A GUIDE TO SCHOOL SOCIAL WORK (2007 EDITION)

Transcription

1 A GUIDE TO SCHOOL SOCIAL WORK (2007 EDITION)

2 ACKNOWLEDGEMENTS A Guide to School Social Work (2007 Edition) is a joint partnership between the Students Care Service (SCS) and the National Council of Social Service (NCSS). Staff from both organisations has contributed immensely to the successful completion of this project: Mrs Peace Koh-Wong Yuh Ju, Centre Director, SCS Mrs Chang-Goh Song Eng, Principal Social Worker, SCS Ms Jacqueline Au Yong, Research Associate, SCS Ms Stella Koh, Senior Executive, Children, Youth and Family Services, NCSS Ms Robyn Tan, Senior Executive, Children, Youth and Family Services, NCSS SCS and NCSS would like to acknowledge the invaluable inputs for Chapter 8 from: Mdm Yap Cheng, Head of Department, Pupil Welfare & Guidance, Ahmad Ibrahim Secondary School; Mrs Angeline Veerandran, Full-Time School Counsellor, Ahmad Ibrahim Secondary School; Mrs Jamaliah Salim, Trainee Full-Time School Counsellor; Mrs Tan-Wu Mei Ling, School Social Worker In addition, SCS and NCSS are grateful to the School Social Work Chapter, Singapore Association of Social Workers for their invaluable support and contributions to this revision.

3 TABLE OF CONTENTS Chapter 1 Introduction 1 Chapter 2 Goals and Objectives 4 Chapter 3 Ethics and Principles 6 Chapter 4 Theoretical Concepts 7 Chapter 5 Delivery Approach and Strategies 11 Chapter 6 Programmes and Fee Charging 12 Chapter 7 Students with Special Needs 13 Chapter 8 VWO and School Collaboration for Effective Partnership 15 Chapter 9 Roles and Responsibilities 20 Chapter 10 Core Competencies for School Social Work Practice in Singapore 24 Chapter 11 NCSS Standards Framework 28 Chapter 12 Resource List 32 Annex A Code of Professional Ethics of the Singapore Association of Social Workers 36 Annex B Sample Contract 41 Annex C Suggested Activities for Various Strategies 43 Annex D Description of Programmes 46 Annex E Proposed Range of Professional Fees 48

4 Chapter 1 Introduction School social work in Singapore had its infancy in 1965 when Mrs Nalini Schooling undertook a school social work research project with Singapore Children s Society. This was the pioneer project in school social work practice encompassing needs assessment, casework, action research and group work intervention. School social work in Singapore was officially established in the 1970s with Students Care Service (SCS) providing counselling, training and consultancy services directly to schools, students and their families. In 1987, the Ministry of Education (MOE) introduced formal counselling in schools through its Pastoral Care and Career Guidance Branch. And in 1995, the Inter- Ministry Committee on Dysfunctional Families, Juvenile Delinquency and Drug Abuse recommended that schools should appoint counsellors to help these (highrisk) students They can refer difficult cases to Family Service Centres or other social work agencies for counselling or other follow-up programmes. Schools should be given the funds to pay for such referrals 1. In the following year, funds were available through MOE for schools to either engage the professional services of Voluntary Welfare Organisations (VWOs) or to employ full-time school counsellors. This led to a significant increase in demand for schoolbased services. By 1999, about 60% of secondary schools in Singapore were offering some form of guidance to their students through social service professionals. 1 See report from 1995 The Inter-Ministry Committee on Dysfunctional Families, Juvenile Delinquency and Drug Abuse. 1

5 There were over 30 VWOs, 6 freelance practitioners and 4 full-time school counsellors who were working specifically in this area 2. To elevate the professionalism of school social work, a five-member School Social Work Chapter pro tem committee 3 was initiated by SCS in 2003, through the Singapore Association of Social Workers (SASW). The Chapter aims to build up a professional identity for school social work through its specialised knowledge and skills, as well as to ensure and develop the quality and standards of the profession. It also serves as a platform for school social workers to advocate policy development. In recent years, the importance of providing a holistic education for students and enhancing student welfare is illustrated through MOE s introduction of the Part-time School Counsellor Scheme in 2001 and the Full-time School Counsellor Scheme in MOE aims to appoint a full-time school counsellor (FTSC) in all secondary schools by 2006 and in all primary schools and junior colleges by In 2004, the Ministry of Community Development, Youth and Sports (MCYS) launched the School social work To Empower Pupils to Utilise their Potential (STEP- UP) initiative to support VWOs in their delivery of school social work. STEP-UP aims to build and strengthen the social and emotional resilience of students, in particular, at-risk students 5 to enable them to cope better with challenges, and to maximise their schooling experience. 2 Lim, P.A. (2000). An Exploratory Study of School Social Work and Counselling Practices in Singapore Secondary Schools - Implications for Schools and Practitioners. Journal of Youth Studies, Vol. 3, No See 2004 AGM Report on the objective of setting up the School Social Work Chapter Pro Term Committee. 4 FY2005 Committee of Supply Debate, reply by Mr Tharman Shanmugaratnam, Minister for Education on School Sector. Available at: 5 See the Inter-Ministry Committee on Youth Crime (IMYC) report for definition of at-risk students : those who have been subjected to a combination of interrelated biological, psychological, and social factors that result in a greater likelihood for the development of delinquency, substance abuse, or other related anti-social and self-destructive behaviours. 2

6 The administration of STEP-UP was originally under the purview of MCYS. Since January 2007, the administration of STEP-UP has been transferred to the National Council of Social Service (NCSS). Undoubtedly, the Full-time School Counsellor Scheme and the STEP-UP programme have provided great impetus to the growth of the school social work sector in Singapore. As of 31 July 2007, a total of 49 VWOs have come on board as STEP-UP service providers, delivering school social work to 150 schools including primary schools, secondary schools, junior colleges, centralised institutes and Institute of Technical Education (ITEs). These new initiatives have contributed considerably to a changing school social work scene in the recent years. This has led to NCSS partnering SCS in embarking on a research study The State of School Social Work in Singapore 6 which was completed in The first edition of A Guide to School Social Work was first developed in It has been eight years since the launch of the first edition. Hence, NCSS collaborated with SCS on a project to revise the Guide. This second edition is designed to serve as a fundamental guide for school social work practice in Singapore. 6 This study is a partnership between Students Care Service and the National Council of Social Service to obtain an overview of the school social work sector in the following areas - profile of school social work practitioners, types of school-based services, students issues of concerns, key stakeholders perceptions of roles of school social workers and school counsellors, and recommendations for future developments in school social work. 3

