SCHOOL SOCIAL WORK: ADDRESSING THE SOCIAL BARRIERS TO LEARNING AND DEVELOPMENT INORDER TO ENSURE EDUCATIONAL ACHIEVEMENT.

Transcription

1 SCHOOL SOCIAL WORK: ADDRESSING THE SOCIAL BARRIERS TO LEARNING AND DEVELOPMENT INORDER TO ENSURE EDUCATIONAL ACHIEVEMENT. Mollie Kemp

2 INTERNATIONAL DEFINITION: SOCIAL WORK The social work profession promotes social change, problem solving in human relationshipsand the empowerment and liberation of people to enhance well-being. Utilisingtheories of human behaviourand social systems, social work intervenesat the points where people interact with their environments. Principles of human rightsand social justiceare fundamental to social work.

3 SCHOOL SOCIAL WORK SERVICES general description School social work is a discipline that differs from generic or clinical social work. The overall aim is to provide social work services to learners, parents and the schools who experience psycho-social barriers within the context of the learning site in order to prevent and overcome these barriers, which inhibit learners to reach their full potential. School Social Work seeks to enable learners with psycho-social barriers to learning and development to make maximum use of the academic, developmental and social opportunities in order to reach their full potential.

4 BACKGROUND in SA In SA -REGISTRATION IN TERMS OF SOCIAL SERVICE PROFESSIONS ACT, 110/1978 AS SOCIAL WORKER Need for School Social Work as specialisation area - established by the South African Council for Social Services Professions (SACSSP) in 2009; Indaba on Specialisation in Social Work in July 2010, confirmed the need for School Social Work as specialisation area and recommended the prioritisation of the process.

5 Background continued... School Social Workers in SA Education system need established from as early as 1973 by Government, Cloete, Rocher and other researchers; 9 Provinces in SA: KwaZulu-Natal Dept of Education appointed the first sswr in 1983, followed by Western Cape, Eastern Cape, Gauteng, Free State, Northern Cape and Mpumalanga; No posts at North West and Limpopo; No post at National Dept of Basic Education

6 1. UNCRC 2. ACRWC 3. SA Constitution Sect National Education Policy Act Admission Policy National Policy in HIV/AIDS National policy on Drug Abuse 5. South African Schools Act Guidelines for SGB s code of conduct Regulations for Safety Matters Regulations to Prohibit initiation practices LEGAL FRAMEWORK 6. Employment of Educators Act 7. SA Council of Educators Act. 8. Children s Act 38/ Domestic Violence Act 116/ Criminal Law (Sexual Offences and Related Matters) Amendment Act 32/ Child Justice Act, 75/ Social Service Professions Act 13 General Policy Documents RNCS / CAPS Education WP5 - ECD Education WP6 Special Needs Girls Education Movement KZN Strategy for Inclusive Education Framework for SIAS Victim s Charter Guidelines for the Prevention and Management of Sexual Violence and Harassment in Public Schools Provincial Guidelines for Management of Child Abuse in Schools National Prevention and management of Teenage Pregnancy 14 Legislation and Policy guiding social welfare services: ISDM. ISHP

7 Development of School Social Work in SA Around 1983: Dept of Education appointments: Clinic Based - Double qualification until 1989 AND Secondments from DSD to assists DOE some schools - withdrawn 1996 Amalgamation of former 5 DOE s realities developmental and ecological model 2002 Education White Paper 6 - Special Needs Education - Inclusive Education Implementation of Inclusive Education Strategy Ecological and Psycho- Social model to address social barriers to education.

8 EDUCATION WHITE PAPER 6: Special Needs Education Building an Inclusive Education and Training System PROVISION OF EDUCATIONAL OPPORTUNITIES. in particular for those learners who experience barriers to learning and development Education for all

9 Principle of Inclusion Processes by which educational institutions are made accessible to all learners who are vulnerable to educational marginalization and exclusion on all levels of organization, pedagogy and culture within DOE. [Process of Screening, Identification, Assessment and Support(SIAS) to ensure quality education for all.]

10 The FOCUS of the Education White Paper 6 is To build caring and supportive school environments Diminish barriers to teaching, learning and development Ensure that effective teaching and learning can take place The restructuring of educational institutions into three types of facilities: ordinary schools, full service schools (ordinary schools with additional support programme and infrastructure), special schools as resource centres Infusion of a continuum of support in these facilities for learners that are vulnerable to marginalization or exclusion

11 Identified Barriers to Learning and Development Systemic e.g. overcrowded classrooms, policy & curriculum issues, inaccessible environment Societal e.g. poverty, negative and harmful attitudes (behaviour), late admissions, violence & crime, impact of HIV/AIDS, child protection, children in conflict with the law, substance abuse, absence from school, bullying, etc. Pedagogic e.g. inappropriate teaching & assessment methods, insufficient support to educators Intrinsic e.g. neurological, physical, sensory, cognitive barriers, psychological, emotional, etc.

12 School Social Work Services in SA Based on Inclusive Education Principles, School social work promotes: a) a culture of learning, care and support, b) the development of human potential to cater for the needs of all learners Empowers and enables educators to manage learners facing and experiencing social barriers. The school social worker forms part of the multi-disciplinary support team that renders psycho-social support services to schools within the framework of Inclusive Education.

