| Preface |
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ix | |
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Section I History and General Perspectives in School Social Work |
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1 | (120) |
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The Role of the School Social Worker |
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3 | (25) |
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An Ecological Perspective on Social Work in the Schools |
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28 | (12) |
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The Characteristic Focus of the Social Worker in the Public Schools |
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40 | (18) |
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The Wonderland of Social Work in the Schools, or How Alice Learned to Cope |
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58 | (9) |
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Research and Evaluation: Tools of Practice Development |
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67 | (11) |
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The Effectiveness of School Social Work Practice |
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78 | (22) |
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Christine Anlauf Sabatino |
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Elizabeth March Timberlake |
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Confidentiality in School Social Work: To Share or Not to Share |
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100 | (17) |
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School Social Workers and Confidentiality School Social Work Association of America |
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117 | (4) |
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Section II Policies, Programs, and Mandates for Developing Social Services in the Schools |
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121 | (160) |
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Policies, Programs, and Mandates for Developing Social Services in the Schools |
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123 | (22) |
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The Developing Social, Political, and Economic Context for School Social Work |
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145 | (26) |
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Educational Mandates for Children with Disabilities School Policies, Case Law, and the School Social Worker |
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171 | (18) |
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Family-Centered Services to Infants and Toddlers with or at Risk for Disabilities: IDEA 2004, Part C |
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189 | (16) |
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Conducting and Using Research in the Schools: Practitioners as Agents for Change |
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205 | (20) |
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School Social Work: Organizational Perspectives |
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225 | (15) |
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Conducting a Needs Assessment in a School Setting |
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240 | (17) |
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School Policy Development and the School Social Worker |
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257 | (24) |
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Section III Assessment, Consultation, and Planning |
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281 | (152) |
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Assessment, Multidisciplinary Teamwork, and Consultation: Foundations for Role Development |
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283 | (16) |
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A Framework for Cross-Cultural Practice in School Settings |
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299 | (22) |
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Assessment of the Learning Environment, Case Study Assessment, and Functional Behavior Analyses |
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321 | (18) |
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Collaboration and Consultation: Professional Alliances for Children, Families, and Schools |
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339 | (28) |
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Christine Anlauf Sabatino |
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Classroom Observation Carol Rippey Massat and |
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367 | (12) |
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The Assessment of Adaptive Behavior |
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379 | (13) |
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Inclusive Education and the Least Restrictive Environment (LRE) |
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392 | (15) |
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Setting Goals: The Individualized Education Program and the IFSP: Content, Process, and the School Social Worker's Role |
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407 | (26) |
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Section IV Practice Applications in the Schools |
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433 | (254) |
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Developing and Defining the School Social Worker's Role |
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435 | (12) |
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The Dynamics of Systems Involvement with Children in School: A Case Perspective |
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447 | (7) |
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School Social Work Practice with Families |
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454 | (26) |
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School Social Work Personal Safety Guidelines School Social Work Association of America |
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480 | (6) |
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Attendance and Truancy: Assessment, Prevention, and Intervention Strategies for School Social Workers |
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486 | (18) |
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Case Management, Coordination of Services, and Resource Development |
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504 | (20) |
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Mental Health and School Social Work Helene Moses |
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524 | (20) |
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School Social Work Collaboration with the Child Welfare System |
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544 | (15) |
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Perspectives on Groups for School Social Workers |
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559 | (20) |
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The No-Fault School: Understanding Groups--- Understanding Schools |
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579 | (20) |
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Social Skills Training in Schools: Some Practical Considerations |
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599 | (19) |
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Interpersonal Violence in Schools: Developing Safe and Responsive School Communities |
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618 | (29) |
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School-Based Crisis Intervention for Traumatic Events |
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647 | (23) |
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Mediation as a Form of Peer-Based Conflict Resolution |
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670 | (17) |
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| Index |
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687 | |
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