International Journal of School Social Work最新文献_第4页

Too Hard to Find with Too Little Time: What School Social Workers Want in Online Resources for Evidence-Based Practice 时间太少很难找到:学校社工想要的基于证据的在线资源

International Journal of School Social Work Pub Date : 2019-12-02 DOI: 10.4148/2161-4148.1043

Michele Patak-Pietrafesa, N. Bowen, Ashley E. Stewart, Michael S. Kelly

{"title":"Too Hard to Find with Too Little Time: What School Social Workers Want in Online Resources for Evidence-Based Practice","authors":"Michele Patak-Pietrafesa, N. Bowen, Ashley E. Stewart, Michael S. Kelly","doi":"10.4148/2161-4148.1043","DOIUrl":"https://doi.org/10.4148/2161-4148.1043","url":null,"abstract":"School mental health practitioners, including social workers, are mandated through federal, state, and professional entities to provide evidence-based practices to students. Nevertheless, rates of use of evidence-based practices among mental health professionals in schools remain low, even as knowledge about effective practices increases. This study aimed to further knowledge about how to promote and support the use of evidence-based practices among school practitioners using online technology. School social workers attending a summer professional development event took part in focus groups exploring (a) their current perceptions of evidence-based practices, (b) their experiences finding evidence-based practice information online, and (c) their preferences for the formatting and content of online resources. Participants described a willingness to use evidence-based practice, efforts to find information, and difficulties encountered with online sources. Preferences for readily available, searchable, brief, and understandable online information were expressed. Implications for meeting the needs of school social workers with online resources are discussed.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116828900","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: 1

Socio-ecological Factors Associated with Adolescents’ Psychological Well-being: A multilevel analysis 与青少年心理健康相关的社会生态因素:一个多水平分析

International Journal of School Social Work Pub Date : 2018-12-08 DOI: 10.4148/2161-4148.1032

Yuqi Guo, L. Hopson, Fan Yang

{"title":"Socio-ecological Factors Associated with Adolescents’ Psychological Well-being: A multilevel analysis","authors":"Yuqi Guo, L. Hopson, Fan Yang","doi":"10.4148/2161-4148.1032","DOIUrl":"https://doi.org/10.4148/2161-4148.1032","url":null,"abstract":"Purpose: Supports and stressors across different ecological systems affect adolescents’ perceptions of psychological well-being. The purpose of this study is to analyze how social support, school experiences, and socio-economic factors relate to psychological well-being among adolescents. Furthermore, our study explores how family income shapes the relationship between social supports and well-being. Method: Multilevel linear regression models were applied to a sample of 19,767 middle and high school students, with students serving as Level 1 and schools as Level 2. Results: Students reporting more support from parents, friends, teachers, and neighbors and better school engagement perceive better psychological well-being. Furthermore, family income moderates the relationship between teacher support and adolescents’ psychological well-being. Implications for social work practice are discussed. Conclusion: Social support plays an important role in promoting adolescents’ psychological well-being. Teacher support is associated with better psychological well-being for all students, and this relationship is strongest for students from higher income families.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121544779","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 social work in northern Uganda in a post-conflict context: A case of Anaka Foundation 冲突后乌干达北部的学校社会工作:以Anaka基金会为例

International Journal of School Social Work Pub Date : 2018-12-08 DOI: 10.4148/2161-4148.1031

J. Omona

引用次数: 1

Parents’ Perception of School Violence, Awareness of Risk Factors, and School Safety: An Ecological Perspective 家长对校园暴力的认知、风险因素意识与学校安全:生态学视角

International Journal of School Social Work Pub Date : 2018-12-08 DOI: 10.4148/2161-4148.1033

