School+Social+Work

=**Chapter 11 - School Social Work**=

__ THE HISTORY OF SCHOOL SOCIAL WORK - Heather __
__School social work__: The provision of services in the school settings by credited school social workers.
 * These social workers use knowledge and skills to enhance home-school-community collaboration.
 * They are involved in areas such as:
 * Violence
 * The cooperation work between home, school, and community
 * Testing and assessment
 * Case management services
 * Educational programs to prevent school dropouts
 * Developing support groups for students with divorced parents or death in the family

The field of school social work started when **children were mandated to attend school**. Because of this, there was a larger and more diverse student body, and social workers during this period helped adjust to this new academic and cultural situation. School social work focused on social casework or students' identified problems. The school became solidified with the founding of the __American Association of School Social Workers__ in the 1940s which later became a part of the NASW.

During the 1960s, it was surveyed that social workers were focused mostly on **individual help**. So, social reform took place and social workers begame to focus on issues such as:
 * Inequality in educational opportunities
 * Racism
 * Students rights

With the passage of the __Education for All Handicapped Children Act__ of 1975, school social workers became case managers for **children with disabilities**. The Act enforces that all children get an education. This act was later to be called the __Individuals with Disabilities Act__ (IDEA).

School social workers focused on getting other social services involved and also encouraging **parents** to get involved with their children's education. Parents could get involved by participating in developing **individualized education plans** (IEPs) - the outline of expected level of performance and school objectives; this must be presented to every child with a disability.

__ **SOCIAL WORK ROLES AND SKILLS - Ivana** __
Video: [|I Am A Social Worker] School social workers serve to link the school, the home, and the community by providing "direct services, as well as specialized services such as mental health intervention, crisis management and intervention, and facilitating community involvement in the schools" while monitoring and evaluating the organization of school systems and policies. They rely on systems theory and the ecological framework to analyze the transactions between students, teachers, parents, and the school systems.

The Roles of the School Social Worker The roles and interventions utilized vary from state to state to state and from school district to school district. In some school districts, social workers are solely responsible for assessing and meeting the needs of students using special education services. Their primary function is to ensure that students with disabilities receive free and appropriate educational services in the least restrictive environment. In other school districts, school social workers focus entirely on providing group and individual counseling for regular education students and sometimes, when necessary, for families. In some schools, the social worker is part of an interdisciplinary team, sometimes referred to as the pupil services team. This may also include teachers, school administrators, school psychologist, school nurses, parents, and perhaps a speech or hearing therapist.

Video: Marie Armantrout speaks about her job as a school social worker. According to the NASW, school social workers are primarily advocates, consultants, and mediators. They advocate for the rights of all students, especially students who are socioeconomically isolated and students with disabilities. They have long advocated for educational equity (less disparity between school programs in poor districts and in rich districts). Acting as consultants on school policy matters, such as discipline, culture sensitivity, and child abuse and neglect, they are continuously involved with school board, community, and parent group meetings.

Video: Former Secretary of State and gubernatorial candidate Bill Bradbury talks about the future of Oregon's schools and educators. Funding for school social work services comes form multiple sources, including federal, state, and local governments, private donations, and grants. Most federal and state funds are tied to providing free and appropriate public education in the least restrictive environment for children with disabilities. SSWAA: Federal education funding priorities NASW: School Social Work Funding Opportunities

__ **WORKING WITH STUDENTS AT RISK-Brittney** __

 * Students who have physical, developmental, or learning disabilities are considered “at risk.” This includes those who are living in poverty or are homeless.
 * These children are more likely to have an increased negative experience in school and develop emotional /behavioral problems (Kid Source, 1997).

**Developmental Disabilities:** As defined by the __Developmental Disabilities Assistance and Bill of Rights Act__ (DD Act) of 1990, these disabilities include mental or physical impairments that manifest themselves by age 22. The DD Act ensures that individuals with developmental disabilities participate fully in their communities through full integration and inclusion in the economic, political, social, cultural, religious and educational sectors of our society. The DD Act further ensures that individuals with developmental disabilities and their families participate in the design of culturally competent services, supports and other assistance and opportunities that promote independence, productivity, integration and inclusion in the community.

