Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Instructor
Office
Leticia Villarreal Sosa, PhD
LCSW, Type 73, CADC
B264
Phone
708-714-9440
Email
lvillarreal@dom.edu (preferred method of contact)
Office hours:
Mondays 1-4 and Tuesdays 9-12
Class times:
Wednesdays 6-9 pm online synchronous
Course Description
This course examines the design and delivery of school social work interventions and
supporting the child’s social and emotional learning. Federal and state educational policies
related to children with disabilities, such as the Individuals with Disabilities Education Act
(IDEA) will be explored as well as a review of current topics in education as they impact the
role of the school social worker. Additionally, the following topics will be highlighted: the
historical role of social work in the schools; collaboration within an educational setting;
professional values and ethics; special education evaluations and documentation; crisis
intervention and violence prevention; cultural competence; reading in the content area
including methods of reading; special topics exceptional child development including
methods of instruction such as modifications and accommodations, and addressing the needs
of English Language Learners. Content will be presented pertaining to social workers
critically examining needs of children and families, intervening effectively in order to meet
those needs, and evaluating the outcomes of service delivery. Particular focus will be paid
to data-driven, evidence-based practices.
This course is a required course for students pursuing the professional educator license for
school social work.
Course Prerequisite(s)
Foundation level courses or BSW, school social work internship concurrently
Dee Fink Model/Team Based Learning
Application in this Course
This course is based upon the Dee Fink Integrative Learning model and uses team-based
learning by utilizing individual and group quizzes and team based assignments and
activities such as case studies.
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
CSWE and State Competency Outcomes
Addressed in the course
CSWE Competencies
Associated Practice Behaviors
Assignments
Measuring Behavior
Social History
Assignment
Class Participation
Case Study
EP 2.1.1 - Identify as
a Professional Social
Worker and Conduct
Oneself Accordingly
2.1.1(a) Advocate for client access
to the services of social work;
2.1.1(c) Attend to professional
roles and boundaries;
EP 2.1.2 - Apply
Social Work Ethical
Principles to Guide
Professional Practice
2.1.2(b) Make ethical decisions by
applying standards of the National
Association of Social Workers Code
of Ethics and, as applicable, of the
International Federation of Social
Workers/International Association
of Schools of Social Work Ethics in
Social Work, Statement of
Principles;
2.1.2(d) Apply strategies of ethical
reasoning to arrive at principled
decisions.
Case Study
EP 2.1.3 - Apply
Critical Thinking to
Inform and
Communicate
Professional
judgments
2.1.3(a) Distinguish, appraise, and
integrate multiple sources of
knowledge, including researchbased knowledge, and practice
wisdom;
2.1.3(b) Analyze models of
assessment, prevention,
intervention, and evaluation;
2.1.3(c) Demonstrate effective oral
and written communication in
working with individuals, families,
groups, organizations,
communities, and colleagues.
Planning Instruction
Assignment
Item of Interest
Assignment
Snapshot Assignment
EP 2.1.4 - Engage
Diversity and
Difference in
2.1.4(a) Recognize the extent to
which a culture’s structures and
values may oppress, marginalize,
Case Study
Assignments
Social History
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Practice
alienate, or create or enhance
privilege and power;
2.1.4(c) Recognize and
communicate their understanding
of the importance of difference in
shaping life experiences; and
Assignment
EP 2.1.5 - Advance
Human Rights and
Social and Economic
Justice
2.1.5(c) Engage in practices that
advance social and economic
justice.
Item of Interest
Class Participation
Snapshot Assignment
EP 2.1.6 - Engage in
Research-Informed
Practice and
Practice-Informed
Research
2.1.6(b) Use research evidence to
inform practice
Article Review
Snapshot Assignment
Case Study Assignment
EP 2.1.7 - Apply
Knowledge of
Human Behavior and
the Social
Environment
2.1.7(a) Utilize conceptual
frameworks to guide the processes
of assessment, intervention, and
evaluation;
2.1.7(b) Critique and apply
knowledge to understand person
and environment.
