Social Work Services in Schools, Seventh Edition
, by Allen-Meares, Paula
- ISBN: 9780205917273 | 0205917275
- Cover: Paperback
- Copyright: 7/10/2014
Discusses social work practices within the US educational system. This title is also available as a more affordable e-book.
Social Work Services in Schools discusses major issues confronting education as well as practice directions for the design, delivery, and evaluation of social work in schools. Historical and contemporary concepts, policies, and evidence-based interventions in school social work services are closely examined. The seventh edition provides insight into the proposals and suggestions for a better education system, and offers supplement research and commentary to help reconsider the needs of public schools in the 21st century. Other materials include empirical findings described in professional literature, case illustrations of social work practice in schools, and interviews.
Social Work Services in Schools is designed for individuals specializing in social work services in schools, as well as for those who are preparing to work in related agencies of the community.
Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy, or contact your Pearson Representative to learn more.
Paula Allen-Meares is currently Chancellor of the University of Illinois at Chicago (UIC), Vice President of the University of Illinois, John Corbally Presidential, and Dean Emerita/Professor Emerita of Schools of Social Work and Education at the University of Michigan, Ann Arbor. Her research interests include school social work, the tasks and functions of social workers employed in educational settings and the organizational variables that influence service delivery; improving the mental health/health of poor children and adolescents of color; adolescent pregnancy, including repeat births among adolescents and young adults; health care utilization, and social integration factors which influence sexual behavior and parenthood; and maternal psychiatric disorders and their direct and indirect effects on parenting skills and developmental outcomes of offspring. In addition, she has published on such topics as conceptual frameworks for social work and re-search methodologies. She has served as Principal Investigator on a W. K. Kellogg Foundation Grant, entitled Global Program for Youth, was Co-Principal Investigator of the NIMH Center on Poverty, Risk, and Mental Health, Co-Principal Investigator on an R01 of the National Institute of Mental Health’s Pathways for Youth, Risk and Resilience and is currently Co-Principle Investigator of the Skillman Good Neighborhoods Grant. Dr. Allen-Meares serves as a board member of the New York Academy of Medicine and is a member of the Institute of Medicine of the National Academies (IOM).
Lauren Akers, M.P.P, is a research analyst at Mathematica Policy Research, Inc. Her research and public policy interests include early childhood intervention and education, as well as K-12 education.
Sally Atkins-Burnett, Ph.D., is a Senior Researcher at Mathematica Policy Research, Inc. Her research interests include assessment, early childhood development, dual language learners, and children with disabilities. Her background in teaching children with disabilities and in teacher preparation of special educators, as well as per personal experience as a parent to individuals with disabilities, informs her writing and research.
Ron Avi Astor, Ph.D., is the Richard M. and Ann L. Thor Professor in Urban Social Development. He holds appointments in the schools of Social Work and Education at the University of Southern California. His professional interests include children's understanding of violence, large-scale, city-wide youth empowerment monitoring systems, and school violence interventions, and he has authored over 100 scientific publications and has numerous research projects on school violence.
Rami Benbenishty, Ph.D., is a professor at Bar Ilan School of Social Work in Israel. His work focuses on child welfare and children at risk. He partners with the Israeli Ministry of Education to develop monitoring and intervention systems to improve school climate and prevent school violence in Israel.
Gary L. Bowen, Ph.D., MSW, is a William R. Kenan Distinguished Professor in the School of Social Work at The University of North Carolina at Chapel Hill. He co-directs the School Success Profile project. Dr. Bowen is Past President (2009-2011) of the National Council on Family Relations.
Cynthia Franklin, Ph.D., LCSW, is Stiernberg/Spencer Family Professor in Mental Health and Coordinator of the Clinical Concentration at The University of Texas at Austin, School of Social Work. Dr. Franklin is an imminent researcher and expert in school social work and school mental health practice, with over 125 publications. Some of her most notable contributions include re-search on school social work, the effectiveness of solution-focused brief therapy in schools, and dropout prevention.
Mary Beth Harris, Ph.D., LCSW, is a Clinical Associate Professor and Director of the San Die-go Academic Center Campus at the University of Southern California. She has conducted numerous clinical studies and authored a number of seminal publications on adolescent mothers in the school environment. Dr. Harris was a family therapist and administrator in family and school-based services for more than two decades.
Sandra Kopels, J.D., MSW, is a Professor at the University of Illinois at Urbana-Champaign School of Social Work, where her primary teaching assignment is teaching social work students about the law. Her research generally focuses on the law’s impact on the rights of vulnerable clients and the responsibilities of social workers to practice ethically and legally. Her specific focus pertains to the confidentiality of client communications and the disclosure of information in child abuse and duty to warn situations.
Katherine L. Montgomery, Ph.D., MSSW, is an NIMH-funded (T32MH019960) postdoctoral fellow in the Brown School of Social Work at Washington University in Saint Louis. Her re-search coalesces around dissemination and implementation of empirically supported school-based interventions and the treatment and prevention of juvenile delinquency.
