Schools Of Social Work Research Articles

School Social Workers’ Reports of Differences in Policies and Practices in Trauma-Informed and Non-Trauma-Informed Schools

This study explored trauma-informed schools from the perspective of social workers, documenting the reported practices and policies associated with trauma-informed approaches in U.S. schools. Survey data from 538 school social workers were analyzed to investigate the differences in policies and practices between schools identified as trauma informed and not. Logistic regression analyses examined whether the presence of specific school practices and policies was associated with the identification of a school as trauma informed. Of a wide array of programs and policies that may be present in trauma-informed schools, only the presence of trauma training and resources for secondary traumatic stress were key predictors of social workers’ identification of a school as trauma informed. The implementation of trauma training has long been the primary focus of trauma-informed approaches in schools. Should commitment to trauma-informed approaches endure, we recommend moving beyond training and secondary traumatic stress resources to deepen the field’s focus on implementing trauma-informed practices and policies at all organizational levels. We also recommend that future research looks carefully at how some school safety and trauma-informed approaches may be incompatible and the extent to which trauma-informed approaches improve or detract from children’s educational experiences and outcomes.

"We Want to be There to Support … Do We Have the Capacity to Do That?" Current Priorities and Challenges in School Social Work.

While adolescent mental health needs have continued to rise, schools have become a central location for adolescents seeking support for mental health needs, and approximately 96% of public schools in the United States report providing some form of mental health care to students. This study aims to explore school social workers' current challenges and priorities in their roles. Qualitative focus groups with current school social workers in Virginia (N = 16) were conducted for this study. Participants worked in middle and high schools for a minimum of 3 years across the state. Braun and Clarke's steps for thematic analysis were used to guide coding and themes. The current study found 3 primary themes: (1) role confusion due to vast scope of responsibilities within their schools; (2) a disconnect between desired roles and assigned roles and responsibilities; and (3) lack of formal model of service provision. Focus should be placed on the integration of current models of school social work practice to ensure the effective utilization of their services. The study reveals important information regarding the current and future state of school social work practice.

“We Need to Not Fear You”: Essential Factors Identified by Sworn Officers and Civilian Staff for Implementation and Expansion of a Co-Response Program

AbstractThe Fayetteville, AR, Police Department (FPD) initiated a co-response program in 2021, partnering with social workers to respond to individuals in crisis. Originally started with a University of Arkansas School of Social Work (UA) internship, the Crisis Intervention Response Team (CIRT) has grown over time. The program now includes two full-time co-response teams, two social work interns, and plans for further expansion. UA provides support for the program through continued internships, clinical supervision, and program evaluation. This article reports on one aspect of the UA program evaluation focusing on FPD employees’ perspectives on integrating social workers into their department and how those perspectives have changed over time as the program has expanded. Through semi-structured interviews and survey data collected in 2021 and 2023, this research highlights key factors contributing to the program’s successes and continued challenges. The results provide valuable insights, suggestions, and other factors to consider for similar police departments when making decisions whether to establish or expand co-response initiatives.

Historical Development of Social Work and Social Welfare Services in Ethiopia

Social work in Ethiopia has been influenced by the ideology and political economy of governments in power. To explore the core problems social work and social welfare services have experienced, this research employed a systematic review of literature. Organised social welfare services in Ethiopia is a fairly recent phenomenon beginning with the establishment of the first school of social work in 1959. This school was closed in 1974 and then reopened in 2004. The field experienced other challenges too, including its informal merger with the Department of Sociology during the socialist regime. Since social work in Ethiopia is heavily influenced by the Western curriculum and its professional associations have little ability to professionalise the field, its contribution to improving social welfare services is unsatisfactory. Further, because there is no regulatory body, the associations pursue their commitments only sporadically. This has a negative effect on providing quality social welfare services. The future will be determined by the degree to which social work is professionalised.

