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Foreword | |
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Preface | |
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Contributors | |
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Major Issues in American Schools | |
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Introduction | |
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Purposes of Public Education | |
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The Inexorable Link Between Poverty and School Performance | |
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Schools, Their Students, and Their Communities | |
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School Reform | |
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Standards-Based Reform | |
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Market-Based Reforms | |
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The School as Community Hub | |
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Early Childhood Care and Pre-K Education | |
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Children's Health and Schools | |
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Finance | |
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Conclusion | |
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Case for Class Discussion | |
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For Study and Discussion | |
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Additional Readings | |
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School Social Work: Historical Development, Influences, and Practices | |
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Introduction | |
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The Establishment of School Social Work | |
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Early Influences | |
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Early Definitions | |
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Expansion in the 1920s | |
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Influence of the Mental Hygiene Movement | |
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Shifting Goals of the 1930s | |
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Emphasis on Social Casework 1940-1960 | |
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Changing Goals and Methods in the 1960s | |
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Expansion in the 1970s: The Call for Leadership | |
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1980s: The Interface of Social Work and Education | |
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1990s-Present | |
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Conclusion | |
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For Study and Discussion | |
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Additional Readings | |
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Social Organization and Schools: A General Systems Theory Perspective | |
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Introduction | |
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A General Systems Theory Perspective | |
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Schools as Goal Oriented | |
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Subsystems | |
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Suprasystems | |
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Social Organization | |
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Schools | |
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Communities | |
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Conclusion | |
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Implications for Social Work Practice in Schools | |
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For Study and Discussion | |
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Additional Readings | |
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An Ecological Perspective of Social Work Services in Schools | |
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Introduction | |
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The Profession of Social Work | |
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Values | |
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Purpose | |
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Knowledge | |
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Sanction | |
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Intervention Methods | |
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The Ecological Perspective | |
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Case Illustration | |
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Case Illustration | |
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Case Illustration | |
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Risk and Resiliency | |
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Ecological Environments | |
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A Framework for Specialization in School Social Work | |
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Conclusion | |
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For Study and Discussion | |
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Additional Readings | |
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Student Rights and Control of Behavior | |
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Introduction | |
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Sources of School Districts' Authority | |
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The In Loco Parentis Doctrine | |
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Common Law of the Schools | |
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The Legal Authority of the State | |
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Basic Constitutional Rights | |
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Due Process | |
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Other Constitutional Rights | |
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Freedom of Speech and Expression | |
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The Tinker Case | |
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Freedom of Dress and Appearance | |
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Freedom of Religion | |
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Other Privacy Issues | |
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The Family Educational Rights and Privacy Act of 1974 | |
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Sharing Student Information | |
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Reasonable Search and Seizure | |
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Discipline in the Schools | |
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Corporal Punishment | |
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Suspensions and Expulsions | |
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Discipline of Children with Disabilities | |
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School Attendance | |
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Compulsory Education | |
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Attendance and Certain Groups of Children | |
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Children Who Are Homeless | |
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Children with Disabilities | |
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Children with Religious Objections to Public School Attendance | |
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Children Who Do Not Attend School | |
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Negative Consequences for Absent Children | |
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Conclusion | |
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For Study and Discussion | |
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Violence in Schools | |
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Introduction | |
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Major Trends and Issues | |
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The Myth of a Continual Rise in School Violence Rates | |
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Types of Interventions | |
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Characteristics of Ineffective Interventions | |
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Cultural Considerations | |
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Social Work Research Contributions to Cultural Understandings of School Violence | |
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Common Types of Interventions That Schools and School Social Workers Are Using | |
