ISSN:0306-0012    

DOI:10.1093/cs/17.1.3

出版商:Oxford University Press    

年代:1995

数据来源: OUP

摘要:

AbstractThis article explores how school social workers and children's protective services (CPS) workers can collaborate to improve the social and educational functioning of maltreated children living in kinship networks. We examined the records of 447 children cared for in kinship networks under CPS supervision. During the first six months of supervision, 145 children experienced changes in both caretakers and residences, 71 were referred for counseling, and 30 were referred to special settings in schools because of emotional or behavioral problems. A collaboration model between CPS and school social workers is suggested using provisions of the Individuals with Disabilities Education Act (IDEA). If prescreening and screening evaluations indicate the presence of risk factors, school social workers coordinate and monitor appropriate special education and related services, including transportation, health, mental health, and social work services; occupational services; economic services; and service continuity as the children move in kinship networks. CPS workers advise school liaison social workers of permanency plans to ensure that decisions regarding school settings are based on possible placements in kinship networks.

ISSN:0306-0012    

DOI:10.1093/cs/17.1.7

出版商:Oxford University Press    

年代:1995

数据来源: OUP

摘要:

AbstractStudents and families who relocate often have problems adjusting to new schools. Their involvement with a new school often depends on the degree to which the school reaches out to them. This article reports on the approach to intervention developed by the Early Assistance for Students and Families Project for use by schools to facilitate the initial school adjustment of newly entering students and their families. Specifically discussed are the concept of welcoming; intervention phases, tasks, and mechanisms; and the special focus on enhancing home involvement.

ISSN:0306-0012    

DOI:10.1093/cs/17.1.18

出版商:Oxford University Press    

年代:1995

数据来源: OUP

摘要:

AbstractThis article reports on a qualitative study of the psychosocial dynamics of school completion that informs the issues of predicting who will leave high school prematurely and understanding the complex processes of prematurely leaving high school. The study focused on Haitians because they fit the profile of school leavers: they are poor, black, and live in households with high levels of stress. A snowball sampling procedure was used to identify Haitian informants; these informants identified school leavers and school completers in a large Haitian community in the New York City area. The two groups of students were compared and contrasted by means of unstructured but focused interviews. Social support for education was the key variable that differentiated the two groups. The findings provide new evidence for the importance of social support for education and illustrate the insufficiency of using a simple linear additive model to predict school completion. Vignettes are provided, and implications for school social workers are explored.

ISSN:0306-0012    

DOI:10.1093/cs/17.1.30

出版商:Oxford University Press    

年代:1995

数据来源: OUP

摘要:

AbstractSchool social workers have been attempting to determine what is effective practice since the early 1900s. Over the course of the past decade, a unifying theoretical perspective, ecological theory, has evolved in school social work. Ecological theory defines effective practice as interventions that take place in microsystems, mesosystems, and macrosystems. This differs from the traditional approach to school social work that focused on the problems of the individual pupils. However, despite claims that ecological theory is the most effective for social work practice in schools, a lack of uniformity in practice among school social workers remains. This article analyzes the challenges of practicing ecological theory within school settings. It also describes an urban elementary school that has effectively put an ecological school social work model into practice.

ISSN:0306-0012    

DOI:10.1093/cs/17.1.40

出版商:Oxford University Press    

年代:1995

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/17.1.48

出版商:Oxford University Press    

年代:1995

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/17.1.56

出版商:Oxford University Press    

年代:1995

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/17.1.57-a

出版商:Oxford University Press    

年代:1995

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/17.1.58

出版商:Oxford University Press    

年代:1995

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/17.1.60

出版商:Oxford University Press    

年代:1995

数据来源: OUP