STRATEGIES OF SOCIAL WORKERS IN CREATING
SAFE SCHOOL ENVIRONMENT
Thesis Outline Submitted to the Department of Social Work,
North Valley College Kidapawan City, Cotabato in Partial
Fulfilment of the Requirements for the Degree of
BACHELOR OF SCIENCE IN SOCIAL WORK
JILLIAN MAE ARSENIO
JOHN LLOYD BIAOCO
DECEMBER 2024
CHAPTER 1
INTRODUCTION
Background of the Study
School social workers represent an integral part of the school system and
contribute to the school’s mission of educating children by providing them with
skills and values (Achilles, 2009). However, schools currently face many types of
challenges, which can hinder their ability to achieve their intended goals.
Implementing a school climate that promotes safety and a positive educational
environment seems to be in the mind and the consciousness of many students
and many interested citizens and professionals (Scherz & Scherz, 2014). Astor &
Wallace (1997) viewed schools as unsafe places; and the problem of school
violence is considered a pressing national problem which has been publicized by
popular media (Dobrolinsky, 2015. When inquiring about the role school social
workers play when promoting positive climate within schools, studies have found
that school social workers are the most appropriate professionals when it comes
to the facilitation of safe environments and ensuring that children feel comfortable,
ready, and safe to engage in learning (Ramirez, 2012).
School Social Work is a specialized field within social work that focuses on
enhancing student services in schools. School social workers are trained mental
health professionals who address mental health and behavioral concerns, provide
academic support, and offer counseling to students. They collaborate with
teachers, parents, and administrators to foster a conducive learning environment,
ultimately supporting the school's mission to promote competence and confidence
among students. Their effectiveness relies on their ability to understand factors
influencing students within the educational setting. However, perceptions of
violence in schools significantly affect social workers’ views on school climate, with
the prevalence of violent behaviors being a key concern, overshadowing the time
spent on managing these issues (Ramirez, 2012).
While research highlights the crucial role of school social workers in
fostering safe and supportive school environments, there remains a significant
research gap regarding the specific strategies they employ to achieve this goal.
Existing literature often focuses on the broader impact of social workers on student
outcomes or the challenges they face in addressing issues like violence and
mental health. However, a deeper understanding of the practical strategies used
by social workers to create safe school environments is lacking (Marlou, 2012).
A study examining the strategies employed by school social workers to
create safe environments is crucial for several reasons. First, it addresses a
significant knowledge gap regarding the specific methods used by social workers
to tackle complex issues such as bullying, violence, and mental health challenges
in schools, enhancing our understanding of their impact on student outcomes.
Second, it contributes to the development of evidence-based practices, equipping
social workers with research-supported tools to address safety concerns
effectively. Additionally, the study can illuminate effective collaboration models
among social workers, teachers, administrators, parents, and community
organizations, fostering better communication and shared responsibility for student
safety. It is also essential to consider the diverse needs of students from various
backgrounds, ensuring that approaches are culturally sensitive and equitable.
Furthermore, the research can provide valuable data to support advocacy
for systemic changes that address the root causes of unsafe school environments,
empowering social workers to promote policies and practices that create a more
equitable and supportive educational system for all students. Finally, researchers
have a vested interest in strategies and practices of Social Workers that shape
school context, such as those introduced through school safety and security
initiatives. The purpose of this study is to describe the social work strategies in
creating safe school environment, describe their challenges they have
encountered and their motivational factors helping them in applying social work
strategies creating safe school environment.
Review of Related Literature
To gain more information and to gain a wider view of the study, a review of
related literature will be presented. Books as well as published and unpublished
thesis and dissertation and the use of the internet are included in this review. These
materials are in one way or another related in the study.
The School Social Worker
School social workers can provide a number of student- and systemfocused interventions designed to address the needs of their students using a
person-in environment perspective (PIE) (Kondrat, 2002). Their roles make them
a critical component in the relationship of the school with the students’ peers,
home, and community; they work directly with school personnel, parents, families,
community stakeholders, and health and mental health providers to benefit their
students.
School social workers play a unique and important role as school personnel
in that they can identify elements of the school environment that impede student
success, counsel individuals and groups, advocate for the disadvantaged, and
promote student achievement through their service delivery and coordination
(Kondrat, 2002).
