J. Canfield, W. Wilson, Lauren Shute, Amy N King, Kennesha J Smith, Dana Harley
{"title":"Dimensions of hope and the school environment: Results from a school-wide needs assessment at an urban high school","authors":"J. Canfield, W. Wilson, Lauren Shute, Amy N King, Kennesha J Smith, Dana Harley","doi":"10.4148/2161-4148.1106","DOIUrl":"https://doi.org/10.4148/2161-4148.1106","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"28 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":"128507288","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}
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.
{"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}
Joanne M. Malloy, Sara Manisco Chapo, Kathryn Francoeur
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.
{"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}
Renée M. D'Amore, Angelina N. Halpern, Lauren R. Reed, K. Gorey
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.
{"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}
Abstract Social workers in school settings are uniquely poised to propose and implement proactive solutions to climate stressors, but they may not capitalize on this opportunity to lead. This study explored the perceptions of Masters’ level social work educators, who set the tone and expectations for school social workers through curricula, towards the inclusion of leadership-related skills within school social work curriculum. A survey of educator administrators (n = 75) at Council on Social Work Education (CSWE) accredited institutions examined leadership as defined through a combination of two proposed definitions for social work leadership, delineated by Holosko, 2009 and Hopson & Lawson, 2011; findings revealed no relationship between the perceived importance of the inclusion of social work leadership skills and any components of leadership except for the ability for school social workers to collaborate. Results support a need for further exploration and definition of leadership in school social work, with the aim of empowering practitioners and reducing role ambiguity.
{"title":"Social Work Educators’ Perceptions of School Social Work Leadership – What are the Characteristics that Make a Leader?","authors":"Christine Vyshedsky","doi":"10.4148/2161-4148.1115","DOIUrl":"https://doi.org/10.4148/2161-4148.1115","url":null,"abstract":"Abstract Social workers in school settings are uniquely poised to propose and implement proactive solutions to climate stressors, but they may not capitalize on this opportunity to lead. This study explored the perceptions of Masters’ level social work educators, who set the tone and expectations for school social workers through curricula, towards the inclusion of leadership-related skills within school social work curriculum. A survey of educator administrators (n = 75) at Council on Social Work Education (CSWE) accredited institutions examined leadership as defined through a combination of two proposed definitions for social work leadership, delineated by Holosko, 2009 and Hopson & Lawson, 2011; findings revealed no relationship between the perceived importance of the inclusion of social work leadership skills and any components of leadership except for the ability for school social workers to collaborate. Results support a need for further exploration and definition of leadership in school social work, with the aim of empowering practitioners and reducing role ambiguity.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"27 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":"126747288","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}
{"title":"Therapist, Intermediary or Garbage Can? Examining Professional Challenges for School Social Work in Swedish Elementary Schools","authors":"Maria Kjellgren, Sara Lilliehorn, U. Markström","doi":"10.4148/2161-4148.1102","DOIUrl":"https://doi.org/10.4148/2161-4148.1102","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128924725","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}
Stacy A. Gherardi, Kimberly Knox, Allison Stoner, Bethany Garling-Spychala
Abstract School social work requires significant skills for interprofessional collaboration, especially collaboration with teachers. While the value of such skills is increasingly recognized in fields such as healthcare, there has been limited attention to assessing or supporting interprofessional practice in education. This exploratory mixed-methods study analyzed survey data from 264 school social workers across the United States in order to understand their perceptions of teachers as collaborators and their practices relating to collaboration with teachers. Barriers to collaboration were also identified. Data suggested that school social workers had positive perceptions of teachers as collaborators generally, but saw limitations in the training and support of teachers to effectively respond to non-academic concerns; time and support for collaboration were identified as significant barriers to collaborative practice.
{"title":"Perceptions and Practices in School Social Worker-Teacher Interprofessional Collaboration","authors":"Stacy A. Gherardi, Kimberly Knox, Allison Stoner, Bethany Garling-Spychala","doi":"10.4148/2161-4148.1085","DOIUrl":"https://doi.org/10.4148/2161-4148.1085","url":null,"abstract":"Abstract School social work requires significant skills for interprofessional collaboration, especially collaboration with teachers. While the value of such skills is increasingly recognized in fields such as healthcare, there has been limited attention to assessing or supporting interprofessional practice in education. This exploratory mixed-methods study analyzed survey data from 264 school social workers across the United States in order to understand their perceptions of teachers as collaborators and their practices relating to collaboration with teachers. Barriers to collaboration were also identified. Data suggested that school social workers had positive perceptions of teachers as collaborators generally, but saw limitations in the training and support of teachers to effectively respond to non-academic concerns; time and support for collaboration were identified as significant barriers to collaborative practice.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117159407","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}
Xiao-Rong Ding, M. Faulkner, C. Franklin, Beth Gerlach, M. Beer, Eboni Calbow, Swetha Nulu
{"title":"Assessing Texas School Social Work Practice: Findings from the First Statewide Conference Survey","authors":"Xiao-Rong Ding, M. Faulkner, C. Franklin, Beth Gerlach, M. Beer, Eboni Calbow, Swetha Nulu","doi":"10.4148/2161-4148.1088","DOIUrl":"https://doi.org/10.4148/2161-4148.1088","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114529900","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}
{"title":"Assessing Differential Item Functioning and Differential Test Functioning in an Academic Motivation Scale using Item Response Theory methods","authors":"G. Bean","doi":"10.4148/2161-4148.1096","DOIUrl":"https://doi.org/10.4148/2161-4148.1096","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130528533","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}
Sarah R. Eisensmith, Premela Deck, Melissa R. Jenkins, April Harris Britt, K. Kainz, David Ansong
{"title":"Attending to Attention: A Systematic Review of Attention and Reading","authors":"Sarah R. Eisensmith, Premela Deck, Melissa R. Jenkins, April Harris Britt, K. Kainz, David Ansong","doi":"10.4148/2161-4148.1064","DOIUrl":"https://doi.org/10.4148/2161-4148.1064","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116513422","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}
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