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Published semi-annually since 1976.
Editor
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Carol Massat
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Managing Editor
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Sandra Kopels
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Book Review Editor
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Non-members may subscribe to the School Social Work Journal by
writing to:
School Social Work Journal
341 N Charlotte St
Lombard IL 60148-2037
Subscription rates are $30.00 per year for individuals and $60.00 per year for
institutions.
Rates for overseas subscribers will vary. ISSN 0161-5653. Published by:
Lyceum Books.
Additional School Social Work Journal Table of Contents will be posted as available.
- Volume 30 (2), Spring 2006
- Volume 29 (1), Fall 2004
- Volume 28 (2), Spring, 2004
- Volume 28 (1), Fall 2003
- Volume 27 (2), Spring 2003
- Volume 27 (1), Fall 2002
- Volume 26 (2), Spring 2002
- Volume 26 (1), Fall 2001
- Volume 23 (2), Spring 1999
Table of Contents for Volume 30 (2), Spring 2006
Title: Out of the Darkness: Male Adolescents and the Experience of Sexual
Victimization.
Author: Bogin, Gina Yellin.
Address: 1739 Beloit Drive, Napervilee, IL 60565.
Source: School-Social-Work-Journal. 30(2): 1-21, Spring 2006
Publication Year: 2006
ISSN: 0161-5653
Abstract: Although various research studies all report considerable numbers of
men who have been victims of sexual aggression, there seems to be a lack of
awareness of male victims in our schools. Due to this lack of awareness, male
victimization is often not considered when assessing a male student’s behavior.
Boys are routinely referred for disciplinary action rather than to supportive
services for assessment. This article discusses male adolescents and the
experience of sexual victimization. It discusses Rape Trauma Syndrome, academic
issues, school-safety issues, and sexual-identity issues that may be experienced
after victimization. Different treatment methods are suggested. Furthermore,
therapeutic issues that are unique to the male experience are contemplated.
Finally, the school social worker’s role in both prevention and assisting these
students is considered.
Key Words: adolescents; male rape; Rape Trauma Syndrome; sexual identity; school
safety; school social workers
Title: A Pilot Study Examining the Social Validity and Effectiveness of a
Positive Behavior Support Model in Head Start.
Author: Frey, Andy; Faith, Tera; Elliott, Anissa; and Royer, Brooke.
Address: Kent School of Social Work, University of Louisville, Oppenheimer Hall,
Belknap Campus, Louisville, KY 40292.
Source: School-Social-Work-Journal. 30(2): 22-44, Spring 2006
Publication Year: 2006
ISSN: 0161-5653
Abstract: This article examines the social validity and effectiveness of the
universal intervention component (classroom management) of a positive behavior
support (PBS) model in Head Start classrooms. Universal interventions were
implemented in seven Head Start classrooms by graduate-level social work
students serving as mental health consultants. Social validity was
systematically assessed via satisfaction surveys and focus-group interviews of
Head Start staff. Effectiveness was evaluated by comparing the environments of
seven classrooms that received the intervention with seven comparison classrooms
that did not receive the intervention. The satisfaction surveys and focus-group
interviews yielded positive results which stressed the importance of
collaboration, buy-in, skills of consultants, quality of relationship building,
amount of input into the plan, and behavioral/academic outcomes. Effectiveness
results revealed some minor differences in the classroom environment between the
experimental and comparison-group classrooms, but these were not significant.
Findings indicated that key stakeholders perceived the universal intervention as
having worthy goals and objectives and that they had high levels of satisfaction
with the implementation effort. The limitations of the current study and
implications for school social workers are discussed.
Key Words: classroom management; early childhood education; Head Start; positive
behavior support; program evaluation
Title: Cash through Collaboration: A Relational Approach to Grant Writing for
Social Workers in Schools.
Author: Raines, James C. and Alvarez, Michelle.
Address: Illinois State University, School of Social Work, Normal, IL
61790-4650.
Source: School-Social-Work-Journal. 30(2): 45-63, Spring 2006
Publication Year: 2006
ISSN: 0161-5653
Abstract: Grant writing is an increasingly important skill as schools face
funding shortages. This article will teach the basic components of grant
writing. Four basic principles of grant writing that every novice should know
are building relationships with investors, using a team approach, capitalizing
on capabilities, and tackling the project one piece at a time. It is essential
that beginning grant writers prepare a concept paper, understand the different
types of grants, learn how to locate the right funder, and stay current with
national trends. Components of a proposal include the title page, abstract,
problems statement, program description, staffing, budget, and evaluation plan.
Funders are divided into three categories: corporations, foundations, and
government. New grant seekers are encouraged to start locally before moving up
to state and national sources. Getting funded depends on meeting the funder’s
criteria, understanding that denials are only temporary, and knowing that
acceptances are just the beginning of a relationship with the funder.
