ISSN:0306-0012    

DOI:10.1093/cs/15.1.3

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractThe preschool team of teacher, parent, and school social worker is becoming critical as national social policy becomes more responsive to the emotional and behavioral well-being of preschoolers. This small exploratory study compares the ways in which parents and teachers think, feel, and strategize about the aggressive, hyperactive, and withdrawn behaviors of preschool children in an intercity day care center. The sample size and type of sampling prohibit definitive conclusions or generalizations; however, the low-to-moderate correlations between parent and teacher responses are in concert with previous studies. Differing perspectives are expected and appreciated as the team plans strategies for change. School social workers facilitate, advocate, refer, educate, and encourage throughout the process.

ISSN:0306-0012    

DOI:10.1093/cs/15.1.6

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractThis article describes a model of social work consultation with special education teachers that serves to define student skills while enhancing the teachers empathy for, and understanding of the student. Three single-page student profiles are detailed, which focus the consultation on student strengths and limitations in the classroom. The profiles aid the teacher in understanding the student from a psychosocial perspective while offering new knowledge and skills in assessment and self-awareness. The profiles also document useful intervention strategies, aid the teacher in Individualized Educational Flan development, and provide substitute teachers with important information in an accessible form.

ISSN:0306-0012    

DOI:10.1093/cs/15.1.19

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractThis article reviews the development of a school social work program in parochial schools of the Archdiocese of Indianapolis. The impact of the changing needs of the parochial school student and the demands of program accountability on program development are assessed. Catholic Social Services, a human services agency of the Archdiocese of Indianapolis, embarked on a school outreach program in 1967. Since then, the program has moved from a mental health model with a focus on meeting individual needs to a school social work model that attends more closely to the interactions between the child and his or her environment. Annually articulating goals and objectives in light of student needs, negotiating for services with individual schools, and thorough documentation have led to this more proactive approach. Several positive outcomes of this shift in emphasis are discussed.

ISSN:0306-0012    

DOI:10.1093/cs/15.1.29

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractThe study reported in this article focused on the relation between an aspect of curriculum structure of secondary education, curriculum tracks, and life outcomes among women. It was hypothesized that track placement organizes the experiences that children have and subsequently forecasts their future. Log-linear regression models, which analyzed longitudinal data collected from a national sample, indicated that students in the vocational track, when compared with academically prepared students, were more likely to have low self-esteem, a traditional sex-role orientation, higher fertility rates (in this study,fertilityrefers to the presence of children, both adopted and natural), higher divorce probability, and reduced educational and occupational statuses. The author contends that vocational track students are sociologically and psychologically at-risk for life course decisions that may limit capacity for self-determination. The data demonstrate the need for an ecology-based model in school social work practice in which the emphasis for change is the interaction between target groups and their social environment. Suggestions for practice and an extensive literature review on tracking are provided.

ISSN:0306-0012    

DOI:10.1093/cs/15.1.35

出版商:Oxford University Press    

年代:1993

数据来源: OUP

摘要:

AbstractThis article explores the professional agenda shared by school social workers, counselors, and psychologists and suggests a number of areas in which interdisciplinary collaboration can be forged to further the role, influence, and effectiveness of pupil services personnel. Particularly in times of fiscal retrenchment, a collective force is more powerful than the efforts of any one profession to prevent or ameliorate threats to educational services. Special attention is focused on two areas: promoting public recognition of the three professions and influencing social policy development that effects positive change within the school system and larger society. An advocacy agenda is identified that includes promoting the use of the school's infrastructure as a social services delivery system, encouraging a prevention orientation, documenting the effectiveness of interventions and disseminating research results to influence public policy decision making, and organizing coalitions to further the collective interest.

ISSN:0306-0012    

DOI:10.1093/cs/15.1.45

出版商:Oxford University Press    

年代:1993

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/15.1.55

出版商:Oxford University Press    

年代:1993

数据来源: OUP