7 Chapter 2 Goals and Objectives School social work seeks to co-ordinate and to influence the efforts of the school, the family and the community to help students, who face difficulties in their developmental process and/or in adjusting to their school life 7. School social work is usually provided in the school premises so that services are easily accessible to school-going children and youth, and their families. It allows the workers to closely monitor the progress of the students, to build a positive relationship with school personnel, and to support schools in the management and development of students as they navigate through the challenges of adolescence and school life 8. Goals School social work provides social, emotional, academic and familial support, enabling students to obtain maximum benefits from their schooling experience. Objectives The objectives of school social work target at different levels: (a) Preventive: to minimise predictable problems by Assisting schools to identify existing and potential behavioural problems amongst students, and develop appropriate services; and Empowering students to resist negative influences and harmful involvement. 7 See Barker, R. L. (1999). Social Work Dictionary (2 nd ed.) 8 Adapted from the 1999 Guideline on School Social Work Service by the Social Welfare Department of the Government of the Hong Kong Special Administrative Region. 4

8 (b) Developmental: to prepare students to manage life transitions by Enabling students to effectively manage stress during their school life; Enabling students to obtain optimal benefits from the learning opportunities available in schools; Equipping students with life-skills, e.g. interpersonal communication, problem solving and emotional management; Inculcating healthy and positive personal and social values; Increasing students ability to handle challenges in life; and Promoting leadership development, community involvement and social cohesion. (c) Remedial: to enable students to cope with identified or existing issues or problems by Assisting them to manage their problem more effectively; and Enabling them to function adequately as individuals within the school, the family systems and in the community. 5

9 Chapter 3 Ethics and Principles Ethical Guidelines The SASW upholds the professional standards and code of ethics for the social work profession. School social workers abide by these values and ethics, which guide them in their practice (see Annex A). They are committed to help schools achieve their goals for students welfare. Principles & Beliefs School social work is guided by the following principles and beliefs that it should Be instituted as an integral part of the school system for student welfare; Place the welfare of students as the paramount consideration when delivering the service; Base practice on the ecological perspective that emphasises the understanding of people, their environment and the nature of their transactions, i.e. the relationships between the individual or group and their environment; Be professionally managed with high accountability by keeping the school personnel informed of the progress, development and outcome of the service rendered without compromising confidentiality; and Involve the community, whenever necessary in the intervention and/or developmental process to help students and their families. 6

10 Chapter 4 Theoretical Concepts The school is seen as a complex and adaptive organisation that is constantly generating patterns of action and interaction with its subsystems. The interaction often becomes an impetus for change and growth. The two key theoretical orientations are Systems Theory and Ecological Perspective. Systems Theory A system may be defined as a complex of elements in mutual interaction and interdependence, directed at a mutually defined goal. An understanding of the interdependence and interaction of these elements provides the school social worker with a person-in-environment framework within which to view life in process and in relationship to the environment. In practice, the term system emphasises that the overall operational process is the focus of analysis. Hence, this implies that the school functions as a whole by virtue of its interdependent parts; and students, teachers, other school personnel, parents all whose interests converge within the school are bound together by the school s social institutional roles 9. Working systemically helps the school social worker to identify and consider all systems (e.g. the school, family and community) that contribute to the student s situation or difficulty. There are thus multiple entry points to problem-resolution. The worker will choose the most appropriate entry point to begin the process of change. More importantly, this multiple system perspective allows accurate assessment and intervention to be conducted in the context where the problem belongs. 9 Allen-Meares, P. (Ed.) (2004). Social Work Services in Schools (4th ed.) Boston: Pearson. 7

11 Based on this orientation, the presenting problem is not seen as belonging to an individual but rather, as a repetitive sequence of interaction within or amongst the system/s that maintains and is maintained by the problem. In other words, one s behaviour contributes to the patterns (may or may not be problematic) which subsequently organises one s behaviours in return. Ecological Perspective The ecological perspective, postulates that people and their environment have to be understood in the context of their relationship with each other. This relationship is characterised by continuous reciprocal exchanges in which people and environments are constantly influencing each other. An ecological perspective provides the framework for understanding the nature of the transactions between the person and different institutions and/or systems. It helps the social worker to identify and consider all systems contributing to the students situation or difficulty. Furthermore, it recognises that resolution may be more effective when intervention takes place within more than one system. The focus of intervention is on the social process of interaction and the transactions between the student and the environment 10. The environment is defined as the aggregate of external conditions and influences that determine a child s life and development 11. The environments that affect a child are the family, school, peer, community and the mass media. Theoretical Underpinnings in Practice Translating these theories into practice the school social worker gives due consideration to, and seeks to influence or change the following systems, subsystem and/or systems-interfaces: 10 Ibid. 11 Ibid. 8

12 Macro-system refers to the culture in which individuals live tracks and responds to trends, for example, social stratification that marginalised certain student groups as in the digital divide and its effects on students and families; Exo-system refers to settings in which the person does not actively participate but in which significant decisions are made affecting the individuals who do interact directly with the person, for example, persuading employers to promote pro-family work environment so that parents could spend more time with their children; Meso-system involves the relationship between micro-systems or connections between contexts, i.e. school-community, school-family or school-moe. Examples of specific changes may include changing the perceptions and attitudes of school personnel on students and vice-versa, and creating different experiences at the interface of systems/interaction patterns that yield positive effect on relationship and learning; and Micro-system is the setting in which the individual lives. o Student system: considers individual s concern/esteem/resilience; o Family system: considers issues such as inter-generational family system, intra-familial patterns of behaviours; o School system: makes recommendations like modifying school conditions and policies that may hinder successful school experience for students, or finding a good fit between the characteristics of particular student population and the school-community s conditions and practices; and o Peer system: works on issues that arise between students and their peers, for example, peer pressure and gang association. 9