**DD Act Programs**
 * __ State and Territorial Councils on Developmental Disabilities __ : A key mission of Councils is to advise Governors and State agencies on the use of available and potential resources to meet the needs of individuals with developmental disabilities. State DD Councils engage in advocacy, build capacity and work to affect change and enhance systems to contribute to a coordinated, consumer-directed and family-centered array of community services, individualized supports and other forms of assistance. Their work allows individuals with developmental disabilities to exercise self-determination and live in their communities.
 * __University Centers for Excellence in Developmental Disabilities Education, Research, and Service__ (UCEDD): UCEDD is a grant program providing support to a national network of University Centers to support interdisciplinary training, exemplary services, technical assistance, and information. University Centers positively affect the lives of individuals with developmental disabilities and their families by increasing their independence, productivity, and integration into communities
 * __Protection and Advocacy Systems__: P&As enhance the quality of life of people with developmental disabilities by investigating incidents of abuse and neglect and discrimination based on disability. The P&As also provide an annual opportunity for the public to comment on the objectives, priorities, and activities of the system. This gives clients and others in the community an opportunity to voice their concerns and needs to the P&A.
 * More DD Act programs

So what actually is a learning disability? It is characterized by a significant difference between the child’s overall intelligence and his or her ability to read, write, or do math calculations.
 * Luis’s case example: Luis is one of 10 percent of school-age children who have learning disabilities. Most children with learning disabilities are intelligent, but get frustrated with school because they cannot master some academic skills as quickly as other children. Early detection and assessment is critical!

The US Department of Education has ruled that students with __attention deficit hyperactivity disorder__ (ADHD) are categorized when a child repeatedly displays hyperactivity and impulsivity for more than six months. Since all children display these symptoms to some extent, detailed guidelines are followed in making the diagnosis. (or are they?)

__Attention deficit disorder__ (without hyperactivity; ADD) is also prevalent in school-aged children, particularly in girls. Parents of a child with ADD may think that their daughter or son is lazy when in fact the child is not able to process info as efficiently as most people. ADD often goes undiagnosed because the symptoms are similar to those of ADHD! Video: What Is ADHD?

**__ CRITICAL PUBLIC POLICIES-Harrison __**
The goal in policy decisions regarding education is to ensure the right to free access to the least restrictive and the most effective learning environment.

__ **The Individuals with Disabilities Education Act of 2004 (IDEA)** __
 * Video: History of Special Education - Follow the development of special ed. in the USA
 * The broad idea is to limit the removal of CWDs from regular education classes and instead to foster a policy and culture of inclusion.
 * Four purposes:
 * Ensure that all CWDs have available to them a free, appropriate public education which emphasizes special education and related services designed to meet their unique needs
 * Ensure the protection of the rights of CWDs and their parents
 * Help states and localities fund the education of CWDs - LOL, JK
 * To assess and ensure the effectiveness of efforts to educate all CWDs
 * Criticism
 * IDEA requires that schools pay for various kinds of medical treatments if it is believed that they will enhance the child’s learning experience. There is no emphasis on relying on private health insurance when possible
 * No child is so severely disabled as to not qualify for educational accommodation under IDEA - Even children in permanent vegetative states.
 * Oversight and enforcement of IDEA accommodations is scarce and ineffective.
 * Unfunded mandate: Congress has never exceeded 75% of what it originally said it would shell out in compensation for the extra cost of IDEA accommodations
 * Minorities are overidentified as having learning disabilities and emotional disturbances
 * Because of the additional cost and effort required to accommodate CWDs under IDEA, districts often fight against accommodation
 * //Sacramento School District v. Rachel H.//(Ninth Circuit Court, 1994) - The parents of a moderately mentally retarded girl asked the school to mainstream her (to remove her from special education classes). The school said no, but said it would allow her to take nonacademic reged classes like art, music, and recess. The court decided in the parents’ favor, and four questions were used to guide the decision:
 * What are the educational benefits of placing Rachel in a full-time regular education program?
 * What are the nonacademic benefits of a regular education placement?
 * What effect might Rachel have on the teacher and other students in the reged classroom?
 * What are the costs to the school associated with the placement?
 * Fun fact: SWDs who are included in reged classes rank in the eightieth percentile academically, whereas their counterparts in special ed rank in the 50th percentile.