13 School Social Work Services in SA (cont) Making use of a Developmental and Ecological and Psycho-Social Approach Methods: Consultation, Case Work, Group Work, Community Work, Crisis Intervention, Research, Training Collaboration and Coordination of Social Work services / programmes in education Works within the framework of Inclusive Education, but maintain a specialist role as Social Worker in terms of the Social Service Professions Act, Act 110 of 1978

14 School Social Worker s specific role with regard to the implementation of Inclusive Education (IE) The role of the School Social Worker, as part of the multi-disciplinary team in the department of Education, is to render services in the form of active participation, support, consultation, sharing of knowledge and skills, development of specific programmes with regard to the following strategic objectives: Ensure Professional Development w.r.t. management of social barriers Contribute towards the provision of relevant resources Contribute towards the establishment of relevant Infra-structure Advocacy with regard to implementation of IE Contribute towards creating an enabling environment for the Phase-in of implementation of IE

15 CURRENT FUNCTIONS OF SCHOOL SOCIAL WORKERS in SA NATIONAL: NO SOCIAL WORK POST BRANCH: Social Mobilization and Support Services CHIEF DIRECTORATE: Care and Support in Schools DIRECTORATE: Psycho-social Support PROVINCIAL Policy and framework development Coordination, development and facilitation of School Social Work Services and programmes Intra- and Interdept collaboration Monitoring, evaluation and QA of social support programmes Advocacy, awareness, capacity building and training Social Work Research and Admin Member of the Provincial Based Support Team

16 CURRENT FUNCTIONS OF SCHOOL SOCIAL WORKERS in SA (cont) DISTRICT / CIRCUIT Coordinate social services and liaise with relevant organisations Provide School social work services to learners, parents, caregivers; Support and empower Teachers, SMT Sand SGB Sin cases where learners are experiencing psycho-social barriers to learning Develop and implement relevant programmes Member of the District/Circuit Based Support Team provide training in management of social issues SCHOOL Crisis Intervention & Counselling and support services to learners and their families, including home visits and referrals to relevant agencies Establish and conduct support groups Member of Institution Based Support Team provide training in management of social matters

17 MULTI-DISCIPLINARY / INTER-SECTORAL& INTEGRATED APPROACH WITHIN EDUCATION DEPT. CURRI GET GOV. & MANAG EMENT CO- CURRI CULAR CURRI CULUM FET BEST INTEREST OF THE CHILD HR: TEACH ER DEV. ABET HRD ECD SN / ES / IE

18 INTER-SECTORAL PARTNERS Inter-Government: Office of the Premier, Dept of Social Development, Dept of Health, Dept of Justice, Dept of Agriculture, Local Government, Community Safety & Liaison, SAPS and others NGO-sector: Child welfare Organisations, Faith Based Organisations, Lawyers for Human Rights, SA Human Rights Commission, Children s Rights Centre, Childline, Rapcan and others.

19 School Social Work RESPONSIBILITY: To provide for effective social support to schools, using relevant skills and resources to ensure educational achievement OFFICIALS Advocacy HR Development HR Provisioning Infra-Structure and Learner/Teacher Support Material PREVENTION SERVICES Curriculum Based Life Skills Programmes SERVICES TO LEARNERS Screening Identification Assessment Support : Officials Learners

20 Situation in other countries School Social Work as specialisation area International Network for School Social Work exists linking 43 countries: Argentina, Australia, Austria, Bahamas, Canada, China, Denmark, Estonia, Finland, France, Germany, Ghana, Hong Kong, Hungary, Iceland, India, Japan, Korea, Latvia, Liechtenstein, Lithuania, Luxembourg, Macedonia, Malta, Mauritius, Mongolia, The Netherlands, New Zealand, Nigeria, Norway, Pakistan, Poland, Russia, Saudi Arabia, Singapore, Slovakia, Sri Lanka, Sweden, Switzerland, Taiwan, United Arab Emirates, United Kingdom, United States of America, Vietnam

21 USA in the lead... School Social Work beginning in 1906 in New York City In 1955 established as specialisation field in Social Work School Social Work Association of America established in July Affiliated Member States o Coordinates School Social Work services in the USA, collaborate and liaise with relevant bodies on related Social Work policy and legislation to ensure high standard levels of practise o Developed a Framework for school social work services o Developed standards for School Social Work practice o Developed a model for School Social Work Practice o Professional development of sswrs o Provide resources with regard to ssw

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25 CHALLENGES FOR SA The growing number of learners with social barriers to education and development The non existence of registered social workers at NDBE although a specific Branch deals with Care and Psycho- Social matters No National policy, guidelines or guidance with regard to appointment or practice standards for school social workers at National or in Provinces. No provision for school social workers in some Provinces ; a number of vacancies exist for school social workers in other Provinces-resulting in the lack of effective service delivery with regard to the psycho-social needs of learners in a holistic way -not fulfilling objectives of MDG The need for school social work as specialisation area in social work to ensure the most effective school social work service delivery in order to enhance an improved academic achievement for learners with social barriers.

26 RECOMMENDATIONS (Based on Research) The establishment of a Social Work post(s) at NDBEin order to develop national standards for School Social Work in SA as well as to ensure that the current gap within the Psycho-Social Directorate will be addressed. The establishment of School Social Work posts at all levels in Provinces in order to ensure that the needs of learners with social barriers will be addressed more effectively. The SACSSP will prioritise the establishment of School Social Work as specialisation area in terms of the SA Social Service Professions Act, 110/1978.

27 LET US PROTECT AND SUPPORT OUR CHILDREN AND THEY WILL HAVE THE WORLD IN THEIR HANDS!!