SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE SCHOOL OF SOCIAL WORK COURSE OUTLINE SOCW SOCIAL WORK PRACTICE IN THE SCHOOLS

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1 SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE SCHOOL OF SOCIAL WORK COURSE OUTLINE SOCW SOCIAL WORK PRACTICE IN THE SCHOOLS Mr. Harold Collier Office: Quigley Fall, 2007 Phone: W 4:00-6:00 P.M. Hours: By appointment harco50@yahoo.com 7E Quigley I.CATALOG COURSE DESCRIPTION In-depth examination of the history and practice of social work in primary and secondary schools. Roles of school social workers and practice approaches are emphasized. Prerequisite: completion of foundation or transition courses and admission to the School Social Work certification program. II.COURSE OVERVIEW This course is offered the first semester of the second year/advanced practice portion of the graduate social work program. It is to be offered concurrently with the first semester of placement in a public school setting. The students will have already completed the two required courses in educational administration and characteristics of exceptional children. These courses will have exposed students to a foundation of current and historic legal issues impacting regular education and special education as well as acquainting the students with the terms unique to educational settings and special education programs. This course is designed to build upon the two education courses and the foundation social work courses to apply the student's knowledge and experiences to school social work practice settings. Students are expected to build upon their generalist social work preparation in understanding human behavior in the context of the social environment, social welfare policy, ethnic/cultural diversity, conducting interviews, basic research techniques, counseling approaches, etc. Successful completion of this course will fulfill one of the prerequisites for recommendation for Type 73 certification as a school social worker.

2 III.PLACE OF COURSE IN THE PROGRAM This is the first of two courses focused on school social work as part of the School Social Work Certificate Program taught in the second year curriculum. It is offered under the Child Welfare Emphasis sequence of advanced social work preparation for practice. IV.COURSE OBJECTIVES Upon completion of this course the student will be able to: 1.understand the historical development of school social work; 2.understand the laws and regulations effecting school social work services; 3.understand the school as a social system, how school policies effect school social work services and the roles of various school personnel; 4.apply skills in assessing the impact of race, class, gender, and age-related factors on the development and behavior of children; 5.identify effective methods for providing direct services to students and families through individual and group approaches; 6.compare and contrast the use of generalist practice approaches in rural vs. urban environments; 7.conduct school social work evaluations, including the use of selected standardized assessment instruments measuring adaptive behaviors and personal adjustment; 8.evaluate school social work interventions through development of goals and documentation of outcomes; and 9.understand the role of research in developing knowledge about school social work practice. The topical outline for the course includes: Foundations of School Social Work Practice A.Historical perspectives 1.Visiting Teacher movement in U.S. 2.Illinois history and influence 3.Current status: NASW Specialty Section; School Social Work Association of America (SSWAA); other national movements 4.Illinois Association of School Social Workers (IASSW) Position Papers

3 B.Legal mandates 1.Federal (P.L ; P.L ; P.L ; etc.) 2.Illinois statutes (School Code; Rules and Regulations) C.Standards for practice 1. N.A.S.W. 2.Illinois State Board of Education 3.Illinois Association of School Social Workers The School as a Social Work Practice Setting A.The school as a social system 1.System theory applications 2.Ecological orientation B."Teaming" in schools 1.Pupil Personnel Services 2.Role of other school personnel 3.Potential and limitations on team members C.Factors limiting Equal Educational Opportunity 1.Racism 2.Sexism 3.Cultural/ethnic bias 4.Age-related issues 5.Social/economic issues 6.Handicapping conditions School Social Work Practice Issues A.Service delivery models 1.Traditional clinical casework 2.School-home-community 3.Case management 4.Crisis intervention 5.Assessment for educational placement 1.Full service schools B.Focus on individual students 1.Special education services 2.Standard program applications C.Family interventions and family systems theory 1.Opportunities and limitations 2.Use of consultation and referral 3.Engaging "multi-problem" and "difficult" families D.Possible target groups or "at-risk" populations 1.Within schools 2.In the community

4 E.Use of groups in schools 1.Selection of groups based on goals 2.Establishing groups 3.Maintaining groups 4.Common problems encountered F. Rural vs. urban issues 1. Isolation 2. Limited resources 3. High visibility 4. Transportation 5. Need for involvement in the community 6. Need for generalist practice approaches School Social Work Process A. Cultivating/controlling referral sources 1. Interpretation of school social work role 2. System imposed limitations B. School social work areas of expertise 1. Social developmental study (SDS) 2. Assessments of adaptive behavior a. definition b. legal mandates 3. Liaison among system components 4. Ensuring non-biased assessments of students C. Assessment procedures 1. Informal approaches 2. Standardized assessment instruments a. adaptive behavior b. self-concept c. behavior 3. Interpretation of assessment results D. Assessment issues 1. Chain-of-command 2. Student/parent rights 3. Report contents 4. Protocol storage E. Individual Education Plan conferences (IEP's) 1. Requirements 2. School social work role F. Ethical issues 1. Confidentiality, especially in rural settings 2. Use of value clarification exercise 3. Use of behavior modification techniques 4. System needs vs. student rights issues