__ **Poor and homeless students** __ __ The Education of Homeless Children and Youth __ program was established under the __ Stewart C. McKinney Homeless Assistance Act __ of 1987.
 * Provides grants to states and localities to ensure that homeless children have access to the same free and appropriate education as other kids
 * 1990: The program was amended to include direct services to homeless children
 * In 1987, a minority of homeless children were not attending school. An evaluation in 1995 showed that 86% of homeless kids in districts receiving the funding were in school.
 * The need for the program’s services has increased, but funding has not kept pace. Social workers need to advocate for full funding.
 * Few, if any, homeless children are enrolled in preschool (National Law Center on Homelessness and Poverty, 1997)
 * Video: Hawaii School System Accused Of Blocking Homeless Children

__ Improving America’s Schools Act __ of 1994
 * Title I supports local educational agencies in helping disadvantaged students meet academic standards.
 * Improved teaching by promoting effective education for at-risk children and for enriched and accelerated programs
 * Catalyzed change in the poorest schools: Provided new textbooks and more support for teachers and curriculum development
 * Promoted effective parental participation
 * Supported coordination with health and social services
 * Focused resources on the schools with the highest percentage of students in poverty
 * Migrant Education Program: Ensured that children of migrant workers have access to the same free and appropriate public education
 * Title IX: Supports local school districts’ efforts to meet the educational and related cultural needs of First Nations children

__// **“**No**”** Child Left Behind Act //__ of 2001: Schools that are consistently low-performing get extra federal funding to enhance outcomes. However, schools that do not improve face the loss of federal funds and a loss of students via the parents’ ability to send their children to other schools and get federal funds for private tutoring.
 * Criticisms
 * Unfunded mandate: Poor schools left without resources to improve
 * Schools should be rewarded for elevating achievement levels rather than penalized for not meeting absolute, unrealistic standards.
 * The focus on test-taking is problematic. Campbell's Law

**DIVERSITY-Heather**
Increasing diversity is affecting the school systems. Many teachers today see diversity as a negative thing and don't realize that their teaching methods are biased. To help stop discrimination and oppression, we need to increase the awareness of **multicultural education**. This embraces diversity among students and teaches principles of social justice. Multicultural education also helps the students create their own identity and thus helps them to reach their **true potential**. It also teaches them to become better citizens to better themselves and their society.

School social workers can promote multicultural education by:
 * Promoting teachers and parents to share life experiences when dealign with different ethnic groups.
 * Providing opportunities to appreciate the works of different groups
 * Encouraging teachers to pick material from the viewpoint of other ethnic groups in a positive light
 * Providing opportunities for students to discuss topics like racism, sexism, classism
 * Providing students with opportunities to develop cross-cultural communicaiton skills

**Bilingual education and immigration** Video: Info on bilingual education NABE: The National Association for Bilingual Education
 * Bilingual education has been __challenged__ and in some states, such as California, Massachusetts and Arizona, which have passed legislation to end bilingal education. There is an influx of immigrants, so the number of ESL students are increasing. These students are facing challenges in school, and the effectiveness of bilingual education is being questioned.
 * August and Hakuta did a study that opposed the two arguments that were used to support biliungual education. It was found that:
 * Teaching children to read in English, rather than there native languages, has no negative consequences
 * Also that in the long run there were no advantages to teaching limited-English students in their native language.
 * The **best role** of school social workers is to do research and create programs that help limited english speakers succeed in school.

**Students who are deaf or hard of hearing** It is generally proven that the U.S. education system provides **inadequate help** for students who are deaf and hard-of-hearing. The first school founded in 1817 was established to better meet the needs of deaf students. Special teachers are placed that have a deep understanding in the academic and social needs of deaf students. These schools **serve an important** cultural role and teach a common language, American Sign Language. However it was found that most deaf or hard of hearing students didn't attend these specialized schools and a majority of them attended mainstream schools. **Social workers** helped address the needs of these students by gaining an understanding of the deaf culture and the students educational and social needs. Social workers also helped in educating the **community** about the benefits of these deaf schools and promote funding for these institutions. Signing Savvy: An online ASL dictionary

__ **SOCIAL WORK VALUES AND ETHICS-Ivana** __
In addition to the NASW's Code of Ethics, school social workers should be familiar with its Standards for School Social Work Services (2002), the Standards for the Practice of Social Work with Adolescents (1993), and the NASW policy statement on "Education of Children and Youths" (1997). The standards emphasize the social worker's obligation to identify students' needs and mobilize community resources in order to maximize opportunities for students to reach their potential.

