School social work enters its second century as a profession still conflicted about its central mission. Are school social workers meant to be "in-house" clinicians providing services to kids in need, or are they meant to be involved in program development to enhance the social and emotional learning of all students in a school? How much time should they devote to serving whole families, or consulting with teachers? Whatever school social workers claim to do in their schools, it's clear that they are going to have to prove that they are effective doing it. The demands of federal legislation like No Child Left Behind and state requirements for certification are making it increasingly necessary that school social workers demonstrate that they are highly qualified school-based mental health and social service professionals who can demonstrate outcomes that impact school "bottom line" issues like student achievement, attendance, and behavior. Rather than recoil from this pressure, school social workers can utilize the skills of evidence based practice (EBP) to help them enhance both their effectiveness and their knowledge of interventions that work to help students, teachers, parents, and staff in school contexts. A succinct SSWAA Workshop volume, The Domains and Demands of School Social Work Practice demonstrates how EBP can be integrated into school social worker's daily practice, advancing the debate about where social workers can and should intervene, and how to do so effectively. Highlighting primary clinical issues, family problems, and school-wide needs faced by school social workers, it helps practitioners make the best use of evidence to be flexible, effective advocates at all levels of practice.

The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families and Schools (Oxford Workshop) (SSWAA Workshop Series)

Politics & Social Sciences

Kelly, Michael S.

Social Sciences

Oxford University Press, U.S.A.

Since its creation in the 1980s, solution-focused brief therapy (SFBT) has gradually become a common and accepted treatment option for many mental health professionals. With its emphasis on client strengths and short-term treatment, SFBT is well suited to school contexts, given the wide array of problems and the large caseloads of most school-based practitioners. This book, as part of the Oxford Workshop Series, will give school social workers the tools they need to understand and use SFBT with students, families, teachers, and administrators. In clear language, the authors briefly cover the history of the development of SFBT, highlighting the pioneering work of Insoo Kim Berg and others that led to the development of the Working on What Works (WOWW) program for middle schools, as well as several treatment manuals produced in collaboration with the European Brief Therapy Association and North American Brief Therapy Association. Careful not to overstate results from a recent meta-analysis, the authors show where SFBT has been shown to be effective, especially with families and for classroom behavior problems, and how school professionals can incorporate its principles into their daily practice. Case examples describe in detail how school professionals have used SFBT with a group of students with text anxiety; to create a family health and employment fair in an under resourced school; with grandparents raising their grandchildren; and by coaching teachers to identify and solve classroom behavior issues with their students. An entire chapter tells the story of the Garza Independence High School in Austin, a solution-focused school designed to engage urban high school dropouts or students at risk of dropping out to help them finish high school. With 52% of Garza graduates enrolled in a post-secondary education program, outcomes are promising and similar schools are being developed around the country. Though the authors take care not to overstate the relevance and utility of SFFBT in all situations, they make the techniques involved comprehensive in a way that practitioners at every skill level will find valuable.

Solution Focused Brief Therapy in Schools: A 360-Degree View of Research and Practice (Workshop) (SSWAA Workshop Series)

School Social Work: An Evidence-Informed Framework for Practice offers school social work students and veteran practitioners a new framework for choosing their interventions based on the best available evidence. It is the first work that synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients. For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results. Written by four school social work scholars with over four decades of theoretical, research, and practice experience, this volume will be relevant to both research faculty studying school social work interventions and students learning about school social work practice.

School Social Work: An Evidence-Informed Framework for Practice (Evidence-Based Practices)

Raines, James C.

Frey, Andy

Stone,Susan

Oxford University Press

School Social Work: Practice, Policy, and Research has been a foundational guide to the profession for over 40 years. Featuring 30 readings divided into five parts, this best-selling text reflects the many ways that school social work practice impacts academic, behavioral, and social outcomes for both youths and the broader school community. The essays include selections from both pioneers in the field and newcomers who address the remarkable changes and growing complexities of the profession. The ninth edition of School Social Work features a stronger focus on evidence informed practice and adds substantial new content related to antiracist practice and trauma-informed care. It retains the holistic model of school social work practice that has informed all previous editions of this cornerstone text, making it a relevant and vital resource for today's practitioners and students as schools grapple with how to deal with the COVID-19 pandemic and its aftermath.

School Social Work: Practice, Policy, and Research

Constable, Robert

Massat, Carol Rippey

This text was created to provide an affordable textbook for my students. The collection follows the traditional genres of the Enlightenment, Romanticism, Realism, Naturalism, and early Modernism--up to 1923.  (For post-modernism, I use an additional text.)

Literary Worlds: Volume 2

Literature & Fiction

Literary

CreateSpace Independent Publishing Platform

This text was born out of a love for learning, a respect for students, and a curiosity for the enormous breadth of literature freely available by law. The public domain texts collected here are but a small fraction of what is available. The literature has been grouped into the traditional genres of Fiction, Poetry, and Drama to facilitate the introduction to literature. Literary terms are included as well. Every effort has been made to ensure that all material is properly documented and complies with public domain usage. Due to state law, all royalties go to Arkansas State University-Beebe if this text is purchased for classes at the University. However, if you are interested in using the text at your school, please contact me.

Literary Functions: Fiction, Poetry and Drama

The text includes literature that ranges from ancient Egypt to the European Renaissance times of Shakespeare and Milton. A special selection of Middle Eastern and Eastern literature complements the European selections. All royalties go to Arkansas State University-Beebe if this text is purchased for classes at the University. However, if you are interested in using the text at your school, please contact me.

Literary Worlds: Volume 1

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