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The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Michael S Kelly

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
book
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.001.0001
Subject:
Social Work, Children and Families

School social work enters its 2nd century as a profession still conflicted about its central mission. Are school social workers meant to be “in-house” clinicians providing services to kids in need, ... More


A New Model of School Discipline: Engaging Students and Preventing Behavior Problems

David R. Dupper

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195378078
eISBN:
9780199777426
Item type:
book
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195378078.001.0001
Subject:
Social Work, Children and Families

Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of ... More


Surveying the Landscape of School Social Work Practice: What Are We Doing, and Why?

Michael S. Kelly

in The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.003.0003
Subject:
Social Work, Children and Families

Despite these calls for systemic and integrated practice and practice guidelines, the most recent national survey of school social work tasks indicated that most school social workers are delivering ... More


The Need for an Evidence-Informed Practice Approach in Schools

James C. Raines, Susan Stone, and Andy Frey

in School Social Work: An Evidence-Informed Framework for Practice

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195373905
eISBN:
9780199777440
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195373905.003.0001
Subject:
Social Work, Children and Families

This chapter sets the stage for the remainder of the text by demonstrating that a chasm exists between the practice choices of school social workers and the research on school-based prevention and ... More


Social Work and Restorative Justice: Implications for School System Practice

Michele V. Hamilton and Lesa Nitcy Hope

in Social Work and Restorative Justice: Skills for Dialogue, Peacemaking, and Reconciliation

Published in print:
2010
Published Online:
January 2011
ISBN:
9780195394641
eISBN:
9780199863365
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195394641.003.0005
Subject:
Social Work, Communities and Organizations

This chapter starts by pointing out a major contradiction in the current United States public school system. Ideally, schools are places where children acquire intellectual and social skills that ... More


Functional Behavioral Assessment and School Social Work

Kevin J. Filter and Michelle E. Alvarez

in Functional Behavioral Assessment: A Three-Tiered Prevention Model

Published in print:
2011
Published Online:
January 2012
ISBN:
9780199764938
eISBN:
9780199918935
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780199764938.003.0009
Subject:
Social Work, Children and Families

This chapter includes a definition and history of FBA, a review of supporting literature, and the relevance of FBA to school social work. FBA is a process of identifying the environmental conditions ... More


Solution-Focused Brief Therapy in Schools: A 360-Degree View of Research and Practice

Michael S. Kelly, Johnny S. Kim, and Cynthia Franklin

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195366297
eISBN:
9780199864010
Item type:
book
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195366297.001.0001
Subject:
Social Work, Children and Families

This book presents a “360-degree” view of SFBT in school settings from meta-analytic, intervention research, and practice perspectives. This book is divided into sections within each chapter to allow ... More


Introduction: School Social Work in the 21st Century—Making Evidence-Based Practice (EBP) Work in School Social Work Practice

Michael S. Kelly

in The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.003.0001
Subject:
Social Work, Children and Families

School social work is one of social work’s oldest subspecialties and has just entered its 2nd century. In the United States, school social work has grown from a few “visiting teachers” in 1906 ... More


Where to Intervene, and How? The Debate Over the Best Treatment Options for School Social Workers to Use

Michael S. Kelly

in The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.003.0004
Subject:
Social Work, Children and Families

Recent school social work articles have called for practitioners to adopt a multilevel approach to school-based intervention. A version of this multilevel approach — summarized by Frey and Dupper ... More


Lessons Learned from our Evidence-Informed Practice Process and Final Reflections

James C. Raines, Susan Stone, and Andy Frey

in School Social Work: An Evidence-Informed Framework for Practice

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195373905
eISBN:
9780199777440
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195373905.003.0014
Subject:
Social Work, Children and Families

This chapter synthesizes and integrates the reflections offered in Chapters 4-12. These lessons learned are organized around the eight-step evidence-informed practice (EIP) process for school social ... More


Why Johnny Needs Help: The Most Common Clinical Issues School Social Workers Face