The role of school social workers is increasingly recognized as essential to
student well-being and success. Recent research underscores their significant
contributions to student outcomes and highlights the need for a deeper
understanding of their specific strategies. A scoping review of evidence from 2000
to 2022 indicates that school social workers worldwide share a common
understanding of practice models, with most interventions targeting high-needs
students to enhance their social, mental, and academic outcomes. Additionally,
research shows a positive correlation between the number of school social workers
in a district and high school completion rates, suggesting that their expertise can
lead to improved educational outcomes (Mandin, 2007).
In connection to that, Mandin (2007) states that the study in South Africa
explored school social workers' perceptions of their role within inclusive education,
revealing their contributions as part of multidisciplinary teams utilizing various
theoretical models and skills. Current research focuses on key areas such as
evidence-based practices (EBP), including trauma-informed care and restorative
justice programs, as well as the Multi-Tiered Systems of Support (MTSS) model,
which helps address student needs through tiered interventions. School social
workers employ the ecological systems framework to understand the
interconnectedness of individuals and their environments, guiding their
interventions and helping to address systemic barriers to success.
Collaboration between school social workers and other professionals,
including teachers, administrators, and community organizations, is crucial for
fostering a safe and supportive school environment. Furthermore, research
emphasizes the importance of cultural sensitivity and equity in addressing the
diverse needs of students. Looking ahead, future research should investigate
specific interventions used by school social workers to address safety concerns
like bullying and conflict resolution, as well as rigorously evaluate the effectiveness
of their strategies in creating safe school environments. Additionally, studies
should explore how social workers can tackle systemic factors contributing to
unsafe school environments, such as poverty and discrimination. Overall, the
literature highlights the importance of school social workers in promoting student
well-being and success, indicating a need for continued research to enhance their
impact in creating safe and supportive educational settings (Chris, 2011).
Social Workers’ Views on School Safety
School environment and safety continue to be critical and demanding
topics that represent a challenge to educators (Gregg, 2000), policy makers (Astor,
et al., 1997), and organizations and communities (Farrell, Meyer, Kung, & Sullivan,
2001). However, the topic was always a topic of debate and discussion among
social workers. For example, earlier research on social workers’ perceptions of
school violence and safety has highlighted important issues that needed further
investigation. Astor et al. (1997) indicated that school social workers can play the
role of leaders in the campaign to reduce interpersonal violence in the school
setting. Similarly, Huxtable (1998) supported the advocacy role that school social
workers assume, promoting prevention within the school. Another argument for
school prevention against violence was also viewed by Flannery and his
colleagues (2003), who believed that violent behavior occurs along a
developmental continuum of severity, which can start at an early age and manifest
itself as hitting and kicking, to more advanced violence such as rape and drugrelated behavior.
Furthermore, School Social Workers’ awareness of school climate and the
need to promote school safety were assessed in order to determine the social
workers’ knowledge of the seriousness of the issue. These types of studies were
based on the assumption that social workers in school settings will not without
understanding their nature, volume, and impact on the children and the schools.
For example, Astor et. al. (1997) raised important questions relevant to the
views of school social workers on school violence, such as “how do social workers
perceive the issue of school violence and when do they consider violence a serious
problem in the school setting?” (1997, p. 57). The answers to such questions lead
the author to conclude that it “is partly the result of theoretical orientations,
interventions, intervention strategies, and explanations of violence prevalent in
American popular culture. Frequently, the causes of school violence are attributed
to the individual, community, or family, not the school organization” (1997, p. 66).
Strategies of Social Works to Ensure Safe School:
Trauma-informed care (TIC)
According to Laura A. et. al., (2001), Trauma-informed care (TIC) a crucial
framework for school social workers, recognizing and addressing the impact of
trauma on students who may have experienced abuse, neglect, domestic violence,
or community violence. TIC involves understanding the various forms of trauma,
including acute and chronic trauma, and their effects on students' emotional,
psychological, and academic well-being. Social workers are trained to identify
signs of trauma, such as behavioral changes, academic decline, physical
symptoms, and relationship difficulties.
On their studies, they concluded that creating a safe and supportive school
environment is paramount, involving establishing clear routines, providing
consistent support, and ensuring students feel physically and emotionally secure.
Individualized support is key, encompassing individual and group counseling, and
referrals to external services as needed. Building strong, trusting relationships is
essential for emotional healing and academic success. Collaboration with
teachers, administrators, and families is crucial, including staff training on traumainformed practices and engaging families in the support process.
A key aspect of TIC is empowering students by focusing on their strengths
and resilience, encouraging self-advocacy, and helping them view their
experiences as sources of strength. Cultural competence is vital, ensuring
interventions are culturally sensitive and relevant to each student's background.