Abortion in Taranto

Availing ourselves of the collaboration of a student from the School of Social Work, admitted as a trainee in the obstetrics-gynaecology department of a Taranto regional hospital, where abortions are performed in application of law 194, we carried out a survey on a total group of 150 women randomly selected from those undergoing the termination of pregnancy.

School Social Work History: A Scoping Review

School Social Work History: A Scoping Review

The Roles and Responsibilities of School Social Workers in the African Context: A Scoping Review

The profession of school social work has been acknowledged as being of critical importance on a global scale. However, little is known about the practice of school social work in the African context, specifically the roles and responsibilities of practitioners. This scoping review aimed to synthesize empirical studies conducted in the African continent on the roles and responsibilities of school social workers. Using Arksey and O’Malley’s (2005) five-step framework, the search for articles was completed on six electronic databases: Sabinet African Journals, Scopus, ProQuest Central, CINAHL, SocIndex, Medline, and Education Research Complete. Eight articles met the inclusion criteria and were analyzed using thematic analysis. The findings indicate that school social workers or social workers servicing schools are responsible for providing psychosocial support to learners experiencing social challenges; facilitating group work sessions focused on socialization and life skills; training and guiding teachers on ways to better support learners, developing and implementing school programs addressing issues such as bullying and teenage pregnancy; and forming partnerships with other professionals and organizations to support learners. This review concludes that there is a dearth of research dedicated to school social work or social work services in African schools. Future research on school social work should focus on unique challenges, best practices, and the impact of social work services in African schools. Governments and educational institutions should prioritize the integration of social work services within school systems. The review highlights the multifaceted roles practitioners play in creating supportive educational environments in African contexts. Keywords: School Social Work, Africa, Roles, Responsibilities, Learners

Exploring the ripple effect: learner psycho-social challenges, teacher emotional fatigue, and the role of school social work in South Africa—an interview-based qualitative study using Bronfenbrenner's framework

Guided by Bronfenbrenner's (1994) ecological systems theory Bronfenbrenner (Int Encycl Educ,3(2):37–43) , this study highlights the interplay between learner psycho-social challenges and teacher emotional fatigue, which affect classroom dynamics, and the critical role of systemic support—the role of school social workers (SSWs)—in South Africa. Using an exploratory-descriptive qualitative design, we conducted semi-structured interviews with 15 primary school teachers and 13 SSWs from various provinces. Our participants' diverse backgrounds and experiences provided comprehensive insights. Findings highlight the need for a holistic approach to addressing learner psycho-social challenges, emphasising comprehensive support systems for teachers, including training and early intervention. Additionally, the integration of full-time SSWs and the active involvement of psychologists, families, and communities is crucial. Insights can inform educational policies and practices, enhancing teachers' and learners' well-being and effectiveness.

Social Work Practice in United Arab Emirates (UAE) Schools during and after the COVID-19 Pandemic: A Qualitative Study

Besides their educational mission, public schools ground and support the health and psychological, emotional, and social development of students. The educational system is special because it combines multiple integrated responsibilities and duties that transcend the scope of any other social welfare program. Social workers are crucial constituents of educational systems and are expected to attend to the well-being of students while ensuring the effective performance of the educational system. Given such rigorous demands, this study assesses and compares the actual functions undertaken by social workers in schools in the United Arab Emirates during and after the COVID-19 pandemic. In so doing, it aims to help improve educational systems worldwide. The nuanced results of this study will better elucidate the crucial capabilities of social workers in the dynamic educational system and illuminate the challenges they confront during emergencies.