Social History
Assignment
Snapshot Assignment
Item of Interest
Assignment
Course Learning Objectives
Reflected in Significant Learning Types
1.
Understand the Individuals with Disability Act (IDEA), disability
categories and eligibility, the special education delivery system, legal
issues related children with disabilities, and the role of the school social
worker. (Foundation Knowledge)
2.
Critique and Analyze how public school policies, goals, and organizational
structure influences design and delivery of school social work services to
diverse student populations. (Application)
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
3.
Use social work skills in assessing student needs, developing and
implementing culturally sensitive intervention strategies to effect
personal and social change, and evaluating the outcomes of these services
within the public school setting. (Application)
4.
Interact with others effectively communicating educational policies and
procedures to school personnel and parents, with regard to students
receiving a fair and equal education. This includes collaboration with coworkers and parents in advocating for positive social change within the
public school setting in order to create a safe school environment.
(Human Dimension)
5.
Compare school policies or practices with social work core values,
identifying potential conflicts and areas of congruence. (Integration)
6.
Students will use the steps necessary to address ethical issues confronted
in a school social work role. (Application)
7.
Understand the roles and tasks of a school social worker and the evolving
nature of the school social work role. (Foundational Knowledge)
8.
Make decisions about interventions based on knowledge related to
exceptional child development. (Application)
9.
Identify and practice strategies that incorporate methods of reading in
the content areas. (Foundational Knowledge)
10.
Be ready to address the needs of English Language Learners in their
classrooms and schools. (Caring)
11.
Identify the State of Illinois’ standards for social emotional learning and
apply those in the development of IEP’s. (Learning how to Learn)
Methods of Instruction
The course will be taught as a synchronous online course. We will be online each class
session. Students should have a headset for the best sound and to minimize external
sounds for others.
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Course Readings
Carter, N., Prater, M. A., Dyches, T. T. (2009). What every teacher should know about making
accommodations and adaptations for students with mild to moderate disabilities.
Upper Saddle River, NJ: Pearson.
Clark, J. P., & Alvarez, M. E. (2010). Response to intervention: A guide for school social
workers. New York: Oxford University Press.
Massat, R. C., Constable, R., McDonald, S., & Flynn, J. P. (2009). School social work: Practice,
policy, and research. Chicago, IL: Lyceum.
Course Requirements
# Assignment
Title
1 Class
Participation,
Quizzes, and
Canvas
Discussions
2 Items of Interest
Assignment Criteria (See
rubric on canvas for all
assignments)
Regular attendance and
timeliness is expected. If you
miss class time, it is your
responsibility to obtain missed
information from classmates
and/or instructor. If there is a
graded assignment during
class, you may not be able to
make up in class work. Online
discussions are required and
will be graded.
Submit two Items of Interest
to the class. These items may
be client referral resources,
individual or group treatment
activities, learning
opportunities (i.e. conferences,)
etc. Information should be
practical and relevant to class
content and internships.
Students must provide a brief,
written summary of 1-2
paragraphs regarding the
Learning Percent of Grade
Objective and Due Date
(SLT)
1-11
15%
Ongoing
3, 4, 8, 9,
11
10%
See syllabus –
students select two
dates
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
3 Social
Developmental
Study
relevance/usage of the idea
shared. Students are
responsible for providing a
copy of items of interest to the
instructor and classmates by
posting them online. “Sharing
time” will be allotted during
designated classes.
The purpose of this assignment
is to provide each student with
an opportunity to experience
the process of conducting an
initial (not a re-evaluation)
Social Developmental Study
(SDS) for special education
eligibility. This process will
include the following steps:
Identify a student to assess.
(You may use a previous or
current client. Do not create a
“pretend” client, as this will
weaken your final product.)
The purpose of this assignment
is to practice preparing a
report consistent with the
purposes of school-based goals
and regulations. You may
adapt a previous SDS or you
may interview someone new. If
you choose to coordinate this
assignment with an actual SDS
necessary to your internship,
please notify your field
supervisor. However, note the
format of this assignment may
not be consistent with the
format of SDS’s in your
placement. The assignment
format is an “ideal” and not
necessarily the one utilized in
all districts. Maintain
1, 3, 8
15%
Due 11/5
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
confidentiality with identifying
information (i.e. this
information must be changed
to protect the client.)
