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Social Work Services in Schools,9780205627127
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Social Work Services in Schools

by
Edition:
6th
ISBN13:

9780205627127

ISBN10:
0205627129
Format:
Hardcover
Pub. Date:
7/31/2009
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).

Table of Contents

Forewordp. ix
Prefacep. xi
Contributorsp. xiii
Major Issues in American Schoolsp. 1
Introductionp. 1
Purposes of Public Educationp. 2
The Inexorable Link Between Poverty and School Performancep. 5
Schools, Their Students, and Their Communitiesp. 7
School Reformp. 9
Standards-Based Reformp. 9
Market-Based Reformsp. 10
The School as Community Hubp. 14
Early Childhood Care and Pre-K Educationp. 14
Children's Health and Schoolsp. 15
Financep. 16
Conclusionp. 18
Case for Class Discussionp. 19
For Study and Discussionp. 20
Additional Readingsp. 20
School Social Work: Historical Development, Influences, and Practicesp. 23
Introductionp. 23
The Establishment of School Social Workp. 24
Early Influencesp. 24
Early Definitionsp. 26
Expansion in the 1920sp. 26
Influence of the Mental Hygiene Movementp. 27
Shifting Goals of the 1930sp. 27
Emphasis on Social Casework 1940-1960p. 28
Changing Goals and Methods in the 1960sp. 29
Expansion in the 1970s: The Call for Leadershipp. 32
1980s: The Interface of Social Work and Educationp. 37
1990s-Presentp. 38
Conclusionp. 40
For Study and Discussionp. 47
Additional Readingsp. 47
Social Organization and Schools: A General Systems Theory Perspectivep. 48
Introductionp. 48
A General Systems Theory Perspectivep. 48
Schools as Goal Orientedp. 49
Subsystemsp. 51
Suprasystemsp. 52
Social Organizationp. 53
Schoolsp. 55
Communitiesp. 57
Conclusionp. 60
Implications for Social Work Practice in Schoolsp. 60
For Study and Discussionp. 63
Additional Readingsp. 63
An Ecological Perspective of Social Work Services in Schoolsp. 65
Introductionp. 65
The Profession of Social Workp. 65
Valuesp. 66
Purposep. 67
Knowledgep. 67
Sanctionp. 68
Intervention Methodsp. 69
The Ecological Perspectivep. 69
Case Illustrationp. 72
Case Illustrationp. 74
Case Illustrationp. 75
Risk and Resiliencyp. 76
Ecological Environmentsp. 77
A Framework for Specialization in School Social Workp. 84
Conclusionp. 85
For Study and Discussionp. 85
Additional Readingsp. 86
Student Rights and Control of Behaviorp. 88
Introductionp. 88
Sources of School Districts' Authorityp. 89
The In Loco Parentis Doctrinep. 89
Common Law of the Schoolsp. 90
The Legal Authority of the Statep. 90
Basic Constitutional Rightsp. 91
Due Processp. 91
Other Constitutional Rightsp. 92
Freedom of Speech and Expressionp. 92
The Tinker Casep. 92
Freedom of Dress and Appearancep. 95
Freedom of Religionp. 97
Other Privacy Issuesp. 100
The Family Educational Rights and Privacy Act of 1974p. 100
Sharing Student Informationp. 101
Reasonable Search and Seizurep. 102
Discipline in the Schoolsp. 107
Corporal Punishmentp. 107
Suspensions and Expulsionsp. 110
Discipline of Children with Disabilitiesp. 113
School Attendancep. 115
Compulsory Educationp. 115
Attendance and Certain Groups of Childrenp. 117
Children Who Are Homelessp. 117
Children with Disabilitiesp. 117
Children with Religious Objections to Public School Attendancep. 118
Children Who Do Not Attend Schoolp. 119
Negative Consequences for Absent Childrenp. 120
Conclusionp. 122
For Study and Discussionp. 124
Violence in Schoolsp. 125
Introductionp. 125
Major Trends and Issuesp. 125
The Myth of a Continual Rise in School Violence Ratesp. 126
Types of Interventionsp. 133
Characteristics of Ineffective Interventionsp. 133
Cultural Considerationsp. 136
Social Work Research Contributions to Cultural Understandings of School Violencep. 137
Common Types of Interventions That Schools and School Social Workers Are Usingp. 137
Program Interventionsp. 139
Promising Prevention and Intervention Programsp. 139
Monitoring and Mapping as Methods and a Processp. 147
