School Social 580

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School Social580

• Web Page http//content.parkhill.k12.mo.us/FRS/SW
  580.htm

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School Social Work

• Syllabus/ Assignments
• Overview of School Social Work
• Freedom Writers
• Many Ways of Knowing
• Group- First Memory of School
• Ethics and Standards
• Roles Responsibility
• History Major Educational Legislation

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Course Requirements

•    Participation Be prepared to participate
  in course discussion and activities. Prompt and
  regular attendance is expected. Readings should
  be completed before class meetings. 
• Book Study Will lead one book study discussion
• Mini Assignments There will be 3 mini
  assignments that will require information brought
  to class to perform in-class group work.
• Oral/Written Presentation You will be asked to
  create a presentation for the class on one of the
  suggested topics (see handout). This assignment
  is designed for you to become our class expert
  on a pertinent school topic, and to present it to
  the class in a manner that encourages
  participation and discussion. After you have
  completed your presentation you will need to
  submit a written discussion of what you learned
  from presenting to the class.
• Portfolio Your accomplishment of education
  outcomes and school social work standards (see
  handout) will be documented in a portfolio.
  Guidelines for the content and preparation of
  portfolios will be presented in class.

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Grading

•      Class participation, (1 point per hour) 40
  pts
•      Book Study (run 1 session each) 30 pts
• Mini Assignments (3 at 10 pts each) 30
  pts
•     Oral/ Written Presentation
• 40 pts
• Portfolio
• 60 pts

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Overview of School Social Work

• As a field of practice, school social work has
  expanded its scope and changed the professional
  identity of its practitioners. Many of the
  economic, educational, and social changes that
  occur have made family life more difficult,
  increasing the number of at-risk children in
  public schools and the range of services they
  require.

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Knowledge Areas

• Areas of Risk
• Behavior Problems
• School Issues
• Cross-cultural practice
• Risk Resiliency
• Services in schools
• Assessment treatment
• Group work
• Engaging families communities
• Evaluation

• Ethics Standards
• Roles Responsibilities
• Major Educational Legislation
• School as a System
• Confidentiality/ FERPA
• Documentation/ Record keeping
• Special Education
• Equal Educational Opportunity

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Freedom Writers

• The story begins in 1994 when freshmen at a Long
  Beach high school are assigned to an English
  class for "problem kids." Darrius is on parole.
  Henry is dealing crack. Gang membership is the
  norm in this class of mainly poor and non-white
  kids. An unlikely new teacher walks in wearing a
  preppie suit and pearls. Erin Gruwell is fresh
  out of teacher training and tries to do her job
  with calm and patience.

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• But just days later, she flies off the handle.
  She actually screams at her startled students.
  Her outburst is not due to the rowdy
  inattentiveness of Room 203. She has intercepted
  a note of a sketched black face with cartoon
  lips. Infuriated, Ms. Gruwell yells that this is
  the kind of stereotyping that led to the
  Holocaust. The students respond with blank
  stares. Her students have never heard of the
  Holocaust. She asks how many have been shot at
  for belonging to a "wrong" group. Nearly everyone
  in the class raises a hand.

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"These kids were the failing, dyslexic,
gang-member students that got thrown into one
class," said Gruwell. "Even in the teachers
lounge, they were referred to as 'stupid,'
'dumb,' and 'for heavens' sake don't give them a
computer, they'll hock it!'" "Why does the
world's richest economy settle for a poor
education system?" And, more importantly, "How
can we change that?"
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Many Ways of Knowing

• What is truth?
• How may we know it?
• Is there such thing as truth and may we ever know
  it?
• Those who define the questions to be asked
  define the parameters of the answers, and it is
  the parameters of the questions and the ensuing
  answers that function as the lens by which people
  view reality?

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Many Ways of Knowing

• Distance objectivity
• Deeply personal empathic knowing
• Statistical analysis probability tests
• Being there
• practice wisdom
• We must not turn our backs on any opportunity to
  enhance or knowledge

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Code of Ethics

• Safeguards the reputation of a professional by
  providing explicit criteria that can be employed
  to regulate the behavior of members.
•   Furthers competent and reasonable practice
  by its members.
• Protects the public from exploitation by
  unscrupulous or incompetent practitioners.