13 Primary Prevention Practices Primary Prevention Practices are actions taken to keep conditions, known to result in problematic stress and maladaptation, from occurring by encouraging adaptive functioning and positive development 12. To reach these goals, primary prevention engages the positive forces in individuals, families, and groups, and works to change environment properties that have an adverse effect on growth and adaptive functioning Germain, C. B. (2002). An Ecological Perspective on Social Work in the Schools, In Constable, Mcdonald & Flynn (ed.), School Social Work- Practice, Policy and Research Perspectives. USA: Lyceum Books. 13 Ibid. 10

14 Chapter 5 Delivery Approach and Strategies Delivery Approach Schools can engage the services of social workers from VWOs for school social work programmes and/or services. The two parties can work in tandem to intervene and to help students realise their greatest potential academically, socially and emotionally. Schools may approach any VWO, known to be providing school social work, to discuss and make implementation plans for the school calendar year. In the engagement of VWOs to provide school social work service, a contract to define the terms of agreement, scope and duration must be signed between the school and the VWO. A draft contract at Annex B serves as a guide. Delivery Strategies VWOs may also initiate their services to schools. They can employ strategies to promote, increase awareness and deliver social work in schools. The strategies are Promotion, Presence, Permeation and Post-mortem. For a list of suggested activities, please refer to Annex C. 11

15 Chapter 6 Programmes and Fee Charging For the holistic development of students, school social workers could design a mix of preventive, developmental and/or remedial programmes. A description of the list of programmes is provided in Annex D. To encourage co-ownership and sustainability, VWOs should charge schools for the purchase of their services and programmes. VWOs and schools can refer to Annex E for the proposed range of professional fees for individual programmes. 12

16 Chapter 7 Students with Special Needs Students with special needs require enhanced opportunities to grow and develop to their fullest potential. Proper intervention and assistance can minimise the effects of their disabilities and enhance the quality of their schooling experience. Statistics from MOE indicate that there are about 4,000 children with mild to moderate disabilities in mainstream schools. In recent years, MOE has taken a series of proactive measures to build up education for students with special needs. Since 2005, MOE has deployed 81 Special Needs Officers (SNOs) to 70 primary and secondary schools. This number is expected to grow close to 240 by SNOs complement the support that classroom teachers presently provide to students with special needs by rendering more specialised in-school support. The school social worker can complement the work of SNOs and classroom teachers by assisting students with special needs in mainstream schools to Integrate better into the school system; Maintain regular attendance, good conduct and satisfactory progress during their school tenure; and Prevent premature school leaving. Suggested Approach for the School Social Worker Establish a relationship of trust and understanding with students with special needs; Help students overcome their personal difficulties; 14 See 4 th reply by MOS Gan for COS debate. (2007). on Special Education, Further Improving the Quality of Education for Children with Special Educational Needs. Available at: 13

17 Maintain and strengthen students contact with their families, teachers and peers; Understand students developmental milestones, social background and family circumstances so as to make realistic goals and plans for their adjustments to the school; Work with school personnel and the general student population to promote understanding and acceptance of students with special needs; Engage community resources and disability-related VWOs for cases requiring specialised expertise; and Review students progress regularly so as to monitor their needs and identified concerns. 14

18 Chapter 8 VWO and School Collaboration for Effective Partnership To ensure an effective approach to helping students and schools, school social work should be provided by a team of professionals from the social work field. The team should comprise of trained social workers (at least a degree in social work, or its equivalent), a programme coordinator and an experienced supervisor. In addition, MOE s guidelines for staff providing school-based counselling stipulates that the counsellor should have the following prerequisites 15 : Completed 1 year of structured post-course professional supervision; Be receiving ongoing professional support for continual development and monitoring of practice standards; and Possess at least a diploma in counselling involving 300 hours of training inclusive of 150 hours of supervised practicum or equivalent qualification. Possible Strategies for School Social Work Delivery The school social worker works in the primary setting of the school. Supporting the school in maximising students educational opportunities should thus govern his/her work. The following pointers are highlighted to guide the school social worker in partnership with the school. (a) Appreciate the school culture Be mindful that the school is an open system with its own culture that is shaped by, amongst other things, its history, vision, mission, and core values; Learn about the school culture through its environment; school s ethos and structure; events and programmes and put together a perceptive strategy with relevant school personnel, to engage the school population; 15 See Briefing Notes for STEP-UP 2008 by MCYS (2007). Available at: 15

19 Form an accurate assessment of the school and decide on an appropriate point of entry. (b) Respect protocols Know the organisational structure while making initial contacts with the school. Keep key school personnel like the principal and the Head of Department (Pupil Welfare) informed of decisions, as well as developments of the programme; and Be familiar with the chain of command in communications, decision-making, resource procurement and programme development. (c) Be accountable Maintain proactive communication with the school and relevant documentations to ensure accountability, for both case and programme management; Provide informal and formal reporting of cases and programmes through discussion, feedback, mid-year and annual reports; and Be accountable to the school without compromising client confidentiality. (d) Be visible and accessible Generate awareness of roles and responsibilities of the school social worker, as well as school social work programmes/services to the relevant school personnel, especially during the beginning of VWO and school partnership; and Increase visibility of school social worker among key school personnel and students through events, talks and informal interaction like outreach in the school canteen. 16

20 (e) Be an effective team member Maintain clear and open communication and build a respectful and trusting relationship with key school personnel; Conduct dialogue sessions to define roles and responsibilities in both specific and generic programme and case management; and Encourage the school to recognise the value of different helping professionals, as an individual and as a team, to support students in maximising their educational opportunities while maintaining role clarity and task flexibility. Possible Strategies for School to Facilitate School Social Work Delivery It is equally important that the school understands and believes in the value of the school social worker as a collaborative partner to meet the needs of the students and to fulfil the school s mission. The school should secure the necessary resources for the programmes and services, and work collaboratively with the VWO and other community organisations. The following pointers suggest what the school can do to facilitate school social work delivery. (a) Identify a suitable VWO which Shares beliefs that complement the school s philosophy and values; Articulates and translates theories and approaches to actual practices in school social work; Demonstrates established competency in school social work; Is committed to work with students and their interacting systems such as their families, teachers and peers; and Is able to work with school personnel to meet the needs of students. 17

