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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).
Military Children: Unique Risks for Mental Health and Wellbeing and Implications for School-Based Social Work Support
Published in Smith College Studies in Social Work, 2022
John Frederick, Philip Siebler
Ms Brown consulted with the school social worker prior to the parent-teacher meeting because she was worried about Amelia. The school social worker was conscious that the school had limited knowledge of the needs of military children. She validated Ms Brown’s empathic response to Amelia regarding her concerns for her father expressed in her diary writing and tearful response. She also provided some context for Ms Brown in relation to a military child’s experiences with the deployment of a parent, such as worries for their safety, the impact of media reporting on children, and potential effects in academic and social areas at school (Mmari et al., 2009). In addition, the school social worker outlined how mobility for military children posed many challenges. Ms Brown said she had no experience with the military and, like most civilian school staff, was unaware of the presence of military children in the school or her class (Castillo et al., 2017). The school social worker observed that Ann was also likely to be adversely affected, given that frequent moves can cause parents to be physically and emotionally exhausted, and thus less emotionally available to their children (Drummet et al., 2003).
Promoting children and adolescents’ mental health, and child and adolescent psychiatry: An editorial
Published in International Journal of Mental Health, 2021
Alexis Revet, A. A. A. Manik J. Djelantik, Eric Bui
In this issue of the International Journal of Mental Health, Savolainen et al. (2020) present the results from a study among Finnish early childhood education and health professionals investigating current children’s mental health promotion practices, focusing more specifically on children’s mental health services and multidisciplinary collaboration between social and health care services and early childhood education. Overall, respondents indicated relatively poor satisfaction toward most aspects of current mental health promotion. They experienced challenges in the collaboration between the affected families of the children, school, social work and the mental health services. Furthermore, there were challenges because of a lack of personnel and in attitudes (e.g. staff is unwilling to change established practices). These findings suggest an urgent need for promoting children’s mental health and mental health services.
The Fundamental Ethical Concern Is Lack of School Resources to Ensure Student Well-Being
Published in The American Journal of Bioethics, 2020
Judith Navratil, Carla D. Chugani, Dawn Golden, Barbara Fuhrman, Lisa M. Ripper, Janine Talis, Elizabeth Miller
One of the authors of this commentary (DG) is Director of Pupil Personnel Services for a large urban school district that serves more than 3000 students. The majority of students in the district (65%) are from “low-income” households and (66%) qualify for free or reduced cost lunch (“PDE Data and Reporting,” Pennsylvania Department of Education n.d.). Since the communities served by the district have significant disadvantages and school funding is based in large part on local property tax revenue, resources are extremely limited, especially with regard to staffing. The National Association of Social Workers recommends that schools employ one social worker for every 300 students (National Association of Social Workers, n.d.); at this district, one social worker is responsible for up to 1000 students. This heavy workload would make it extremely difficult for a school social worker to establish the kind of rapport necessary to encourage at-risk students to reveal personal and emotional problems.