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Program Interventions | |
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Promising Prevention and Intervention Programs | |
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Monitoring and Mapping as Methods and a Process | |
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Conclusion | |
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For Study and Discussion | |
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Suggested Class Activities | |
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Additional Readings | |
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Web Sites with School Violence Prevention Information and Links to Many Other Useful Sites | |
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Children with Disabilities | |
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Introduction | |
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Background and Early Influences | |
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Landmark Legislation: The Education for All Handicapped Children Act of 1975 (P.L. 94-142) | |
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No Child Left Behind Act of 2001 | |
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The Individuals with Disabilities Education Act (IDEA) Today | |
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Critical Elements of the IDEA | |
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Section 504 Plans | |
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Issues in Implementation | |
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Renewed Attention to the Primacy of Emotional Development | |
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Special Education Philosophy and Early Intervention | |
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Functional Behavioral Assessment | |
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Discipline | |
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Accountability | |
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Minority Representation in Special Education | |
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Research in Special Education | |
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Preschool Inclusion | |
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Parent-Professional Relationships and Collaboration | |
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Conclusion | |
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Implications for Social Workers | |
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For Study and Discussion | |
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Additional Readings | |
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Some Target Groups of Children | |
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Introduction | |
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Enrollment and Staffing | |
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The Concept of Pupil Life Tasks | |
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Pupils Who Are at Risk of School Failure | |
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At-Risk Preschoolers | |
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Children from Low-Income Areas | |
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The Migrant Child | |
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Homeless Children | |
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Adolescent Parents | |
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AIDS and Youth | |
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Gay and Lesbian Youth | |
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Abused and Neglected Children | |
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Kinship Care | |
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Gang Violence and Delinquent Behaviors | |
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Nonattenders | |
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Drug and Alcohol Users | |
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Gifted and Talented Youth | |
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Conclusion | |
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For Study and Discussion | |
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Additional Readings | |
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Securing Equal Educational Opportunity: Language, Race, Gender, and Sexual Orientation | |
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Introduction | |
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Bilingual and Bicultural Education | |
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Antecedent Language Movements in the United States | |
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The Move to Americanize Immigrant Children | |
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The Reemergence of Bilingual Education | |
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Definition of Bilingual and Bicultural Education | |
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The Beginning Legal Framework of Bilingual and Bicultural Education | |
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The No Child Left Behind Act | |
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The Courts and Bilingual Education | |
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The U.S. Supreme Court and Bilingual Education | |
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Other Court Involvement and Bilingual Education | |
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Courts and the No Child Left Behind Act | |
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Background of Desegregation-Integration Efforts | |
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The Challenge: Brown v. Board of Education of Topeka | |
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Implementation of the Brown Decision | |
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The Neighborhood School | |
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Busing Students and Racial Balance: A Legal and Political Issue | |
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The Major Question Raised by the Busing Controversy | |
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School Desegregation and "White Flight" | |
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Continued U.S. Supreme Court Involvement in Desegregation Efforts | |
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The U.S. Supreme Court and Resegregation | |
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The Supreme Court and the Voluntary Use of Diversity Criteria | |
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A Return to Racial Isolation | |
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Conditions for Successful Desegregation | |
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Is the Country Desegregated? | |
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Gender and Educational Opportunity | |
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The Systematic Relationship Between Sex-Role Development and Educational Practices | |
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Legal Provisions: Sex Discrimination in Public Schools | |
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Sex Discrimination and Pregnancy | |
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Sexual Harassment and Title IX | |
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Sexual Orientation and Equal Educational Opportunity | |
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Equal Educational Opportunity: Social Work Values and Practices | |
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For Study and Discussion | |
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The Design of Social Work Services | |
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Introduction | |
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Individual Context | |
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School Organizational Context | |
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Needs and Sociopolitical Demands of Multiple Stakeholders | |
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Administrative Style | |
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Political Dimensions in the Organization | |
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Developing a Relationship of Trust with School Personnel | |
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Interprofessional Practice | |
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Research on the Effects of School Culture and Collaboration | |
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Conducting an Assessment of School Culture | |