The associations among racial and ethnic identity and perceptions of professors, support, and mental wellbeing in schools of social work

ABSTRACT In the summer of 2020, the United States witnessed unprecedented unrest following the police killing of George Floyd. The reckoning with racial injustice stimulated discussions throughout colleges and universities in the country – particularly within schools of social work – about systemic racism, power, privilege, bias, and inequity. Current political and racial climate have caused tremendous emotional stress for many BIPOC (Black Indigenous people of color) students. In response to national political concerns, scholarships addressing racial justice and higher education emerged, pivoting their efforts toward developing new initiatives to promote diverse and inclusive campus environments. This pilot study recruited a convenience sample (N = 33) from social work programs from 20 different universities throughout the country to complete quantitative surveys. Participants were primarily women (82.9%), and white (65.9%), with some students identifying as non-binary gender, and some with learning or physical disabilities. The study explored student characteristics on their perceptions of their sense of feeling supported, connected to the university, experience of diversity initiatives, and overall mental health. Regression models indicate that BIPOC students were more likely to disagree that their social work programs focused on diversity. Similarly, women students reported a lack of new commitment to diversity among their campuses. Although the CSWE has committed to diversity and inclusion in social work programs and the profession for 40 years, this pilot study suggests that social work students still do not consistently perceive a focus on diversity and race discussions as adequate. This study can help social work schools and administrators research their curriculum, faculty, and students while adopting the new EPAS competencies.

Student perspectives on school-based social workers: a mixed-methods study

PurposeSchool social work, in various forms, is well established internationally and has a growing evidence base. Yet existing research focuses on professional perspectives rather than those of students. This study aims to fill this gap by exploring secondary school student perspectives of having social workers in schools (SWIS). It was undertaken in England as part of the SWIS trial, which tested whether secondary school-based social workers could improve child safety and well-being, identify issues more quickly and reduce the need for statutory services.Design/methodology/approachA mixed-methods approach comprised a survey (n = 1,998 students) and interviews (n = 27 students). Surveys included questions on awareness, understanding, interaction with and attitudes towards the school-based social workers. Interviews involved a Q-sort activity followed by semi-structured questions on general attitudes and experiences. The Q-sort characterised prominent perspectives and how many students subscribed to them.FindingsStudents were broadly positive about having a social worker in their school in the survey and interviews. Two prominent perspectives on SWIS were identified. The first (n = 17) was defined by students feeling positively overall and strongly agreeing that they trusted the social worker. The second (n = 4) was mixed in sentiment, defined by some anxiety about working with the social worker. In interviews, students relayed that social workers were easily accessible, offered emotional support and acted as a bridge between school and home.Originality/valueTo the best of the authors’ knowledge, this study is the first to quantify student perspectives on having social workers at school and evidence attitudes and experiences about school-based social work as practiced during the SWIS trial.

Social workers’ core components for mitigating problematic school absenteeism: the case of school social teams in Sweden

ABSTRACT Problematic school absenteeism is increasing in most advanced welfare countries. As school success is a well-established factor for improving children’s social, mental, and physical development, it represents a fundamental challenge for welfare states. To counteract this development, a variety of different methods and interprofessional collaborations have been developed recently. Despite this, there is little research to date on the roles social workers adopt in mitigating problematic absenteeism. This article presents a study that explored the roles of social workers in a newly developed and rapidly spreading Swedish method, School Social Teams. This study aimed to explore the roles adopted by school social workers in these teams and the core components associated with decreased problematic school absenteeism. The study found empirical evidence for three roles and six associated core components: the mediator (creating a communicative space and fostering an understanding of underlying problems); the advocate (establishing a student perspective and advocate at meetings); and the available adult (being available and having endurance). Compared with the existing literature, the mediator and advocate are more theoretically anchored in the literature, whereas the available adult role are related to stronger evidence for mitigating problematic school absenteeism. One conclusion is the importance of deliberate choices of various roles associated with school social work roles as its core components are related to different outcomes.