Incorporating TIC into school social work practices is essential for addressing the
complex needs of traumatized students, fostering resilience, and improving their
overall well-being, academic performance, and the school climate (Laura A. et. al.,
2001).
Multi-Tiered Systems of Support (MTSS)
Multi-Tiered Systems of Support (MTSS) is a comprehensive, data-driven
approach used in schools to provide targeted support to struggling students. It
proactively identifies and addresses student needs early, preventing academic,
behavioral, and social-emotional challenges from escalating. MTSS operates on a
tiered system: Tier 1 (universal supports) provides high-quality instruction and a
positive school climate for all students; Tier 2 (targeted supports) offers smallgroup interventions for students not responding to Tier 1; and Tier 3 (intensive
supports) provides individualized interventions for students with persistent, severe
challenges (Schaffer, E. 2000).
According to him, School social workers are vital to MTSS implementation,
assessing student needs through individual and family assessments, collaborating
with teachers and other professionals, and developing tailored interventions such
as counseling and social skills training. They act as liaisons between students,
families, and the school, sharing data, developing intervention plans, and
monitoring progress. In connection to that, effective MTSS leads to improved
student outcomes, including academic success and positive social-emotional
development; increased equity by ensuring all students receive necessary support;
and enhanced collaboration among school staff. As MTSS evolves, integrating
social-emotional learning and trauma-informed care, and leveraging technology,
ongoing investment in staff professional development and data-driven monitoring
are essential to meet the diverse needs of students and communities.
Social-Emotional Learning (SEL)
Based on the research documentation of “The Collaborative for Academic,
Social, and Emotional Learning (CASEL) in 1994, Social-Emotional Learning
(SEL) is a vital part of education, developing essential non-cognitive skills for
academic success, well-being, and positive social interactions. SEL programs
cultivate five core competencies: self-awareness (understanding one's emotions
and strengths), self-management (regulating emotions and behaviors), social
awareness (understanding others' perspectives), relationship skills (building and
maintaining healthy relationships), and responsible decision-making (making
ethical choices).
The organization highlighted that school social workers play a key role in
SEL, facilitating programs, providing individual and group counseling for socialemotional challenges, and collaborating with teachers to integrate SEL into the
curriculum. They also advocate for SEL within the school community. SEL's
benefits include improved academic performance, enhanced social-emotional
well-being, reduced behavioral problems, and a more positive school climate. The
field of SEL is constantly evolving, with ongoing exploration of innovative
integration methods, including technology and community partnerships, to ensure
all students have access to high-quality SEL programs.
Restorative Justice
Restorative Justice according to (Marlon, 2018), he stated that it is a
philosophy and set of practices that prioritize repairing harm caused by wrongdoing
and rebuilding positive relationships. It shifts the focus from punishment to
accountability, healing, and community building. In schools, this approach fosters
a more positive and supportive environment, increasing students' sense of
belonging and reducing conflict. Restorative justice operates on four core
principles: acknowledging the harm caused by an action and its impact on all
involved; emphasizing responsibility for one's actions and making amends;
repairing the damage through apologies, restitution, or other means; and
strengthening relationships through dialogue, understanding, and empathy to
rebuild trust and create a cohesive community. School social workers are
instrumental in implementing restorative justice, facilitating restorative circles to
address conflicts, mediating disputes constructively, and supporting students in
taking responsibility for their actions.
The benefits of this approach include reduced conflict, improved school
climate, increased student engagement, and the development of crucial socialemotional skills like empathy and communication. Ultimately, restorative justice is
a powerful tool for conflict resolution and community building, creating a more
positive and supportive school environment where every student feels valued,
respected, and safe, with school social workers playing a vital role in its successful
implementation (Marlon 2018).
Bullying Prevention
Bullying is a serious problem in schools, harming victims and negatively
impacting the school climate. School social workers address this through a
multifaceted approach. They develop and implement comprehensive bullying
prevention programs that raise awareness of bullying's various forms and impact,
teach students social-emotional skills like empathy and conflict resolution, promote
a positive and inclusive school climate, and build strong communication networks
among students, staff, and families. Social workers also provide training for staff
and students on identifying and responding to bullying, creating safer school
environments. They directly intervene in bullying situations, mediating conflicts,
developing safety plans for victims, offering support, and holding bullies
accountable.
Furthermore, they work with families, communicating about bullying,
facilitating family meetings, and providing support and resources. In essence,
school social workers are vital in creating safe and inclusive schools by preventing
bullying and supporting those affected (Shore, 2006).