Michael S. Kelly

in The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.003.0005
Subject:
Social Work, Children and Families

In the Illinois survey sample, school social workers reported dealing with social skills deficits, attention-deficit hyperactivity disorder (ADHD), and anxiety most often in their practices. These ... More


EBP Is Just the Beginning: Defining a National School Social Work Practice and Research Agenda

Michael S. Kelly

in The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.003.0008
Subject:
Social Work, Children and Families

This concluding chapter ties together the threads of the previous seven chapters and argues that EBP is an approach that can ultimately help school social work both increase its effectiveness and ... More


Garza: A Solution-Building High School

Michael S. Kelly, Johnny S. Kim, and Cynthia Franklin

in Solution-Focused Brief Therapy in Schools: A 360-Degree View of Research and Practice

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195366297
eISBN:
9780199864010
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195366297.003.0005
Subject:
Social Work, Children and Families

This chapter gives a brief history of Garza High School and the training process that helped the school staff learn the solution-focused model. It describes important characteristics of the school ... More


Empirically Supported Social Skills Interventions

James C. Raines, Susan Stone, and Andy Frey

in School Social Work: An Evidence-Informed Framework for Practice

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195373905
eISBN:
9780199777440
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195373905.003.0010
Subject:
Social Work, Children and Families

Most students who are identified as being at risk of, or classified as having, an emotional disturbance, display social skills deficits. In fact, the current definition for emotional disturbance in ... More


A Short Chapter on EBP

Michael S. Kelly

in The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.003.0002
Subject:
Social Work, Children and Families

EBP is defined for this book as a process of transparent, culturally sensitive, and evidence-informed practice that uses the best available empirical evidence to help clients solve their problems. ... More


Helping Families and School Communities: EBP in Action

Michael S. Kelly

in The Domains and Demands of School Social Work Practice: A Guide to Working Effectively with Students, Families, and Schools

Published in print:
2008
Published Online:
January 2009
ISBN:
9780195343304
eISBN:
9780199863945
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195343304.003.0007
Subject:
Social Work, Children and Families

This chapter identifies issues and solutions to problems that families and whole-school communities experience. Drawing from the Illinois survey data, it shares two major family stressors that school ... More


Helping Students with Anxiety in Schools

James C. Raines, Susan Stone, and Andy Frey

in School Social Work: An Evidence-Informed Framework for Practice

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195373905
eISBN:
9780199777440
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195373905.003.0011
Subject:
Social Work, Children and Families

In a recent survey conducted by the authors, anxiety disorders stood out as one of the most significant mental health problems school social workers face in their practice. This chapter uses an ... More


Problems with ADHD in a School Setting

James C. Raines, Susan Stone, and Andy Frey

in School Social Work: An Evidence-Informed Framework for Practice

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195373905
eISBN:
9780199777440
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195373905.003.0012
Subject:
Social Work, Children and Families

Characterized by developmentally atypical levels of inattention, activity, and impulsivity, attention deficit/hyperactivity disorder (ADHD) is a prevalent disorder affecting 5%-8% of the school-age ... More


Empirically Supported Tier 2 Interventions

James C. Raines, Susan Stone, and Andy Frey

in School Social Work: An Evidence-Informed Framework for Practice

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195373905
eISBN:
9780199777440
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195373905.003.0004
Subject:
Social Work, Children and Families

This chapter discusses how to locate, appraise, adapt, and apply empirically supported Tier 2 interventions as an essential component of response to intervention (RTI). These ideas come from national ... More


Increasing Student Compliance with Classroom Tasks

James C. Raines, Susan Stone, and Andy Frey

in School Social Work: An Evidence-Informed Framework for Practice

Published in print:
2010
Published Online:
May 2010
ISBN:
9780195373905
eISBN:
9780199777440
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/acprof:oso/9780195373905.003.0006
Subject:
Social Work, Children and Families

Following directions and listening to teachers have been defined as “academic enablers” and are fundamental to the development of social competence and effective learning. One study suggest that ... More


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