The cost-effectiveness and cost-consequences of a school-based social worker intervention: A within-trial economic evaluation

Schools are a significant source of referrals to Children’s Social Care (CSC) services. A within-trial economic evaluation estimated the cost-effectiveness of embedding social workers in schools (SWIS) in England compared to usual practice. Two hundred and sixty-eight schools comprising 277,888 students were randomised. The primary outcome of the trial was section 47 enquiries (i.e. child protection referrals to CSC services). The economic evaluation estimated the incremental cost-effectiveness of SWIS in reducing section 47 enquiries. Micro-costing approaches assessed the cost of the social worker intervention and addressed variability in key unit costs. Mean differences in costs and outcomes were estimated, with bootstrap 95% confidence intervals and scaling to incidence rate ratios per 1000 students per year. No statistically significant differences between trial arms were identified for any outcomes, costs or cost-effectiveness over a 23-month follow-up. The probability that SWIS is cost-effective was estimated for a range of willingness to pay values. At threshold values of £1000, £10,000 and £20,000, the probabilities for cost-effectiveness were estimated as 1.3%, 1.1% and 6.1%, respectively. This means SWIS had a low probability of being cost-effective.

Pandemic-induced Migration From Campus to Digital Mode: Experiences From Social Work Students and Teachers in India and Sweden

The article explores the rapid COVID-19 pandemic-induced migration from campus to digital modes of education in 2020–2021. The process of this migration offers an opportunity to examine some important issues related to digital teaching, learning, and education during the pandemic. Based on our study of the School of Social Work at Tata Institute of Social Sciences in Mumbai, India, and the School of Social Work at Lund University, Sweden, we explore and compare the social component in the experiences of students and teachers at the two institutions. The data collection draws on focus group sessions and interviews complemented by various relevant institutional documents and our own experiences at our respective institutions. The core argument we put forth in the article is that the Swedish student and teacher response to the pandemic-induced crisis and the migration to digital classes was a case of ‘trusting the state’, as they were passively waiting for top-down initiatives and instructions. On the other hand, the response at the Indian institution was a case of ‘trusting ourselves’, not waiting for top-down instructions and support but creating bottom-up solutions within the internal community of teachers and students. We also highlight the different perceptions and the impact of teaching and studying from home on physical and emotional levels. While we present the differences and specificity around the expectations of teachers and students at the two institutions, we also elucidate their patience, perseverance and innovation while engaging with the realities of work and studying from home while being kept away from campus.

“I was always on the outside, watching quietly”: Autistic women reflect on school experiences

Voices of autistic women and girls have historically been absent from research. Even now, there is limited knowledge about the experiences of autistic girls and women, particularly in the school setting. To address this gap, this phenomenological study explored a broad range of school experiences for autistic women, from kindergarten through college. Interviews of 6 participants were conducted through a pilot study to inform the development of the interview protocol and process. A total of 14 autistic women participated in the full study, which also included the initial 6 from the pilot. Interviews were audio recorded and transcribed. Two researchers independently analyzed the data to identify themes using thematic analysis. Six themes were identified: (1) Accuracy of diagnosis matters; (2) Details matter; (3) Meaning of sensory and emotional experiences; (4) Invisibility/Not belonging; (5) Relationship and friendship challenges; (6) Layers of vulnerability. We identify recommendations for educators, administrators, counselors, and school social workers.

Integrating human rights in social work education in Europe

ABSTRACT The engagement of social workers with human rights is deeply embedded in the history of the profession and discipline. Therefore, incorporating human rights into social work curricula is paramount. However, comparative research on the integration of human rights in Europe is largely missing. This article addresses the gap by analyzing curricula in eight European countries. It is based on a symposium organized by the Special Interest Group on Human Rights in Social Work within the European Association of Schools of Social Work in 2022. The article focuses on three questions: What explicit references to human rights can be found? How are human rights linked to political and structural aspects? In what form is the significance of human rights for social work practice considered? The analysis encompassed the curricula of Bosnia and Herzegovina, Poland, Austria, Ireland, the Netherlands, Germany, Belgium, and Finland. It shows that human rights are an integrated component within all degree programs in these countries, albeit in different forms and to different extents. However, the critical analysis also shows significant shortcomings, e.g. missing emphasis on human rights topics within the curriculum and insufficient consideration of the practical applicability of human rights.