21 (b) Engage in Collaborative Planning Present the needs of students and the school to the VWO or work with the school social worker to assess and identify the needs; Appoint at least one school personnel as liaison person for the school social worker to work directly with. The liaison person could be the Head of Department (Pupil Welfare) or FTSC; Support the school social worker to work with families and communities; and Introduce work processes critical to the delivery and recognition of school social work such as systematic programme reviews and proper communications between school and VWO. (c) Facilitate the acceptance of school social worker within the school population Orientate the school social worker to the organisational structure and environment of the school; Introduce the school social worker to key management and operations personnel (including supporting administrative staff); Provide platforms for information sharing on roles and responsibilities of school social workers, as well as programmes and/or services to relevant school personnel; and Involve the school social worker in school activities and events to build rapport and work with students and teachers. (d) Support the implementation of school social work Identify and prepare resources required for the implementation of school social work programmes and/or services; Participate in the implementation process whenever possible and understand the programmes and services provided; 18

22 Integrate school social work with existing programmes in the school to develop an integrated and holistic approach for developing students potential; and Provide relevant feedback for fine-tuning of programme and/or services where necessary. (e) Facilitate professional development of school social worker and the VWO Nurture a collaborative partnership with the school social worker and the VWO; Provide feedback on areas of strengths and improvements; and Co-develop a social service model with the VWO to meet the varied needs of students. 19

23 Chapter 9 Roles and Responsibilities School Social Worker The school social worker helps students develop their internal capacities and social and emotional competencies to realise and maximise their potential. The worker s role is multi-faceted and frequently involves interfacing between the student, his or her family, the school and the community. A school social worker may take on the following roles and functions: (a) Caseworker and/or Counsellor- To work with students on the identified problems and with those experiencing the effects, including their parents, teachers, peers and the community. The worker will identify the issues and intervene in view of their relationship with one another. The caseworker and/or counsellor also helps students better understand themselves, their feelings and to resolve their behavioural and emotional problems in connection with their developmental process and adjustment to school life. The worker may run support programmes to better equip students in meeting challenges in life, such as family transitions and school adjustments. (b) Advocate- To act as a platform and a bridge amongst the students, their families, teachers and/or school. This involves promoting greater understanding among the various parties and finding platforms to help surface issues of concerns or to improve services and effect change of structure. (c) Mediator- To strengthen the linkages between the students, their families, the school and the community for promotion of better understanding and harmonious relationship amongst them and to mediate between the parties when misunderstanding or conflict arises. 20

24 (d) Programme Deliverer- To plan, implement and evaluate the school social work programmes according to the needs and environment of the school. The worker will ensure that the programmes are holistic and that evaluation is carried out appropriately. (f) Networker- To locate and mobilise community resources, such as skills, facilities, manpower and services, for the benefit of the students, their families and the school. The worker will initiate and facilitate collaboration among schools and communities in achieving the goals and objectives of school social work. (e) Trainer- To develop and provide training and educational packages for teachers, students and their families so as to equip: Teachers with basic relationship building, assessment and intervention skills. This is necessary to help students function optimally in the school; Students with life-skills that increase their social and emotional competencies. In addition, career-related attitude and skills can be taught so that students can relate more meaningfully with their current school experiences and opportunities; and Parents with skills and knowledge to build positive parent-child relationship that supports their children in their school life. (f) Consultant- To provide consultation service to: The school management on policies and issues relating to student welfare; Teachers on referred cases or general management of students; Parents on parent-child relationship; and Students on personal, social, familial problems and challenges. 21

25 (g) Researcher: To conduct research and surveys like needs assessment, surveys on prevailing phenomena and evaluation of programmes. The worker will also review the service with the school personnel regularly and collect data related to their work for the development and improvement of services as well as for advocacy and change. The school social worker s responsibilities include: Serving clients with appropriate application of professional skills; Maintaining integrity and professionalism by upholding values and ethics like clients confidentiality; Being respectful and sensitive to clients cultural background; Empowering clients (students, parents and school personnel) to be responsible for problem resolution and/or to find a good fit with one another to achieve identified goals; Delivering services with an understanding of the general educational goals and objectives, and the school systems; Maintaining accurate data and sharing information to ensure accountability to clients; and Developing own professional competency. Counselling Personnel in the School The Full-time School counsellor (FTSC) is fully emplaced in the school system and works closely with the school management in the planning and implementation of school-wide counselling programmes. The FTSC provides counselling for students and case consultations to school personnel and parents, and delivers training to teachers in the areas of social and emotional development of students See for the job description of FTSC and for FTSC scheme 22

26 The FTSC scheme strengthens the current counselling support system by bringing additional expertise to the school level 17. The Teacher Counsellor (TC) works with and supports the form/subject teachers when students are referred for special assistance. The TC may further refer the students to other helping professionals when he/she assesses the need. TCs are trained in counselling skills, special areas such as suicide intervention and counselling for grief and loss, and management of behaviour in emergency situations 18. Other School Personnel Head of Department, Pupil Welfare; Discipline Master/Mistress; Form Teacher; CARE (Caring Actions in Response to Emergency) officer; Special Needs Officer; Learning Support Specialist; Educational Psychologist; Educational Counsellor; and Guidance Specialist The school social worker needs to be familiar with the roles and responsibilities of the above school personnel. Being familiar with the school personnel and their functions would facilitate collaboration and networking so that all can support each other to work towards the common goal of helping the students effectively. 17 See Press Release on 29 September 2004 where MOE Gives More Resources to Support Teaching. Available at: 18 See for role of TC. 23

27 Chapter 10 Core Competencies for School Social Work Practice in Singapore Rationale for the Development of Core Competencies 19 Since the beginnings of school social work in 1965, the school social work scene has undergone many changes and developments and evolved significantly over the years. The greater involvement of stakeholders in school systems, expansion of teachers roles beyond academic impartation and increasing decentralisation of power to school-based leadership are some of the recent developments in the education scene. These changes to the educational landscape necessitates the development of skills and knowledge specific to the practice of school social work building on generic social work skills and knowledge. In addition, these developments present itself as an opportunity for social work to reposition itself as a practice that meet the needs of students not just through specific programmes and services but through building and maintaining effective relationships with the various stakeholders in the school systems as well as identifying and mobilising resources made available through these relationships. Thus, with these exciting developments in the school social work scene as well as an expansion of the playing field through the supportive funding programme of MCYS and the enduring support of NCSS, the School Social Work Chapter, SASW developed the Core Competencies Framework for School Social Work Practice in Singapore. The purpose of this framework is to provide a blueprint for the training and development of social workers for effective practice in Singapore schools. 19 This chapter is contributed by the School Social Work Chapter, Singapore Association of Social Workers, with support from school social work practitioners, Voluntary Welfare Organisations, the National Council of Social Service and the Ministry of Community Development, Youth and Sports. 24

