implications for academic success “永不放弃。”评判女孩的学校经历和对学业成功的影响

International Journal of School Social Work Pub Date : 2022-03-16 DOI: 10.4148/2161-4148.1060

L. Hopson, Jennifer L. Kenney, Wesley T. Church, Jill Beck

引用次数: 0

School Mental Health in Charters: A Glimpse of Practitioners from a National Sample 特许学校的心理健康:来自全国样本的从业者一瞥

International Journal of School Social Work Pub Date : 2022-03-16 DOI: 10.4148/2161-4148.1087

Jandel Crutchfield, Kate Phillippo, Annahita Ball

{"title":"School Mental Health in Charters: A Glimpse of Practitioners from a National Sample","authors":"Jandel Crutchfield, Kate Phillippo, Annahita Ball","doi":"10.4148/2161-4148.1087","DOIUrl":"https://doi.org/10.4148/2161-4148.1087","url":null,"abstract":"Charter schools are part of a global push for alternative governance models in public education. Even though U.S. charter schools enroll nearly 3.2 million children, little is known about school mental health (SMH) practice in charter schools. The current study was the first step in a line of inquiry exploring SMH and school social work practice in charter schools. Using cross-sectional survey research methods, the authors conducted brief one-time phone surveys with charter school social workers and counselors identified using a stratified random sampling strategy with national charter school lists. The final sample for analysis was 473 schools. Of these, 44.4% (n = 210) had a school social worker or counselor present at least one day per week, of whom 67 (30.5%) were school social workers. The school social work sample reported a number of job titles, including “school social worker” (67%) and many (13.4%) that were a variation of counselor (e.g., “behavioral counselor,” “social emotional counselor”). Half were employed by their school, five were employed by an outside organization contracted with the school and eight were employed by the school’s chartering organization. More than three-quarters (83%) had a master's degree in social work as their highest degree. Our findings provide a snapshot of the SMH and school social work workforce within the emerging practice setting of charter schools. Findings suggest that the SMH workforce may be professionally similar to those in traditional public schools, but with more flexibility for interprofessional collaboration, professional advocacy, and role definition. Other implications for research are also discussed.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129429213","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

A Global Picture of School Social Work in 2021 2021年学校社会工作全球图景

International Journal of School Social Work Pub Date : 2022-03-16 DOI: 10.4148/2161-4148.1090

M. Huxtable

{"title":"A Global Picture of School Social Work in 2021","authors":"M. Huxtable","doi":"10.4148/2161-4148.1090","DOIUrl":"https://doi.org/10.4148/2161-4148.1090","url":null,"abstract":"The article provides a global picture of school social work in 2021 using data gathered by the International Network for School Social Work. School social work is a growing specialty around the world. There are school social workers practicing in more than 50 countries. School social workers support students' educational success, especially those who are marginalized by poverty, oppression, disability and other personal or social problems. Ideally school social workers practice within a multi-disciplinary team to address wide-ranging barriers to education and participate in preventive programs for all students. The article describes the growth of school social work around the world, various models of practice, the role of specialty professional associations, training and standards, and the growth of school social work literature. Changes in the role and practice of school social work since the COVID-19 pandemic of 2020/2021 are included. International communication among school social workers has grown via publications, conferences and the International Network for School Social Work, and continues to assist expansion of the specialty around the world. Implications for the future of social work in education are discussed, a list of national school social work associations is provided and references include literature on school social work from various countries.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134001103","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: 6

School-Based Mental Health Services for Racial Minority Children in the United States 美国少数族裔儿童的校本心理健康服务

International Journal of School Social Work Pub Date : 2022-03-16 DOI: 10.4148/2161-4148.1058

Shinwoo Choi, Hyejoon Park, Yeongbin Kim, Ching-Hsuan Lin

{"title":"School-Based Mental Health Services for Racial Minority Children in the United States","authors":"Shinwoo Choi, Hyejoon Park, Yeongbin Kim, Ching-Hsuan Lin","doi":"10.4148/2161-4148.1058","DOIUrl":"https://doi.org/10.4148/2161-4148.1058","url":null,"abstract":"Racial minority children have been an underserved population and are particularly vulnerable due to limited access to community resources, especially mental health services. Schools have been noted as appropriate that environment to deliver services for underserved children (Blewett, Casey, & Call, 2004). However, little is known about the effectiveness of exiting school-based services targeting minority students. Therefore, this study reviewed past research regarding the effects of school-based mental health services (SBMHS) for racial minority children and analyzed the methodological and cultural features. By applying the Levels of Evidence-Based Intervention Effectiveness (LEBIE) scale and the cultural sensitivity criteria, the researchers examined whether existing SBMS were designed with rigor and cultural sensitivity. Our study analyzed the effects of SBMS with child-centered play therapy or resiliencebuilding programs on mental illness of racial minority groups of children, such as increasing social connectedness and decreasing depressive symptoms. Our study findings implied that SBMS should be provided for students of color who have limited access to resources and health care services in their communities. School professionals also need to reach out in multiple contexts to students of color by understanding structural racism and oppression.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127554155","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

When trauma comes to school: Toward a socially just trauma-informed praxis 当创伤来到学校:走向一个社会公正的创伤知情实践

International Journal of School Social Work Pub Date : 2022-01-13 DOI: 10.4148/2161-4148.1076

Catriona O’Toole

{"title":"When trauma comes to school: Toward a socially just trauma-informed praxis","authors":"Catriona O’Toole","doi":"10.4148/2161-4148.1076","DOIUrl":"https://doi.org/10.4148/2161-4148.1076","url":null,"abstract":"Abstract Given the prevalence and devastating consequences of childhood trauma, there has been a surge in initiatives to help schools become trauma-informed. However, despite the growing adoption of such initiatives, a number of concerns have been expressed. These include the lack of attention paid to issues of power and inequality including poverty, racism, and community violence as well as the power of adults to neglect, mistreat or abuse children. Contemporary approaches can also serve to inscribe deficit-based perceptions of children, reinforcing negative stereotypes and stigmas; and they tend to overlook the possibility that schools themselves can contribute to students’ distress, especially in the context of accountability and target-driven agendas. This paper examines current terminology in relation to adversity, trauma, and trauma-informed practice. It shows how current approaches are entangled with a dominant medical model, which views emotional distress as symptoms of mental disorder, rather than as reasonable and intelligible strategies to ensure survival. An alternative approach, co-authored by psychologists and service users/survivors and published by the British Psychological Society, known as the Power Threat Meaning Framework (PTMF) is then discussed. The PTMF is an approach for understanding emotional and psychological distress and troubled or troubling behavior, based primarily on issues of power and inequality. It was chosen in order to forefront social justice concerns, whilst remaining attentive to state-of-the-art and evidence-based understandings of psychological trauma and trauma-informed care. Furthermore, by drawing on the anti-oppression educational theory of Paulo Freire, it is argued a trauma-informed praxis guided and informed by the PTMF, can help redress many of the criticisms of existing approaches in schools.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122782819","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: 5

The importance of trauma-informed approaches in education – the impact of implementing a brain-based approach to supporting learners across a Scottish Local Authority 创伤知情方法在教育中的重要性-实施基于大脑的方法对苏格兰地方当局支持学习者的影响

International Journal of School Social Work Pub Date : 2022-01-13 DOI: 10.4148/2161-4148.1079

L. Taylor, W. Barrett

引用次数: 0