“Striving Toward Equity for All”: Social Work Faculty and Staff Define Social Justice

ABSTRACT Purpose The guiding documents of the social work profession establish social justice as central to the discipline and practice of social work, yet there is little consensus on the meaning of the term. Therefore, the goal of this study was to examine how faculty and staff in one school of social work defined social justice. Methods Data for this study were drawn from a school climate survey distributed within one school of social work with an explicitly stated commitment to social justice. Ninety-three staves and faculty responded to the open-ended question: How do you define social justice? Findings Three themes were identified in how participants defined social justice as a form of evidence-based meaning making: (1) equality, (2) equity, and (3) advocacy and action. Discussion We conclude this article by discussing implications for how social workers can incorporate a critical approach to defining social justice that extends beyond equality and equity. Specifically, we recommend that the profession work toward a common, evidenced-based understanding of social justice to effectively educate current and future social workers to dismantle systems of oppression at all levels of social work.

A study of school systems practising case management to address non-attendance and other issues in Japanese elementary and junior high schools

ABSTRACT This study examined a teacher-centred school system in Japan that promotes case management, alongside its influencing factors and improvement areas. A survey involving semi-structured interviews was conducted with 12 school counsellors, school social workers, and coordinator teachers with three or more years of experience in assisting children in public elementary and junior high schools. Results showed that information consolidation within each school, case assignment, monitoring, and evaluation differ between schools and that no school has a clearly defined system. Having a key person for case management in schools and identifying improvement areas for shaping the school system are necessary.

Untapped potential? a scoping review exploring school social work in Norwegian primary schools

ABSTRACT The Norwegian Education Act safeguards children’s right to a supportive psychosocial school environment, increasingly recognized as a pivotal arena for early intervention. In this endeavour, interdisciplinary collaboration plays a crucial role, and school social workers have recently emerged as important professionals in this regard, although their roles lack clear definition. This scoping review, guided by Arksey and O’Malley’s framework and the PRISMA checklist, explores the terminology describing school social workers’ position in Norwegian primary schools, and their roles and responsibilities, and potential impact. Both published and grey literature were included as relevant data material, supported by stakeholder consultation. We comprehensively searched 11 databases, in addition to government websites, resulting in the inclusion of 14 research reports, 4 research articles and 12 master’s theses. Our findings reveal the complexity of school social workers’ roles, hampered by the absence of legal mandates. This ambiguity leads to role variability, hindering the full utilization of their competences and fostering person-specific positions. Consequently, the psychosocial support provided in Norwegian primary schools lacks consistency and optimization. Clearer delineation of school social workers’ roles and responsibilities is imperative to unlock their full potential in creating favourable psychosocial school environments.

A community-engaged interprofessional project led by medical students, school of social work students, and resident physicians: lessons learned and recommendations for success

ABSTRACT Addressing health disparities through community engagement and interprofessional partnerships is increasingly critical. However, learner-led approaches that integrate medical students, resident physicians, and social work students are not well-studied. We designed a learner-led, interprofessional, public health campaign for a majority Hispanic community, with the goals of building interprofessional leadership skills, engaging learners to address COVID-19 inequities, and disseminating lessons learned. Faculty and students from the University of Texas Rio Grande Valley Schools of Medicine and Social Work partnered with community leaders to pilot an interprofessional project supported by the American Association of Medical Colleges’ Nurturing Experiences for Tomorrow’s Community Leaders (AAMC NEXT) Award. We describe the process of selection of a 12-member learner team of medical students, resident physicians, and social work students, and how we enacted the project from December 2020 to June 2021. Lessons learned in implementing our learner-led, community-engaged, interprofessional approach included: building interprofessional leadership skills, setting member roles and responsibilities, instilling requisite knowledge and skills, engaging with the community, and disseminating research findings. These lessons can guide other institutions seeking community-engaged interprofessional projects with learners.