School Social Workers Sanctioned by State Departments of Education and State Licensing Boards

2014 ◽  
Vol 36 (3) ◽  
pp. 135-144 ◽  
Author(s):  
K. Boland-Prom ◽  
M. E. Alvarez
Keyword(s):  
Social Workers ◽  
School Social Workers ◽  
Departments Of Education ◽  
State Departments Of Education

scholarly journals Practice in a Pandemic: School Social Workers’ Adaptations and Experiences During the 2020 COVID-19 School Disruptions

2021 ◽  
pp. 104438942110098
Author(s):  
Michael S. Kelly ◽  
Rami Benbenishty ◽  
Gordon Capp ◽  
Kate Watson ◽  
Ron Astor
Keyword(s):  
Online Learning ◽  
Social Work ◽  
Social Workers ◽  
Online Survey ◽  
Work Practice ◽  
School Social Work ◽  
Social Work Practice ◽  
Virtual School ◽  
School Social Workers ◽  
Traditional Practice

In March 2020, as American PreK-12 schools shut down and moved into online learning in response to the global COVID-19 pandemic, there was little information about how school social workers (SSWs) were responding to the crisis. This study used a national online survey to understand how SSWs ( N = 1,275) adapted their school practice during the initial 2020 COVID-19 crisis. Findings from this study indicate that SSWs made swift and (relatively) smooth adaptations of their traditional practice role to the new context, though not without reporting considerable professional stress and personal challenges doing so. SSWs reported significant concerns about their ability to deliver effective virtual school social work services given their students’ low motivation and lack of engagement with online learning, as well as significant worries about how their students were faring during the first months of the pandemic. Implications for school social work practice, policy, and research are discussed.

The Art of Becoming Indispensable

2021 ◽  
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Academic Preparation ◽  
School Social Workers ◽  
Master Of Social Work ◽  
New School ◽  
Entry Level ◽  
Work Practitioner ◽  
Social Work Programs ◽  
The Impact

Despite their academic preparation and lived experiences, new school social workers face a learning curve when moving from entry-level practice to proficiency. The Art of Being Indispensable: What School Social Workers Need to Know in Their First Three Years of Practice is the first book focusing specifically on the needs of new school social workers as they transition to this complex role. Each of the book’s 20 chapters features an academic scholar and at least one school social work practitioner; overall, there are 18 academics and 42 practitioners from 28 different states. The diversity of the authors’ experiences, representing all variations of schools and districts, ensures that the content is applicable to a variety of practice contexts. Each chapter addresses the challenges of a public health pandemic and the impact of racial injustice. There is a timeless quality to this text since every year, new school social workers are being hired, whether from master of social work and bachelor of social work programs or from the ranks of professional social workers changing fields and becoming school social workers. This indispensable guide will help new school social workers to effectively execute their roles and responsibilities.

School Social Workers and Teachers' Strikes

1980 ◽  
Vol 2 (4) ◽  
pp. 5-11
Author(s):  
Marion Huxtable
Keyword(s):  
Social Workers ◽  
School Social Workers

scholarly journals Challenges Facing School Social Workers in Saudi Arabia

2020 ◽  
Vol 10 (12) ◽  
Author(s):  
Abdulhadi Sharhan Alotaibi ◽  
Mohd Suhaimi Mohamad ◽  
Nor Jana Saim ◽  
Ezarina Zakaria
Keyword(s):  
Saudi Arabia ◽  
Social Workers ◽  
School Social Workers

Job stress, perceived inequity and burnout among school social workers in Hong Kong

2005 ◽  
Vol 48 (4) ◽  
pp. 467-483 ◽  
Author(s):  
Tony S.K. Tam ◽  
Lilian P.K. Mong
Keyword(s):  
Hong Kong ◽  
Social Workers ◽  
Job Stress ◽  
Personal Accomplishment ◽  
School Social Workers ◽  
Identity Confusion ◽  
Stress Au Travail ◽  
Social Welfare Services ◽  
The Social ◽  
Milieu Scolaire

English Job stress and perceived inequity are revealed as correlates of burnout among school social workers in Hong Kong. The findings do not support the expectation that burnout is general, in spite of the government’s reforms in the social welfare services. A sense of personal accomplishment may serve as a mediator. However, the respondents suffer from role strain and identity confusion due to lack of communication among schools authorities, students and parents. French Cet article décrit comment la conjugaison du stress au travail et inéquités perçues sont liées au `burnout' chez les travailleurs sociaux en milieu scolaire à Hong Kong. Les résultats ne semblent pas confirmer la croyance que le `burnout' existe de façon généralisée malgré les changements observables introduits par le gouvernement en vue d'améliorer l'efficacité des coûts des services de bien-être social. Un sentiment d'accomplissement personnel sert possiblement de médiation efficace. Les répondants souffrent néanmoins de tensions face à leur rôle et de confusion identitaire dues à l'incompréhension du rôle du travailleur social scolaire par les autorités scolaires, les étudiants et les parents. Spanish Este trabajo describe el agotamiento en el trabajo y la percepción de inequidad como correlatos del descontento entre los trabajadores sociales de la escuela en Hong Kong. Los hallazgos no parecen apoyar la expectativa de que el descontento exista como patrón general a pesar de los cambios observables introducidos por el gobierno en los servicios de bienestar social. Un sentido de realización personal puede servir como ,mediador efectivo. Sin embargo los entre,vistados padecen una tensión de rol y confusión de identidad que proviene de la falta de comunicación entre autoridades de la escuela, los estudiantes y los padres de familia.

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