Social Work Services in Schools

by Allen-Meares, Paula

Edition: 6th

ISBN13: 9780205627127

ISBN10: 0205627129

Format: Hardcover

Pub. Date: 2009-07-31

Publisher(s): Pearson

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Summary

This comprehensive school social work text discusses major issues confronting education as well as practice directions for the design, delivery, and evaluation of school social work services. The Sixth Edition features a broader ecological perspective and more attention to the effects of federal reforms, poverty, multiculturalism, and prevention efforts. It offers information on recent legislation and litigation, servicing disabled pupils, dealing with violence in the schools, and counseling gay and lesbian youth. This edition also includes more case material and examples to illustrate the concepts being discussed.

Author Biography

Paula Allen-Meares is currently Chancellor and John Corbally Presidential Professor at the University of Illinois at Chicago, and Dean Emeritus/Professor Emeritus of Social Work and Education at the University of Michigan, Ann Arbor. Her research interests include school social work, the tasks and functions of social workers employed in educational settings and other organizational variables that influence service delivery; improving the mental health/health of poor children and adolescents of color; adolescent pregnancy, including repeat births among adolescents and young adults; health care utilization, and social integration factors which influence sexual behavior and parenthood; and maternal psychiatric disorders and their direct and indirect effects on parenting skills and developmental outcomes of offspring. In addition, she has published on such topics as conceptual framework for social work and research methodologies. She has served as Principal Investigator on a W.K. Kellogg Foundation Grant, entitled Global Program for Youth, and was Co-Principal Investigator of the NIMH Center on Poverty, Risk, and Mental Health. Dr. Allen-Meares serves as a board member of the New York Academy of Medicine and is a member of the Institute of Medicine of the National Academies (IOM).

