| Foreword |
|
xiii | |
|
|
|
| Preface |
|
xv | |
| Contributors |
|
xvii | |
| PART ONE Issues in Education and the Development of Social Work Services in Schools |
|
|
1 Major Issues in American Schools |
|
|
1 | (25) |
|
|
|
|
|
|
1 | (1) |
|
Purposes of Public Education |
|
|
2 | (3) |
|
The Social Context of Schooling |
|
|
5 | (1) |
|
The Inexorable Link Between Poverty and School Performance |
|
|
5 | (1) |
|
Schools, Their Students, and Their Communities |
|
|
8 | (1) |
|
|
|
9 | (1) |
|
|
|
9 | (1) |
|
|
|
10 | (1) |
|
|
|
12 | (1) |
|
|
|
18 | (1) |
|
|
|
19 | (1) |
|
|
|
20 | (1) |
|
|
|
21 | (1) |
|
|
|
21 | (5) |
|
2 School Social Work: Historical Development, Influences, and Practices |
|
|
26 | (34) |
|
|
|
|
|
|
26 | (1) |
|
The Establishment of School Social Work |
|
|
27 | (1) |
|
|
|
27 | (1) |
|
|
|
29 | (1) |
|
|
|
29 | (1) |
|
Influence of the Mental Hygiene Movement |
|
|
30 | (1) |
|
Shifting Goals of the 1930's |
|
|
30 | (1) |
|
Emphasis on Social Casework 1940-1960 |
|
|
31 | (1) |
|
Changing Goals and Methods in the 1960's |
|
|
33 | (1) |
|
Expansion in the 1970's: The Call for Leadership |
|
|
35 | (1) |
|
1980's—The Interface of Social Work and Education |
|
|
41 | (1) |
|
|
|
42 | (2) |
|
|
|
44 | (11) |
|
|
|
55 | (1) |
|
|
|
55 | (1) |
|
|
|
56 | (4) |
| PART TWO A Conceptual Framework for Social Work Services in Schools |
|
|
3 Social Organization and Schools: A General Systems Theory Perspective |
|
|
60 | (21) |
|
|
|
|
|
|
60 | (1) |
|
A General Systems Theory Perspective |
|
|
61 | (1) |
|
|
|
62 | (1) |
|
|
|
63 | (1) |
|
|
|
64 | (2) |
|
|
|
66 | (1) |
|
|
|
68 | (1) |
|
|
|
70 | (2) |
|
|
|
72 | (1) |
|
Implications for Social Work Practice in Schools |
|
|
73 | (2) |
|
|
|
75 | (1) |
|
|
|
76 | (1) |
|
|
|
76 | (5) |
|
4 An Ecological Perspective of Social Work Services in Schools |
|
|
81 | (27) |
|
|
|
|
|
|
81 | (1) |
|
The Profession of Social Work |
|
|
82 | (1) |
|
|
|
82 | (1) |
|
|
|
83 | (1) |
|
Applications to Social Work in Schools |
|
|
83 | (1) |
|
|
|
84 | (1) |
|
|
|
84 | (1) |
|
|
|
85 | (1) |
|
|
|
85 | (1) |
|
The Ecological Perspective |
|
|
86 | (1) |
|
|
|
89 | (1) |
|
|
|
90 | (1) |
|
|
|
92 | (1) |
|
|
|
93 | (1) |
|
|
|
94 | (7) |
|
A Framework for Specialization in School Social Work |
|
|
101 | (1) |
|
|
|
102 | (1) |
|
|
|
102 | (1) |
|
|
|
103 | (2) |
|
|
|
105 | (3) |
| PART THREE Educational Policy and School Social Work Practice |
|
|
5 Student Rights and Control of Behavior |
|
|
108 | (37) |
|
|
|
|
|
|
108 | (1) |
|
Sources of School Districts' Authority |
|
|
109 | (1) |
|
The In Loco Parentis Doctrine |
|
|
109 | (1) |
|
Common Law of the Schools |
|
|
110 | (1) |
|
The Legal Authority of the State |
|
|
111 | (1) |
|
Basic Constitutional Rights |
|
|
111 | (1) |
|
|
|
111 | (1) |
|
Other Constitutional Rights |
|
|
112 | (1) |
|
Freedom of Speech and Expression |
|
|
112 | (1) |
|
|
|
112 | (1) |
|
Freedom of Dress and Appearance |
|
|
115 | (1) |
|
|
|
116 | (1) |
|
|
|
119 | (1) |
|
The Family Educational Rights and Privacy Act of 1974 |
|
|
119 | (1) |
|
Sharing Student Information |
|
|
120 | (1) |
|
Reasonable Search and Seizure |
|
|
122 | (3) |
|
Discipline in the Schools |
|
|
125 | (1) |
|
|
|
125 | (1) |
|
Suspensions and Expulsions |
|
|
127 | (1) |
|
Discipline of Children with Disabilities |
|
|
131 | (1) |
|
|
|
132 | (1) |
|
|
|
132 | (1) |
|