Violence Prevention
Based on the 2019 statements of The World Health Organization (WHO),
school social workers play a vital role in addressing school violence through a
multifaceted approach. They conduct risk assessments, systematically evaluating
the likelihood and severity of harm by considering individual factors (mental health,
trauma history), environmental factors (school climate, peer relationships,
community conditions), and systemic factors (inequality, discrimination). These
assessments help identify students at risk of violence or victimization, informing
targeted interventions. Social workers also develop and implement violence
prevention programs focusing on positive school climates, conflict resolution skills,
addressing risk factors, and promoting social-emotional learning.
Furthermore, they provide crisis intervention services in the aftermath of
violent incidents, offering emotional support, assessing needs, connecting
individuals to resources, and facilitating communication. Crucially, social workers
collaborate with law enforcement, school administrators, and community agencies,
sharing information, developing joint strategies, ensuring access to support
services, and building trust to create a comprehensive and effective response to
school violence, ultimately fostering safer and more supportive school
environments.
Collaboration and Partnerships
In the study of Penderson, (2000), creating a safe school environment
necessitates strong collaboration, and social workers are central to this effort. They
act as facilitators, coordinators, and consensus builders among teachers,
administrators, counselors, parents, and community organizations. Teachers, as
the frontline, benefit from social workers' support in identifying and reporting early
warning signs, developing safety protocols, and receiving training. Administrators
rely on social workers' expertise to develop comprehensive safety plans, advocate
for resources, and foster positive school climates. Counselors collaborate with
social workers to develop early intervention strategies, provide trauma-informed
care training, and coordinate support services. Parents are vital partners, and
social workers improve communication, provide resources, and engage them in
safety initiatives. Community organizations offer additional resources, and social
workers facilitate referrals and coordinate joint initiatives.
Ultimately, social workers' communication, conflict resolution, and
advocacy skills bridge gaps between these stakeholders, building consensus
around safety measures and creating a secure and supportive learning
environment for all students.
Cultural Sensitivity and Equity
Cultural sensitivity and equity are paramount in school safety, demanding
that social workers understand the diverse needs of students. Students'
backgrounds—including
race,
ethnicity,
gender,
sexual
orientation,
and
socioeconomic status—significantly shape their experiences and perceptions of
safety. Social workers must avoid imposing their own cultural norms, instead
striving to understand and adapt interventions to each student's context. According
to (Murfy, 2001), this requires conducting thorough needs assessments to identify
specific safety concerns within various student populations, developing culturally
relevant interventions (e.g., using culturally specific language, collaborating with
community organizations), and empowering students and families to participate in
creating safety strategies. Ultimately, creating safer schools demands a
commitment to equity, ensuring all students have equal access to resources and
opportunities, regardless of background.
Addressing Systemic Issues
Garcia L (2010) highlighted on his study that social workers address unsafe
school environments not only by handling individual incidents but also by tackling
underlying systemic issues. This requires a multi-pronged approach: advocating
for policies that reduce poverty and discrimination, increase school funding for
mental health services, conflict resolution programs, and equitable resource
distribution, and promoting trauma-informed practices.
Simultaneously, social workers ensure schools have adequate resources,
including mental health support and conflict resolution programs, while advocating
for balanced security measures. Finally, they build strong community partnerships,
collaborating with organizations offering various services, coordinating resources,
and engaging the community to raise awareness and support school safety
initiatives. This comprehensive approach, combining policy advocacy, resource
allocation, and community building, is crucial for creating safer and more equitable
learning environments for all students (Garcia L., 2010).
Ecological Systems Framework
Social workers utilize Bronfenbrenner's ecological systems framework to
understand the interconnectedness of individuals and their environments,
recognizing that a student's success depends on various interacting systems: the
microsystem (immediate environment), mesosystem (connections between
microsystems), exosystem (indirectly influencing structures), macrosystem
(broader cultural context), and chronosystem (time and historical events)
(Magallon, 2002).
This framework helps identify systemic barriers hindering student success,
such as poverty impacting a student's academic performance due to resource
limitations. By considering these interconnected systems, social workers can
develop holistic interventions, collaborate effectively with various professionals,
and advocate for systemic changes creating safer and more equitable schools.
This approach moves beyond individual-level solutions to address root causes and
promote comprehensive support for students.
