Page 1 of 21 University of Minnesota School of Social Work Syllabus SW 5907-School Social Work Part I: Course information SW 5907-School Social Work 1 credit Faculty contact: Name: Email: Phone: Office Location: Course descriptions: a. Short Version: This course prepares students to apply social work knowledge and skills in school settings through prevention, assessment, intervention and evaluation from an ecological multilevel approach focused on students, families and the school community. b. Long Description: The purpose of this class is to prepare students for social work practice in school settings. Emphasis will be on providing school social work services from a multi-level approach with the student, family, school and community, grounded in an ecological perspective, school social work standards, values, ethics and cultural competence. The content areas will include prevention, assessment, evidence informed interventions and evaluation methods in school practice, social and political influences on education, advocacy and influence on school decision making and culture, attendance and truancy, services to students with disabilities, school mental health, school violence, crisis intervention, response to Intervention, family involvement, group work, confidentiality and ethical decisions, interdisciplinary consultation and collaboration, and community collaboration.
Transcript
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University of Minnesota School of Social Work Syllabus
SW 5907-School Social Work
Part I: Course information SW 5907-School Social Work 1 credit Faculty contact: Name: Email: Phone: Office Location: Course descriptions:
a. Short Version: This course prepares students to apply social work knowledge and skills in school settings through prevention, assessment, intervention and evaluation from an ecological multilevel approach focused on students, families and the school community.
b. Long Description: The purpose of this class is to prepare students for social work practice in school settings. Emphasis will be on providing school social work services from a multi-level approach with the student, family, school and community, grounded in an ecological perspective, school social work standards, values, ethics and cultural competence. The content areas will include prevention, assessment, evidence informed interventions and evaluation methods in school practice, social and political influences on education, advocacy and influence on school decision making and culture, attendance and truancy, services to students with disabilities, school mental health, school violence, crisis intervention, response to Intervention, family involvement, group work, confidentiality and ethical decisions, interdisciplinary consultation and collaboration, and community collaboration.
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Clinical Content for MN Social Work Licensure:
This course contains some clinical content, as required by the Minnesota Board of Social Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each required category is listed below:
Area Differential
Diagnosis Assessment based treatment planning
Clinical Intervention Methods
Evaluation methodologies
SW values and ethics
Culturally specific clinical assessment
Other areas
Hours 4 4 4 1 1 1 0 Part II: Course outcomes Course Objectives The purpose of this course is to develop the knowledge skills and practice approaches needed to work as a social worker in a school setting. Students will be able to
• Demonstrate application of social work knowledge and skills in a school setting. • Identify critical social and political trends in education and their influence on the focus and
delivery of social work services in schools. • Understand the impact of social influences on the education and social emotional development
of students. • Demonstrate how to analyze social systems and apply interventions from an ecological
perspective at the organizational, community, school, family and student interface. • Understand and utilize the principles of Response to Intervention and evidence based school
social work practice in the selection of multilevel interventions in schools. • Be familiar with the state and federal enabling legislation for students with disabilities and
school social work practice in special education. • Identify and evaluate models of prevention, assessment, intervention and evaluation in school
social work practice. • Become familiar with trends in school mental health and meeting the mental health needs of
students. • Develop knowledge on use of self in effective interdisciplinary and interagency collaboration to
address the social emotional and behavioral needs of students and families. • Understand the complexities of confidentiality and ethical decision making in a school setting
and application of decision making guidelines.
Competencies and Practice Behaviors: Successful completion of this course implies that students will have progressed towards achieving some of the core social work competencies by demonstrating the following practice behaviors.
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Competency: 2.1.1 – Identify as a professional social worker and conduct oneself accordingly Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers:
Practice Behavior
Covered in class through (i.e., activity, reading,
content) Assessed
• Advanced: Apply knowledge of social services, policies and programs relevant to their area of practice
Sessions 3, 4, & 11 Social Worker interview paper, Practice reflection essays, Practice Paper
• Advanced: Develop a plan for ongoing professional education, including supervision.
Competency: 2.1.2 – Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers:
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
• Advanced: Identify and analyze value-based and ethical dilemmas that arise in their area of practice, using professional codes of ethical standards and through appropriate professional consultation.
Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers:
Practice Behaviors Covered in class through (i.e.,
activity, reading, content) Assessed
• Advanced: Identify and synthesize multiple sources of knowledge to understand policy and practice issues related to their area of practice.
Session 2, 3, 8 & 11 Practice paper Practice Reflection essay
EP 2.1.4 Engage diversity and difference in practice Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers:
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
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• Advanced: Engage in practice that challenges the systems of privilege and oppression by utilizing the culturally relevant assessments and interventions specific to the context of their area of practice
Sessions 6, 8, & 11 Practice paper Reflection essay
EP 2.1.6 – Engage in research-informed practice and practice-informed research Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers:
Practice Behaviors Covered in class through (i.e.,
activity, reading, content) Assessed
• Advanced: Demonstrate ability to use practice experience to shape research questions, methods and processes to advance knowledge in an area of concentration.
Session 5, 8, & 11 Practice Reflection essay Practice paper
Competency: 2.1.7 – Apply knowledge of human behavior and the social environment Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers:
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
• Advanced: Evaluate and synthesize theories and perspectives of human behavior and the social environment to choose and apply methods of assessment, intervention and evaluation in their area of practice
Sessions 2, 3, 7, 11, & 14 Practice paper In-class case scenarios
Competency: 2.1.9 – Respond to contexts that shape practice Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers:
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
• Advanced: Assess the impact of historical and contemporary contexts on practice and policy in their area of practice.
Sessions 2, 3, 4, 8, & 11 Practice Reflection essay
FC Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and
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implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
Practice Behavior Covered in class through (i.e.,
activity, reading, content) Assessed
• Advanced - Engage: Use empathy and sensitive interviewing skills to engage individuals and families in identifying their strengths and problems.
Sessions 3, 5-9, 11, 13-15 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Engage: Establish rapport and maintain effective working relationships with families and children.
Sessions 3, 5-9, 11, 13-15 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Engage: Employ diverse strategies to arrive at a collaborative focus of work and desired outcomes in social work practice with families and children.
Sessions 3, 5-9, 11, 13-15 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Assess: Conduct comprehensive bio-psychosocial, spiritual and culturally appropriate assessments as needed for social practice with families and children
Session 9 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Assess: Administer and interpret standard assessment and diagnostic tools that are appropriate for use in social work practice with families and children (e.g., risk assessment, family strengths scale)
Session 9 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Assess: Assess individuals, families, groups, organizations, and communities to determine a range of potentially effective and appropriate interventions to improve practice outcomes related to social work practice with families and children, as well as to determine their existing strengths and assets.
Session 9 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Intervention: Use appropriate evidenced-based interventions to help families and children resolve identified and agreed upon problems.
Session 9 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Intervention: Implement evidenced-based interventions that enhance family and child capacities.
Session 9 Practice paper Practice Reflection essay In-class case scenario
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applications • Advanced - Intervention: Intervene at
different levels to achieve the agreed upon desired practice outcomes.
Session 9 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Intervention: Maintain accurate records documenting the assessment, interventions and outcomes.
Session 9 Practice paper Practice Reflection essay In-class case scenario applications
• Advanced - Evaluate: Apply research skills to analyze, monitor, evaluate and improve treatment alliance and interventions and programs in social work practice with families and children.
Session 15
• Advanced - Evaluate: Communicate and disseminate research and evaluation results to a variety of local, regional, national or global audiences when appropriate.
Session 15
Part III: Course requirements Text and Materials
Required text is available for purchase at the book store: Allen-Meares, P. (2010), (Sixth Edition). Social Work Services in Schools, Boston, MA: Allyn &
Bacon Required readings and recommended readings not in the text are available through e-Reserves:
Agresta, J. (2004). Professional role perception of school social workers, psychologists, and counselors. Children & Schools, 26(3) 151-163.
Atkins, L.M. (2003) School social work: meeting the mental health needs of students through collaboration with teachers, Children and Schools, 25(4) 197-209.
