Framing New Directions for School Counselors, Psychologists, & Social Workers

2008 ◽  
Keyword(s):  
Social Workers ◽  
School Counselors ◽  
New Directions

Experiences of practitioners implementing comprehensive student support in high-poverty schools

2020 ◽  
pp. 136548022094376
Author(s):  
Amy E Heberle ◽  
Úna Ní Sheanáin ◽  
Mary E Walsh ◽  
Anna N Hamilton ◽  
Agnes H Chung ◽  
...  
Keyword(s):  
Social Workers ◽  
School Counselors ◽  
Best Practice ◽  
Service Providers ◽  
Student Support ◽  
The United States ◽  
Direct Care ◽  
Role Clarity ◽  
Practice Model ◽  
Reflection Data

This US-based study examined the experiences of school counselors and social workers implementing a systems-oriented, programmatic student support practice model, City Connects, within high-need urban contexts. The City Connects model represents current best practices in student support, positioning school counselors and social workers primarily in the role of identifying students’ needs and strengths and making connections between students, families, teachers, and service providers. This stands in contrast to older models in which these professionals functioned primarily in a direct care role. The goal of the study was to understand practitioners’ experiences of efficacy, satisfaction, and engagement as well as the barriers to each of these within this best practice model. Acknowledging the documented challenges of working in high-need urban schools in the United States and the potential strains of systems-oriented practice, the study aimed to understand which aspects of their work enable practitioners to thrive, as well as which aspects do not. Qualitative analysis was used to examine written reflection data on the experiences of 35 practitioners implementing the model. Our analysis revealed six themes: (1) connecting/cultivating relationships (2) seeing impact, (3) having confidence in the effectiveness of the practice model, (4) having high levels of satisfaction with the practice, (5) managing role clarity, and (6) experiencing systemic barriers. Implications for practitioners, supervisors, clinician educators, and program designers are discussed.

Day-to-Day Activities of School Counselors: Alignment with New Directions in the Field and the ASCA National Model®

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Mary E. Walsh ◽  
James G. Barrett ◽  
Jillian DePaul
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Considerable Time ◽  
Elementary School Counselors ◽  
Asca National Model ◽  
Role Changes ◽  
New Directions ◽  
National Model ◽  
Counseling Literature ◽  
Newly Hired

Role changes in the profession of school counseling take considerable time to be enacted in practice. The purpose of the study in this article is to examine whether newly hired elementary school counselors working in urban settings can implement (a) new directions for practice that have emerged in the recent school counseling literature (i.e., a programmatic, collaborative, and preventive approach), and (b) the components that reflected these new directions embedded in the Delivery System of the ASCA National Model®.

Psychological Predictors of Mass-Murdering in Adolescents

2021 ◽  
pp. 18-34
Author(s):  
Giulia Perasso ◽  
Elena Carraro ◽  
Jeffrey De Marco
Keyword(s):  
Risk Factors ◽  
Literature Review ◽  
Social Workers ◽  
School Counselors ◽  
Health Professionals ◽  
Psychological Predictors ◽  
Critical View ◽  
Scientific Papers ◽  
Crime News ◽  
Criminological Theories

The chapter describes and critically evaluates predictors of MM in adolescents. The review combines psychological and criminological theories, aiming to better understand the phenomenon. The methodology includes (1) literature review of scientific papers and (2) software-based text-analysis on crime-news. This integration will provide a critical view of adolescents who commit MM from both scientific and media content. Through a detailed description of MM's risk factors among adolescents, this chapter aims at increasing parents', school leaders', school counselors', social workers', teachers', and health professionals' knowledge on the phenomenon. In this way, families and institutions may be able to build prompt, preventative, and tailored strategies to counteract MM.

New Directions for Juvenile Courts

1973 ◽  
Vol 19 (4) ◽  
pp. 508-518 ◽  
Author(s):  
Jerry Franklin ◽  
Don C. Gibbons
Keyword(s):  
Supreme Court ◽  
Social Workers ◽  
Pacific Northwest ◽  
Due Process ◽  
Juvenile Court ◽  
Juvenile Courts ◽  
New Directions ◽  
Supreme Court Rulings ◽  
Research Studies

Research studies on Supreme Court rulings regarding due process for juveniles are reviewed. The present study examined attitudes of juvenile court counselors in a Pacific Northwest metropolitan community toward due process and restrictions upon the powers of the juvenile court and correctional workers. The workers expressed relatively positive views, and there were few differences between social workers and persons with other training and between supervisors and other workers.

scholarly journals Institutionalization: A Theory of Human Behavior and the Social Environment

10.18060/143 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 219-236 ◽  
Author(s):  
Miriam McNown Johnson ◽  
Rita Rhodes
Keyword(s):  
Nursing Home ◽  
Social Workers ◽  
Empirical Studies ◽  
Institutional Care ◽  
Theoretical Models ◽  
Institutional Setting ◽  
Maladaptive Behaviors ◽  
Institutional Placement ◽  
The Social ◽  
New Directions

Institutionalism is the syndrome first recognized and described in inpatient psychiatric facilities,which is now used to describe a set of maladaptive behaviors that are evoked by the pressures of living in any institutional setting. This article traces the development of the theory of institutionalization, which predicts and explains an individual’s response to that particular type of environment. The article makes note of key contributors and contributions, and of empirical studies that have advanced the theory. Underlying perspectives and assumptions are identified and earlier theoretical models are reviewed and critiqued. An updated model of the theory, which includes individual vulnerabilities, objective conditions of the institutional placement, and the resident’s perceptions of the environment, is presented. New directions in the field of institutional care and implications for social workers, particularly for those working in nursing home and prison settings, are discussed, along with recommendations for next steps for theory progression.

Involvement of parents of children with ADHD in schools: Implications for social work practice

2021 ◽  
pp. 146801732110300
Author(s):  
Kitty Yuen-han MO ◽  
Simon Tak-Mau CHAN
Keyword(s):  
Social Work ◽  
Parental Involvement ◽  
Social Workers ◽  
School Counselors ◽  
Contextual Factors ◽  
Social Work Practice ◽  
School Social Workers ◽  
Children With Adhd ◽  
Children's Education ◽  
Children’S Education

Summary School social workers and school counselors play an important role in providing support to the parents of children with attention deficit hyperactivity disorder (ADHD). Issues regarding the barriers to parental involvement have not been well-explored empirically in social work. By means of semistructured interviews, this study explored the perspectives of 20 Mainland Chinese parents about parental involvement in their children’s education and in schools, parent–teacher relationships, the social factors that affect individual families, and the cultural and contextual factors that hinder parental involvement in children’s education. Findings Using thematic analysis, the researchers identified major themes: (a) emotional overinvolvement of parents in children’s education; (b) withdrawal of fathers; (c) positive and negative teacher–parent relationships; (d) contextual factors: school culture, system, and policies; and (e) parents’ preferred sources of support. Applications This research provides insight for school social workers and school counselors to develop supportive measures for parents of children with ADHD. Furthermore, it is recommended that social workers mediate tensions that arise from conflicts between teachers and parents. Social workers need to be sensitive to the power and cultural issues embedded in a parent–teacher relationship to facilitate parental involvement in school mental health services for children with ADHD. In particular, the cultural beliefs that affect parents and teachers relationships should not be ignored.

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