Michele Patak-Pietrafesa, N. Bowen, Ashley E. Stewart, Michael S. Kelly
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.
{"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}
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.
{"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}
Anaka Foundation is an indigenous NGO that is operating in northern Uganda in response to the post-war development challenges. Anaka recently concluded a school social work project, a specialization which is common in Western countries, to attempt to improve the learning environment of vulnerable children selected from nine government aided primary schools. This school social work pilot project was supported with a grant from AfriCarinthia, an organization from Austria. Relevant social work theories were applied and significant systems in the learning environment of the children were targeted through different interventions. A mixed before-and-after evaluation approach was used to arrive at comparison of outcomes. The findings, amongst others, indicate that school social work had a significant positive impact on the children and the key systems involved. There were improvements in educational quality, access, and engagement; and thus should be pursued by the Uganda government, and indeed by other developing countries attempting to improve the education services to their citizens.
{"title":"School social work in northern Uganda in a post-conflict context: A case of Anaka Foundation","authors":"J. Omona","doi":"10.4148/2161-4148.1031","DOIUrl":"https://doi.org/10.4148/2161-4148.1031","url":null,"abstract":"Anaka Foundation is an indigenous NGO that is operating in northern Uganda in response to the post-war development challenges. Anaka recently concluded a school social work project, a specialization which is common in Western countries, to attempt to improve the learning environment of vulnerable children selected from nine government aided primary schools. This school social work pilot project was supported with a grant from AfriCarinthia, an organization from Austria. Relevant social work theories were applied and significant systems in the learning environment of the children were targeted through different interventions. A mixed before-and-after evaluation approach was used to arrive at comparison of outcomes. The findings, amongst others, indicate that school social work had a significant positive impact on the children and the key systems involved. There were improvements in educational quality, access, and engagement; and thus should be pursued by the Uganda government, and indeed by other developing countries attempting to improve the education services to their citizens.","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":"124128567","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}
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.
{"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}
Hong Chen, Xuanwen Liu, S. Guz, Anao Zhang, C. Franklin, Yingping Zhang, Yanzhou Qu
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.
{"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}
The global climate of extremism and direct attacks on marginalized groups such as LGBTQI persons, Muslims, women, immigrants, and refugees creates a need at this critical juncture for school social workers to ground themselves in the international definition of social work, which defines social work as a human rights profession. While there are many challenges to upholding human rights conventions across the world, a human rights framework can assist school social workers in promoting human rights and advocating for vulnerable and marginalized populations. In the context of global migration, children can be especially vulnerable to human rights violations. A human rights approach calls on school social workers to practice in a way that allows for maximum participation of service users in decisions that affect them, addresses power differentials, considers the social context, and privileges an intersectional, strengths based, trauma informed, and recovery oriented approach.
{"title":"School Social Workers: A Call to Action in Support of Human Rights","authors":"L. V. Sosa, Raylinn Nuckolls","doi":"10.4148/2161-4148.1038","DOIUrl":"https://doi.org/10.4148/2161-4148.1038","url":null,"abstract":"The global climate of extremism and direct attacks on marginalized groups such as LGBTQI persons, Muslims, women, immigrants, and refugees creates a need at this critical juncture for school social workers to ground themselves in the international definition of social work, which defines social work as a human rights profession. While there are many challenges to upholding human rights conventions across the world, a human rights framework can assist school social workers in promoting human rights and advocating for vulnerable and marginalized populations. In the context of global migration, children can be especially vulnerable to human rights violations. A human rights approach calls on school social workers to practice in a way that allows for maximum participation of service users in decisions that affect them, addresses power differentials, considers the social context, and privileges an intersectional, strengths based, trauma informed, and recovery oriented approach.","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"22 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":"123502977","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}
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
{"title":"The Development of a Social Work Program for an Islamic Day School in Southwestern Ontario","authors":"Siham Elkassem, R. Csiernik","doi":"10.4148/2161-4148.1029","DOIUrl":"https://doi.org/10.4148/2161-4148.1029","url":null,"abstract":"The Development of a Social Work Program for an Islamic Day School in Southwestern Ontario","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"66 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":"121574684","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":"Editorial Board 2017-2018","authors":"Leigh W. Cellucci, C. Peters, Jenyqua Young","doi":"10.4148/2161-4148.1036","DOIUrl":"https://doi.org/10.4148/2161-4148.1036","url":null,"abstract":"","PeriodicalId":443098,"journal":{"name":"International Journal of School Social Work","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131363631","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：