Bye, L., Alverez, M.E., Haynes, J., Sweigart, C.E. (2010). Truancy: individual, school, and family factors. In Bye, L., Alverez, M.E., Haynes, J., Sweigart, C.E, Truancy prevention and intervention: A practical guide (pp. 29-48). New York: Oxford University Press
Cameron, M., Sheppard, S. M. (2006). School discipline and social work practice: application of research and theory to intervention. Children & School, 28(1), 15-22.
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Clark, J. P., Till III, W. D. (2010). The evolution of response to intervention. In J.P. Clark & M.E. Alvarez (Eds), Response to Intervention: A Guide for school social workers. (1st ed., pp. 3-18)New York, NY: Oxford University Press
Constable, R., Walberg, H.J. (2009). School social work practice with families. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., p. 550-577). Chicago, IL: Lyceum Books, Inc.
Eber, L. Lindsey, B. White, M. (2010). Tier 3 case example: Wraparound. In J.P. Clark & M.E. Alvarez (Eds), Response to intervention: A guide for school social workers. (pp 167-187)New York: Oxford University Press
Franklin, C., Kelly M.K. (2009). Becoming evidence-informed in the real world of school social work practice. Children & Schools, 31(1), 46-56.
Franklin, C., Moore, K., Hopson, L.M. (2008). Effectiveness of solution-focused brief therapy in a school setting. Children and Schools, 30 (1), 15-26. Franklin, C., Kim, J.S., Tripodi, S.J. (2006). Solution focused brief therapy intervention for students at risk to drop out. In Franklin, C., Harris, M., Allen-Meares, P. (Eds.), The school services sourcebook: A guide for school-based professionals (pp. 691-704). New York: Oxford University Press Gleason, E.T. (2007). A strengths-based approach to the social developmental study. Children & Schools, 29(1), 51-58. Harrison, K., Harrison, R. (2009). The school social worker’s role in the tertiary support of functional assessment. Children & Schools, 31(2), 119-127. Jivanjee, P. (1999). Empowerment and collaboration with single parents of children with disabilities. In C.L. Schmitz & S. Steiger Tebb (Eds.), Diversity in single parent families: Working from strength (pp. 181-213). Milwaukee, WI: Families International, Inc.
Kelly, M. S., Moses, H., Ornstein, E. D., Massat, C. R. (2009). Mental health and school social work. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 464-493). Chicago, IL: Lyceum Books, Inc. Lagana-Riordan, C., Aguilar, J.P. (2009). What’s missing from No Child Left Behind? A policy analysis from a social work perspective. Children & Schools, 31 (3), 135-144. LeCroy, C.W. (2009. Social skills training through groups in schools. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 621-637). Chicago, IL: Lyceum Books, Inc.
Leyba, E. G., Massat, C. R. (2009). Attendance and truancy: assessment, prevention, and intervention strategies for school social worker. In Massat, R. Constable, S. McDonald, & J.P.
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Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 692-712). Chicago, IL: Lyceum Books, Inc. Massat, C.R., Sanders, D. (2009) Classroom Observation. In C.R. Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 452-463). Chicago, IL: Lyceum Books, Inc.
National Association of Social Workers (2002) Standards for School Social Work Practice. Washington D.C. (http://www.socialworkers.org/practice/standards/NASW_SSWS.pdf) NASW (2001) Confidentiality and School Social Work: A Practice Perspective Practice Update from the National Association of Social Workers, Vol. 2, No. 2
Newsome, S.W., Anderson-Butcher, D., Find, J., Hall, H., Huffer, J. (2008). The impact of school social work services on student absenteeism and risk factors related to school truancy. School Social Work Journal, 32(2), 22-38.
Raines, J.C. (2004). Evidence based Practice in School Social Work: A Process in Perspective, Children & Schools, Vol. 26, No. 2, pp.71-85.
Raines, J.P. (2009).The process of ethical decision making in school social work: Confidentiality. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 71-94). Chicago, IL: Lyceum Books, Inc.
Ruffolo, M.C. (2006). Enhancing skills of students vulnerable to underachievement and academic failure. In Franklin, C., Harris, M., Allen-Meares, P. (Eds), The school services sourcebook: A guide for school-based professionals (pp. 405-411). New York: Oxford University Press. Sabatino, C.A. (2009). School social work consultation models and response to intervention: a perfect match. Children & Schools, 31(4), 197-206.