Key Words: contributions; foundations; funding; gifts, grants; schools
Title: Examining the Association between Academic Achievement and Self-Esteem in
African American Male Youth in a Community-Outreach After-School Program.
Author: Teasley, Martell L. and Lee, Earle
Address: Florida Statue University College of Social Work, C2409 University
Center, Tallahassee, FL 32306-2750.
Source: School-Social-Work-Journal. 30(2): 64-81, Spring 2006
Publication Year: 2006
ISSN: 0161-5653
Abstract: The purpose of this study is to investigate the impact of a
community-out-reach after-school academic enhancement program on self-reported
levels of self-esteem in African American male youth ages eight to eighteen
(N=51). Using survey research methods, two research questions are asked: (1)
Will youth with higher levels of academic achievement report higher levels of
self-esteem than youth with lower levels of academic achievement? and (2) Are
levels of program satisfaction related to levels of academic achievement and,
therefore, levels of self-esteem in participants? The analyses revealed that
higher GPAs are related to higher levels of school self-esteem in participants
and that school self-esteem is related to member program satisfaction scores.
Findings from this study may provide new research information about levels of
self-esteem in African American male youth with similar ethnic and social
experiences as well as promote evidence-based practice for social work
professionals engaging in community outreach programs.
Key Words: African American youth; community outreach; self-esteem
Title: Special Education Advocacy: An Intervention Program
Author: Green, Denise M., and Twill, Sarah
Address: 310 Tucker Hall, School of Social Work, Athens, GA 30602
Source: School-Social-Work-Journal. 30(1): 82-91 Spring 2006
Publication Year: 2006
ISSN: 0161-5653
Abstract: The Special Education Advocacy (SEA) program was initiated in 2001 to
address the growing concerns of the overrepresentation of special-education
students involved with the juvenile court in a large, southern metropolitan
city. The SEA has recently completed its fourth year of service in this city.
This study evaluated the first two years of service. The Special Education
Advocacy Coordinator (SEAC) determines if the school is fulfilling its
obligation to provide a free and appropriate education to special-education
students processed by the juvenile court system. The SEAC’s services range from
administrative file reviews to case management to helping find appropriate
evaluation collected data concerning demographic makeup, state-defined
recidivism, overall recidivism, and SEAC-provided services. The program is
innovative, serving an overrepresented population within juvenile courts
systems, and certainly is worthy of review by other court systems grappling with
this population of youth.
Key Words: advocacy; juvenile justice system; program evaluation; special-
education students
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Table of Contents for Volume 29 (1), Fall 2004
Title: Getting published: A guide for the aspiring practitioner.
Author: Raines- J. C.; Massat-C. R.
Address: University of Illinois at Chicago, 1040 W. Harrison St., Chicago, IL
60607 E-mail: cmassat@uic.edu
Pages: 1-17
ISSN: 0161-5653
Abstract: In this article, two experienced authors describe twelve steps
involved for school social work practitioners interested in writing for
publication. They discuss four kinds of scholarship that can lead to publication
and how to get started. They show how to support one’s arguments through
evidence, logic, and organization and how to overcome four types of obstacles.
Ethical issues regarding protection of human subjects, plagiarism, authorship,
and conflicts of interest are addressed. The authors also discuss how to obtain
criticism, revise the paper, test one’s ideas with a larger audience, and polish
the work. Next, they explain how to select a journal and submit a manuscript.
Finally, the review process is elucidated and suggestions are given for
digesting the criticisms before resubmission.
Key Words: Publication; scholarship; school social work; writing
Title: A pressing need for acceptance of an advanced national school social work
certification.
Author: Alvarez-M. E.; Harrington-C.
Address: University of Southern Indiana, 8600 University Blvd., Evansville, IN
47712 E-mail: malvarez@usi.edu
Pages: 18-27
ISSN: 0161-5653
Abstract: It is imperative to revisit the question of a national certification
for school social work. The National Board for Professional Teaching Standards (NBPTS)
is using incentives to lure teachers to voluntarily obtain national
certification. NBPTS has recently developed a national certification for school
counselors despite the existence of a national certification administered by a
school counseling professional organization. Combined with increasing demands
for accountability, the urgency of school social work practitioners to tackle
the issue has escalated. To address the need for a national certification that
is recognized to be equivalent to teacher certification, it is crucial that
school social work practitioners reach general agreement on and acceptance of a
national certification, achieve a spirit of collaboration among professional and
state school social work and social work organizations, and find implementation
funding.
Key Words: Advanced practice; national certification; performance-based
assessment
Title: Emotional and behavior management considerations for students with
hearing impairments.
Author: Kadlec- E.; Waller-R. J.
