![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Social workers in schools provide benefits not just for struggling students, but for the entire school community. But, the authors argue, school social workers are often relegated to monitoring IEPs and doing basic casework. By using skills and values that have long been fundamental to social work practice, school social workers can advocate for, develop, and assume leadership in providing services that bring together the school, the family, and the community to meet students’ needs.
References
Section:
|
Corchado, A.I., Díaz-Aguado Jalón, M.J., Martínez-Arias, R. (2017). Is being punished at school an indicator of psychosocial risk? The Spanish Journal of Psychology, 20, e65. Google Scholar | Crossref | Medline | |
|
Kelly, M., Frey, A., Alvarez, M., Berzin, S., Shaffer, G., O’Brien, K. (2010). School social work practice and response to intervention. Children & Schools, 32 (4), 201–210. Google Scholar | Crossref | |
|
Kottha, C. (2015). School social workers help students and parents. Heights Observer, 8 (8). http://heightsobserver.org/read/2015/07/31/school-social-workers-help-students-and-parents Google Scholar | |
|
Matulayova, T., Pesatova, I. (2013). Social workers in schools. Czech & Slovak Social Work / Sociální Práce / Sociálna Práca, 13 (5), 64–71. Google Scholar | |
|
McCarter, S. (2017). The school-to-prison pipeline: A primer for social workers. Social Work, 62 (1), 53–61. Google Scholar | Crossref | Medline | |
|
National Association of Social Workers . (2002). NASW standards for school social work services. Washington, DC: Author. Google Scholar | |
|
Peckover, C.A., Vasquez, M.L., Van Housen, S.L., Saunders, J.A., Allen, L. (2012). Preparing school social work for the future: An update on school social workers’ tasks in Iowa. Children and Schools, 35 (1), 9–17. Google Scholar | Crossref | |
|
School Social Work Association of America . (n.d.). School social worker’s role. London, KY: Author. www.sswaa.org/?%20page=721 Google Scholar | |
|
Shaia, W.E., Crowder, S.C. (2017). Schools as retraumatizing environments. In Finigan-Carr, N.M. (Ed.), Linking health and education for African American students’ success (pp. 69–82). New York, NY: Routledge Press. Google Scholar | Crossref | |
|
Shaia, W.E., Finigan-Carr, N.M. (2018). Moving from survival to fulfillment: A planning framework for community schools. Phi Delta Kappan, 99 (5), 15–18. Google Scholar | SAGE Journals | ISI | |
|
Steinberg, M.P., Allensworth, E., Johnson, D.W. (2011). Student and teacher safety in Chicago public schools: The role of community context and school social organization. https://files.eric.ed.gov/fulltext/ED519414.pdf Google Scholar | |
|
Wadsworth, M.E., Rindlaub, L., Hurwich-Reiss, E., Rienks, S., Bianco, H., Markman, H. (2013). A longitudinal examination of the adaptation to poverty-related stress model: Predicting child and adolescent adjustment over time. Journal of Clinical Child and Adolescent Psychology, 42 (5), 713–725. Google Scholar | Crossref | Medline | ISI |