28 Core Functions, Knowledge and Skills of School Social Work Practice These reflect the unique educational context of school social work practice and are an extension of general social work functions, knowledge and skills obtained through a social work degree programme. Core functions Knowledge Skills - Children and adolescent - Relationship building development 1. To maintain an effective relationship with students, families and relevant school personnel - Family systems - Organisational theories on schools (specially related to school structure, culture and dynamics) - Multi-cultural social work practice - Communication - School, family and individual system assessment/analysis 2. To gather information and formulate assessment of the needs of students and school system 3. To design, implement and evaluate programmes/activities according to the needs of students and school system - Needs assessment methods - Children and adolescent development - Organisational theories on school - Casework - Groupwork - Training (specifically workshops and talks) - Programme evaluation (process and outcome) - Students with special needs - Classroom management - Basic marketing in school context - Information gathering skills for individual, groups and systems - Data analysis - Casework: engagement, assessment, intervention, evaluation, termination - Groupwork: design, facilitate, evaluate - Workshop: design, facilitate, evaluate - Public speaking/presentation - Experiential training - Classroom management - Basic marketing in school context 25

29 Core functions Knowledge Skills 4. To support schools in management of crisis situations - Legal implications (where relevant) and reporting and referral procedures of : a. Grief, loss, suicide b. Moral danger c. Family violence and child abuse - Assessment - Referral - Debrief 5. To identify and mobilise resources useful to the needs of students and school systems 6. To strengthen relationships among students, families, schools and community - School- and educationsystems resources - Community resources - Social service resources - Children and adolescent development theories - Family systems theories - Organisational theories on schools - Multi-cultural social work practice - Inter/intra systems dynamics - Knowledge of relevant communities and schools partners - Resource tracking/mapping - Resource co-ordination - Networking - Negotiation - Advocacy - Collaboration - Relationship building - Communication - System assessment/analysis - Networking - Collaborations - Mediation - Conflict resolution 7. To enable students to benefit from the education experience by facilitating a better school-student fit - Ecological perspective - Children and adolescent development theories - Prevailing social and educational policies (Skills required are dependent on intervention identified) 26

30 Core functions Knowledge Skills 8. To provide feedback fro effecting change in relevant systems so that the social and emotional needs of students can be better met - Family systems theories - Organisational theories on schools - General Systems Theory - Communication theories (specially, communication channels and dynamics within the school systems) - Mediation - Advocacy - Conflict resolution 9. To function effectively in inter- and intra- professional teams within school and inter-related systems for the benefit of students, families and schools - Singapore education policy and outcome - Basic knowledge of roles and functions of other professionals working in the education and inter-related systems (for e.g., medical, judicial, rehabilitative) - Inter-professional collaboration/teams - Team participation and facilitation - Communication - Negotiation - Mediation - Advocacy - Conflict resolution 27

31 Chapter 11 NCSS Standards Framework To enhance professionalism in the provision of school social work, NCSS developed a service standard framework. Standards are important because they ensure that: The interests and welfare of the service-users are safeguarded; and Service providers are professional, transparent and accountable in meeting social service needs. The NCSS Standards Framework is depicted in the table below: Continuous Improvement Standards Framework Build Capability Process-Related Standards Outcome-Related Standards Quality Assurance Service Guides - Intake & Assessment - Care & Discharge Planning - Documentation & Record Keeping - Protection & Safety of Users Service Standards Requirements - Reviewed and streamlined Best Practice Guidelines Programme Evaluation System (PES) Outcome Management On-site Assessment - Verify PES - Verify SSR Resource Persons Outcome Management Training (SSTI) & Doctrine Outcome-Based Funding Impact Client Outcomes (Future Direction) 28

32 The NCSS Standards Framework comprises the following elements: Process-Related Standards (a) Service Standards Requirements (SSR) After a review of the Best Practice Guidelines (BPG) introduced since 2003, NCSS streamlined the 54 BPG processes to 16 standards areas. The 16 standards, introduced since April 2007, are referred to as the Service Standards Requirements (SSR). The 16 standards selected from the earlier 54 are those that have a direct and/or significant impact on client outcomes. The key process areas within SSR are: Programme Outcomes Intake and Assessment Care Planning Discharge Planning Documentation and Record Keeping Accessibility and Integration of Services Protection and Safety of Service Users Outcome-Related Standards (a) Programme Evaluation System (PES) Programme evaluation is a process that entails the comparison of measurable programme outputs and outcomes with defined standards of performance. It is thus an assessment of the extent to which the programme's goals and objectives have been met. 29

33 (b) Outcome Management Outcome Management is a user-centred approach for assessment of programmes that are based on user needs and are designed to achieve change. The Outcome Management framework identifies: (i) the milestones as critical steps in leading immediate outcomes to intermediate and long-term outcomes; and (ii) the verification and monitoring tools at the onset to measure user progress that has been brought about by the programme. The Outcome Management approach provides clarity to PES, thus enhancing it and allowing the programmes to identify and report client outcomes objectively. NCSS has also published Outcome Management guides 20 for VWOs understanding and easy reference. Quality Assurance (a) On-site Assessment On-site Assessment verifies the PES data submitted by agencies for accuracy. From FY07/08 onwards, on-site assessment would also assess agencies compliance to the SSR. (b) Resource Persons Resource persons comprising professionals from the social service sector are identified to provide inputs and recommendations on issues related to VWO services and professional practice. 20 Only available upon login at for NCSS Member VWOs 30

34 Build Capability (a) Service Guides To assist VWOs to comply with the Service Standards Requirements, NCSS has developed a series of service guides, which are available from the NCSS website. Intake and Assessment (2006) Care and Discharge Planning (2006) Documentation and Record Keeping (2007) Protection and Safety of Users (2007) (b) Training for VWO Personnel NCSS Social Service Training Institute (SSTI) conducts capability building programmes for social service personnel. In particular, NCSS has conducted basic, intermediate and advanced outcome management training to facilitate VWO s focus to gear their services and programmes to client outcomes. 31