Address: Piedmont College Athens Center, 468 N. Milledge Ave., Athens, GA 30601
Pages: 28-39
ISSN: 0161-5653
Abstract: Hearing impairment, while often perceived to be an exclusive category,
relates to a range of disabilities that children may experience. Hearing
impairment, even when successfully treated, may increase the likelihood that a
child will experience emotional distress in the school environment. The
definition of and potential effects of hearing impairment for school-age
children are discussed. Student behavior is understood as having a communicative
function. Ameliorative intervention strategies, such as visual support,
classroom support, peer support, and general support, are summarized.
Key Words: Behavior management; consultation; hearing impairment; school social
work
Title: Silent victims: How school social workers can support children exposed to
domestic violence.
Author: Zosky-D. L.; Johnson-C. E.
Address: School of Social Work, Illinois State University, Normal, IL 61790-4650
E-mail: dlzosky@ilstu.edu
Pages: 40-54
ISSN: 0161-5653
Abstract: Research findings indicate that children who witness violence,
particularly in the family, are adversely affected and become silent and hidden
victims. To aid in this problem, teachers must become more aware of identifying
warning signs, appropriate interventions, and available resources. This study
determined what knowledge teachers have about the impact of domestic violence,
the resources available for intervention, and knowledge of prevention
strategies. Results indicated that teachers do agree that students are
negatively impacted by family violence. Implications support the need to train
teachers how to identify children experiencing family violence, the need for
school social work services, and the need for increased awareness so that
schools can better meet the needs of individual children.
Key Words: Child development; domestic violence; teachers; victims; witnesses
Title: Evaluating school-based counseling groups.
Author: Auger, R. W.
Address: Minnesota State University, 107 Armstrong Hall, Mankato, MN 56001.
E-mail: richard.auger@mnsu.edu
Pages: 55-69
ISSN: 0161-5653
Abstract: It is becoming increasingly important for leaders of school-based
counseling groups to be able to provide evidence that their groups are
effective. School social workers need to be aware of appropriate methods for
evaluating these groups, whether functioning as group leaders or as consultants
to group leaders. This article reviews a number of approaches for evaluating
effectiveness of counseling groups and provides a critical analysis of the
applicability of those methods to school-based counseling groups. Best practices
in evaluation of school-based groups are described and future research
directions are suggested.
Key Words: Counseling groups; evaluation; evidence-based practice; groups;
school social work
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Table of Contents for
Volume 28 (2), Spring 2004
Title: Caring for grandparent-headed families: Challenges and opportunities
for school social workers.
Author: Essex-E.L.; Newsome-W.S.; Moses-H.
Address: University of Illinois at Chicago, 1040 W. Harrison St., Chicago, IL
60607
Pages: 1-19
ISSN: 0161-5653
Abstract: In recent years, grandparents have increasingly taken on the role of
primary caregiver for their grandchildren. As the link between family, school,
and community, the school social worker is in a unique position to assist
these families. This article has two interrelated purposes. The first is to
sensitize school social workers to circumstances faced by grandparent-headed
families. Based on related literature, the article describes challenges and
opportunities for the grandparents and for the children, with particular
emphasis on how their situation may affect their relationships to schools. The
second purpose is to describe roles for the school social worker in working on
behalf of these families. The article describes opportunities for
interventions with grandchildren, grandparents, the school, and the community
to improve outcomes for caregiving grandparents and the children in their
care.
Key Words: Caregiving; grandchildren; grandparents; school social work
Title: Do ecological strategies help socially isolated youth?
Author: Margolin-S.
Address: Governor’s State University, University Park, IL 60466-0975
Pages: 20-36
ISSN: 0161-5653
Abstract: The purpose of this research was to find out if social support and
activity involvement counter the present and potential internalized
difficulties generally experienced by socially isolated youth. The sample was
drawn from 15 6th-grade classes in a middle school with a 96.7% African
American and 51.3% low income student body. Of the 161 students participating,
27 were classified by their teachers as socially isolated and were the study
sample. The results of multiple regression analysis showed that isolated youth
who perceive themselves to be less engaged in activities experience
significantly lower self-esteem than more active social isolates. Decreased
activity involvement did not, however, predict increased depression, social
anxiety, or loneliness, nor did inadequate social support serve as a
significant predictor.
Key Words: Ecological strategies; internalized difficulties; social isolation;
socially isolated youth
Title: No substitute for competence: How to survive and thrive as an interim
school social worker.
Author: Raines- J.C.; Ahlman-C.