Gather data for each category
of the SDS. Write a formal
report of your findings. Reports
should be typed, single-spaced,
professional, well organized,
concise, grammatical, and 4-5
pages in length.
The report must include the
following headings (as noted in
Constable, Ch. 22, pp. 416-422):
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
4 Case Studies
Identifying Information
Reasons for Referral
Sources of Information
Developmental History
School History
Cultural Background,
Family History, and
Current Issues
Current Functioning
(including an Informal
Adaptive Behavior
Assessment)
Summary and
Recommendations
Submitted by: name,
title, degree, signature
Teams of students will review
case studies during class time
and answer brief questions on
five occasions. The entire team
will receive the same points for
this assignment. Small groups
will be formed during the first
class period.
1-11
20%
See class schedule
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Case studies will address state
content areas (reading, ELL
students, and social emotional
learning).
6 Final Exam
7 Article Review
This will be an essay exam
based on the class content. You
will take this exam online. You
should plan on taking notes
and studying for this exam. It
will be timed online so you
should have your notes ready in
order to answer the questions.
The purpose of this assignment
is to provide each student with
the opportunity to review an
article from a professional
journal and apply this
knowledge to the field of school
social work.
Choose an article in a
professional journal to analyze.
Topics should be chosen based
upon their relevance to school
social work, which includes a
wide array of subject matter.
For instance, relevant topics
may include: brief treatment,
group therapy approaches with
adolescents, crisis intervention,
legal mandates, etc. Choose a
topic about which you are
interested in learning more
that may enhance your role as
a school social worker.
(Include a copy of article for
instructor.)
Summarize the highlights of
the article. Assume the reader
has not read this article and
1-11
15%
Available 12/5
Due 12/10
7-9
5%
See class schedule
for dates
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
you are communicating the
general points of the author’s
intent. Be brief.
Relate the findings or
conclusions of the article to
public schools and/or school
social work. Think of your
internship placement and what
you know already regarding
the general role of school social
workers. How is the
information gathered in your
review helpful to you in
understanding the purpose of
school social work services or
school administration? How
can the data presented in the
article be used to direct
effective and efficient
interventions in an educational
environment? What further
questions/areas of
investigation are prompted by
the article? Elaborate.
This paper should be 3-4 pages
in length, typed and doublespaced, 1-1.25” margins, and
follow APA format.
Organization, clarity,
conciseness, grammar and style
will be graded as well.
A brief presentation of the
article will be provided to the
class with 2-3 discussion
questions presented to the
class.
8 Snapshot
Assignment
Your are to write a 2-3 page
reflection about an activity you
did during your internship that
1-4, 11
10%
Due 11/19
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
9 Planning
Instruction
Assignment
1. Sample
IEP
2. Group
Planning
you believe had an impact on
the learning environment. This
is open to anything you want to
present as a “snapshot” about
how you have impacted the
learning environment. It could
be a way that you helped to
modify the classroom, a
prevention activity you
conducted, etc.
Both items are required. Here
1-4, 8, 11
you must turn in two sample
items that show your ability to
plan interventions in your
placement.
1) A sample IEP goals and
modifications/accommodations
you are recommending for
students with a one to two page
summary of justification for
your goal and interventions.
This should incorporate
content from the Carter, Prater,
& Dyches text.
2) A sample of a group
intervention. This would be one
page showing a group agenda
and a reflection on how your
group session went. This group
planning should consider and
apply the content on reading
discussed in this course. See
canvas for more details.
10%
1. Due 10/15
2. Due 12/5
Grading Policy
Grading will follow the Dominican University Graduate School of Social Work grading
system (current MSW Student Handbook) with percentage marks associated with
corresponding letter grades.