Attendance and Certain Groups of Children |
|
|
134 | (1) |
|
Children Who are Homeless |
|
|
134 | (1) |
|
Children with Disabilities |
|
|
135 | (1) |
|
Children with Religious Objections to Public School Attendance |
|
|
135 | (1) |
|
Children Who Do Not Attend School |
|
|
136 | (1) |
|
Negative Consequences for Absent Children |
|
|
138 | (1) |
|
|
|
139 | (2) |
|
|
|
141 | (1) |
|
|
|
142 | (3) |
|
|
|
145 | (37) |
|
Ron Avi Astor, Roxana Marachi, Rami Benbenishty, |
|
|
|
|
|
145 | (1) |
|
|
|
145 | (1) |
|
The Myth of a Continual Rise in School Violence Rates |
|
|
146 | (7) |
|
|
|
153 | (1) |
|
Characteristics of Ineffective Interventions |
|
|
153 | (1) |
|
|
|
156 | (1) |
|
Social Work Research Contributions to Cultural Understandings of School Violence |
|
|
157 | (1) |
|
Common Types of Interventions that Schools and School Social Workers are Using |
|
|
157 | (1) |
|
|
|
159 | (1) |
|
Promising Prevention and Intervention Programs |
|
|
159 | (1) |
|
Monitoring and Mapping as Methods and a Process |
|
|
167 | (7) |
|
|
|
174 | (1) |
|
|
|
174 | (1) |
|
Suggested Class Activities |
|
|
175 | (1) |
|
|
|
176 | (1) |
|
|
|
177 | (5) |
|
7 Children with Disabilities |
|
|
182 | (40) |
|
|
|
|
|
|
182 | (1) |
|
Background and Early Influences |
|
|
182 | (5) |
|
Landmark Legislation: The Education for All Handicapped Children Act of 1975 (P.L. 94-142) |
|
|
187 | (1) |
|
No Child Left Behind Act of 2001 |
|
|
188 | (1) |
|
The Individuals with Disabilities Education Act (IDEA) Today |
|
|
189 | (1) |
|
Critical Elements of the IDEA |
|
|
191 | (7) |
|
Individualized Education Program (IEP) |
|
|
198 | (2) |
|
|
|
200 | (1) |
|
|
|
201 | (1) |
|
|
|
201 | (1) |
|
|
|
202 | (1) |
|
Renewed Attention to the Primacy of Emotional Development |
|
|
202 | (1) |
|
Functional Behavioral Assessment |
|
|
202 | (1) |
|
|
|
203 | (1) |
|
|
|
204 | (1) |
|
Inclusion – Implementing the LRE |
|
|
204 | (1) |
|
|
|
205 | (1) |
|
Minority Representation in Special Education |
|
|
206 | (1) |
|
Research in Special Education |
|
|
207 | (1) |
|
Advances in Early Intervention |
|
|
208 | (1) |
|
Special Education Philosophy and Intervention |
|
|
208 | (1) |
|
Parent–Professional Relationships |
|
|
209 | (1) |
|
|
|
210 | (2) |
|
|
|
212 | (1) |
|
Implications for Social Workers |
|
|
212 | (1) |
|
|
|
213 | (1) |
|
|
|
214 | (1) |
|
|
|
215 | (7) |
|
8 Some Target Groups of Children |
|
|
222 | (40) |
|
|
|
|
|
|
222 | (1) |
|
|
|
223 | (4) |
|
The Concept of Pupil Life Tasks |
|
|
227 | (2) |
|
Pupils Who Are at Risk of School Failure |
|
|
229 | (1) |
|
The Disadvantaged Preschooler |
|
|
229 | (1) |
|
Children from Low-Income Areas |
|
|
234 | (1) |
|
|
|
234 | (1) |
|
|
|
236 | (1) |
|
|
|
237 | (1) |
|
|
|
241 | (1) |
|
|
|
242 | (1) |
|
Abused and Neglected Children |
|
|
242 | (1) |
|
Gang Violence and Delinquent Behaviors |
|
|
245 | (1) |
|
|
|
247 | (1) |
|
|
|
249 | (1) |
|
Gifted and Talented Youth |
|
|
250 | (2) |
|
|
|
252 | (1) |
|
|
|
253 | (1) |
|
|
|
254 | (1) |
|
|
|
255 | (7) |
|
9 Securing Equal Educational Opportunity: Language, Race, Gender and Sexual Orientation |
|
|
262 | (31) |
|
|
|
|
|
|
262 | (1) |
|
Bilingual and Bicultural Education |
|
|
263 | (1) |
|
Antecedent Movements in the United States |
|
|
264 | (1) |
|
The Move to Americanize Immigrant Children |
|
|
265 | (1) |
|
The Emergence of a New Philosophy |
|
|
265 | (1) |
|