Address: School of Social Work, Illinois State University, Normal, IL
61790-4650
Pages: 37-52
ISSN: 0161-5653
Abstract: This article addresses the unique issues that face school social
workers who find themselves in the position of filling in for a social worker
on leave. It focuses on four themes: entering, assessing, intervening, and
ending. Entering deals with becoming familiar with the new school environment,
job shadowing, and becoming a visible member of the team. Assessing
concentrates on how to become familiar with the informal aspects of the
organizational culture and student needs. Intervening addresses issues that
are likely to arise with individuals, groups, and families. Solution-focused
brief treatment is found to be a useful practice model. Ending focuses on
termination with students, parents, and the school.
Key Words: Brief treatment; interim social work; organizational assessment;
school climate, termination
Title: The development of the inaugural Midwest Regional School Social Work
Conference: Reflections on a historical milestone.
Author: McCullagh-J.G.; Pool-L.D.
Address: University of Northern Iowa, Sabin 115, Cedar Falls, IA 50614-0407
Pages: 53-57
ISSN: 0161-5653
Abstract: Two school social work consultants – Larry Pool and Lynn Unterbrink
– formed a creative partnership in the mid-1960s that resulted in the first
regional conference for school social workers. This article presents Larry
Pool’s recollections of the events that led to the inaugural Midwest Regional
School Social Work Conference held more that three decades ago inn Illinois.
The conference is now an important annual event. This narrative – an important
record of school social work’s legacy – may inspire others to embark on their
own synergy of creative partnerships.
Key Words: Conferences; Midwest; School social work; Social work history
Title: Reflections on the institution and the process that results in the
first Midwest Regional School Social Work Conference.
Author: Unterbrink-L.D.
Address: University of Northern Iowa, Sabin 115, Cedar Falls, IA 50614-0407
Pages: 58-60
ISSN: 0161-5653
Abstract: Any successful project is the result of time, effort, research, and
the thought put forth prior to its foundation. So it was with the Midwest
Regional School Social Work Conference. This article is a brief summary of the
beginning and the process that resulted in the conference.
Key Words: Conferences; Midwest; School social work; Social work history
Title: To tell or not to tell: Ethical issues regarding confidentiality.
Author: Raines-J.C.
Address: School of Social Work, Illinois State University, Normal, IL
61790-4650
Pages 61-78
Publication Year: 2004
ISSN: 0161-5653
Abstract: School social workers frequently face ethical quandaries about which
student disclosures to keep confidential and which to divulge for the
student’s or the school’s best interest. A seven-step process is recommended
for working through this decision. These steps include knowing yourself,
analyzing the dilemma, identifying courses of action, seeking consultation,
managing clinical concerns, enacting the decision, and reflecting on the
process. The boundary between ethics and the law is also clarified as well as
issues in record keeping. A checklist for confidentiality is included as an
appendix.
Key Words: confidentiality, duty to warn, ethics, legal issues, risk
assessment, school records
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Table of Contents for
Volume 28 (1), Fall 2003
Title: Multiple intelligences and social work practice for students with
learning disabilities.
Author: Raines- J. C.
Address: Illinois State University, School of Social Work, Normal, IL 61790-4650
Pages: 1-20
Abstract: New imaging technologies have changed scientists’ understanding of how
the brain works and the importance of sensitive periods in early childhood
development. The theory of multiple intelligences has practical implications for
work with students labeled learning disabled. New discoveries regarding
neuroplasticity and neurogenesis have led to new treatment regimens for people
with neurological problems. Social workers can assist this population by taking
social developmental histories that employ a strengths perspective, advocating
for a broader definition of intelligence, supporting families who are stressed
and isolated, encouraging special educators to use accommodation strategies, and
influencing school administrators to conduct authentic evaluations of students’
progress. An appendix provides a semistructured protocol for interviewing
parents of children referred for possible learning disabilities.
Key Words: Brain research, sensitive periods, multiple intelligences theory,
learning disabilities, social developmental history
Title: Developmental considerations in youth violence prevention.
Author: Rapp-Paglicci- L. A.; Dulmus- C. N.
Address: School of Social Work, University of South Florida at Lakeland, 3433
Winter Lake Rd., Lakeland, FL 33803
Pages: 21-35
Abstract: Prior studies on risk and protective factors have aided in the
development of programs to prevent youth violence. Unfortunately, many of these
programs have produced only moderate results: their treatment effects have
diminished over time, failed to prevent violence to a significant degree, or did
not change behavior at all. Children’s developmental stages affect the strength
and potency of risk and protective factors and this may be one reason for the
poor performance of some programs. It is important to examine what children with
which risk or protective factors should receive which preventive intervention
and when. This paper reviews the risk factors for delinquency and violence
within a developmental perspective, discusses modified preventive interventions,
considers implications for schools, and concludes with future directions for
research.
Key Words: Violence prevention; delinquency; risk factors, schools
Title: Led by the children: Modification of an urban violence prevention project
based on insights learned from the group members.
Author: Letendre- J.