Ronald O. Pitne r, Ph.D., ACSW, is an Assistant Professor in the College of Social Work, and is in the Faculty Excellence Initiative (FEI) position for African American Health and Social Dis-parities. His current research examines the effects that community-based civic engagement has on residents' perceptions of community ownership, community safety, and positive community development. Dr. Pitner holds a Ph.D. in Social Work and Psychology from the University of Michigan.
Tara Powell, MSW, MPH, is a Ph.D. candidate at The University of Texas School of social work. Her concentration is in school-based mental health, policy, and long-term disaster response. Her research interests include school-based psycho-educational programs for children after disasters, violence prevention, and community mental health. John W. Sipple, PhD, is an Associate Professor in the Department of Development Sociology. His research focuses on the implementation of public policy and the interrelationship between school and community vitality. He directs the Community and Regional Development Institute at Cornell and the New York State Center for Rural Schools.
Danielle C. Swick, Ph.D, MSW, is a Research Assistant Professor at the University of North Carolina at Chapel Hill. Her areas of interest include evidence-based practice, school-based interventions, child and adolescent mental health, and community-engaged research.
Bruce Thyer, Ph.D., MSW, received his MSW from the University of Georgia in 1978 and his Ph.D. in social work and psychology from the University of Michigan in 1982. He is the founding and continuing Editor of the bimonthly journal "Research on Social Work Practice" is a member of the Social Work Academy of the National Academies of Practice. He is a current LCSW and a Board Certified Behavior Analyst.
In this Section:
I) Brief Detailed Table of Contents
II) Detailed Table of Contents
I) Brief Detailed Table of Contents
Chapter 1. School Social Work: A Historical and Contemporary View
Chapter 2. Major Issues in American Schools
Chapter 3. Perspectives in School Social Work Services
Chapter 4. The Design of Social Work Services: School Environment
Chapter 5. The Design of Social Work Services: Addressing Student Needs
Chapter 6. The Design of Social Work Services: Responding to Needs of Culture, Race, Gender, and Sexual Orientation
Chapter 7. The Delivery of School Social Work Services
Chapter 8. Familiarizing Oneself with Key Groups of Children and Adolescents
Chapter 9. Children with Special Needs
Chapter 10. Student Rights and Control of Behavior
Chapter 11. Violence in Schools
Chapter 12. Evaluating School Social Work
II) Detailed Table of Contents
Chapter 1. School Social Work: A Historical and Contemporary View
The Profession of Social Work
The Establishment of Social Work
Chapter 2. Major Issues in American Schools
Purposes of Public Education
School Reform
The School as Community Hub
Finance
Chapter 3. Perspectives in School Social Work Services
An Ecosystems Perspective
Ecological Theory
General Systems Theory
Chapter 4. The Design of Social Work Services: School Environment
Working within A School
Political Dimensions in the Organization
The Effects of School Culture and Collaboration
Services Evaluation and Reporting
Chapter 5. The Design of Social Work Services: Addressing Student Needs
Socioeconomic Patterns
Mental Health, Behavioral, and Learning Difficulties
Assessment as the Initial Process in Designing Services
Assessing and Engaging the Family
Policies Affecting Services to Individual Students and Families
Collaborating with the Community
Chapter 6. The Design of Social Work Services: Responding to Needs of Culture, Race, Gender, and Sexual Orientation
Culturally Grounded Assessment
Designing Empirically Supported Culturally Grounded Interventions
Bilingual and Bicultural Education
Gender in Education
Sexual Orientation and School-Based Social Work
Empirically Supported Interventions that Work
Chapter 7. The Delivery of School Social Work Services
Emerging Roles of School Social Workers within Expanded School Mental Health and School-Linked Services
Evidence-Based Practice and Empirically Supported Interventions
Current Intervention Roles
Specialized Intervention Roles
Chapter 8. Familiarizing Oneself with Key Groups of Children and Adolescents
Enrollment and Staffing
The Concept of Pupil Life Tasks
Pupil Life Tasks
Academic and Social Challenges
Children with Challenges at Home
Children Facing Abuse
Adolescents, Sex, and Sexuality
Chapter 9. Children with Special Needs
Key Legislation Supporting Students with Special Needs
No Child Left Behind Act of 2001
Jacob Javits Gifted and Talented Education Act
Issues in Implementation: Renewed Attention to the Primary of Emotional Development
Chapter 10. Student Rights and Control of Behavior
Sources of School Districts’ Authority
Basic Constitutional Rights
Discipline in the Schools
School Attendance
Chapter 11. Violence in Schools
Major Trends and Issues
Types of Interventions
Common Types of Interventions that Schools and School Social Workers are Using
Empirically-Supported Prevention and Intervention Programs
Chapter 12. Evaluating School Social Work
Designing and Implementing Evaluation Studies
Selected Types of Single-System Designs Useful in Evaluating School Social Work Services
Selected Group Research Designs for Evaluating School Social Work Practice
Ethical and Human Subjects Issues in Evaluation
Annotated Bibliography of Evaluation Resources
Appendix I An Example of Rural Practice
Appendix II An Example of Urban Practice
Appendix III Assessment of Adaptive Behavior and an Individual Education ProgramWhat is included with this book?
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