Foreword	p. ix
Preface	p. xi
Contributors	p. xiii
Major Issues in American Schools	p. 1
Introduction	p. 1
Purposes of Public Education	p. 2
The Inexorable Link Between Poverty and School Performance	p. 5
Schools, Their Students, and Their Communities	p. 7
School Reform	p. 9
Standards-Based Reform	p. 9
Market-Based Reforms	p. 10
The School as Community Hub	p. 14
Early Childhood Care and Pre-K Education	p. 14
Children's Health and Schools	p. 15
Finance	p. 16
Conclusion	p. 18
Case for Class Discussion	p. 19
For Study and Discussion	p. 20
Additional Readings	p. 20
School Social Work: Historical Development, Influences, and Practices	p. 23
Introduction	p. 23
The Establishment of School Social Work	p. 24
Early Influences	p. 24
Early Definitions	p. 26
Expansion in the 1920s	p. 26
Influence of the Mental Hygiene Movement	p. 27
Shifting Goals of the 1930s	p. 27
Emphasis on Social Casework 1940-1960	p. 28
Changing Goals and Methods in the 1960s	p. 29
Expansion in the 1970s: The Call for Leadership	p. 32
1980s: The Interface of Social Work and Education	p. 37
1990s-Present	p. 38
Conclusion	p. 40
For Study and Discussion	p. 47
Additional Readings	p. 47
Social Organization and Schools: A General Systems Theory Perspective	p. 48
Introduction	p. 48
A General Systems Theory Perspective	p. 48
Schools as Goal Oriented	p. 49
Subsystems	p. 51
Suprasystems	p. 52
Social Organization	p. 53
Schools	p. 55
Communities	p. 57
Conclusion	p. 60
Implications for Social Work Practice in Schools	p. 60
For Study and Discussion	p. 63
Additional Readings	p. 63
An Ecological Perspective of Social Work Services in Schools	p. 65
Introduction	p. 65
The Profession of Social Work	p. 65
Values	p. 66
Purpose	p. 67
Knowledge	p. 67
Sanction	p. 68
Intervention Methods	p. 69
The Ecological Perspective	p. 69
Case Illustration	p. 72
Case Illustration	p. 74
Case Illustration	p. 75
Risk and Resiliency	p. 76
Ecological Environments	p. 77
A Framework for Specialization in School Social Work	p. 84
Conclusion	p. 85
For Study and Discussion	p. 85
Additional Readings	p. 86
Student Rights and Control of Behavior	p. 88
Introduction	p. 88
Sources of School Districts' Authority	p. 89
The In Loco Parentis Doctrine	p. 89
Common Law of the Schools	p. 90
The Legal Authority of the State	p. 90
Basic Constitutional Rights	p. 91
Due Process	p. 91
Other Constitutional Rights	p. 92
Freedom of Speech and Expression	p. 92
The Tinker Case	p. 92
Freedom of Dress and Appearance	p. 95
Freedom of Religion	p. 97
Other Privacy Issues	p. 100
The Family Educational Rights and Privacy Act of 1974	p. 100
Sharing Student Information	p. 101
Reasonable Search and Seizure	p. 102
Discipline in the Schools	p. 107
Corporal Punishment	p. 107
Suspensions and Expulsions	p. 110
Discipline of Children with Disabilities	p. 113
School Attendance	p. 115
Compulsory Education	p. 115
Attendance and Certain Groups of Children	p. 117
Children Who Are Homeless	p. 117
Children with Disabilities	p. 117
Children with Religious Objections to Public School Attendance	p. 118
Children Who Do Not Attend School	p. 119
Negative Consequences for Absent Children	p. 120
Conclusion	p. 122
For Study and Discussion	p. 124
Violence in Schools	p. 125
Introduction	p. 125
Major Trends and Issues	p. 125
The Myth of a Continual Rise in School Violence Rates	p. 126
Types of Interventions	p. 133
Characteristics of Ineffective Interventions	p. 133
Cultural Considerations	p. 136
Social Work Research Contributions to Cultural Understandings of School Violence	p. 137
Common Types of Interventions That Schools and School Social Workers Are Using	p. 137
Program Interventions	p. 139
Promising Prevention and Intervention Programs	p. 139
Monitoring and Mapping as Methods and a Process	p. 147
Conclusion	p. 152
For Study and Discussion	p. 155
Suggested Class Activities	p. 155
Additional Readings	p. 155
Web Sites with School Violence Prevention Information and Links to Many Other Useful Sites	p. 156
Children with Disabilities	p. 157
Introduction	p. 157
Background and Early Influences	p. 157
Landmark Legislation: The Education for All Handicapped Children Act of 1975 (P.L. 94-142)	p. 162
No Child Left Behind Act of 2001	p. 162
The Individuals with Disabilities Education Act (IDEA) Today	p. 163
Critical Elements of the IDEA	p. 166
Section 504 Plans	p. 177
Issues in Implementation	p. 178
Renewed Attention to the Primacy of Emotional Development	p. 178
Special Education Philosophy and Early Intervention	p. 179
Functional Behavioral Assessment	p. 179
Discipline	p. 180
Accountability	p. 181
Minority Representation in Special Education	p. 182
Research in Special Education	p. 184
Preschool Inclusion	p. 184
Parent-Professional Relationships and Collaboration	p. 186
Conclusion	p. 187
Implications for Social Workers	p. 187
For Study and Discussion	p. 188
Additional Readings	p. 189
Some Target Groups of Children	p. 191
Introduction	p. 191
Enrollment and Staffing	p. 192
The Concept of Pupil Life Tasks	p. 195
Pupils Who Are at Risk of School Failure	p. 196
At-Risk Preschoolers	p. 196
Children from Low-Income Areas	p. 200
The Migrant Child	p. 201
Homeless Children	p. 202
Adolescent Parents	p. 203
AIDS and Youth	p. 207
Gay and Lesbian Youth	p. 208
Abused and Neglected Children	p. 209
Kinship Care	p. 213
Gang Violence and Delinquent Behaviors	p. 213
Nonattenders	p. 214
Drug and Alcohol Users	p. 216
Gifted and Talented Youth	p. 217
Conclusion	p. 219
For Study and Discussion	p. 220
Additional Readings	p. 221
Securing Equal Educational Opportunity: Language, Race, Gender, and Sexual Orientation	p. 222
Introduction	p. 222
Bilingual and Bicultural Education	p. 223
Antecedent Language Movements in the United States	p. 224
The Move to Americanize Immigrant Children	p. 225
The Reemergence of Bilingual Education	p. 225
Definition of Bilingual and Bicultural Education	p. 226
The Beginning Legal Framework of Bilingual and Bicultural Education	p. 226