Theoretical Framework
This study will be anchored to the Social Learning Theory by Albert
Bandura. This theory can contribute to the understanding of the researcher as well
as the reader to better understand the study about the strategies of the social
workers on the academic field on creating safe school environment. Social
Learning theory is the study of Albert Bandura where it refers on how children can
be influence by their environment. It also shows that we can acquire things from
what we saw in our environment that basically through interaction.
In school setting, students enrolled in the school are considered an input to
the school system where they are continuously and internally influenced by the
various aspects of the school’s climate, including class curricular activities,
knowledge, and values, and externally by the nature of communication and
interaction that exists within their own families, as well as the types and the
characteristics of the communities they relate to and are exposed to. Specifically,
communication and interaction as important for the school system and they should
be open, positive and constructive (Erickson, Mattaini, & McGuire, 2004).
This comprehensive and holistic view of school climates encourages
school social workers to understand and identify the areas of limitation that may
need his or her efforts, as well as areas of strength, allowing them to maintain high
quality environment. Children learn within the school environment through various
formal and informal means. Their reactions to interpersonal challenges can also
be influenced by the school activities, communicating with classmates, teachers,
and staff, and existing teaching styles and available resources (Koiv, 2014).
Based on the system perspective, students also can be considered
“proposed output,” since the purpose of schools is to prepare children for the future
by educating them with basic knowledge and helping them to understand values.
Additionally, from a human development point of view, children’s growth is
determined by emotional, cognitive, biological and behavioral aspects (Zastrow, &
Kirst-Ashman, 2013).
Bandura's Social Learning Theory is central to creating safe schools, as it
highlights learning through observation and imitation of influential figures. Social
workers apply this by identifying negative behaviors' origins (observational
learning) and intervening by promoting positive role models and reinforcing desired
behaviors like teamwork and kindness. They also leverage the theory to shift
school social norms toward respect and inclusivity, using peer influence to model
positive behaviors. Social-emotional skills training, emphasizing empathy and
perspective-taking, is incorporated, and systemic issues are addressed through
family and community involvement. In essence, Social Learning Theory empowers
social workers to foster safe and supportive school environments by shaping
students' learning and promoting positive social-emotional development.
Research Objectives
1. Determine the different social workers’ strategies in creating safe school
environment.
2. Determine the challenges encountered by the participants in applying social
workers’ strategies creating safe school environment.
3. Determine the motivational factors of the participants helping them in applying
social work strategies creating safe school environment.
Scope and Limitations
This study focuses mainly on the strategies of social workers in creating
safe school environment. The participants of the study are also limited to the
selected Social Workers who are active and working on their respective
specialization. Five (5) participants will be selected from different sectors in
Kidapawan City. The participants are Registered Social Workers employed in their
respective department.
Only the Registered Social Workers is covered in this study. Private and
personal information about the participants will be kept secret.
Definition of Terms
To understand the different terms in the study, the following terminologies
will be defined operationally as:
Social Work- it refers to course or a profession in which trained
professionals are devoted to helping vulnerable people and communities work
through challenges they face in everyday life.
Strategies – it refers to case management, counseling, advocacy,
education, and community organization. A social worker chooses strategies based
on a client's situation and goals.
Safe School Environment- refers to a school environment that is broadly
characterized by its facilities, classrooms practices, school-based health supports,
and disciplinary policies and practices. It sets the stage for the external factors that
affect students.
CHAPTER 2
METHODOLOGY
This chapter presents the methods and procedures that will be used in this
study which include research design of the respondents of the study, role of the
researcher, research participants and materials to be used, data collection
procedure and data analysis.
Research Design
This research will use descriptive-qualitative research design considered
appropriate because it enables the researcher to generate non-numerical data
through in-depth interview procedures.
The descriptive part will be used to determine and explore the strategies
social workers in creating safe school environment for the school year 20242025.The qualitative part will be used to investigate and explore the strategies of
the social workers in creating safe school environment for the school year 20242025.
Research Locale and Participants
The research will be conducted at Kidapawan City, North Cotabato where
the participants of the study are working.
The participants of the study are the Registered Social Workers in the
different sectors. The respondents of the study will be selected according to the
following criteria:
a) a registered Social Workers;
b) currently employed at a different sector; and
c) has willingness to participate in the research.
The participants of the study will be determined through the use of purposive
sampling that is a qualitative research method where researchers deliberately
select participants based on specific criteria relevant to the research question,
aiming to gather rich, in-depth information (Patton M., 1990). This method is
allowing the researchers to easily collect data that are selected based on
availability and willingness to take part.