Address: School of Social Welfare, University of Kansas, Lawrence, KS 66044-3184
Pages: 36-50
Abstract: Children’s exposure to violence at high rates in poor, urban
communities teaches them aggressive and combative behaviors that affect their
social-emotional development. School social workers frequently work with groups
of aggressive children to help them develop alternative ways of managing
conflict. Development of a cohesive group and presentation of material that is
relevant to the real life situations of the participants are essential factors
in engaging participants in the group process. This article describes how the
researcher modified an intervention with urban elementary school students to
reflect their developmental stages as well as the cultural learning they brought
to the groups. Implications for training and development of skill-based groups
are discussed. Efforts to involve teachers, parents, and community members in
protecting children from the need to fight as well as reinforcing nonaggressive
interactions are advocated.
Key Words: Violence prevention, urban children, culture and learning,
skill-building groups
Title: Youth mentoring: Emerging questions about effects on self-concept and
school performance
Author: Barron-McKeagney- T.; Woody - J. D.; D’Sousa- H. J.
Address: School of Social Work, University of Nebraska at Omaha, Omaha, NE
68182-0293
Pages: 51-67
Abstract: Recent studies of mentoring programs have reported nonsignificant
effects of the intervention on youth self-esteem and school-performance. This
article reports on a 1-year program for 10-year-old Latino children that
measured these two outcomes and found no differences from pre- to
post-intervention between 20 mentored and 11 nonmentored children on
self-concept. Only one subject grade, art/music/PE, showed a significant effect
for mentoring; pre-intervention grades were the significant predictor for
postintervention grades for every subject area. These findings support the
conclusion that mentoring programs may not affect self-concept and school grades
and suggest that these outcomes may not be appropriate indicators of program
effectiveness. The discussion emphasizes the need for further research and the
importance of tailoring mentoring to match specific objectives.
Key Words: Mentoring, populations at risk; school performance measures;
community and youth involvement; Latinos
Title: Understanding federal law and its limitations regarding the
identification and treatment of childhood depression: The role for social
workers.
Author: Palley- E.; Kelly- D. C.
Address: School of Social Work, Adelphi University, 1 South Ave., Garden City,
NY 11530
Pages: 68-83
Abstract: This paper discusses the federal laws that may be used to help address
the needs of children with depression in public education settings. This is
important for school social workers because it explains the laws, the problems
associated with childhood depression, and how to identify a student with
depression as defined by federal laws. Suggestions are made to help school
social workers improve the implementation of these laws, including legal
protection and intervention services for students exhibiting depressive
symptoms.
Key Words: IDEA; Childhood depression; school-based services; special education
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Table of Contents for
Volume 27 (2), Spring 2003
Title: Rating the rating scales: Ten criteria to use.
Author: Raines- J. C.
Pages: 1-17
Abstract: The No Child Left Behind Act mandates that schools use scientifically
based research and there is a growing consensus among scholars that social work
must begin to use evidence-based practice. One way to improve social work
interventions is to systematically use standardized instruments to obtain
measured baselines for assessments and measured outcomes for evaluations. This
article addresses some guiding principles for using adaptive behavior scales and
criteria for selecting the one most appropriate for each client. It also
contains recommendations for using the scales to evaluate school social work
practice. Finally, this article issues a call for the development of new social
work scales that incorporate both an ecological and a strengths perspective.
Title: No child left behind: An assessment of an after-school program on
academic performance among low-income, at-risk students.
Author: Zosky-D.L.; Crawford-L.A.
Pages: 18-31
Abstract: This paper reports on research conducted to assess the impact of an
after-school program on academic performance among low-income, at-risk fourth
grade students attending a public school in an urban setting. Using a
quasi-experimental design, mean grades across seven academic subject areas were
compared among students continually enrolled in the after-school program during
the fall of 1998 and the spring of 1999, students enrolled in the after-school
program during the fall semester only, and a comparison group consisting of
program nonparticipants. Overall, analyses suggested that the program was
effective in improving students’ grades, with fall-only program participants
exhibiting significantly greater improvements in math and language arts that
their classmates. Students continually enrolled in the after-school program
during the 1998-1999 school year also showed significantly greater improvements
than the program nonparticipants in language arts and composite G.P.A. between
grades three (preintervention) and four (postintervention). These findings are
especially encouraging given the limited scope and intensity of this
intervention relative to other after-school programs described in the literature
and suggests that after-school programs can have positive effects on the lives
of low-income, at-risk students. Moreover, they offer empirically grounded
support for the potential effectiveness of some of the “supplemental educational
services” mandated by the No Child Left Behind Act of 2001.
Title: A perspective on school social workers’ roles in preventing and
responding to school violence.
Author: Trager-M.; Jack-D.E.; Ince-W.; Goecke-J.