H. Soliman, Jennifer Koran, Abdel-Salam Gomaa

{"title":"Parents’ Perception of School Violence, Awareness of Risk Factors, and School Safety: An Ecological Perspective","authors":"H. Soliman, Jennifer Koran, Abdel-Salam Gomaa","doi":"10.4148/2161-4148.1033","DOIUrl":"https://doi.org/10.4148/2161-4148.1033","url":null,"abstract":"Parents’ concerns about school violence and school safety have been documented in many research studies (Diaz-Vicario & Sallan, 2017; Hundeloh & Hess, 2003). Understanding parents’ perceptions of school safety can be an important issue that will guide teachers (Bosworth, Ford, & Hernandaz, 2011), administrators and staff (Heisterkamp, & Fleming, 2011), and legislators (Elliott, 2015) in setting strategies to enhance school safety and school climate. The purpose of this study is to identify factors that contribute to parents’ views of school safety. Based on existing literature, this study developed a model of one main endogenous variable -feelings of instructional safety -and seven additional exogenous and endogenous variables -awareness of bulling behavior, awareness of school violence, parent visits school, communicating perspective, experience with violence, knowledge of risk, resources and school measures. A total of 403 parents who reside in the southern part of Illinois participated in the survey. Path analysis with exploratory modifications was used to examine the study model and the study hypotheses. The study findings suggested parents’ visits to school and parents’ experience with violence had statistically significant direct effects on their awareness of school violence, which had a significant direct effect on parents’ feelings of instructional safety. Although exploratory, this study provided important insights on school violence, school safety and school climate, and implications for future research in this area are discussed.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128305782","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: 1

The Use of Solution-Focused Brief Therapy in Chinese Schools: A Qualitative Analysis of Practitioner Perceptions 以解决方案为中心的简短治疗在中国学校的应用:对实践者认知的定性分析

International Journal of School Social Work Pub Date : 2018-12-08 DOI: 10.4148/2161-4148.1030

Hong Chen, Xuanwen Liu, S. Guz, Anao Zhang, C. Franklin, Yingping Zhang, Yanzhou Qu

{"title":"The Use of Solution-Focused Brief Therapy in Chinese Schools: A Qualitative Analysis of Practitioner Perceptions","authors":"Hong Chen, Xuanwen Liu, S. Guz, Anao Zhang, C. Franklin, Yingping Zhang, Yanzhou Qu","doi":"10.4148/2161-4148.1030","DOIUrl":"https://doi.org/10.4148/2161-4148.1030","url":null,"abstract":"Solution-focused brief therapy (SFBT) is a strengthens-based, future-oriented approach that has received promising results over the past decade. Literature on SFBT has demonstrated the approach’s ability to meet the unique needs of various client populations while adapting to a variety of service delivery settings. Schools are a specific setting in which SFBT has been successfully utilized in the United States. With the growing popularity of SFBT, countries outside to the United States are beginning to implement SFBT in their schools. This article explored perceptions of the use of SFBT in schools amongst Chinese mental health practitioners. A survey was conducted by the Chinese government and included 134 participants. The qualitative results showed the Chinese practitioners have a strong interest in the strengths-based approach and feel that SFBT is culturally-adaptive to the Chinese student population. However, the practitioners are not confidently able to utilize SFBT techniques. The Chinese practitioners related the lack of confidence to a lack of SFBT focused training and professional develop opportunities. As SFBT research and practice continues to grow in China, the need for affordable, accessible SFBT trainings and supervision grows as well.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"527 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132380295","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: 4

School Social Workers: A Call to Action in Support of Human Rights 学校社工:呼吁行动起来支持人权

International Journal of School Social Work Pub Date : 2018-12-08 DOI: 10.4148/2161-4148.1038

L. V. Sosa, Raylinn Nuckolls

引用次数: 0

The Development of a Social Work Program for an Islamic Day School in Southwestern Ontario 安大略省西南部一所伊斯兰走读学校社会工作计划的发展

International Journal of School Social Work Pub Date : 2018-12-08 DOI: 10.4148/2161-4148.1029

Siham Elkassem, R. Csiernik

引用次数: 1

Editorial Board 2017-2018 编委会2017-2018

International Journal of School Social Work Pub Date : 2018-02-14 DOI: 10.4148/2161-4148.1036

Leigh W. Cellucci, C. Peters, Jenyqua Young

引用次数: 0