Conclusionp. 152
For Study and Discussionp. 155
Suggested Class Activitiesp. 155
Additional Readingsp. 155
Web Sites with School Violence Prevention Information and Links to Many Other Useful Sitesp. 156
Children with Disabilitiesp. 157
Introductionp. 157
Background and Early Influencesp. 157
Landmark Legislation: The Education for All Handicapped Children Act of 1975 (P.L. 94-142)p. 162
No Child Left Behind Act of 2001p. 162
The Individuals with Disabilities Education Act (IDEA) Todayp. 163
Critical Elements of the IDEAp. 166
Section 504 Plansp. 177
Issues in Implementationp. 178
Renewed Attention to the Primacy of Emotional Developmentp. 178
Special Education Philosophy and Early Interventionp. 179
Functional Behavioral Assessmentp. 179
Disciplinep. 180
Accountabilityp. 181
Minority Representation in Special Educationp. 182
Research in Special Educationp. 184
Preschool Inclusionp. 184
Parent-Professional Relationships and Collaborationp. 186
Conclusionp. 187
Implications for Social Workersp. 187
For Study and Discussionp. 188
Additional Readingsp. 189
Some Target Groups of Childrenp. 191
Introductionp. 191
Enrollment and Staffingp. 192
The Concept of Pupil Life Tasksp. 195
Pupils Who Are at Risk of School Failurep. 196
At-Risk Preschoolersp. 196
Children from Low-Income Areasp. 200
The Migrant Childp. 201
Homeless Childrenp. 202
Adolescent Parentsp. 203
AIDS and Youthp. 207
Gay and Lesbian Youthp. 208
Abused and Neglected Childrenp. 209
Kinship Carep. 213
Gang Violence and Delinquent Behaviorsp. 213
Nonattendersp. 214
Drug and Alcohol Usersp. 216
Gifted and Talented Youthp. 217
Conclusionp. 219
For Study and Discussionp. 220
Additional Readingsp. 221
Securing Equal Educational Opportunity: Language, Race, Gender, and Sexual Orientationp. 222
Introductionp. 222
Bilingual and Bicultural Educationp. 223
Antecedent Language Movements in the United Statesp. 224
The Move to Americanize Immigrant Childrenp. 225
The Reemergence of Bilingual Educationp. 225
Definition of Bilingual and Bicultural Educationp. 226
The Beginning Legal Framework of Bilingual and Bicultural Educationp. 226
The No Child Left Behind Actp. 228
The Courts and Bilingual Educationp. 229
The U.S. Supreme Court and Bilingual Educationp. 229
Other Court Involvement and Bilingual Educationp. 231
Courts and the No Child Left Behind Actp. 233
Background of Desegregation-Integration Effortsp. 234
The Challenge: Brown v. Board of Education of Topekap. 235
Implementation of the Brown Decisionp. 236
The Neighborhood Schoolp. 236
Busing Students and Racial Balance: A Legal and Political Issuep. 236
The Major Question Raised by the Busing Controversyp. 238
School Desegregation and "White Flight"p. 239
Continued U.S. Supreme Court Involvement in Desegregation Effortsp. 240
The U.S. Supreme Court and Resegregationp. 241
The Supreme Court and the Voluntary Use of Diversity Criteriap. 243
A Return to Racial Isolationp. 244
Conditions for Successful Desegregationp. 244
Is the Country Desegregated?p. 245
Gender and Educational Opportunityp. 245
The Systematic Relationship Between Sex-Role Development and Educational Practicesp. 246
Legal Provisions: Sex Discrimination in Public Schoolsp. 247
Sex Discrimination and Pregnancyp. 248
Sexual Harassment and Title IXp. 249
Sexual Orientation and Equal Educational Opportunityp. 251
Equal Educational Opportunity: Social Work Values and Practicesp. 254
For Study and Discussionp. 255
The Design of Social Work Servicesp. 256
Introductionp. 256
Individual Contextp. 256
School Organizational Contextp. 257
Needs and Sociopolitical Demands of Multiple Stakeholdersp. 258
Administrative Stylep. 258
Political Dimensions in the Organizationp. 258
Developing a Relationship of Trust with School Personnelp. 259
Interprofessional Practicep. 260
Research on the Effects of School Culture and Collaborationp. 261
Conducting an Assessment of School Culturep. 262
A System of Integrated Servicesp. 262
An Ecosystems Modelp. 263
