Leadership in School Social Work: Implications for Promoting the Preparedness of Tomorrow’s Practitioners

Current research suggests that leadership skills in the field of school social work are valuable and needed. However, these skills are not always clearly outlined by governing entities as a result of little examination and research. This article examines differences of perceptions toward and engagement in professional leadership skills among school social work practitioners across the United States (N = 686). Using descriptive and multivariate methods, this paper examines practitioner perceptions toward and engagement in school-based leadership and what this leadership looks like in today’s schools. Findings call for educators and practitioners to advocate for the incorporation of leadership training, culturally sensitive cross-discipline collaboration, and preparedness guidelines in both generalist bachelor- and master-level social work curricula in which students are trained to work in school settings. Moreover, access to training and availability of resources pertaining to leadership appear to be a point of concern. Implications for social work practice, education, and research are discussed

The Therapy Box in the Classroom: A Function-based Multi-Component Directive Play Therapy Treatment Package Intervention

The Therapy Box is a behavioral intervention being researched to determine its effectiveness as a Response to Intervention (RtI) Tier 2 and Tier 3 behavioral intervention for identified students. The Therapy Box assists students with developing self-regulatory skills and increasing their social-emotional literacy while providing a supportive, caring, and safe classroom environment. The Therapy Box is a treatment package that encompasses the theories of Cognitive Behavioral Therapy (CBT), the use of functional behavior assessments, B.F. Skinner\u27s theory of manding, Differential Reinforcement of Alternative Behavior (DRA), and Directive Play Therapy. The hypothesis is that the student will be able to mand for calm down time with the box in lieu of an anger outburst/ episode within the classroom. The Therapy Box must be explained, and the student is part of the box creation during directive play therapy sessions. The intervention includes both student and teacher support to ensure skill generalization and successful outcomes. This research indicates that The Therapy Box proves to be an effective behavioral intervention for at- risk students

Using Data-Informed Instruction to Drive Education: Keeping Catholic Education a Viable and Educationally Sound Option in Challenging Times

This study was conducted to obtain an understanding of the perceptions that Catholic schoolteachers possessed regarding data informed instructional (DII) practices, specifically curriculum based measurement (CBM). The researchers investigated changes in teacher’s perceptions from pretest to posttest to determine the impact of the 90-minute professional development on teacher’s perceptions of DII. Results showed that Catholic schoolteachers did perceive that they lacked sufficient knowledge to effectively implement curriculum-based measures prior to the training. Significant growth was noted with regard to their perceptions of their knowledge in some areas. According to the results of the paired samples t-test, a meaningful change in educators’ perceptions of DII was observed for three of the nine pairs of questionnaire items from pre to post-test. The findings support previous research and pave the way for future research on the impact of short, one-day professional development sessions

The application of applied behavior analysis to the field of social work: Lessons in data collection and best-practices

The field of Applied Behavior Analysis (ABA) is a discipline among the helping professions that is based on the scientific study of the principles on learning and behavior. It has been noted that, behavior analytic methodology can be an invaluable tool for multidisciplinary practice. For the field of social work this is true. The two fields have similar goals, similar ethics, and similar methodology; these similarities will be beneficial in seamlessly merging the two field’s principles into one effective practice model. The integration of ABA practices in the field of social work as it relates to in-depth assessment, effective data collection, progress monitoring, generalization, and maintenance planning will enhance programming for clients and increase effective outcomes. The concept of merging the two fields in the application of clinical services will be reviewed and tips will be discussed in this chapter. Using ABA principles as a template for effective social work practices will not only benefit clients, but also social work clinical expertise to new heights

Informatics in social work practice: Technology within the field

Technology and informatics in the field of applied social work is at the cusp of development within the profession. For many years, other applied fields such as medicine and nursing have been implementing and benefiting from the use of technology in practice. Technology has improved outcomes for researchers, practitioners, and consumers within the field of medicine and nursing. Although lagging behind in the technology trend, social work practitioners are learning the importance of these systems within their daily applied practices. Technology can assist in bridging the gap between consumer needs and clinical experts in the field. Imagine a practice in which real-time data is captured regarding the client\u27s needs and target behaviors across multiple environments; clinician prompts are provided when a client has thoughts of harm; evidence-based behavioral interventions are provided even in the absence of the direct clinician in order to assist the client with skill generalization; and where an interdisciplinary team of professionals can provide a wraparound approach to service delivery in lieu of that clinician working individually as if in a silo. The ability to make clinical decisions that are data informed for all clients should be at the forefront of social work practices. This book will assist clinicians with understanding the importance of informatics in social work practice, identifying ways in which to embed these technological methods into current practices

Inclusion for People with Developmental Disabilities: Measuring an Elusive Construct

The philosophy of inclusion for people with intellectual and developmental disabilities (IDD) has evolved over the last 50 years. Over time, inclusion research has shifted from a focus on deinstitutionalization to understanding the extent to which individuals with IDD are meaningfully involved in the community and social relationships. Yet, there has been no agreed on way to measure inclusion. Many different measurement and data collection techniques have been used in the literature. This study proposes a brief measure of inclusion that can be used with family members and on survey instruments

Leadership and School Social Work in the USA: A Qualitative Assessment

School social workers provide unique insight into the biopsychosocial factors that influence students and overall well-being. Social work training in the person-in-environment perspective offers a unique understanding of issues within the school environment, making them ideal professionals to lead holistic, interdisciplinary response options and programs that help foster positive school climates and student success. However, current research suggests there is little information about what school social work practice actually looks like in the schools and how this practice is consistent with leadership roles and tasks. The purpose of this study is to examine school social work leadership in today’s schools. A sample of school social work practitioners across the USA (N = 375) provided a response to the question: “In what ways do you provide leadership within your school setting?” An inductive, thematic study was conducted to determine the aspects of leadership in which school social workers engage in most. Using coding procedures, three salient themes of leadership emerged: (1) increasing training and services; (2) focusing on school–community partnerships; and (3) advocating for policy and school structural changes that affect school safety. Findings from this study build upon past research and suggest that efforts to prepare and improve current leadership skills for school social workers are warranted. Implications for student education and social work programs are discussed, and recommendations for future research are provided

School Social Workers’ Perceptions of School Safety and Security in Today’s Schools: A Survey of Practitioners Across the United States

To understand the effects of school safety practices and strategies on the school environment, researchers have consistently investigated the perceptions of students and various school personnel concerning school safety. Yet school social workers, professionals commonly employed in today’s schools to address the mental health needs of students, are often left out of the school safety discussion. Data were collected from 229 school social workers across the United States to examine: (a) school social workers’ perceptions regarding the effectiveness of various school safety strategies; (b) differences in these perceptions based on student- and school-level variables; and (c) comments from participants regarding school safety in U.S. schools. The purpose of this article is to provide timely implications concerning school safety from a unique and unstudied perspective

Parent knowledge of and experiences with response to intervention

Response to intervention (RtI) is an approach to screening and intervention for students who are falling behind, typically in reading and math. It may be used as one method for determining if a child has a specific learning disability and needs special education. Research indicates that RtI is an effective tiered-level framework for addressing academic and behavioral needs of children, but little research has examined parents\u27 understanding of RtI. A survey and a mixed-method design was used to assess parent knowledge and experience. Parents reported that they had received little information about RtI, lacked knowledge, and did not have a favorable impression of the framework. School districts need to improve communication with parents about the RtI process. Social workers can play an important role in promoting better communication