35 Chapter 12 Resource List Local Publications 1. Students Care Service. (2001). Systemic Practice in School Social Work. 2. Ministry of Community Development, Youth and Sports. (2006). Children- At-Risk A Handbook for Teachers. 3. Students Care Service and The National Council of Social Service. (2007). The State of School Social Work in Singapore. These Service Guides are available for downloading from the NCSS website The National Council of Social Service. (2006). Intake and Assessment A Guide for Service Providers. 2. The National Council of Social Service. (2006). Care & Discharge Planning A Guide for Service Providers. 3. The National Council of Social Service. (2007). Documentation and Record Keeping A Guide for Service Providers. Websites List of VWOs providing school social work, i.e. STEP-UP service providers 22 VWO Address Contact No. Ain Society Blk 745 North Bridge Road # Singapore Ang Mo Kio Family Service Centre (Ang Mo Kio) Blk 445 Ang Mo Kio Ave 10 # Singapore / Bethesda Care and Counselling Services Centre 300 Bedok North Ave 3 Singapore See for service guides. 22 Updated as of 31 st July

36 Bethesda Community Assistance Relationship Enrichment Centre (Bethesda C.A.R.E Centre) Blk 242 Hougang Ave 3 #01-39 Singapore Beyond Social Services Blk 26 Jalan Klinik #01-42/52 Singapore Care Community 103 Lavender Street Services Society CarePoint Care Corner Family Service Centre (Admiralty) Care Corner Family Service Centre (Toa Payoh) Care Corner Family Service Centre (Woodlands) Children-At-Risk Empowerment Association (CARE Singapore) City Harvest Community Services Association Cornerstone Community Services Centre Daybreak Family Service Centre EN Community Services Society FaithActs Fei Yue Family Service Centre (Bukit Batok) Fei Yue Family Service Centre (Yew Tee) Singapore Blk 718 Woodlands Ave 6 # Singapore Blk 158 Lorong 1 Toa Payoh # Singapore Blk 345 Woodlands St 32 # Singapore Blk 428 Pasir Ris Drive 6 #01-21 Singapore Temasek Boulevard Suntec Tower 3 #08-04 Singapore East Coast Road #02-27 The Odeon Katong Singapore Blk 855 Yishun Ring Road # Singapore Changi South Lane #02-02 Nah Wah Building Singapore Blk 76 Commonwealth Drive # Singapore Blk 185 Bukit Batok West Ave 6 # Singapore Blk 604 Choa Chu Kang St 62 #01-53 Singapore /

37 HOPE Centre Singapore Kampong Kapor Family Service Centre Lakeside Family Service Centre (Jurong East) Lakeside Family Service Centre (Jurong West) Lutheran Community Care Services MacPherson Moral Family Service Centre Marine Parade Family Service Centre Methodist Children and Youth Centre Moral Family Service Centre (Bedok North) Moral Family Service Centre (Bukit Panjang) Morning Star Community Services New Life Community Services Centre kang Ltd Pasir Ris Family Service Centre Persatuan Persuratan Pemuda Pemudi Melayu (4PM) REACH Family Service Centre RiverLife Community Services Rotary Family Service Centre 410A Joo Chiat Road Singapore Blk 2 Kitchener Road #03-89 Singapore Blk 302 Jurong East St 32 #01-22 Singapore Blk 516 Jurong West St 52 #01-73 Singapore Bedok South Ave 2 Singapore Blk 91 Paya Lebar Way # Singapore Blk 53 Marine Terrace # Singapore Blk 106 Bukit Batok Central # Singapore Blk 534 Bedok North St 3 # Singapore Blk139 Petir Road # Singapore No.4 Lorong Low Koon Singapore Jelapang Road Singapore Anchorvale Road Singapore Blk 534 Pasir Ris Drive 1 # Singapore Blk 606 Bedok Reservoir Road # Singapore Blk 187 Bishan Street 13 # Singapore Loyang Besar Close Singapore Blk 346 Clementi Ave 5 #01-10 Singapore /

38 Sembawang Family Service Centre Serangoon Moral Family Service Centre Shan You Counselling Centre Blk 326 Sembawang Crescent #01-52 Singapore Blk 238 Serangoon Ave 2 #01-47 Singapore Blk 5 Upper Boon Keng Road #02-15 Singapore St Andrew's Lifestreams 1 Francis Thomas Drive #02-05 Singapore Students Care Service Blk 437 Clementi Ave 3 #01-98 (Clementi) Singapore Students Care Service Blk 463 Hougang Ave 10 #01- (Hougang) 964 Students Care Service (Yishun) Tanjong Pagar Family Service Centre TOUCH Community Services TOUCH Character Development TOUCH Youth TOUTH Leadership & Mentoring Whispering Hearts Family Service Centre Singapore Blk 202, Yishun St 21, #01-89 Singapore Blk 18 Jalan Membina #04-01 Singapore rd Floor TOUCH Community Theatre, 3615 Jalan Bukit Merah Singapore rd Floor TOUCH Community Theatre, 3615 Jalan Bukit Merah Singapore Blk 646 Jurong West St 61 # Singapore WINGS Counselling 179 Bartley Road Centres Singapore Yong-en Care Centre Blk 335A Smith Street #03-57 Singapore Youth Guidance Outreach Services Blk 804 Woodlands St 81 #01-37 Singapore /

39 Annex A CODE OF PROFESSIONAL ETHICS OF THE SINGAPORE ASSOCIATION OF SOCIAL WORKERS Preamble/Guiding Principles The profession of social work is based upon a belief in the value and dignity of all human beings, and a concern for their social welfare. Social work is dedicated to the enhancement of human well being through the provision and development of appropriate services and through the promotion of social planning and action. Its members have sought through formal education to equip themselves to meet their responsibilities for the welfare of society as a whole. The social work profession accepts the responsibility to contribute its knowledge, skills and support to programmes of social welfare and endeavours to protect the community against unethical or incompetent practice in the social welfare field which may be harmful to human welfare. The Singapore Association of Social Workers subscribes to the following basic principles and requires its members to observe them. Principles of Professional Ethics A. SOCIAL WORKER S ETHICAL RESPONSIBILITY TO CLIENTS 1. Social workers avoid discrimination and prejudice, respect individual differences and accept that professional responsibility must take precedence over personal aims and views. 2. Social workers respect and safeguard the rights of persons served to a relationship of mutual trust, to privacy and confidentiality in their use of the service and to responsible use of all information given and received. Social workers are responsible for protecting these rights even after termination of the professional relationship. Responsible use of information mean 36

