School Social
580
Web Page:
http://content.parkhill.k12.mo.us/FRS/SW580.htm
School Social Work
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Syllabus/ Assignments
Overview of School Social Work
“Freedom Writers”
“Many Ways of Knowing”
Group- “First Memory of School”
Ethics and Standards
Roles & Responsibility
History & Major Educational Legislation
Course Requirements
Participation: Be prepared to participate in course discussion and activities. Prompt and
regular attendance is expected. Readings should be completed before class meetings.
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Book Study: Will lead one book study discussion
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Mini Assignments: There will be 3 mini assignments that will require information
brought to class to perform in-class group work.
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Oral/Written Presentation: You will be asked to create a presentation for the class on
one of the suggested topics (see handout). This assignment is designed for you to
become our class “expert” on a pertinent school topic, and to present it to the class in a
manner that encourages participation and discussion. After you have completed your
presentation you will need to submit a written discussion of what you learned from
presenting to the class.
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Portfolio: Your accomplishment of education outcomes and school social work
standards (see handout) will be documented in a portfolio. Guidelines for the content and
preparation of portfolios will be presented in class.
Grading
Class participation, (1 point per hour)
40 pts
Book Study (run 1 session each)
30 pts
Mini Assignments
(3 at 10 pts each)
30 pts
Oral/ Written Presentation
40 pts
Portfolio
60 pts
Overview of School Social Work
“As a field of practice, school social work has
expanded its scope and changed the
professional identity of its practitioners.
Many of the economic, educational, and
social changes that occur have made family
life more difficult, increasing the number of
at-risk children in public schools and the
range of services they require.”
Knowledge Areas
• Ethics & Standards
• Roles & Responsibilities
• Major Educational
Legislation
• School as a System
• Confidentiality/ FERPA
• Documentation/ Record
keeping
• Special Education
• Equal Educational
Opportunity
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Areas of Risk
Behavior Problems
School Issues
Cross-cultural practice
Risk & Resiliency
Services in schools
Assessment & treatment
Group work
Engaging families &
communities
• Evaluation
Freedom Writers
The story begins in 1994 when
freshmen at a Long Beach high school
are assigned to an English class for
"problem kids." Darrius is on parole.
Henry is dealing crack. Gang
membership is the norm in this class
of mainly poor and non-white kids.
An unlikely new teacher walks in
wearing a preppie suit and pearls.
Erin Gruwell is fresh out of teacher
training and tries to do her job with
calm and patience.
But just days later, she flies off
the handle. She actually
screams at her startled
students. Her outburst is not
due to the rowdy
inattentiveness of Room 203.
She has intercepted a note of a
sketched black face with
cartoon lips. Infuriated, Ms.
Gruwell yells that this is the
kind of stereotyping that led to
the Holocaust. The students
respond with blank stares. Her
students have never heard of
the Holocaust. She asks how
many have been shot at for
belonging to a "wrong" group.
Nearly everyone in the class
raises a hand.
"These kids were the failing,
dyslexic, gang-member students that
got thrown into one class," said
Gruwell. "Even in the teachers
lounge, they were referred to as
'stupid,' 'dumb,' and 'for heavens'
sake don't give them a computer,
they'll hock it!'"
"Why does the world's
richest economy settle for a
poor education system?"
And, more importantly,
"How can we change that?"
Many Ways of Knowing
• What is truth?
• How may we know it?
• Is there such thing as truth and may we ever know
it?
“Those who define the questions to be asked define
the parameters of the answers, and it is the
parameters of the questions and the ensuing
answers that function as the lens by which people
view reality?
Many Ways of Knowing
• Distance & objectivity
• Deeply personal & empathic knowing
• Statistical analysis & probability tests
• “Being there”
• “practice wisdom”
“We must not turn our backs on any
opportunity to enhance or knowledge”
Code of Ethics
Safeguards the reputation of a professional by
providing explicit criteria that can be employed
to regulate the behavior of members.
Furthers competent and reasonable practice
by its members.
Protects the public from exploitation by
unscrupulous or incompetent practitioners.
Guiding Principles for Social Workers
Principles are basic rules or guides to one’s practice behavior.