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Grade
A
AB+
B
BC+
C
CF
Grade Point Value
4.0 (96-100%)
3.67 (92-95%)
3.5 (88-91%)
3.0 (84-87%)
2.67 (80-83%)
2.5 (76-79%)
2.0 (72-75%)
1.67 (68-71%)
0 (below 68%)
Description
Excellent
Standard
Course Policies
All course policies are listed in the Student Handbook located online.
Please click on the link listed below:
http://dushare.dom.edu/gssw/students/
Course Outline
Sequence of Learning Activities
Session Date
In Class Topics, Activities, and Out of Class Work
1
8/27
2
9/3
Topics:
Introduction to the Course
History and Definition of School Social Work
The Policy Context
In Class Activities:
Discussion of teams
Case study on role of the school social worker
Out of Class Work:
Read Massat et al. Chapter 1 and 6
Be prepared to utilize models of school social work presented in
Chapter 1.
Topics:
Ecological Perspective
Design and Delivery of School Social Work
In Class Activities:
Item of Interest and Article Review
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
3
9/10
4
9/17
Out of Class Work:
Massat et al. Chpts. 2, 28
Clark & Alvarez Introduction and Chpt. 1
Topics:
Policies and Laws Impacting Public Education and School Social
Work
In Class Activities:
Case Study #2 in Class
Out of Class Work
Massat et al. Chpts. 13, 14, 16, 19
Illinois Social Emotional Learning Standards
www.isbe.state.il.us/ils/social_emotional/standards.htm
Topics:
Special Education Documentation: Overview, IEPs, the SDS
Working with Parents
In Class Activities:
Quiz
5
9/24
6
10/1
7
10/8
Out of Class Work:
Massat et al. Chapters 22, 23, 24
Topics:
Adaptive Behavior and Observation, Functional Behavior
Assessments and Intervention, Transition
In Class Activities:
Item of Interest and Article Review
Out of Class Work:
Massat et al. Chapters 26, 29
Topics:
Response to Intervention
Multidisciplinary Teamwork
Tier 1 Universal Supports
In Class Activities:
Case Study #3 in class
Out of Class Work:
Massat Chapters 17, 20, 27
Clark & Alvarez Chapters 2-5
Topics:
Collaboration and Adaptation in the General Curriculum
Methods of Instruction
In Class Activities:
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
8
9
10
10/15
10/22
10/29
Item of Interest
Quiz on Carter, Prater, & Dyches
Out of Class Work:
Carter, Prater, & Dyches. (2009). What every teacher should know
about making accommodations and adaptations for students
with mild to moderate disabilities. Upper Saddle River, NJ:
Pearson.
Topics:
Tier 2 Interventions: Targeted Group Interventions
In Class Activities:
Case study #4
Out of Class Work:
Due: Planning Instruction Assignment Part 1 Sample IEP
Clark & Alvarez Chapters 6-8
Massat et al. Chapter 31, 32, 35
Planning Instruction #2 Assignment Due
Topics:
Ethics, Confidentiality, and Mandated Reporting
Ethical Issues in the use of Psychotropic Medications
In Class Activities:
Canvas Discussion Thread
Quiz
Out of Class Work:
Massat et al. Chapters 4, 5
The Icarus Project. Harm Reduction Guide to Coming off Psychiatric
Drugs
Video: The Medicated Child available on PBS.org
Moncrieff, J. (2009). The myth of the chemical cure. Chapters 9,10,
13.
Whitaker, R. (2010). Anatomy of an epidemic. Chapters 11, 12
Topics:
Violence – Interpersonal and Structural Violence
In Class Activities:
Items of Interest and Article Review
Out of Class Work:
Massat et al. Chapters 38
Garcia-Reid, P. (2008). Understanding the Effect of Structural
Violence on the Educational Identities of Hispanic
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Adolescents: A Call for Social Justice. Children & Schools,
30(4), 235-241. Retrieved from Academic Search Premier
database.
Tolleson, J. (June 1997). Death and transformation: The reparative
power of violence in the lives of young black inner-city gang
members. Smith College Studies in Social Work, 67(3), 415431.
