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Identity structure analysis as a means to explore social worker professional identity
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Marta B. Erdos, Rebeka Javor, Balázs Ákos Vass
Social worker interviewees represented a great variety of the professional areas (family support, homeless care, addiction treatment centre, hospice care, centre for persons with learning disabilities, school social work and community development in state, NGO, and church-based institutions). Interview questions differed according to the goals of the three different types of interviews. The method was a thematic analysis, including some narrative aspects in types 1 and 3 interviews.
Career Paths and Contributions of Four Cohorts of IV-E Funded MSW Child Welfare Graduates
Published in Katharine Briar-Lawson, Joan Levy Zlotnik, Evaluation Research in Child Welfare: Improving Outcomes Through University-Public Agency Partnerships, 2018
Sandra C. Robin, C. David Hollister
Table 4 indicates that the graduates responding had moved around a certain amount within the field of child welfare, broadly defined, but that almost all of them at the time of the survey still remained in some aspect of child welfare. At the time of the survey all but three of the 32 IV-E graduates responding were continuing to work in some aspect of child welfare, if school social work is included as a part of child welfare. (Five of the 32 graduates had started or moved into school social work.) Moreover, twelve of the thirty-two (38%) had clearly experienced promotions or advancement in their agencies. Others had changed agencies and it was sometimes difficult to tell if the change represented an advancement in responsibilities.
Outcome Measures 3: Education, Leisure and Respite Care
Published in Caroline Glendinning, A Single Door, 2015
Working relationships between special school staff, families and social workers appear to vary widely. In some local authorities a close relationship is facilitated by the attachment of a specialist social worker to each special school. However, without such special appointments, it appears that liaison with special schools, and between schools and families, is not a common feature of generic, community-based social work. For example, one evaluative study of special school social work attachments found that they were welcomed by school staff precisely because the schools 'had experienced difficulties in obtaining social work input' (Kiernan, 1982, p. 2.6).
Creating an Afro-sensed, Community-engaged School: Views from Parents and School Personnel
Published in Journal of Progressive Human Services, 2020
Allucia Lulu Shokane, Mogomme Alpheus Masoga, Lisa V. Blitz
School social work is a specialized field of practice that can strive to engage families, prevent problems, and promote education. In each country and locality, school social work takes a different form and different titles are used for the social workers working in the schools. For instance, in the United States (US) they are referred as school social workers, while in the United Kingdom (UK) they are referred as education welfare officers (Huxtable & Blyth, 2002). The manner in which the school social work services is rendered differs across countries as well. According to Huxtable and Blyth (2002), school social work that as practiced in the US is prominent for providing comprehensive services at school such as playing various roles of case manager, advocate, facilitator, liaison, coordinator and consultant, whereas in the UK the main focus is on school attendance.
Cultural Complexity Thinking by Social Workers in Their Address of Sustainable Development Goals in a Culturally Diverse South Africa
Published in Journal of Progressive Human Services, 2020
The contribution of social workers is well suited to school social work, as the Encyclopedia of Social Work (NASW, 1995) defines school social work as an application of social work principles and methods to the advantage of the goals of the school. With the first pillar of quality education, social workers in South Africa can provide services that include indigenous knowledge to promote learning, for example by including the use of stones and waste bottle caps to create visual mathematical calculations. The use of such indigenous methods to facilitate mathematical learning may demonstrate social workers’ understanding of cultural complex knowledge that exists in the environment of learning. Social workers’ contributions in the second pillar can focus on the use of the knowledge learned in class during their therapeutic sessions to facilitate the application of knowledge to practice. Social workers’ contribution to the third pillar can include linking learners from a similar cultural background to create a support system. This would demonstrate social workers’ ability to recognize ethnic discrimination in communities based on one’s culture. In the last pillar of education quality, they may focus on identifying learners’ strengths and use those strengths to facilitate learning. This social workers can do by looking at cultural activities in which learners excel and using those activities to facilitate learning.
School Social Workers’ Perceptions of School Safety and Security in Today’s Schools: A Survey of Practitioners Across the United States
Published in Journal of School Violence, 2018
Matthew J. Cuellar, Susan E. Elswick, Matthew T. Theriot
Data from 229 school social workers were included in analyses. The majority of participants were female (93.7%) and White (88.5%). A large majority reported having a Master of Social Work degree (90.7%) and held a professional social work license (state-issued School Social Work Certificate—61.1%; Licensed Clinical Social Worker (LCSW)—36.2%; NASW Other—2.2%). Demographic information drawn from these data are consistent with that of previous surveys of school social workers in the United States over the past 20 years (Allen-Meares, 1994; Astor, Behre, Fravil, & Wallace, 1997; Kelly et al., 2010b; Kelly, Berzin, et al., 2010; Kelly et al., 2015). Over 91% of participants reported working in public school systems, and all states were represented except Oregon, Idaho, Montana, Nevada, Oklahoma, Nebraska, South Dakota, New Mexico, West Virginia, New Hampshire, and Vermont.