Pages: 32-56
Abstract: This literature review is offered as a perspective on school social
workers’ roles in preventing and responding to school violence. Incidence data
suggest that the total number of violent deaths is decreasing while the number
of victims per deadly attack has increased. Few studies, however, have explored
the relationship between school social workers and the problem of school
violence. This review covers varying definitions of violence, root causes of
school violence, overarching theories, strategies for reducing school violence
(including a culturally sensitive perspective), and roles of school staff,
specifically school social workers. Suggestions for future research are offered.
Title: Helping children cope: A narrative approach to the Life Space Interview.
Author: Wood-G.G.; Frey-A.
Pages: 57-78
Abstract: Narrative approaches to work with children are emerging as a promising
perspective in school social work practice. When children refuse to do school
work, disrupt others’ learning, and are unresponsive to teachers’ attempts to
reengage them in work, there is a need for immediate intervention. At such times
the school social worker is called upon to de-escalate the agitated child, seize
the opportunity for learning and change inherent in crisis situations, and
prepare the child to reenter regular classroom activities in a more productive
mood. Combining the promising theories of social constructionism and narrative
practices with Redl’s initial ideas regarding strategic intervention by caring
adults, a narrative approach to the life space interview is described and
illustrated. A narrative life space interview guide is appended.
Title: Proposed guidelines for school social workers seeing clinical
supervision: How to choose a supervisor.
Author: Secemsky-V.O.; Ahlman-C.
Pages: 79-88
Abstract: This article reviews the issues and challenges faced by school social
workers attempting to locate appropriate clinical supervision. Presented here
are the reasons for seeking clinical supervision, the legal requirements for
Illinois, and the barriers to finding supervision that are relevant to social
work practice in the public school setting. The history of social work
supervision has also been provided along with a review of empirical data on
effective supervision practices. This is followed by a list of guidelines that
may help social workers in their selection of an effective supervisor.
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Table of Contents for Fall, 2002 (Vol. 27, #1)
Title: How runaway and homeless youth survive adversity: Implications for
school social workers and educators.
Author: Lindsey- E.W.; Williams- N.R.
Pages:1-22
Abstract: Runaway and homeless youth are a particular challenge for school
social workers and educators alike. These youth present myriad problems that
school systems are often ill equipped to handle. Yet these young people are
vulnerable and at risk in many ways, especially if they do not remain in school.
What is the role and meaning of education to these youth? How can school
personnel make a difference in their lives? This paper presents findings from a
qualitative study of 18 formerly homeless and runaway youth and their
experiences in trying to get their lives back on track. Findings from this study
indicate that respondents have a very positive view of the importance of
education in their lives in spite of their former school-related behaviors and
choices. Included in the findings is feedback from the participants that school
social workers and other personnel can apply to their work with other homeless
or at-risk youth. Studies such as this show that, however challenging it is to
work with these youth, there is another side of the story.
Title: Targeting males for teenage pregnancy prevention in a school setting.
Author: Smith-P.B.; Buzi-R.S.; Weinman-M.L.
Pages: 23-36
Abstract: The purpose of the present study was to examine the risk behaviors and
service needs of young males who were involved in a case-management-focused
program to prevent teen pregnancy and STDs in a school setting. One hundred and
thirty male adolescents, attending a public school in the southwestern United
States participated in the program. Participants were asked to complete a survey
on entering the program. Eleven risk behaviors were identified. These included
failing subjects in school, repeating a grade, sexual activity, inconsistent
condom use, a history of STDs, drug use, cigarette smoking, alcohol use, legal
supervision, problems with the law, and living in a single-parent family. Only
12 participants did not report any risk behaviors. Results of this needs
assessment were shared with program staff. This information was utilized by case
managers, who addressed academic needs and contextual factors that adversely
affect students’ academic performance. The effectiveness of this model and
recommendations to school social workers are discussed.
Title: Seeing eye to eye? Comparing students’ and parents’ perceptions of
bullying behaviors.
Author: Bigsby-M.J.
Pages: 37-57
Abstract: Previous research has documented the incidence of bullying among
students in the upper primary grades. In addition, concern about bullying is
expressed by parents, teachers, and other school personnel. This study examines
the perceptions of bullying behavior among students in grades 3, 4, and 5 at one
elementary school as well as among parents of those students. One hundred and
twenty-seven students completed a social interactions survey developed by the
author. Fifty-five parents completed a similar survey. These surveys measured a
student’s (or parent’s) perception of how often other students have been
bullied. Also included were questions about what types of behaviors constitute
bullying, where bullying occurs, actions that were effective in dealing with
bullying, and characteristics of students that bullied. Students and parents
generally agreed on the types of behavior that constitute bullying, the
frequency of bullying, and where that bullying occurred. There was some
difference regarding the characteristics of students who bullied. Students and
parents also disagreed about the types of actions that are effective in dealing
with bullying behavior. Implications of these findings for elementary school
parents and staff are discussed.