Jose-Kampfner, C. & Aparicio, F.(1998). Rethinking Violence in the
Educational Crisisof U.S. Latinos, JSRI Research Report #38,
The Julian Samora Research Institute, Michigan State
University
http://www.jsri.msu.edu/RandS/research/wps/wp38.pdf
11
11/5
Topics:
Violence – Threat Assessment, Programs, Crisis Intervention
In Class Activities:
Case Study #5 in class
Out of Class Work:
Due: Social Developmental Study Assignment
Massat et al. Chapters 34, 39
Stinchcomb, J.B., Bazemore, G., & Riestenberg, N. (2006). Beyond
Zero Tolerance: Restoring justice in secondary schools.
Youth Violence and Juvenile Justice. Vol. 4: 123
Counteracting the over-pathologizing of students’ feelings and
behavior: A growing concern related to MH in schools. UCLA
Center for Mental Health in Schools.
http://smhp.psych.ucla.edu/pdfdocs/practicenotes/patholog
y.pdf
United States Department of Justice. (2004). The school shooter: A
threat assessment perspective. Federal Bureau of
Investigation.
Larzelere, R.E., Andersen, J., Ringle, J.L. & Jorgensen, D.(2004) The
child suicide risk assessment: A screening measure of
suicide risk in pre-adolescents. Death Studies. Vol. 28 (9).
pp. 809-827.
Range, L., Campbell, C., Kovac, S., Marion-Jones, M., Aldridge, H.,
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Kogos, S., et al. (2002). No-Suicide contracts: An overview
and recommendations. Death Studies, 26(1), 51-74.
Retrieved from Academic Search Premier database.
Resources:
Free Assessment Measures:
http://csmh.umaryland.edu/resources/CSMH/Free%20Assessme
nt%20Links%206.pdf
Suicide Prevention Resource Packet:
http://csmh.umaryland.edu/resources/CSMH/resourcepackets/fil
es/suicide_prevention_2003.pdf
http://csmh.umaryland.edu/resources/CSMH/resourcepackets/fil
es/violence_prevention_2002.pdf
Crisis Intervention Resource Packet
http://csmh.umaryland.edu/resources/CSMH/resourcepackets/fil
es/crisis_intervention_2002.pdf
Other Resources:
http://csmh.umaryland.edu/
http://www.schoolmentalhealth.org/index.html
12
11/12
13
11/19
Topics:
Tier 3 Interventions
In Class Activities:
Quiz
Out of Class Work:
Massat et al. Chapter. 33
Clark & Alvarez Chapters 9-13
Topics:
Cultural Issues and Working with Special Populations:
Gay and Lesbian Youth
English Language Learners
In Class Activities:
Items of Interest and Article Review
Out of Class Work:
Due: Snapshot Assignment
Massat et al. Chapters 15, 18
Olmedo, I. (2009). Blending Borders of Language and Culture:
Schooling in La Villita. Journal of Latinos & Education, 8(1),
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
22-37. doi:10.1080/15348430802466738.
American Psychological Assocation (2010). Guidelines for schools
working with gender variant and transgender students.
Independent School, 69(4), 63. Retrieved from Academic
Search Premier database.
Benton, J. (2003). Making schools safer and healthier for lesbian,
gay, bisexual, and questioning students. The Journal of
School Nursing Vol. 19(5): 251-259
Alliance for Excellent Education. Six Key Strategies for Teacher of
English Language Learners.
http://www.all4ed.org/files/archive/publications/SixKeyS
trategies.pdf
14
11/26
12/3
Calderon, M., Slavin, R., & Sanchez, M. (2011). Effective Instruction
for English Learners. Future Of Children, 21(1), 103-127.
No Class - Thanksgiving
Topics:
Social Workers using strategies that support reading in the content
areas.
Non-cognitive factors that impact reading
In Class Activities:
Item of Interest and Article Review
Out of Class Work:
Final Exam Available Online Due by December 11th midnight
Due: Planning Instruction Assignment Part 2 Group Planning
Tovani (2000). Fake Reading” Chapter 1 from They Read It, but
They Don’t Get It.