Secor, D. (2007). School social work and crisis intervention. In L. Bye, & M. Alvarez (Eds), School Social Work Theory to Practice (pp. 51- 64). Belmont, CA: Thomson Brooks/Cole
SSWAA. (2008). School social work and group work: A resolution statement. Professional Resources from the School Social Work Association of America, www.sswaa.org. SSWAA. (2008). School social work in host settings: A resolution statement. Professional Resources from the School Social Work Association of America, www.sswaa.org.
SSWAA. (2008). School social work and the privacy of minors: A resolution statement. Professional Resources from the School Social Work Association of America, www.sswaa.org. Wasik, B.H., Shaffer, G. L. (2006). Home visiting: Essential guidelines for home visits and engaging with families. In Franklin, C., Harris, M., Allen-Meares, P. (Eds.).The school services sourcebook: A guide for school-based professionals (pp. 745-752). New York: Oxford University Press
More assignment information and instructions are available on the course Moodle page.
School Social Work Interview Students will conduct an interview with a school social worker and prepare a paper that
summarizes what they learned about the design and delivery of social work services in that school. The purpose of this assignment is to provide students with an opportunity to explore the field of school social work. The paper will contain the following elements.
a. 2-3 page, double spaced b. Name of school social worker and school, and brief description of school c. Include description of school social workers delivery of service d. Include influencing factors on the design and service delivery in this school e. Include impact and impression on your knowledge of school social work f. Submitted on due date
Practice Reflections
Students will provide essay responses to a set of 6 questions reflecting topics presented throughout the course. Answers should demonstrate reflective thought and synthesis of knowledge and understanding of the topic and application to school social work. Questions will be provided in advance at the start of the semester with due dates designated. Responses should be typed, double spaced and no more than a page.
Interventions that Work Practice Paper
The student will choose a need/problem presented by students in schools and prepare a paper that demonstrates the application of school social work services to assess and provide evidence based interventions from an ecological multilevel approach. The practice paper will include the following elements:
a. 6-8 pages long, double spaced b. APA format with use of references c. A description of the student need/problem including scope and severity and impact on
student achievement d. A description of an assessment method to assist in identifying need and focus of intervention e. A description of the evidence based interventions and implementation f. A summary of decision making process for selected level and focus of attention g. A description of an evaluation method selected to measure effectiveness of intervention h. A description of who and how you will report the outcome of the intervention and why i. Submitted on the due date
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Grade Structure Element Points Due Date School Social Work Interview 25 aa/bb/cccc
Practice Essay Questions 35 aa/bb/cccc Practice Paper 40 aa/bb/cccc
GRADING SCALE:
A = 93 - 100 A = 90 - 92
B+ = 87 - 89
B = 83 - 86
B- = 80 - 82
C+ = 77 - 79
C = 73 - 76
C- = 70 - 72
D+ = 67 - 69
D = 60 - 66
Students who are taking this class S/N must earn at least 70 points to receive a grade of S.
Course Policies
There are many University and School of Social Work policies that govern this course. Please go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see a complete description of all the policies.
Part IV: Course content Session Plan Session: 1 aa/bb/cccc Topic: Introduction and Overview of Course Objectives and Expectation Overview of School Social Work in Minnesota and Professional Organizations Related Session Activities: Interactive Discussion Activity Lecture Media Clip: Day in the Life of a School Social Worker Session: 2 aa/bb/cccc Topic: Influencing Social and Political Trends in Education and School Social Work Practices Required Readings:
Sipple, J.W., Castro, H. (2010). Major issues in American schools. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 1-20). Boston, MA: Allyn & Bacon
Allen-Meares, P. (2010). School social work: Historical development, influences, and practices. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 23-47). Boston, MA: Allyn & Bacon
Recommended Reading:
Lagana-Riordan, C., Aguilar, J.P. (2009). What’s missing from No Child Left Behind? A policy analysis from a social work perspective. Children & Schools, 31 (3), 135-144.