Definition and Intent of Bilingual and Bicultural Education |
|
|
265 | (1) |
|
The Legal Framework of Bilingual and Bicultural Education |
|
|
266 | (1) |
|
Court Challenges and Bilingual Education |
|
|
268 | (1) |
|
A Serious Threat to Bilingual Education |
|
|
270 | (1) |
|
The No Child Left Behind Act |
|
|
270 | (1) |
|
Background of Desegregation—Integration Efforts |
|
|
271 | (1) |
|
The Challenge: Brown v. Board of Education of Topeka |
|
|
272 | (1) |
|
Implementation of the Brown Decision |
|
|
273 | (1) |
|
|
|
273 | (1) |
|
Busing Students and Racial Balance: A Legal and Political Issue |
|
|
273 | (1) |
|
The Major Question Raised by the Busing Controversy |
|
|
275 | (1) |
|
Does School Desegregation Accelerate "White Flight"? |
|
|
276 | (1) |
|
A Return to Racial Isolation |
|
|
277 | (1) |
|
Conditions for Successful Desegregation |
|
|
278 | (1) |
|
Is the Country Desegregated? |
|
|
279 | (1) |
|
Gender and Educational Opportunity |
|
|
280 | (1) |
|
The Systematic Relationship Between Sex-Role Development and Educational Practices |
|
|
280 | (1) |
|
Legal Provisions: Sex Discrimination in Public Schools |
|
|
282 | (1) |
|
Sex Discrimination and Pregnancy |
|
|
282 | (1) |
|
|
|
284 | (2) |
|
Sexual Orientation and Equal Educational Opportunity |
|
|
286 | (2) |
|
Equal Educational Opportunity: Social Work Values and Practices |
|
|
288 | (1) |
|
|
|
289 | (1) |
|
|
|
289 | (1) |
|
|
|
289 | (4) |
| PART FOUR Planning, Implementing, and Evaluating Social Work Services in Schools |
|
|
10 The Design of Social Work Services |
|
|
293 | (105) |
|
Mary Beth Harris, Cynthia Franklin, Laura Hopson |
|
|
|
|
|
293 | (1) |
|
|
|
293 | (1) |
|
School Organizational Context |
|
|
294 | (1) |
|
Needs and Sociopolitical Demands of Multiple Stakeholders |
|
|
295 | (1) |
|
|
|
295 | (1) |
|
Political Dimensions in the Organization |
|
|
295 | (1) |
|
Developing a Relationship of Trust with School Personnel |
|
|
296 | (1) |
|
Interprofessional Practice |
|
|
297 | (1) |
|
Research on the Effects of School Culture and Collaboration |
|
|
298 | (1) |
|
Conducting an Assessment of School Culture |
|
|
298 | (1) |
|
A System of Integrated Services |
|
|
299 | (1) |
|
|
|
299 | (1) |
|
|
|
299 | (1) |
|
Assessing Sociopolitical Dynamics of School and Community |
|
|
301 | (1) |
|
Family and Parents Context |
|
|
301 | (1) |
|
Socioeconomic Family Trends |
|
|
303 | (1) |
|
|
|
303 | (1) |
|
Working with School and Family |
|
|
304 | (2) |
|
Assessing Oneself in Preparation for Services Delivery |
|
|
306 | (1) |
|
Culturally Competent Assessment |
|
|
306 | (1) |
|
Assessing Professional Values and Ethics |
|
|
306 | (1) |
|
Assessing Professional Competency |
|
|
307 | (1) |
|
Designing Empirically Supported Interventions Around Needs of the School |
|
|
308 | (1) |
|
Matching Interventions to Diverse Client Groups and School Needs |
|
|
308 | (1) |
|
Reconciling School and Social Work Outcome Priorities |
|
|
308 | (1) |
|
Evidenced-Based Programs that Work |
|
|
308 | (1) |
|
Selecting an Evidence-Based |
|
|
|
|
|
309 | (1) |
|
Services Evaluation and Reporting |
|
|
310 | (1) |
|
Standards and Accountability |
|
|
310 | (1) |
|
Social Work Services Plan |
|
|
310 | (1) |
|
Reporting School Social Work Services |
|
|
311 | (1) |
|
|
|
311 | (1) |
|
|
|
311 | (1) |
|
|
|
312 | (1) |
|
|
|
313 | (4) |
|
11 The Delivery of School Social Work Services |
|
|