40 a) Not discussing the case outside the professional context. b) Restricting access on any records (e.g. written, audio, video, e- mail etc) on your client unless subpoenaed by the Courts to do so. c) Before making a video recording social workers must make a written undertaking in the presence of the client about restricted use of the recording. d) For use of video/audio records, permission must be sought in writing from the client. e) In the case where information has to be shared with a professional or professional body (in the protection of a minor or vulnerable person), the clients permission has to be sought, failing which the client has to be informed of social workers action. 3. Social workers affirm the right of persons served to make their own decisions and to work out their own problems within the scope of their own resources, having due regard to the common welfare. 4. Social workers affirm the right to client self determination which needs to be preceded by ensuring that the client is both aware of and has assessed alternative options. The role of social workers in this instance is to provide all relevant information that would allow the client to make an informed decision. When social workers act on behalf of clients who lack the capacity to make an informed decision, social workers take steps to safeguard the interests and rights of those clients. 5. Social workers may limit the rights to self-determination where social workers professional judgement, client action or potential actions pose a serious, foreseeable and imminent risk to themselves and others. 6. Social workers affirm that every person has the right to avail themselves to social services, unless this contravenes a specific policy of their employing agency. In practice, this means ensuring: a) That the client will be able to communicate in a manner comfortable to him/her; b) In an atmosphere that respects all religions and cultures; and 37

41 c) Regardless of race, religion, nationality, gender, gender orientation, age, marital status, political belief, mental and physical ability. 7. Social workers use clear and respectful language in all communications (written and verbal) to and about clients. 8. Social workers take the responsibility for continuity of services for their own clients in the event that services are interrupted by any circumstances (e.g. leave, emergencies, termination of social workers service from the agency). 9. Social workers under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced. This principle applies also to former clients and to client s relatives or other individuals with whom the client maintains a close personal relationship. Social workers do not provide clinical services to individuals with whom they have had a prior sexual relationship. 10. Social workers do not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (e.g. cradling or caressing). B. SOCIAL WORKER S ETHICAL RESPONSIBILITY TO COLLEAGUES INCLUDING INTER-DISCIPLINARY COLLEAGUES 1. Social workers act on the recognition that effective service depends on cooperation among professional discipline and others with due regard to respective areas of competence. 2. Social workers treat with respect the professional judgement, statements and actions of colleagues. When criticism of these appears warranted for the well being of the community and/or the profession, social workers refer to the Association. 3. Social workers who refer clients to other professionals take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other professionals disclose with client s consent all pertinent information to new service providers. 4. When working or consulting with other professional disciplines social workers are aware of the parameters of their own power and expertise as well as that of the other professionals, so as to maximise effective working relationships. This will benefit clients and ensure that they do not have inappropriate expectations. 38

42 C. SOCIAL WORKER S ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS 1. Social workers are remunerated for their professional work, by a salary, fees, grants or other payments allowable under the terms of their service and by no other gain connected with their work. In practice this means that social workers do not accept goods or services from clients as payment for professional services. Bartering arrangements particularly involving services create the potential for conflicts of interests, exploitation and inappropriate boundaries in social workers relationship with clients. D. SOCIAL WORKER S ETHICAL RESPONSIBILITY AS PROFESSIONALS AND TO THE SOCIAL WORK PROFESSION 1. Social workers work for the continued development of professional competence for both themselves and the profession. This includes their support of continuing professional education in its widest sense. 2. Social workers strive to remain proficient in professional practice and the performance of professional functions. Social workers critically examine and keep current with emerging knowledge relevant to social work. Social workers routinely review professional literature and participate in continuing education relevant to social work practice and social work ethics. 3. Social workers provide services and represent themselves competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience or other relevant professional experience. 4. Social workers refrain from any personal or other behaviour which damages the functioning of the profession in accordance with values stated in this code. 5. When relevant, social workers make it clear in public statement or action whether they are speaking or acting as individuals or as unauthorised representatives of a professional association, an agency or any other organisation. 6. Social workers do not condone, facilitate or collaborate with any form of discrimination, with regard to race, religion, nationality, gender, gender orientation, age, marital status, political belief, mental and physical ability 39

43 7. Social workers acknowledge the work of and the contributions made by others. 8. Social workers take the responsibility to promote the value for the integrity and competence of the social work profession. These activities may include teaching, mentoring, research, consultation service, representation to public bodies, presentations to the community, and participation in their professional organisation. 9. When engaged in evaluation or research the same principles of confidentiality and informed consent and respect as given to clients should be accorded to research subjects. The process should be governed by the accepted ethics of research. 10. Social workers refrain from having any form of self-advertisement pertaining to their work which is likely to be a construed by professional channels as a bid to solicit for a clientele. E SOCIAL WORKER S ETHICAL RESPONSIBILITY TO SOCIETY 1. Social workers accept as their primary professional obligation the welfare of those served individuals, groups or communities with due regard to the common welfare. This obligation may require actions to influence social conditions or policies. 2. Social workers are committed to correcting through professional channels, abuses to good standards perpetuated by those wrongly using the title social worker. 3. Every social worker has the responsibility to give feedback on policies or social conditions which are detrimental to people s/he relates to in his/her professional capacity. The feedback should be given to appropriate bodies/persons with the aim of facilitating change. 40