Related Session Activities: Lecture Share and discuss Due: Practice Reflection #1
Session: 3 aa/bb/cccc Topic: Ecological Perspective-Practice Application in School Social Work
Required Reading: Allen-Meares, P. (2010). An ecological perspective of social work services in schools. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 65-85). Boston, MA: Allyn & Bacon National Association of Social Workers (2002) Standards for School Social Work Practice. Washington D.C. http://www.socialworkers.org/practice/standards/NASW_SSWS.pdf
Related Session Activities: Lecture Case scenarios application Session: 4 aa/bb/cccc Topic: School Organization and Community Systems of Practice Required Readings:
Bowen, G.L. (2010). Social organization and schools: A general systems theory perspective. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 48-63). Boston, MA: Allyn & Bacon
Kopels, S. (2010). Student rights and control of behavior. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 88-124). Boston, MA: Allyn & Bacon
Recommended Reading: Cameron, M., Sheppard, S. M. (2006). School discipline and social work practice: application of research and theory to intervention. Children & School, 28(1), 15-22.
Related Session Activities: Lecture School policy review Session: 5 aa/bb/cccc
Topic: Response to Intervention – A Multitier Prevention and Intervention System Evidence Informed School Social Work Practice
Required Reading: Clark, J. P., Till III, W. D. (2010). The evolution of response to intervention. In J.P. Clark & M.E. Alvarez (Eds), Response to Intervention: A Guide for school social workers. (pp. 3-18). New York, NY: Oxford University Press Franklin, C. Harris, M.B. Lagana-Riordan, C. (2010). The delivery of school social work services. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 284-293 & 295-297). Boston, MA: Allyn & Bacon
Recommended Reading: Franklin, C., Kelly M.K. (2009). Becoming evidence-informed in the real world of school social work practice. Children & Schools, 31(1), 46-56.
Raines, J.C. (2004). Evidence based Practice in School Social Work: A Process in Perspective, Children & Schools, 26(2), 71-85.
Related Session Activities:
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Lecture Due: Practice Reflection #2
Session: 6 aa/bb/cccc
Topic: Vulnerable Student Populations, School Violence, Crisis Intervention Required Reading: Astor, R.A., Benbenishty, R., Mariachi, R. (2010). Violence in schools. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 125-155). Boston, MA: Allyn & Bacon
Allen-Meares, P. (2010). Some target groups of children. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 191-220). Boston, MA: Allyn & Bacon Recommended Reading: Secor, D. (2007). School social work and crisis intervention. In L. Bye, & M. Alvarez (Eds), School Social Work Theory to Practice, (pp. 51- 64). Belmont, CA: Thomson Brooks/Cole
Related Session Activities: Lecture School Response Teams Activity Due: Practice Reflection #3
Session: 7 aa/bb/cccc
Topic: Achievement, Attendance and Truancy Required Reading: Leyba, E. G., Massat, C. R. (2009). Attendance and truancy: assessment, prevention, and intervention strategies for school social worker. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 692-712). Chicago, IL: Lyceum Books, Inc. Recommended Reading: Bye, L., Alverez, M.E., Haynes, J., Sweigart, C.E. (2010). Truancy: individual, school, and family factors. In Bye, L., Alverez, M.E., Haynes, J., Sweigart, C.E, Truancy prevention and intervention: A practical guide (pp. 29-48). New York: Oxford University Press
Newsome, S.W., Anderson-Butcher, D., Find, J., Hall, H., Huffer, J. (2008). The impact of school social work services on student absenteeism and risk factors related to school truancy. School Social Work Journal, 32(2), 22-38.