Title: Present levels of performance, goals, and objectives: A best practice
guide.
Author: Raines-J.C.
Pages: 58-72
Abstract: When Congress amended the Individuals with Disabilities Education Act
in 1997, it mandated several specific changes to the individualized education
plan (IEP). A major change was the demand for measurable goals. This requirement
implied that the present level of performance serve as a baseline for the annual
goal and that objectives or benchmarks mark developmental steps toward the goal.
Major terms are defined and practice examples for developing and constructing
IEP goals are provided throughout. Finally, three common issues related to IEPs
are discussed: hesitations about measurement, intervention issues, and paperwork
overload.
Title: Using the Conners’ Teacher Rating Scale-Revised in school social work:
Issues of reliability and validity.
Author: Todd-K.B; Thyer-B.A.
Pages:73-83
Abstract: With increasing pressure to empirically evaluate the potential effects
of school social work services at both the clinical and the programmatic level,
the availability of psychometrically sound outcome measures for use by social
workers is essential. We review published research evaluating the reliability
and validity of the Conners’ Teaching Rating Scale-Revised, a widely used
measure of “negative” child behavior (e.g., conduct problems, inattention,
hyperactivity, and anxiety), and we conclude that this rapid assessment
instrument is well-suited for inclusion in group or single-subject evaluation
studies on school social work.
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Table of Contents for
Spring, 2002 (Vol. 26, #2)
Title: In search of a secure base: Attachment theory and school social
work
Author: Ornstein-E.D; Moses-H.
Pages: 1-13
Abstract: This article provides an overview of the key concepts of
attachment theory, including secure base, internal working models, and secure
and insecure styles of attachment. Specific suggestions are made about how
school social workers can use attachment theory to conceptualize and respond
effectively to the special needs of students who have experienced disrupted
attachments or multiple losses. Innovative interventions are suggested for
school social workers to implement at the micro, mezzo, and macro levels, to
create a secure base for these children at school.
Title: Media influence on adolescents’ self-concept in two different
cultures.
Author: Anderson-S.; Meitz-A.; Wade-J.
Pages: 14-29
Abstract: This quantitative study compared adolescents in a rural
Kentucky setting and a suburban Illinois setting and their reactions to media
influence. The major focus of the study was body image as a component of
self-concept. Even though the demographic characteristics of the two settings
were different in terms of education, economics, and population, adolescents
from both settings had, for the most part, similar responses and experiences
related to exposure to various forms of media and the influence that media
messages had on their development of self-concept.
Title: Brainstorming hypotheses for functional behavioral assessment:
The link to effective behavioral intervention plans.
Author: Raines-J.C.
Pages: 30-45
Abstract: When Congress revised the Individuals with Disabilities
Education Act in 1997, it mandated the development of a functional behavioral
assessment (FBA) for every special education student at risk for serious
disciplinary action. This article describes the FBA process and brainstorms a
wide range of positive and negative hypotheses about why students with emotional
disturbances misbehave. The hypotheses can form the basis for the development
of a behavioral intervention plan (BIP). Essential elements of effective BIPs
are defined and a teamwork process is recommended. An appendix with forms is
included as well as resources for social skills training.
Title: Enhancing children’s social skills through classroom meetings.
Author: Frey-A.
Pages: 46-57
Abstract: A program designed to enhance children’s social skills through
the use of classroom meetings was evaluated in an elementary school. The
purpose of the classroom meetings was to teach specific social skills and to
establish a nurturing environment that supports and rewards children for using
these skills in the classroom setting. One hundred and twenty-six first- and
third-grade students participated in classroom meetings once per week for 25
weeks. The Social Skills Diagnostic Screen assessed children in both control
and experimental groups before and after the intervention. Teachers and parents
completed the social skills screen for all subjects. Analysis of the teacher
reports reveals children’s social skills increased significantly in the school
setting after participating in classroom meetings. Results from the parent
ratings suggest improvements in social skills did not generalize to the home
setting. First and third graders appeared to acquire social skills at similar
rates. Implications of these findings for educational practices that utilize
classroom meetings as an emotional literacy training program are discussed.
Title: The inception of school social work in Boston: Clarifying and
expanding the historical record.
Author: McCullagh-J.G.
Pages: 58-67
Abstract: Conflicting explanations are found in the school social work
literature for the initiation of school social work in Boston. This study
determined that the Women’s Education Association of Boston employed the first
full-time home and school visitor on November 1, 1907. The appointment of a
“school visitor” was not independent of the visiting teacher work initiated in
New York City; instead it was an outgrowth of that pioneering development.