Research Instrument
The researchers will utilize interview guide questions. Instruments that are
commonly used to collect data include checklists, structured interview guides,
questionnaires, evaluations, and more (Seaman, 1991).
In this study, the researcher utilized self-made questionnaire instrument for
in depth interview that will be validated by an expert. These includes letter of
permission signed by the Dean of North Valley Colleges Foundation Inc. the
Department Research Coordinator, and the adviser of the researchers and will give
and present to the selected participants of the study. The researcher will use a
recorder specifically cellphone or mobile phone device to record the responses of
the participants.
Data Gathering Procedures
In this study, a survey questionnaire will be employed to gather information
important to this study goals. The participants will be given an informed consent
noted by our adviser and will be sent out to inform the participants ahead of time.
Upon the approval of all, the researcher will personally orient the participants
regarding the mechanics of research work, and then administer the interview
following the guide questions for in-depth interview. During the research procedure
and particularly during the data collection process. Each participant will be given
the opportunity to choose a time and setting for them to answer the survey
questionnaire.
For the distribution of the questionnaire, the researchers will use offline
strategy. A more traditional will be used in a clear, simple, and well-designed
manner. Offline method such as survey questionnaire in a form of hard copy will
be distributed in-person. This will allow the participants to ask questions prior to
answering the survey.
For the retrieval of data, the researchers will collect the questionnaire based
on the agreed date and time with the participants. The participants will be
instructed to fold the questionnaire so the answers will not be exposed during
retrieval and this will be kept by the researcher in an envelope to safeguard the
data. Only the researchers will tabulate the data provided by the participants.
The researcher will use a recorder, specifically a cell phone device to obtain
the responses of the participants. The data gathered from the respondents will be
analyzed and interpreted.
Data Analysis
The data of this study will be analyzed through the use of Thematic
Analysis. Thematic Analysis aims to analyze, identify and present a pattern or
theme within the data gathered (Braun & Clarke, 2012). The data gathered during
face to face will be observed and familiarized to generate a common thread of
patterns from the interview and group them to identify possible themes. Themes
will be reviewed and revised to ensure enough supporting data. Narrative analysis
with coherence will be presented by the guided themes generated by common
patterns and codes from data extracted.
The following are the steps of thematic analysis.
Step 1: Familiarizing the data
The initial step in the subject matter analysis process is becoming
acquainted with the entire data set, which calls for regular and engaged reading of
the data (Braun & Clarke 2006). Depending on the undertaking, the data set may
include field notes, journal entries, recorded observations, interviews, focus
groups, or other media such as images or videos (Thorne 2000; Nowell et al.
2017). Understanding the entire data set first will give the raw data a valuable
perspective and serve as the foundation for all other procedures.
Step 2: Generating initial codes
As the first truly analytical step in the process, coding helps to ensure that
the data is precisely and thoroughly organized. Researchers will begin taking notes
on possible data items of interest, questions, connections between data items, and
other preliminary thoughts following the familiarization process in step 1. This step
of the process creates codes rather than themes. By recording how codes
developed from observations and ideas, the researcher can begin the process of
creating an audit trail to support the validity of their interpretations and analysis
(Lincoln & Guba 1985; Nowell et al. 2017).
Researchers will apply the same codes to the full data set by labeling data
extracts with pertinent codes after defining the coding framework or template,
taking note of any potential patterns or relationships between items that can drive
subsequent theme creation (Braun & Clarke 2006). The researchers will organize
the data by code once all of the data have been coded in order to prepare for step
three, or the search for themes.
Step 3: Searching for themes
To find any potential themes that might be more important, the coded and
collected data extracts are analyzed (Braun & Clarke 2006). By analyzing,
combining, contrasting, and even graphically mapping the relationships between
codes, the researcher can generate themes (Varpio et al. 2017). The data does
not automatically reveal themes. Themes are more closely tied to the original data
and reflective of the entire data set since inductive analysis clearly derives themes
from the coded data (Braun & Clarke 2006). Important themes will address
important facets of study issues and offer important connections between data
items.
Step 4: Reviewing themes
The researchers will do a first level analysis by checking the appropriate fit
of the coded data within each theme and determines if specific themes make sense
within the data set and whether the thematic map accurately and sufficiently
depicts the overall body of data. (Braun & Clarke,2006). Researchers will make
thorough notes, or memos, about their considerations and choices for how themes
were created, altered, and/or eliminated throughout this process. The relationship
between themes and how they represent the subject or construct of interest should
be made abundantly obvious in the thematic map. In order to complete this task,
the researcher rereads the entire data set in order to reexamine themes and to
recode for additional data that falls under the themes that have been newly created
or modified in this phase. Then, the thematic map is revised as necessary (Braun
& Clarke 2006).