Related Session Activities: Lecture Case Scenarios Application Due: School Social Work Interview Paper Group Moodle Compare and Contrast
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Session: 8 aa/bb/cccc Topic: Students with Disabilities Required Reading:
Burnett, S. A. (2010). Children with disabilities. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 157-188). Boston, MA: Allyn & Bacon
View Video on Moodle: Learning Disabilities/Learning Abilities
Related Session Activities: Lecture Due: Practice Reflection #4
Session: 9 aa/bb/cccc Topic: Assessment and Planning Required Reading:
Gleason, E.T. (2007). A strengths-based approach to the social developmental study. Children & Schools, 29(1), 51-58. Harrison, K., Harrison, R. (2009). The school social worker’s role in the tertiary support of functional assessment. Children & Schools, 31(2), 119-127. Allen-Meares, P. (2010). Appendix III: Assessment of adaptive behavior and individual education program. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 374-375). Boston, MA: Allyn & Bacon Massat, C.R., Sanders, D. (2009) Classroom Observation. In C.R. Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 452-463). Chicago, IL: Lyceum Books, Inc. Related Session Activities: Lecture Class activity: Assessment and the IEP Due: Practice Reflection #5
Session: 10 aa/bb/cccc
Topic: School Social Work with Families Required Reading: Constable, R., Walberg, H.J. (2009). School social work practice with families. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 550-577). Chicago, IL: Lyceum Books, Inc. Recommended Reading:
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Wasik, B.H., Shaffer, G. L. (2006). Home visiting: Essential guidelines for home visits and engaging with families. In Franklin, C., Harris, M., Allen-Meares, P. (Eds.) The school services sourcebook: A guide for school-based professionals (pp. 745-752). New York: Oxford University Press Jivanjee, P. (1999). Empowerment and collaboration with single parents of children with disabilities. In C.L. Schmitz & S. Steiger Tebb (Eds.), Diversity in single parent families: Working from strength (pp. 181-213). Milwaukee, WI: Families International, Inc. Eber, L. Lindsey, B. White, M. (2010). Tier 3 case example: Wraparound. In J.P. Clark & M.E. Alvarez (Eds), Response to intervention: A guide for school social workers. (pp. 167-187)New York, NY: Oxford University Press Related Session Activities: Guest Speaker: School Social Work Empowering Families
Session: 11 aa/bb/cccc
Topic: School Mental Health Required Reading: Franklin, C. Harris, M.B. Lagana-Riordan, C. (2010). The delivery of school social work services. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 278-282). Boston, MA: Allyn & Bacon
Atkins, L.M. (2003) School social work: meeting the mental health needs of students through collaboration with teachers, Children and Schools, 25(4) 197-209. Recommended Reading: Kelly, M. S., Moses, H., Ornstein, E. D., Massat, C. R. (2009). Mental health and school social work. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 464-493). Chicago, IL: Lyceum Books, Inc.
Related Session Activities: Guest Speaker: Trends in School Mental Health Due: Practice Reflection #6
Session: 12 aa/bb/cccc Topic: School Social Work with Students, Individual and Group Required Reading: LeCroy, C.W. (2009). Social skills training through groups in schools. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 621-637). Chicago, IL: Lyceum Books, Inc.
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Ruffolo, M.C. (2006). Enhancing skills of students vulnerable to underachievement and academic failure. In Franklin, C., Harris, M., Allen-Meares, P. (Eds) The school services sourcebook: A guide for school-based professionals (pp. 405-411). New York: Oxford University Press Franklin, C., Kim, J.S., Tripodi, S.J. (2006). Solution focused brief therapy intervention for students at risk to drop out. In Franklin, C., Harris, M., Allen-Meares, P. (Eds.) The school services sourcebook: A guide for school-based professionals (pp. 691-704). New York: Oxford University Press Recommended Reading: SSWAA. (2008). School social work and group work: A resolution statement. Professional Resources from the School Social Work Association of America, www.sswaa.org. Franklin, C., Moore, K., Hopson, L.M. (2008). Effectiveness of solution-focused brief therapy in a school setting. Children and Schools, 30 (1), 15-26. Related Session Activities: Lecture Role play simulation
Session: 13 aa/bb/cc
Topic: Teaming Consultation, Collaboration and Teaming Required Reading: Franklin, C. Harris, M.B. Lagana-Riordan, C. (2010). The delivery of school social work services. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 259-264, 294, 298). Boston, MA: Allyn & Bacon
Agresta, J. (2004). Professional role perception of school social workers, psychologists, and counselor. Children & Schools, 26(3), 151 -163.
Sabatino, C.A. (2009). School social work consultation models and response to intervention: a perfect match. Children & Schools, 31(4), 197-206.