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Guiding Principles for Social Workers

• Principles are basic rules or guides to ones
  practice behavior.
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• Principles Focused on the Social Worker as a
  Professional Person
• The Social Worker Should Practice Social Work
• The Social Worker Should Engage in Conscious Use
  of Self
• The Social Worker Should Maintain Professional
  Objectivity
• The Social Worker Should Respect Human Diversity
• The Social Worker Should Seek Personal and
  Professional Growth

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• Principles That Guide Practice Activities
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• The Social Worker Should Do No Harm
• The Social Worker Should Engage in Conscious
  Knowledge
• The Social Worker Should Engage in Conscious
  Value-Guided and Ethical Practice
• The Social Worker Should Be Concerned with the
  Whole Person
• The Social Worker Should Treat the Client with
  Dignity
• The Social Worker Should Individualize the Client
  
• The Social Worker Should Lend Vision to the
  Client
• The Social Worker Should Build on Clients
  Strengths
• The Social Worker Should Maximize Client
  Participation
• The Social Worker Should Maximize Client Self-
  Determination
• The Social Worker Should Help the Client Learn
  Self- Directed Problem-Solving Skills
• The Social Worker Should Maximize Client
  Empowerment
• The Social Worker Should Protect Client
  Confidentiality
• The Social Worker Should Adhere to the Philosophy
  of Normalization
• The Social Worker Should Continuously Evaluate
  the Progress of the Change Process
• The Social Worker Should Be Accountable to
  Clients, Agency, Community, and the Social Work

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Standards for Social Work Services in Schools

• Competence and professional practice
• Professional preparation and development
• Administrative structure and support
•  

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Roles Responsibilities

• Broker
• Advocate
• Teacher
• Counselor
• Case Manager
• Staff Developer
• Social Change Agent
• Professional

• Team Member
• Consultant
• Group Leader

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History
1906-1907 School social work services begin independently in New York City, Boston Hartford.
1913 Rochester, NY becomes the first school system to finance school social work services.
1945 The US Office of Education recommends that a professional school social work certificate be a masters degree in social work (MSW).
1955 NASW by-laws provide for the establishment of school social work specialty.
1959 Specialist position in school social work established in the Office of Education.
1973 NASW Council on Social Work in Schools meets for the first time.
1976 NASW develops first set of standards for school social work.
1992 Standards for social work service in schools are revised by NASW.
1994 School Social Work Association of America is formed, independent of NASW.
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Major Educational Legislation
1964 Civil Rights Act of 1964-prohibited discrimination in federally assisted programs based on race, color or national origin, assisted school staff in dealing with problems caused by desegregation.
1965 Elementary and Secondary Education Act of 1965- (Title I)authorized grants for children of low-income families
1972 1972 Education Amendment (Title IX)- federal law prohibits sex discrimination in the admission treatment of students by educational institutions receiving federal assistance.
1973 Vocational Rehabilitation Act of 1973 (Section 504) covered students who have a disability and may need special accommodations but not special education and related services as specified by IDEA.
1974 Child Abuse and Neglect Treatment Act-federal financial assistance to states that had implemented programs for the identification, prevention, and treatment of child abuse and neglect.
1974 Juvenile Justice and Delinquency Act of 1974- provided resources to develop and implement programs to keep elementary and secondary students in school.
1974 Family Education and Privacy Act of 1074- (FERPA)- responded to concerns privacy of student records.
1975 Education for All Handicapped Children Act- shift in educating children with disabilities and for social workers contribution to the process.
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Major Educational Legislation
1987 Stewart B. McKinney Homeless Assistance Act- ensure homeless children youth receive a public education
1990 Individuals with Disabilities Education Act- extended services to infants, toddlers and preschoolers
1994 Safe Schools Act- grants to implement violence prevention programs
1997 Individuals with Disabilities Education Act Amendments of 1997- established IEP as major tool for students progress and that students be included in assessment programs.
2001 No Child Left Behind Bill- The Act is the most sweeping reform of the Elementary and Secondary Education Act (ESEA) since ESEA was enacted in 1965. It redefines the federal role in K-12 education and will help close the achievement gap between disadvantaged and minority students and their peers. It is based on four basic principles stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.