从业者在高贫困学校实施综合学生支持的经验

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Amy E. Heberle, Úna Ní Sheanáin, M. Walsh, A. Hamilton, A. Chung, Victoria L Eells Lutas
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引用次数: 0

摘要

这项基于美国的研究考察了学校辅导员和社会工作者在高需求城市环境中实施系统导向的计划性学生支持实践模式“城市连接”的经验。城市连接模式代表了当前学生支持方面的最佳实践,将学校辅导员和社会工作者定位为主要识别学生的需求和优势,并在学生、家庭、教师和服务提供商之间建立联系。这与这些专业人员主要扮演直接护理角色的旧模式形成了鲜明对比。这项研究的目的是了解从业者在疗效、满意度和参与度方面的体验,以及在最佳实践模式中实现这些体验的障碍。该研究承认在美国高需求的城市学校工作的挑战以及以系统为导向的实践的潜在压力,旨在了解他们工作的哪些方面能让从业者茁壮成长,哪些方面不能。定性分析用于检查35名实施该模型的从业者的书面反思数据。我们的分析揭示了六个主题:(1)连接/培养关系(2)看到影响,(3)对实践模式的有效性有信心,(4)对实践有很高的满意度,(5)管理角色的清晰性,以及(6)经历系统性障碍。讨论了对从业者、主管、临床医生教育者和程序设计者的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Experiences of practitioners implementing comprehensive student support in high-poverty schools
This US-based study examined the experiences of school counselors and social workers implementing a systems-oriented, programmatic student support practice model, City Connects, within high-need urban contexts. The City Connects model represents current best practices in student support, positioning school counselors and social workers primarily in the role of identifying students’ needs and strengths and making connections between students, families, teachers, and service providers. This stands in contrast to older models in which these professionals functioned primarily in a direct care role. The goal of the study was to understand practitioners’ experiences of efficacy, satisfaction, and engagement as well as the barriers to each of these within this best practice model. Acknowledging the documented challenges of working in high-need urban schools in the United States and the potential strains of systems-oriented practice, the study aimed to understand which aspects of their work enable practitioners to thrive, as well as which aspects do not. Qualitative analysis was used to examine written reflection data on the experiences of 35 practitioners implementing the model. Our analysis revealed six themes: (1) connecting/cultivating relationships (2) seeing impact, (3) having confidence in the effectiveness of the practice model, (4) having high levels of satisfaction with the practice, (5) managing role clarity, and (6) experiencing systemic barriers. Implications for practitioners, supervisors, clinician educators, and program designers are discussed.
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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