Step 5: Defining and naming themes
Step 5 involves the researcher defining and narratively describing each
theme, elucidating its significance to the broader research issue, following the
improvement of the thematic map (Braun & Clarke 2006). The theme names in the
final report are reviewed to ensure they are clear and adequately descriptive
(Braun & Clarke 2006). In order to create a coherent narrative that explains how
and why the coded data within each theme provide unique insights, aid in the
thorough comprehension of more fundamental questions, and interact with other
themes, the researcher then concentrates on the essential components of each
theme and the aspects of the data set that each theme addresses.
When responding to these inquiries, the researcher searches for areas
where themes overlap, spots emerging sub-themes (which can be used to give
more in-depth explanations of themes as well as to describe hierarchies within the
data), and distinctly defines the scope of what each theme entails or includes
(Braun & Clarke 2006).
Step 6: Producing the report/manuscript
Writing up the final analysis and summary of findings is the last step (Braun
& Clarke 2006). By taking notes, defining themes, and choosing sample data
extracts in earlier rounds, the writing process has already started to take shape.
The final report must to include more information than just a list of codes and
themes (King, 2004). The analysis should describe the data and provide a case
for how the researcher's explanation adequately and richly answers the research
question using both narrative descriptions and representative data extracts (such
as direct quotations from participants) (Braun & Clarke 2006). Any direct data
extracts must be complemented with interwoven textual description that explains
their significance and provide sufficient context to grasp their meaning (Braun &
Clarke 2012). By connecting themes to more general inquiries, exploring the
consequences of findings, and challenging the presumptions or conditions that
gave rise to the themes, the discussion section can widen the analysis (Braun &
Clarke 2006). By providing evidence for why certain themes were chosen and
placing findings within the body of existing knowledge, referencing relevant
material can also strengthen the analysis (Aronson 1995).
Trustworthiness
To ensure and support the quality of the study, researchers employ the
consensus of trustworthiness. Trustworthiness will be the degree of confidence in
interpretation, methods and data (Polit & Beck, 2014). The optimal parameters for
determining trustworthiness are frequently contested by qualitative researchers.
However, four (4) most pertinent consensuses are commonly used: credibility,
transferability, dependability and confirmability (Kyngas, Kaariainen & Elo, 2020).
The overall study will be validating these four (4) parameters.
Credibility refers to the truth of the data or the participant views and the
interpretation and representation of them by the researcher (Polit & Beck, 2012).
Researchers will employ credibility by entailing that the findings of study are
plausible in the perception of the research participants. In addition, interview
guided questions will be validated by the research adviser to ensure that the data
gathered represents true phenomena.
Transferability points to the extent to which findings are useful to other settings
and readers determine how applicable the findings are to their situations (Polit &
Beck, 2014). Researchers will provide adequate detail of context such as
transcriptions and audit trails for readers to note and compare them to specific
environments they are familiar with.
Dependability indicates that the findings are consistent and could be replicated
(Kyngäs et al., 2020). Researchers will present the study to research experts to
validate and construct various hypothetical notions for them to review. Moreover,
related articles are consulted by the researchers prior to the discussion of the
study.
Conformability is the extent to which the findings of the inquiry could be validated
or corroborated by other researchers, and it is concerned with demonstrating that
the data and interpretations of the findings are clearly drawn from the data and not
in the researcher’s imagination. (Baxter & Eyles, 1997; Tobin & Begley, 2004).
Researchers will address confirmability through audit trail and documentation of
the study.
Ethical Consideration
Informed Consent. Informed consent is one of the basic courtesies in having
research/study conducted it gives the ability to notify, freedom and adaptability to
participate with full coordination within research purposes with all the information
accurate and reliable.
In this study, an informed consent will be given to the chosen participants
and to ensure the confidentiality and to secure the information the said participants
will not be given any names or disclosures. Hence, they are given a false name for
research purposes. The researchers will guarantee the utmost care. This will be
carried out to promote trust within the researchers and the participants.
Voluntary Participation. Voluntary participation is the ability to of a selected
respondents that always had the ability to decline to participate in any reason and
have the freedom to stop and refuse to answer the questions given by the
researchers.
In this study, the participants will be duly informed before the survey
questions that they have the ability in choosing whether they will answer and refuse
the guide survey questionnaires prepared by researchers and forcefully stop the
process.