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A System of Integrated Services | |
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An Ecosystems Model | |
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Community Context | |
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Assessing Sociopolitical Dynamics of School and Community | |
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Family and Parents Context | |
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Socioeconomic Family Trends | |
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Family Diversity | |
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Working with School and Family | |
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Assessing Oneself in Preparation for Services Delivery | |
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Culturally Competent Assessment | |
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Assessing Professional Values and Ethics | |
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Assessing Professional Competency | |
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Designing Empirically Supported Interventions Around Needs of the School | |
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Matching Interventions to Diverse Client Groups and School Needs | |
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Reconciling School and Social Work Outcome Priorities | |
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Evidence-Based Programs That Work | |
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Selecting an Evidence-Based Program That Fits | |
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Services Evaluation and Reporting | |
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Standards and Accountability | |
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Social Work Services Plan | |
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Reporting School Social Work Services | |
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Conclusion | |
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For Study and Discussion | |
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Additional Readings | |
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The Delivery of School Social Work Services | |
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Introduction | |
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Expanded School Mental Health and School-Linked Services | |
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Resources for Expanded School Mental Health Services | |
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Consequences for School Social Work Services Delivery | |
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Controversies for School Social Work Services Delivery | |
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Emerging Roles of School Social Workers Within Expanded School Mental Health and School-Linked Services | |
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Ethics in School Social Work Practice | |
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Evidence-Based Practice | |
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Preparing for EBP | |
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Current Intervention Roles | |
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Consultant | |
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Clinical Interventionist | |
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Enabler and Facilitator | |
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Collaborator | |
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Educator | |
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Mediator | |
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Advocate | |
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Diversity Specialist | |
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Manager | |
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Case Manager and Broker | |
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Community Intervention | |
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Policy Initiator and Developer | |
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Specialized Intervention Skills | |
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Intervention with Individual Students | |
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Crisis Intervention | |
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Working with Emotionally and Behaviorally Disturbed Students | |
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Severe Behavior Problems and Conduct Disorder | |
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Helping Individual Students with Conduct Disorder | |
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Interventions with Bullying and Aggressive Behaviors | |
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Violence Prevention | |
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Intervention with Families | |
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Foster Families and Children | |
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Immigrant Families | |
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Interventions with Groups | |
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Intervention with Classrooms | |
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Intervention with the School | |
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Conclusion | |
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For Study and Discussion | |
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Additional Readings | |
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Annotated Bibliography for Social Work Intervention with Pupils, Small Groups, Classrooms, Schools, Families, and Communities | |
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Evaluating School Social Work | |
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Introduction | |
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Program and Practice Evaluation: Meaning and Context | |
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Why Evaluate Programs? | |
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Why Evaluate Practice? | |
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Politics of Context | |
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Role of the Evaluator | |
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Evaluability Assessment | |
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Process and Outcome Evaluation: Compatibility and Purpose | |
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Process Evaluation | |
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Outcome Evaluation | |
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Process and Outcome: One Without the Other | |
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Needs Assessment | |
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Designing and Implementing Evaluation Studies | |
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Measurement Issues | |
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Selection of Instruments | |
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When Goals or Outcomes Are Not Achieved | |
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Selected Types of Single-System Designs Useful in Evaluating School Social Work Services | |
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Designs for Evaluation | |
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Selected Group Research Designs for Evaluating School Social Work Practices | |
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The Pretest-Posttest Design (O1-X-O2) | |
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The Pretest-Posttest Comparison Group Design | |
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The Randomized Controlled Clinical Trial (RCT) | |
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Preparing an End-of-the-Year Summary Report | |
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Ethical and Human Subjects Issues in Evaluation | |
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Conclusion | |
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For Study and Discussion | |
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Annotated Bibliography of Evaluation Resources | |
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An Example of Rural Practice | |
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An Example of Urban Practice | |
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Assessment of Adaptive Behavior and Individual Education Program | |
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References | |
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Index | |