44 SAMPLE CONTRACT Annex B Service Agreement * This agreement is made on the day of, DD/MM/YYYY between XYZ Secondary School ( the School ) and ABC Family Service Centre ( the Service Provider ). WHEREBY A. The School has a requirement for the provision of school social work (the Service ). B. The Service Provider has offered to provide qualified staff to perform the Service. C. The School agrees to accept the offer by the Service Provider on the terms set out in this Agreement. It is agreed as follows:- 1. The School shall pay an annum cost of $ to the Service Provider for the provision of a hr school social work package at the School for a period of years. Details of the Service package are specified in Annex. Other additional services and charges can be made in consultation with and agreement by both parties. 2. The School shall provide a fully furnished counselling room for the Service Provider to facilitate its staff to discharge his duties in the school under this Agreement. 3. The Service Provider shall perform the Service on every and. 4. The Service Provider shall provide qualified staff for the provision of school social work in the school. The minimum qualifications of the school social worker are specified in Annex. The Service Provider shall be fully responsible for the acts and/or omissions of its staff. 5. Mr., Head of Department (Pupil Welfare), is the designated liaison person with the Service Provider on all Service matters. 6. The Service Provider shall submit an evaluation report to the School on a regular basis. The format of the regular report is specified in Annex. * Please note that this is a draft contract for reference ONLY. Service Providers (VWOs) are advised to consult their own legal advisors for the detailed conditions of the Agreement. 41

45 7. The Service Provider and its staff shall be responsible for the safety and welfare of the pupils who are assigned under the Service Provider s charge. 8. The Service Provider and its staff shall not make any statement or representation on behalf of the School in any matters whatsoever without prior approval of the School. 9. The Service Provider shall comply with all governmental regulations obtained and maintain all licences, authorisations and permits necessary for the performance of the Agreement. 10. The Service Provider and its staff shall only collect money from pupils or their parents/guardians when authorised by the School and even then, must keep proper accounts of such collection. 11. The duration of this Service will be from to with an option for renewal. Should either party wish to terminate the Agreement before its expiry, a 3 months written notice period has to be given to either party. Signed by In the presence of Name : Name : (Witness) Principal, (School) Date : Date : Signed by In the presence of Name : Name : (Witness) Director, (VWO) Date : Date : 42

46 SUGGESTED ACTIVITIES FOR VARIOUS STRATEGIES Annex C Strategies Promotion Marketing Public Education School Social Worker to Suggested Activities Meet with the Principal and relevant school personnel to introduce the concept of school social work and to initiate discussion for collaborative work Introduce the goals and objectives of school social work Recommend programmes VWO can offer to the school Jointly conduct needs assessment with relevant school personnel and students if deem necessary. Prepare programme proposal based on the needs of the school Draft and sign contract with the school upon mutual agreement on the services and service fees Presence School Social Worker to Conduct introductory sessions with teachers and students to generate awareness of the roles and functions of school social worker; as well as his or her services in the school Initiate one-to-one interaction with students and teachers in school to build rapport and affinity Be present in school according to the schedule of work arranged between the school and the VWO Be responsible and prompt in delivering programmes/ services; as well as be attentive to the needs of students and teachers Attend teacher s consultation, training and case conferencing and parent-teacher meetings as agreed with the school 43

47 Strategies Permeation Process Intervention Accountability Responsibility School Social Worker to Suggested Activities Establish referral process and delineation of roles and functions for management of cases with school personnel (e.g. FTSC, Head of Department, form teachers) Provide services and implement programmes as contracted by the school in collaboration with school personnel Conduct individual sessions with students identified by the School. Involve families in solution building process when necessary Involve relevant school personnel in the process of casework and counselling of students. Adopt a collaborative stance in case management, whenever possible Maintain accountability to the school through regular feedback sessions, with due respect to confidentiality Maintain accountability to VWO through regular updates. Seek consultation with VWO supervisor or head, whenever necessary Seek consultation with VWO supervisor or head, whenever necessary Review status of case and invite feedback from both school personnel and clients before closing or continuing a case Review progress of programmes or cases periodically with the principal and/or other school personnel Conduct a study or survey on students well-being or other significant phenomenon within the school, whenever necessary Invite clients for other corresponding programmes at VWO, especially if the client requires or requests for additional support beyond the school or when the client leaves school 44

48 Strategies Post Mortem Process Evaluation Termination School Social Worker to Suggested Activities Submit mid-year/annual reports and reviews of programmes and clients progress Discuss on continuation or termination of programmes and/or cases upon each review Conduct case/programme evaluation with school personnel to understand the progress and effectiveness of the school social work services upon end of contract Discuss on the future scenario and the need to continue or terminate the school social work service 45

49 Annex D DESCRIPTION OF PROGRAMMES Programmes * Description Talks and Seminars The school social worker may conduct talks and seminars targeted at the school population on specific topics of interest as requested by the school. Casework and Counselling The school social worker may provide casework and counselling to students who have been identified by teachers to have difficulties in coping. The worker will do an initial assessment of the presenting problem and meet the student over a period of time to work on the underlying issues. The worker may involve family members and teachers to work out common solutions, if necessary. Case Consultation for School Personnel (e.g. FTSCs, HODs and form teachers) Drop-in Programme Groupwork The school social worker can provide case consultation to school personnel to guide or support them in assessing their cases and formulating solutions to help students. The school social worker may run a drop-in programme where students are engaged through outreach activities and/or structured activities before or after school hours. The school should provide a conducive place for the operation of the drop-in programme. The school social worker may conduct group work with a selected group of students identified for a particular concern over an agreed number of sessions. The worker will use group dynamics and interaction to work with students towards positive change and growth in their personal development. * The table depicts only the more common school social work programmes/services. Hence, this list is not exhaustive. 46

50 Programmes * Research (e.g. needs assessment, survey & programme evaluation) Workshops Training for Teachers Description The school social worker may conduct a needs assessment of the school population, surveys on prevailing phenomena and programme evaluation of the programmes delivered. The school social worker may conduct workshops that focus on life-skills and/or developmental training. They help students to develop skills, attitudes and values necessary to acquire socioemotional competence. The school social worker may conduct training sessions or workshops for school personnel on topics such as understanding of adolescent-related issues, managing of students with at-risk behaviours and counselling related topics. * The table depicts only the more common school social work programmes/services. Hence, the list is not exhaustive. 47

51 PROPOSED RANGE OF PROFESSIONAL FEES FOR INDIVIDUAL PROGRAMMES AS OF 2007 Annex E No. Programme Rate * per hour $ 1. Casework and counselling Case consultation for school personnel Drop-in programme Project Basis 4. Group work Research (e.g. needs assessment, surveys and programme evaluation) Project Basis 6. Talks and seminars Training for teachers Workshop Note: Higher fees are chargeable if external/overseas professionals are invited to conduct the sessions. * The proposed rates pertain solely for professional fees. VWOs should take into consideration administrative costs when proposing final costing for the schools. 48