Reading 101: What You Should Know from Reading Rockets
http://www.readingrockets.org/teaching/reading101/
Lee & Spratley (2010): “Reading in the Disciplines” (Secondary
levels – grades 6 - 12)
Moss (2005). Making a case and a place for effective content area
literacy instruction in the elementary grades (Elementary
levels grades 1 - 5)
Farrington, C.A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes,
T.S., Johnson, D.W., & Beechum, N.O. (2012). Teaching
adolescents to become learners. The role of noncognitive
factors in shaping school performance: A critical literature
review. Chicago: University of Chicago Consortium on
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Chicago School Research.
15
12/10
Topics:
Jobs-Hunting, Licensure, Supervision, and Professional Regulation
Evidenced Based Practice
In Class Activities:
Evidence Based Practice Group Activity
Out of Class Work:
Final Exam Due Midnight
Clark & Alvarez Chapters 14 and 15
Franklin, C. & Kelly, M. (2009). Becoming evidence-informed in the
real world of school social work practice. Children & Schools,
31(1), 46-56.
Gossett, M. &Weinman, M.L. (2007). Evidence-based practice and
social work: An illustration of the steps involved. Health
and Social Work, 32, (2).
Shlonsky, A. & Gibbs, L. (2004). Will the real evidence-based
practice please stand up? Teaching the process of evidencebased practice to the helping professions. Brief Treatment
and Crisis Intervention, 4(2), 137-153.
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Recommended Readings
A Parents’ Guide to the Educational Rights of Students with Disabilities.
www.isbe.state.il.us/SPEC-ED/pdfs/parent_guide_english.pdf
Adelman, H. & Taylor, L. (1998). Involving teachers in collaborative efforts to better
address the barriers to student learning. Preventing School Failure, 42(2), 55-60.
Alvarez, M., & Anderson-Ketchmark, C. (2009). Review of an Evidence-Based School Social
Work Intervention: Second Step. Children & Schools, 31(4), 247-250. Retrieved from
Academic Search Premier database.
Brink, M. (2002). Involving parents in early childhood assessment: Perspectives from an
early intervention instructor. Early Childhood Education Journal, 29(4), 251-257.
Carr-Gregg, M. (2003). Suicide, schools and young people--tackling the youth suicide
industry. Youth Studies Australia, 22(3), 32-35. Retrieved from Academic Search
Premier database.
Congress, E. P. (1994). Group work programs in public schools: Ethical dilemmas and
cultural diversity. Social Work in Education, 16(2), 107-114.
Corbin, J. (2005) Increasing opportunities for school social work practice resulting from
comprehensive school reform. Children & Schools, 27 (4).
Fisher, P., Masia-Warner, C., & Klein, R. (2004). Skills for Social and Academic Success: A
School-Based Intervention for Social Anxiety Disorder in Adolescents. Clinical Child
& Family Psychology Review, 7(4), 241-249. doi:10.1007/s10567-004-6088-7.
Harrison, K. & Harrison, R. (2009). The school social worker’s role in the tertiary support of
functional assessment. Children & Schools, 31 (2).
Illinois State Board of Education. Standards for School Social Workers.
http://www.isbe.state.il.us/certification/requirements/section9.pdf
Johnson-Reid, M., Kim, J., Barolak, M., et. al. (2007). Maltreated children in schools: The
interface of school social work and child welfare. Children & Schools, 29(3), 182-191.
Jozefowicz-Simbeni, D.M.H. (2008). An ecological and developmental perspective on
dropout risk factors in early adolescence: Role of school social workers in dropout
prevention efforts. Children & Schools, 30(1), 49-62.
Kelly, M., & Blustone-Miller, R. (2009). Working on What Works (WOWW): Coaching
Teachers to Do More of What's Working. Children & Schools, 31(1), 35-38. Retrieved
from Academic Search Premier database.
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Kia-Keating, M., Brown, S., Schulte, M., & Monreal, T. (2009). Adolescent Satisfaction with
Brief Motivational Enhancement for Alcohol Abuse. Journal of Behavioral Health
Services & Research, 36(3), 385-395. doi:10.1007/s11414-008-9127-1.