Community Contextp. 263
Assessing Sociopolitical Dynamics of School and Communityp. 264
Family and Parents Contextp. 265
Socioeconomic Family Trendsp. 266
Family Diversityp. 267
Working with School and Familyp. 267
Assessing Oneself in Preparation for Services Deliveryp. 269
Culturally Competent Assessmentp. 270
Assessing Professional Values and Ethicsp. 270
Assessing Professional Competencyp. 271
Designing Empirically Supported Interventions Around Needs of the Schoolp. 272
Matching Interventions to Diverse Client Groups and School Needsp. 272
Reconciling School and Social Work Outcome Prioritiesp. 272
Evidence-Based Programs That Workp. 272
Selecting an Evidence-Based Program That Fitsp. 274
Services Evaluation and Reportingp. 274
Standards and Accountabilityp. 274
Social Work Services Planp. 275
Reporting School Social Work Servicesp. 275
Conclusionp. 276
For Study and Discussionp. 276
Additional Readingsp. 276
The Delivery of School Social Work Servicesp. 278
Introductionp. 278
Expanded School Mental Health and School-Linked Servicesp. 278
Resources for Expanded School Mental Health Servicesp. 279
Consequences for School Social Work Services Deliveryp. 280
Controversies for School Social Work Services Deliveryp. 280
Emerging Roles of School Social Workers Within Expanded School Mental Health and School-Linked Servicesp. 281
Ethics in School Social Work Practicep. 282
Evidence-Based Practicep. 284
Preparing for EBPp. 285
Current Intervention Rolesp. 294
Consultantp. 294
Clinical Interventionistp. 298
Enabler and Facilitatorp. 299
Collaboratorp. 300
Educatorp. 301
Mediatorp. 301
Advocatep. 302
Diversity Specialistp. 302
Managerp. 303
Case Manager and Brokerp. 303
Community Interventionp. 304
Policy Initiator and Developerp. 304
Specialized Intervention Skillsp. 305
Intervention with Individual Studentsp. 305
Crisis Interventionp. 305
Working with Emotionally and Behaviorally Disturbed Studentsp. 306
Severe Behavior Problems and Conduct Disorderp. 306
Helping Individual Students with Conduct Disorderp. 306
Interventions with Bullying and Aggressive Behaviorsp. 307
Violence Preventionp. 307
Intervention with Familiesp. 308
Foster Families and Childrenp. 310
Immigrant Familiesp. 311
Interventions with Groupsp. 311
Intervention with Classroomsp. 313
Intervention with the Schoolp. 313
Conclusionp. 316
For Study and Discussionp. 317
Additional Readingsp. 317
Annotated Bibliography for Social Work Intervention with Pupils, Small Groups, Classrooms, Schools, Families, and Communitiesp. 319
Evaluating School Social Workp. 322
Introductionp. 322
Program and Practice Evaluation: Meaning and Contextp. 323
Why Evaluate Programs?p. 323
Why Evaluate Practice?p. 323
Politics of Contextp. 324
Role of the Evaluatorp. 326
Evaluability Assessmentp. 327
Process and Outcome Evaluation: Compatibility and Purposep. 328
Process Evaluationp. 328
Outcome Evaluationp. 329
Process and Outcome: One Without the Otherp. 330
Needs Assessmentp. 332
Designing and Implementing Evaluation Studiesp. 333
Measurement Issuesp. 336
Selection of Instrumentsp. 339
When Goals or Outcomes Are Not Achievedp. 340
Selected Types of Single-System Designs Useful in Evaluating School Social Work Servicesp. 341
Designs for Evaluationp. 342
Selected Group Research Designs for Evaluating School Social Work Practicesp. 349
The Pretest-Posttest Design (O1-X-O2)p. 349
The Pretest-Posttest Comparison Group Designp. 351
The Randomized Controlled Clinical Trial (RCT)p. 352
Preparing an End-of-the-Year Summary Reportp. 353
Ethical and Human Subjects Issues in Evaluationp. 357
Conclusionp. 358
For Study and Discussionp. 358
Annotated Bibliography of Evaluation Resourcesp. 359
An Example of Rural Practicep. 360
An Example of Urban Practicep. 368
Assessment of Adaptive Behavior and Individual Education Programp. 374
Referencesp. 376
Indexp. 410
Table of Contents provided by Ingram. All Rights Reserved.


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