The No Child Left Behind Act	p. 228
The Courts and Bilingual Education	p. 229
The U.S. Supreme Court and Bilingual Education	p. 229
Other Court Involvement and Bilingual Education	p. 231
Courts and the No Child Left Behind Act	p. 233
Background of Desegregation-Integration Efforts	p. 234
The Challenge: Brown v. Board of Education of Topeka	p. 235
Implementation of the Brown Decision	p. 236
The Neighborhood School	p. 236
Busing Students and Racial Balance: A Legal and Political Issue	p. 236
The Major Question Raised by the Busing Controversy	p. 238
School Desegregation and "White Flight"	p. 239
Continued U.S. Supreme Court Involvement in Desegregation Efforts	p. 240
The U.S. Supreme Court and Resegregation	p. 241
The Supreme Court and the Voluntary Use of Diversity Criteria	p. 243
A Return to Racial Isolation	p. 244
Conditions for Successful Desegregation	p. 244
Is the Country Desegregated?	p. 245
Gender and Educational Opportunity	p. 245
The Systematic Relationship Between Sex-Role Development and Educational Practices	p. 246
Legal Provisions: Sex Discrimination in Public Schools	p. 247
Sex Discrimination and Pregnancy	p. 248
Sexual Harassment and Title IX	p. 249
Sexual Orientation and Equal Educational Opportunity	p. 251
Equal Educational Opportunity: Social Work Values and Practices	p. 254
For Study and Discussion	p. 255
The Design of Social Work Services	p. 256
Introduction	p. 256
Individual Context	p. 256
School Organizational Context	p. 257
Needs and Sociopolitical Demands of Multiple Stakeholders	p. 258
Administrative Style	p. 258
Political Dimensions in the Organization	p. 258
Developing a Relationship of Trust with School Personnel	p. 259
Interprofessional Practice	p. 260
Research on the Effects of School Culture and Collaboration	p. 261
Conducting an Assessment of School Culture	p. 262
A System of Integrated Services	p. 262
An Ecosystems Model	p. 263
Community Context	p. 263
Assessing Sociopolitical Dynamics of School and Community	p. 264
Family and Parents Context	p. 265
Socioeconomic Family Trends	p. 266
Family Diversity	p. 267
Working with School and Family	p. 267
Assessing Oneself in Preparation for Services Delivery	p. 269
Culturally Competent Assessment	p. 270
Assessing Professional Values and Ethics	p. 270
Assessing Professional Competency	p. 271
Designing Empirically Supported Interventions Around Needs of the School	p. 272
Matching Interventions to Diverse Client Groups and School Needs	p. 272
Reconciling School and Social Work Outcome Priorities	p. 272
Evidence-Based Programs That Work	p. 272
Selecting an Evidence-Based Program That Fits	p. 274
Services Evaluation and Reporting	p. 274
Standards and Accountability	p. 274
Social Work Services Plan	p. 275
Reporting School Social Work Services	p. 275
Conclusion	p. 276
For Study and Discussion	p. 276
Additional Readings	p. 276
The Delivery of School Social Work Services	p. 278
Introduction	p. 278
Expanded School Mental Health and School-Linked Services	p. 278
Resources for Expanded School Mental Health Services	p. 279
Consequences for School Social Work Services Delivery	p. 280
Controversies for School Social Work Services Delivery	p. 280
Emerging Roles of School Social Workers Within Expanded School Mental Health and School-Linked Services	p. 281
Ethics in School Social Work Practice	p. 282
Evidence-Based Practice	p. 284
Preparing for EBP	p. 285
Current Intervention Roles	p. 294
Consultant	p. 294
Clinical Interventionist	p. 298
Enabler and Facilitator	p. 299
Collaborator	p. 300
Educator	p. 301
Mediator	p. 301
Advocate	p. 302
Diversity Specialist	p. 302
Manager	p. 303
Case Manager and Broker	p. 303
Community Intervention	p. 304
Policy Initiator and Developer	p. 304
Specialized Intervention Skills	p. 305
Intervention with Individual Students	p. 305
Crisis Intervention	p. 305
Working with Emotionally and Behaviorally Disturbed Students	p. 306
Severe Behavior Problems and Conduct Disorder	p. 306
Helping Individual Students with Conduct Disorder	p. 306
Interventions with Bullying and Aggressive Behaviors	p. 307
Violence Prevention	p. 307
Intervention with Families	p. 308
Foster Families and Children	p. 310
Immigrant Families	p. 311
Interventions with Groups	p. 311
Intervention with Classrooms	p. 313
Intervention with the School	p. 313
Conclusion	p. 316
For Study and Discussion	p. 317
Additional Readings	p. 317
Annotated Bibliography for Social Work Intervention with Pupils, Small Groups, Classrooms, Schools, Families, and Communities	p. 319
Evaluating School Social Work	p. 322
Introduction	p. 322
Program and Practice Evaluation: Meaning and Context	p. 323
Why Evaluate Programs?	p. 323
Why Evaluate Practice?	p. 323
Politics of Context	p. 324
Role of the Evaluator	p. 326
Evaluability Assessment	p. 327
Process and Outcome Evaluation: Compatibility and Purpose	p. 328
Process Evaluation	p. 328
Outcome Evaluation	p. 329
Process and Outcome: One Without the Other	p. 330
Needs Assessment	p. 332
Designing and Implementing Evaluation Studies	p. 333
Measurement Issues	p. 336
Selection of Instruments	p. 339
When Goals or Outcomes Are Not Achieved	p. 340
Selected Types of Single-System Designs Useful in Evaluating School Social Work Services	p. 341
Designs for Evaluation	p. 342
Selected Group Research Designs for Evaluating School Social Work Practices	p. 349
The Pretest-Posttest Design (O1-X-O2)	p. 349
The Pretest-Posttest Comparison Group Design	p. 351
The Randomized Controlled Clinical Trial (RCT)	p. 352
Preparing an End-of-the-Year Summary Report	p. 353
Ethical and Human Subjects Issues in Evaluation	p. 357
Conclusion	p. 358
For Study and Discussion	p. 358
Annotated Bibliography of Evaluation Resources	p. 359
An Example of Rural Practice	p. 360
An Example of Urban Practice	p. 368
Assessment of Adaptive Behavior and Individual Education Program	p. 374
References	p. 376
Index	p. 410
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