Do no harm.
This carries the basic principles of ethics in which no
individuals shall be jeopardized in the study and must uphold the care and
protected. This deals also in concept of fairness in which the researchers should
determine the encompasses issues related to who benefits and risk of the
research.
The researchers on this study will ensure that no participants are hurt it can
be physically and psychologically. The purpose this research is to discover new
information that would be helpful to the society and with no individuals are exposed
in finding out unwanted information that can threaten the life of the participants.
Confidentiality. In the context of research, confidentiality is the agreement
between the respondent and the researchers to no disclose any information that
are being disclosed during the survey and interviews. And giving the power to the
researchers to ensure the information are strictly kept in safe that cannot be
disseminated to other individuals.
All the data that the researchers will acquire whether it may be a pre and
post survey shall be kept strictly confidential on this study. All the participants and
reliable information that are associated with this study shall not disclose to others
without any prior acknowledgement of the owners and the researchers involved.
Anonymity. it is a form of no identifiability which I define as non-coordinatability of
traits in a given respect (Nissenbaum, 1999).
In this study, as the confidentiality entails to not disclose any rightful
information of the study. Through this study all the participants are given a
generated false name as a form of research experiment purposes to test all
variables without any leakage of information to general public.
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Appendices
Informed Consent
INFORMED CONSENT STATEMENT
Introduction
This study is entitled “STRATEGIES OF SOCIAL WORKERS IN
CREATING SAFE SCHOOL ENVIRONMENT”
This study is in partial fulfilment of the requirements for the program:
Bachelor of Science in Social Work.
Process
The focal point of this study is the perception of the Registered Social
Worker in creating their strategies for a safe school environment. The main
participants are the social workers who had the experience and knowledge in
creating strategies for a safe school environment in Kidapawan City, North
Cotabato.
Respondent Confidentiality
Any data collected for the study like the personal details and opinions will
be strictly held with utmost confidentiality. This will not be used for any purposes
other than this study.
Cancellation of Consent and Authorization
The participation in this study is voluntary. You may inform the researchers
if you wish not to participate or to answer the survey questionnaire.
Participants Certification
I have read and had the opportunity to ask questions on the kind of data
asked from me. I am granting my permission to utilize my answers as part of the
data to be used in this research.
ACCEPTED AND AGREED
Signature: ____________________ Date: _______________
Printed Name: ________________________________________
Contact Number: _____________________________
Address: ______________________________________________
Interviewed by: _________________________________________________
Research Instrument
Interview Question Guide
Interview Questions
Research Objectives
Main Question

Determine
the
different
social
workers’ strategies in
creating safe school
environment.
1. What
is
your
techniques
or
strategies
to
create safe school
environment?

Determine
the
challenges
encountered by the
participants
in
applying
social
workers’
strategies
creating safe school
environment.
2. What are the
challenges
you
encounter when
applying
social
workers’
strategies
creating
safe
school
environment?

Determine
the
motivational factors
of the participants
helping
them
in
applying social work
strategies
creating
safe
school
environment.
3. What are your
coping
mechanisms
helping you when
applying
social
work
strategies
creating
safe
school
environment.
Probing Question
1. Can you describe the
strategies
and
interventions you use to
create a safe and
supportive
school
environment
for
students?
2. What are the most
effective
strategies
you've
found
for
addressing
different
types of safety concerns
(e.g., bullying, violence,
mental health crises)?
Could you elaborate on
why
these
specific
strategies are effective?
3. How do you collaborate
with other school staff
(teachers,
administrators,
counselors) to promote
school safety? Could
you share examples of
successful
collaborations?
4. How do you involve
parents and families in
your efforts to create a
safer
school
environment? What are
the challenges and
successes
you've
experienced in this
area?
5. What role do community
resources
and
organizations play in
your work? Could you
provide examples of
how you utilize these
resources?
6. How do you address
systemic issues that
contribute to unsafe
school
environments
(e.g.,
poverty,
discrimination, lack of
resources)? What are
the challenges and
successes in this area?
7. What
ethical
considerations do you
take into account when
implementing
safety
strategies?
8. What are the biggest
challenges you face in
creating a safe school
environment?
9. What
resources
or
support do you need to
be more effective in your
work?
10. What are the biggest
barriers preventing you
from implementing the
most
effective
strategies?
11. How do you combat
challenges you have
encounter what are
some of the most
significant
lessons
you've learned about
creating safe school
environments?