Principles Focused on the Social Worker as a Professional Person
The Social Worker Should Practice Social Work
The Social Worker Should Engage in Conscious Use of Self
The Social Worker Should Maintain Professional Objectivity
The Social Worker Should Respect Human Diversity
The Social Worker Should Seek Personal and Professional Growth
Principles That Guide Practice Activities
The Social Worker Should Do No Harm
The Social Worker Should Engage in Conscious Knowledge
The Social Worker Should Engage in Conscious Value-Guided and Ethical
Practice
The Social Worker Should Be Concerned with the Whole Person
The Social Worker Should Treat the Client with Dignity
The Social Worker Should Individualize the Client
The Social Worker Should Lend Vision to the Client
The Social Worker Should Build on Clients Strengths
The Social Worker Should Maximize Client Participation
The Social Worker Should Maximize Client Self- Determination
The Social Worker Should Help the Client Learn Self- Directed ProblemSolving Skills
The Social Worker Should Maximize Client Empowerment
The Social Worker Should Protect Client Confidentiality
The Social Worker Should Adhere to the Philosophy of Normalization –
The Social Worker Should Continuously Evaluate the Progress of the Change
Process
The Social Worker Should Be Accountable to Clients, Agency, Community,
and the Social Work
Standards for Social Work
Services in Schools
• Competence and professional practice
• Professional preparation and
development
• Administrative structure and support
Roles & Responsibilities
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Broker
Advocate
Teacher
Counselor
Case Manager
Staff Developer
Social Change Agent
Professional
• Team Member
• Consultant
• Group Leader
History
1906-1907 School social work services begin independently in New York City, Boston &
Hartford.
1913
Rochester, NY becomes the first school system to finance school social work
services.
1945
The US Office of Education recommends that a professional school social work
certificate be a master’s degree in social work (MSW).
1955
NASW by-laws provide for the establishment of school social work specialty.
1959
Specialist position in school social work established in the Office of Education.
1973
NASW Council on Social Work in Schools meets for the first time.
1976
NASW develops first set of standards for school social work.
1992
Standards for social work service in schools are revised by NASW.
1994
School Social Work Association of America is formed, independent of NASW.
Major Educational Legislation
1964
Civil Rights Act of 1964-prohibited discrimination in federally assisted programs
based on race, color or national origin, assisted school staff in dealing with
problems caused by desegregation.
1965
Elementary and Secondary Education Act of 1965- (Title I)authorized grants for
children of low-income families
1972
1972 Education Amendment (Title IX)- federal law prohibits sex discrimination in
the admission & treatment of students by educational institutions receiving federal
assistance.
1973
Vocational Rehabilitation Act of 1973 (Section 504) covered students who have a
disability and may need special accommodations but not “special education and
related services” as specified by IDEA.
1974
Child Abuse and Neglect Treatment Act-federal financial assistance to states that
had implemented programs for the identification, prevention, and treatment of child
abuse and neglect.
1974
Juvenile Justice and Delinquency Act of 1974- provided resources to develop and
implement programs to keep elementary and secondary students in school.
1974
Family Education and Privacy Act of 1074- (FERPA)- responded to concerns
privacy of student records.
1975
Education for All Handicapped Children Act- shift in educating children with
disabilities and for social workers contribution to the process.
Major Educational Legislation
1987
Stewart B. McKinney Homeless Assistance Act- ensure homeless children & youth
receive a public education
1990
Individuals with Disabilities Education Act- extended services to infants, toddlers
and preschoolers
1994
Safe Schools Act- grants to implement violence prevention programs
1997
Individuals with Disabilities Education Act Amendments of 1997- established IEP
as major tool for students progress and that students be included in assessment
programs.
2001
No Child Left Behind Bill- The Act is the most sweeping reform of the
Elementary and Secondary Education Act (ESEA) since ESEA was enacted
in 1965. It redefines the federal role in K-12 education and will help close the
achievement gap between disadvantaged and minority students and their
peers. It is based on four basic principles: stronger accountability for results,
increased flexibility and local control, expanded options for parents, and an
emphasis on teaching methods that have been proven to work.