Kim, J., & Franklin, C. (2009). Solution-focused brief therapy in schools: A review of the
outcome literature. Children & Youth Services Review, 31(4), 464-470.
doi:10.1016/j.childyouth.2008.10.002.
Lagana Riordan, C. & Aguilar, J. (2009). What’s missing from no child left behind? A policy
analysis from a social work perspective. Children & Schools, 31 (3).
Leenaars, A., Wenckstern, S., Appleby, M., Fiske, H., Grad, O., Kalafat, J., et al. (2001). Current
issues in dealing with suicide prevention in schools: Perspectives from some
countries. Journal of Educational & Psychological Consultation, 12(4), 365-384.
Retrieved from Academic Search Premier database.
Mandated Reporter Handbook, Illinois Department of Children and Families
www.state.il.us/DCFS/docs/MANDATED2002.pdf
McDonald, L,. Moberg, D.P., Brown, R. Rodriguez-Espiricueta, I., Flores, N. I., Burke, M. P.,
Coover, G. (2006). After school multi-family groups: A randomized controlled trial
involving low-income, urban, Latino children. Children & Schools, 28 (1).
NASW Standards for School Social Work Services
www.socialworkers.org/practice/standards/NASW_SSWS.pdf
Patchin, J.W. & Hinduja, S. (2006). Bullies move beyond the schoolyard: A preliminary look
at cyberbullying. Youth Violence and Juvenile Justice, 4, 148-169.
Peterson, R.L. &Skiba, R. (2001). Creating School Climates that prevent school violence. The
Clearing House. Vol. 74 (3).
Pryor, C.B., Kent, C., McGunn, C. & LeRoy, B. (1996). Redesigning social work in inclusive
schools. Social Work, 41 (6).
Rankin, A.B. & Taucher, L.C. (2003). A task-oriented approach to art therapy in trauma
treatment. Art Therapy: Journal of the American Art Therapy Association, 20(3), 138147.
Ruffolo, M., & Fischer, D. (2009). Using an evidence-based CBT group intervention model
for adolescents with depressive symptoms: lessons learned from a school-based
adaptation. Child & Family Social Work, 14(2), 189-197. doi:10.1111/j.13652206.2009.00623.x.
School Social Worker and Confidentiality. (January 23, 1993). Illinois Association of School
Social Workers. http://www.iassw.org/pp-confidentiality.htm.
Dominican University
Graduate School of Social Work
SWK 664 School Social Work
Fall, 2015
Shechtman, Z., & Ifargan, M. (2009). School-based integrated and segregated interventions
to reduce aggression. Aggressive Behavior, 35(4), 342-356. doi:10.1002/ab.20311.
Shore, K. (2009). Preventing bullying. Education Digest, 75(4), 39-44. Retrieved from
Academic Search Premier database.
Spergel, I.A. (1986). The violent gang problem in Chicago: A local community approach. The
Social Service Review. Vol. 60 (1). pp. 94-121.
Study Guide http://www.icts.nesinc.com/PDFs/IL_field184_SG.pdf
Thompson, T. Jr., & Rippey Massat, C. (2005). Experiences of violence: Post-traumatic
stress, academic achievement and behavior: Problems of urban African-American
children. Children and Adolescent Social Work Journal, Vol. 22 (5/6).
Walker, H. & Ramsey, E. (2003). Proven principles and practices for managing antisocial
behavior. In H. Walker & E. Ramsey, Antisocial behavior: Evidence-based practices
(pp. 147-176). Belmont, California: Wadsworth Publishing.
Wong, D. (2004). School bullying and tacking strategies in Hong Kong. International Journal
of Offender Therapy and Comparative Criminology, 48(5), 537-553.
Yager, Z., & O'Dea, J. (2005). The Role of Teachers and Other Educators in the Prevention of
Eating Disorders and Child Obesity: What Are the Issues?. Eating Disorders, 13(3),
261-278. doi:10.1080/10640260590932878.