Related Session Activities: Panel Presentation: Multidisciplinary Teaming In Schools and with Community Agencies
Session: 14 aa/bb/cccc
Topic: Confidentiality and Ethical Decision Challenges in Schools Required Readings: Franklin, C. Harris, M.B. Lagana-Riordan, C. (2010). The delivery of school social work services. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 282-283). Boston, MA: Allyn & Bacon
Raines, J.P. (2009).The process of ethical decision making in school social work: Confidentiality. In Massat, R. Constable, S. McDonald, & J.P. Flynn (Eds), School social work practice, policy, and research (7th ed., pp. 71-94). Chicago, IL: Lyceum Books, Inc. SSWAA. (2008). School social work and the privacy of minors: A resolution statement. Professional Resources from the School Social Work Association of America, www.sswaa.org. Recommended Reading: NASW. (2001). Confidentiality and school social work: A practice perspective. Practice Update from the National Association of Social Workers, 2(2).
SSWAA. (2008). School social work in host settings: A resolution statement.
Related Session Activities: Lecture Discussion In class case scenarios application
Session: 15 aa/bb/cccc
Topic: Evaluation Practices Required Readings: Thyer, B.A., Jayarathne, S. D. (2010). Evaluating school social work. In P. Allen-Meares (Ed.), Social work services in schools (6th ed., pp. 322-358). Boston, MA: Allyn & Bacon Related Session Activities: Lecture Student selection of evaluation methods Assignment/ Practice Paper Due
Additional Bibliography: Bye, L., Alvarez, M.E., Haynes, J., Sweigart, C.E. (2010). Truancy prevention and intervention: A practice guide. New York: Oxford University Press.
Cheung, M. (2006). Therapeutic games and guided imagery: Tools for mental health and school professionals working with children, adolescents, and their families. Chicago: Lyceum Books, Inc.
Clark, J.P., Alvarez, M.E. (2010). Response to intervention: A guide for school social workers. New York: Oxford University Press.
Dupper, D.R. (2010). A new model of school discipline: Engaging student and preventing behavior problems. New York: Oxford University Press.
Filter, K. J. (2011). Functional behavior assessment: A three-tiered prevention model. New York: Oxford University Press.
Franklin, C., Harris, M.B., Allen-Meares, P. (2006). The school services source book: A guide to school based professionals. New York: University Oxford Press.
Hudley, E.V.P., Haight, W. H., Miller P.J. (2009). Raise up a child. Chicago: Lyceum Books, Inc.
Kelly, M.S. (2008). The domains and demands of school social work practice: A guide to working effectively with students, families, and schools. New York: University Oxford Press.
Kelly, M.S., Kim, J.S., Franklin, C. (2008). Solution focused brief therapy in schools: A 360-degree view of research and practice. New York: University Oxford Press.
Kelly, M.S., Raines, J.C., Stone, S., Frey, A. (2010). School social work: An evidence based framework for practice. New York: Oxford University Press.
Massot, C.R., Constable, R., McDonald, S., Flynn, J. (2009). 7th Edition. School social work: Practice, policy and research. Chicago: Lyceum Books, Inc.
Pomeroy, E.C., Bradford Garcia, R. (2011). Children and loss. Chicago: Lyceum Books, Inc.
Raines, J.C. (2008). Evidence based practice in school mental health. New York: University Oxford Press.
Strom –Gottfried, K. (2008). The ethics of practice with minors: high stakes, hard choices. Chicago: Lyceum Books, Inc.
Ande, D., Feinstein, S. (1999). Cutting through the pain: Self-injury among high school students. School Social Work Journal, 24(1), 57-71.
Broussard, C.A. (2003). Facilitating home-school partnerships for multiethnic families: School social workers collaborating for success. Children & Schools, 25(4), 211-222.
Cameron, M., Sheppard, S. (2006). School discipline and social work practice: Application of research and theory to intervention. Children and School, 28(1), 15-22.
Corcoran, J. (1998). Solution focused practice with middle and high school at risk youth. Social Work in Education, 20(4), 232-243.
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Elze, D.E. (2003). Gay, lesbian, and bisexuals youths perceptions of their high school environments and comfort in schools. Children & Schools, 25(4), 225-239.
Erickson, Mattaini, McGuire, (2004). Construction nonviolent culture in schools: the state of the science. Children & Schools, 26(2), 102-116.