In a school setting, ethical issues and decisions related to confidentiality can be complicated. In 1974, Congress passed the Family Educational Rights and Privacy Act (FERPA), which allows parents access to their children's school records and gives them control over access to the records by others. What standards do school social workers use to determine whether to involve parents or other adults? The NASW Code of Ethics states that the only time confidentiality does not apply is when "disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable persons." Video: Confidentiality

__ **CHALLENGES FACING SCHOOL SOCIAL WORKERS-Brittney** __
School social workers face many challenges, including:
 * School violence
 * Teen pregnancy
 * Sexually transmitted diseases
 * Drug & alcohol use
 * High dropout rates

__Violence prevention__ Many argue that the reduction in school crime can be explained by the fact that schools are doing more to reduce bullying, which can lead to serious crimes. Schools have also done more prevention, such as hiring more security guards and installing metal detectors (Anderson, 2004). What can effectively keep children from turning to guns and violence? After-school programs, anti-gang programs, street-savvy mentors, and early intervention programs Video: Schoolground Bullying: More Than Bruises and Black Eyes Video: The bullying hero, Casey Heynes

__ Teen pregnancy and STI prevention __
 * Approx. 750,000 teenage girls between 15-19 have a pregnancy scare within each year. Additionally, the teen abortion rate has dropped by 50 percent from its highest peak in 1988. Adolescents are more sexually active than ever before. In 2002, 50 percent of high school students reported having sexual intercourse, including oral sex (Wagner, 2002).
 * In 2001, approximately one-half of pregnancies in the United States were unintended, and the United States has set a national goal of decreasing unintended pregnancies to 30% by 2010.
 * Efforts to decrease unintended pregnancy include finding better forms of contraception, and increasing contraceptive use. Research has also focused on better understanding pregnancy intention and how it is measured. As one study suggests, “A better understanding of the multiple dimensions of unintended pregnancy also may lead to a better understanding of the consequences of these pregnancies” (Santelli 2003, The Measurement and Meaning of Unintended Pregnancy).
 * Social workers often advocate for comprehensive sex education in schools, including STD/HIV education.

__ Drug & alcohol use __
 * The use of tobacco, alcohol, and other drugs skyrocketed during much of the 1990’s. Since 2000, there has been a small and steady decrease in overall usage (Pride survey, 2006).
 * More than 4,000 youth have their first cigarette everyday in the US. It's less than 9,000 :(
 * Experimentation with alcohol and drugs during adolescence is common. Unfortunately, teenagers often don't see the link between their actions today and the consequences tomorrow. They also have a tendency to feel indestructible and immune to the problems that others experience.
 * Using alcohol and tobacco at a young age has negative health effects. Teens will develop a dependency, moving on to more dangerous drugs and causing significant harm to themselves and possibly others. It is difficult to know which teens will experiment and stop and which will develop serious problems. Teenagers at risk for developing serious alcohol and drug problems include those:
 * with a family history of substance abuse
 * who are depressed
 * who have low self-esteem, and
 * who feel like they don't fit in or are out of the mainstream.
 * School social workers need to provide students with accurate info about the effects of drugs and help them understand and manage the pressures that can lead to their use.
 * Appropriate interventions include: stress management, assertiveness training, communication, and decision making workshops/peer support groups.

__ Dropout Prevention __
 * 30 percent of students drop out of school before their high school graduation. Dropout rates differ on the basis of ethnicity and where students live. **No child left behind Act** penalizes states with high dropout rates and encourages states to use methods to keep children in school.
 * Young people who drop out of high school are unlikely to have the minimum skills and credentials necessary to function in today’s increasingly complex society and technology-dependent workplace. The completion of high school is required for accessing post-secondary education, and is a minimum requirement for most jobs.
 * By the time they are 18-24 years old, youth who have dropped out of high school are more likely to be neither employed nor enrolled in school than are youth who have completed high school. Additionally, a high school diploma is associated with higher incomes and occupational status. Many youth who drop out of high school eventually earn a diploma or a GED. One study found that 63 percent of students who dropped out had earned a diploma or GED within eight years of the year they normally should have graduated.
 * Young adults with low education and skill levels are more likely to live in poverty and to receive government assistance. Further, high school dropouts are more likely to become involved in crime. Poor health, including poor mental health, is also linked with dropout status. Such negative outcomes, along with diminished labor force participation exact a high economic toll on society. In a recent study in California, researchers found that each annual wave of high school dropouts cost the state over $40 billion over the course of their lives.
 * **Students at** **risk of dropping out**: high rates of absentees, low levels of school engagement, low parental education, work or family responsibilities, problematic or deviant behavior, moving to a new school in the ninth grade, and attending a school with lower achievement scores.