Women were also leaders in the development of school social work in New York
City and Chicago. Although the findings presented may be controversial, this
study is intended to invite discussion and debate on the origins of school
social work in Boston.
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Table of Contents for
Fall, 2001
Title: Promoting parent-school involvement through collaborative practice
models
Author: Lynn - C. J.; McKay - M. K.
Pages: 1-14
Abstract: Parent-school involvement represents the intersection of two major
systems within which children develop. School social workers have traditionally
played a role in linking home and school, with an emphasis on working with
individual children and families to ameliorate problems interfering with school
performance. This article proposes that school social workers have the potential
to expand this role in promoting parent-school relationships by incorporating
collaborative practice models into their repertoire. A substantial literature
exists documenting the importance of parents’ supportive activities, both at
home and at school, for influencing children’s academic performance and
emotional well-being. Research examining predictors of parent involvement
indicates that family- and school-level factors can facilitate or impede parent
participation in schools. Ecologically based collaborative models for promoting
parent involvement are considered, and strategies for developing collaborative
approaches to parent-school involvement are discussed.
Title: When is mentoring not helpful for students living in foster care?
Author: Altshuler - S. J.
Pages: 15-29
Abstract: This research evaluated the effectiveness of a semester-long mentoring
program, implemented by school social workers, for middle school students living
in foster care. The primary objective was to improve the educational functioning
of these at-risk students through the use of a school-based mentoring program
designed by school social workers. All students living in foster care in 2
middle schools were randomly assigned to either the control or the experimental
group. Statistical analyses of pre- and post-test measures of grades, absences,
disciplinary referrals, behavior, and attitudes toward school showed that this
mentoring program did not have a significant impact on the students’
functioning. Further analyses revealed wide variations in the implementation of
the independent variable. Findings suggest that differences in implementation
may predict levels of student satisfaction and program effectiveness and
highlight the need for careful design, implementation, and evaluation of
progress.
Title: The casual relationship between learning disabilities and juvenile
delinquency
Author: Thompson - A. M.
Pages: 30-40
Abstract: Does a link or a relationship between learning disabilities and
juvenile delinquency exist? A review of the literature on this subject suggests
that there are casual relationships between the two. Adolescents who have
learning disabilities frequently participate in delinquent and antisocial
behaviors. Conversely, many adolescents in the juvenile justice system exhibit
symptoms of learning disabilities. Evidence indicates that both juvenile
delinquents and nondelinquent adolescents with learning disabilities lack
appropriate social skills. This review will address the issues of what
constitutes juvenile delinquency, what is considered a learning disability, the
relationship between the two, interventions that school social workers have used
with these students, and suggestions for further research on this topic.
Title: Integrating grief work and therapeutic riding for elementary school
students.
Author: Merlone - L.; Greene - C.
Pages: 41-49
Abstract: A group counseling format and therapeutic riding sessions were
combined to help elementary school students cope with the death of a loved one.
Descriptions of the counseling sessions and riding lessons are included.
Positive feedback and resultant behavioral changes indicated that therapeutic
riding combined with group counseling appears to be a promising approach.
Title: The narrative social history interview guide: Therapeutic processes in a
data gathering task.
Author: Wood - G. G.; Frey - A.
Pages: 50-65
Abstract: Narrative practices have been getting increasing attention in the
social work literature. This paper describes and illustrates a beginning effort
to develop a narrative interview guide for taking a social history. The
Narrative Social History Interview Guide described in this article drives a
transformative therapeutic process even as it yields the information required by
assessment teams and special education teachers. The narrative social history
described and illustrated here is based on 6 narrative social work principles:
(a) externalizing, (b), mapping the influence, (c) dislodging, (d) seeking
counter-acts, (e) anchoring, and (f) thickening.
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Table of Contents for
Spring, 1999 (Vol. 23, #2)
Title: The Educational Needs of Children in Foster Care: The Perceptions of Teachers
and Students
Author: Sandra J. Altshuler, PhD
Title: Considering the Ecological Context of the Student-Teacher Relationship:
Preparing School Social Workers for Practice
Author: Sherri F. Seyfried, PhD, ACSW
Title: School-Based Family Resource and Youth Service Centers: Assessment of Needs and
Access to Services
Author: Bibhuti K. Sar, PhD, MSW; Gerard Barber, PhD, MPH; Angela
Lewis-Klein, MBA
Title: The "State of the Art" in School-Based Violence and Substance Abuse
Prevention: A Review of Principles and Exemplary Programs
Author: David R. Dupper,
PhD, MSW
Title: Assessing a Behavioral Intervention Among Hispanic Children Having School
Attendance Problems
Author: Jenny Coble, MSW; Edwin A. Risler, PhD; Larry
Nackerud,
PhD
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