Frey A. Dupper, D.R. (2005). A broader conceptual approach to clinical practice for the 21st century. Children & Schools, 27(1), 33-44.
Frey A. George, N. (2003). Intervention practices for students with emotional and behavioral disorders: using research to inform school social work practice. Children & Schools, 25 (2), 97-104.
Hernandez, D.M., Simberni, J., Israel, N. (2006). Services to homeless students and families: The McKinney-Vento Act and its implications for school social work practice. Children & Schools, 28(1), 37-44.
Jonson, R. (2007). Maltreated children in schools: The interface of school social workers and child welfare. Children & Schools, 29(3), 182-191.
Hernandez Jozefowicz- Simbeni, D. M. (2008). An ecological and developmental perspective on dropout risk factors in early adolescents: Role of school social workers in dropout prevention efforts. Children & Schools, 30(1), 49-62.
Hernandez Jozefowicz -Simbeni, D.M. Allen-Meares, P. (2002). Poverty and schools: intervention and resource building through school-linked services. Children in Schools, 24,(2), 123-136.
King, K.A. (2001). Developing a comprehensive school suicide prevention program. Journal of School Health, 71(4), 132-137.
Logue, M. (2007). Early childhood learning standards: tools for promoting social and academic success in kindergarten. Children & Schools, 29(1), 35-43.
Mahoney, G., Wiggers, B. (2007). The role of parents in early intervention: Implication for social work. Children & Schools, 29(1), 7-15.
McKay, M.K., Stone, S. (2002). Influences on urban parent involvement: Evidence from the national education longitudinal study. School Social Work Journal, 25(1), 16-30.
Miller-Cribbs, J. E., Cronen, S. Davis, L., Johnson, S. (2002). An exploratory analysis of factors that foster school engagement and completion among African American students. Children in Schools, 24(3), 159-174.
Mishna, Muskat, (2004). School based group treatment for students with learning disabilities: A collaborative approach. Children & Schools, 26(3), 135 – 150.
Pellebon, D. A. (2000). Influences of Ethnicity, Interracial Climate, and Racial Majority in School on Adolescent Ethnic Identity, Social Work in Education, Vol. 22, No. 1, pp. 9- 20.
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Reamer, F.G. (2005). Update on confidentiality issues in practice with children: Ethics risk management Children & Schools, 27(2), 117-120.
Shaw, S.R. (2007). Reactive attachment disorder recognition, action, and consideration for school social workers. Children & Schools, 29(2), 69-74.
Sobeck, J.L., Abbey, A., Agius, E. (2006). Lessons learned from implementing school-based substance abuse prevention curriculums. Children & Schools, 28(2), 77-85.
Spectrum, E. (2008). Outcome based evaluation of social skills program: using art therapy and group therapy for children on the autism spectrum. Children & Schools, 30(1), 27-36.
Staudt, M.M. (2001). Psychopathology, peer relation, and school functioning of maltreated children: A literature review. Children & Schools, 23 (2), 85-100.
Tomb, H. (2004). Prevention of anxiety in children and adolescents in a school setting: The role of school based practitioners. Children & Schools, 26(2), 87- 101.
Treager, M. (2003). A perspective on school social workers roles in preventing and responding to school violence. School Social Work Journal, 27(2), 32- 56.
Wood, Frey, (2003). Helping children cope: A narrative approach to the life space interview, School Social Work Journal, 27(2), 57- 78.
Woolley, C. (2007). Assessing depression in latency age children: A guide for school social workers. Children & Schools, 29(4), 209-218.
Collaborative for Academic, Social and Emotional Learning (CASEL) http://www.casel.org
Committee for Children http:// www.cfchildren.org
Council for Exceptional Children www.cec.sped.org
Minnesota Association of Children’s’ Mental Health www.macmh.org
Minnesota Department of Education http://education.state.mn.us/mde/index.html
Minnesota School Social Work Association www.msswa.org
National Center for Mental Health Promotion and Youth Violence Prevention http://www.promoteprevent.org
National Center for Mental Health Promotion and Youth Violence Prevention http://www.promoteprevent.org
National Institute of Mental Health www.nimh.nih.gov