317 | (44) |
|
Cynthia Franklin, Mary Beth Harris |
|
|
|
|
|
317 | (1) |
|
Expanded School Mental Health and School-Linked Services |
|
|
317 | (1) |
|
Resources for Expanded School Mental Health Services |
|
|
318 | (1) |
|
Consequences for School Social Work Services Delivery |
|
|
319 | (1) |
|
Controversies for School Social Work Services Delivery |
|
|
319 | (2) |
|
Emerging Roles of School Social Workers within Expanded School Mental Health and School-Linked Services |
|
|
321 | (1) |
|
|
|
321 | (1) |
|
Assessment and Outcome Measurement within Evidenced-Based Practice |
|
|
330 | (1) |
|
Current Intervention Roles |
|
|
331 | (1) |
|
|
|
331 | (1) |
|
|
|
331 | (1) |
|
|
|
334 | (1) |
|
|
|
334 | (1) |
|
|
|
335 | (1) |
|
|
|
337 | (1) |
|
|
|
337 | (1) |
|
|
|
338 | (1) |
|
|
|
338 | (1) |
|
|
|
339 | (1) |
|
|
|
339 | (1) |
|
Policy Initiator and Developer |
|
|
340 | (1) |
|
Specialized Intervention Skills |
|
|
340 | (1) |
|
Intervention with Individual Students |
|
|
340 | (1) |
|
|
|
340 | (1) |
|
Working with Emotionally and Behaviorally Disturbed Students |
|
|
341 | (1) |
|
Severe Behavior Problems and Conduct Disorder |
|
|
341 | (1) |
|
Helping Individual Students with Conduct Disorder |
|
|
342 | (1) |
|
Interventions with Bullying and Aggressive Behaviors |
|
|
342 | (1) |
|
|
|
342 | (1) |
|
Intervention with Families |
|
|
344 | (1) |
|
Foster Families and Children |
|
|
345 | (1) |
|
|
|
346 | (1) |
|
Interventions with Groups |
|
|
347 | (1) |
|
Intervention with Classrooms |
|
|
348 | (1) |
|
Intervention with the School |
|
|
350 | (1) |
|
|
|
350 | (1) |
|
|
|
351 | (1) |
|
|
|
351 | (2) |
|
Annotated Bibliography for Social Work Intervention with Pupils, Small Groups, Classrooms, Schools, Families, and Communities |
|
|
353 | (3) |
|
|
|
356 | (1) |
|
|
|
356 | (5) |
|
12 Evaluating Practice and Programs |
|
|
361 | (37) |
|
|
|
|
|
|
361 | (1) |
|
Program and Practice Evaluation: Meaning and Context |
|
|
361 | (1) |
|
Embedding the Evaluation in Culture |
|
|
363 | (3) |
|
Process and Outcome Evaluation: Compatibility and Purpose |
|
|
366 | (5) |
|
Designing and Implementing Evaluation Studies |
|
|
371 | (18) |
|
Ethical and Human Subjects Issues in Evaluation |
|
|
389 | (4) |
|
|
|
393 | (1) |
|
Annotated Bibliography of Evaluation Resources |
|
|
394 | (1) |
|
|
|
394 | (4) |
| Appendix I An Example of Rural Practice |
|
398 | (9) |
|
|
|
398 | (1) |
|
Making a Contract for Service |
|
|
399 | (1) |
|
Design of Social Work Service to Meet Objectives |
|
|
399 | (7) |
|
Objective 1. To Provide a Satisfying First Year Professional Experience for the New Elementary School Teachers |
|
|
399 | (2) |
|
Objective 2. To Strengthen the Coping Abilities of Families |
|
|
401 | (2) |
|
Objective 3. To Increase the Social Functioning of Three High-School Girls Referred for Disruptive Behavior in the Classroom |
|
|
403 | (3) |
|
|
|
406 | (1) |
| Appendix II An Example of Urban Practice |
|
407 | (7) |
|
|
|
407 | (2) |
|
|
|
407 | (1) |
|
|
|
408 | (1) |
|
Plan for Social Work Services Based on a Needs Assessment |
|
|
409 | (5) |
| Appendix III Assessment of Adaptive Behavior and Individual Education Program |
|
414 | (2) |
|
|
|
414 | (2) |
|
|
|
414 | (1) |
|
|
|
414 | (1) |
|
Multidisciplinary Staff Meeting |
|
|
415 | (1) |
|
Individual Educational Program |
|
|
415 | (1) |
| Index |
|
416 | |
Other versions by this Author