5 G. Setting goals and measuring outcomes 1. For students a. Individual Education Plan (IEP) objectives b. Mutual development requirement 2. For school social workers a. Self-evaluation function b. Identify in-service needs V.REQUIRED TEXT Constable, R, McDonald, S., & Flynn, J.P. (2006). School Social Work: Practice, Policy, and Research Perspectives (6th Ed.). Chicago: Lyceum Books. RECOMMENDED Fischer, L., & Sorenson, G.P. (1996). School Law for Counselors, Psychologists and Social Workers (3rd Ed.). New York: Longman. Additional readings will be required as specified in the course outline. VI.COURSE REQUIREMENTS All students will be required to read assigned materials and be prepared to participate in class discussion. Attendance is considered mandatory since the class discussion will be an important learning device for clarifying issues presented in the required readings. Students will share responsibility of reporting on the additional readings assigned in the outline. Post-MSW students who have already attended integrative seminar classes are exempted from attending SIUC weekly Integrative Seminars. These students will instead submit weekly logs of significant practicum learning experiences so the instructor may review student applications of concepts covered in class. There will be five quizzes during the semester. Each will cover approximately equal portions of the material covered through the readings, class lectures and class discussions. No make-up examinations will be given unless consented to by the instructor prior to scheduled examination. If special arrangements are required, such as services through Project Achieve or Disabled Student Services Offices, these requirements should be presented in writing to the instructor by the second class session.

6 VII.GRADING Attendance and Participation Five Quizzes - 30 points each 30 points 150 points 180 points % = A 89-80% = B 79-70% = CScores in this range are marginal % = DScores in this range are unsatisfactory and will require a conference with the instructor. 59-below = FNo credit recommended for 59 or below Incompletes are given at the discretion of the instructor when there are valid reasons why the student cannot complete the course work in a timely manner. For an instructor to give an incomplete the instructor must receive from the student written evidence that an emergency has occurred that prevents the student from completing the course work. No incompletes are given if the student has a failing grade. Students receiving incompletes in sequential Social Work core courses will not be allowed to enroll in the next course until the incomplete in the prerequisite is resolved. Students with 3 or more incompletes will not be allowed to enroll in further Social Work courses until they have removed the incompletes. VIII.COURSE EVALUATION Progress toward course objectives will be assessed at mid-term and at the end of the course. Standard SIUC course evaluation forms will be distributed at the end of the semester for the evaluation of the course and the instructor. IX. COURSE OUTLINE Week 1 Aug 22 Week 2 Aug. 29 Review field site learning agreements Review syllabus Review course assignments Distribute course materials ISBE Guidelines for Internships ISBE Basic Skills & Certification Test Study Guides Selected P.L /IDEA handouts Article 14, Illinois School Code Pre-test on terms and concepts Film: Pupil Personnel Services - School Social Work Historical Perspectives

7 Legal Mandates for School Social Work Defining School Social Work Practice Models Constable, R., et al. Ch. 1 The Role of the School Social Worker: History and Theory Ch. 2 An Ecological Perspective on Social Work in the Schools Ch. 3 The Characteristic Focus of the Social Worker in the Public Schools 23 Illinois Administrative Code 226 (Special Education) PL and I.D.E.A. Amendments Illinois School Code, Article 14: Handicapped Children Week 3 Sept. 5 The School as a System Use of Ecograms and Genograms Constable, R., et al. Ch. 4 The Wonderland of Social Work in the Schools Ch. 5 Research and Evaluation: Tools of Practice Development Ch. 6 The Effectiveness of School Social Work Practice NASW Standards for School Social Work Practice NASW Code of Ethics Brawley, A.E.M. (1987). Rural School Work. In A. Minihan, Editor in Chief, Encyclopedia of Social Work (18th ed., pp ) Silver Springs, MD: NASW Week 4 QUIZ #1 OVER WEEKS 1, 2 & 3 Sept 12 Policies, Programs, and Mandates for Developing Social Services in the School Ch. 7 Confidentiality in School Social Work: To Share or Not to Share Ch. 8 School Social Workers and Confidentiality

8 Ch. 9 Policies, Programs, and Mandates Week 5 Sept. 19 Policies, Programs, and Mandates for Developing Social Services in the School (Continued) Ch.10 The Developing Social, Political,. And Economic Context for School Social Work Ch. 11 Educational Mandates for Children Ch. 12 Family-Centered Services to Infants Week 6 Quiz # 2 Over weeks 4 & 5 Sept 26 Assessment, Consultation, and Planning Conducting Social Developmental Studies Social/Cultural Assessments: Why, What, How Options and Opportunities for Input Constable, R., et al. Ch. 13 Conducting and Using Research in the Schools: Practitioners as Agents for Change Ch. 14 School Social Work: Organizational Ch. 15 Conducting a Needs Assessment in a School Setting Illinois School Code, Article 14: Handicapped Children 23 Illinois Administrative Code 226 (Special Education), Section Week 7 Oct 3 Social/Cultural Assessments (continued) Assessments of Adaptive Behavior: Vineland; SIB Piers-Harris Children s Self-Concept Scale Assessments of Learning Environment Assessment of Behavior Problems BDIS vs. BASC

9 Constable, R., et. al. Ch. 16 School Policy Development and the Ch. 17 Assessment, Multidisciplinary Teamwork, and Consultation: Foundations for Role Development Ch. 18 A Framework for Cross-Cultural Practice in School Settings Raines, J. (2003) Rating the rating scales: Ten criteria to use. School Social Work Journal, 27(2), Handouts regarding adaptive behavior assessment instruments Week 8 QUIZ #3 OVER weeks 6, &7 Oct. 10 Practice Applications in the Schools Constable, R., et al. Ch. 19 Assessment of the Learning Enviornment, Ch. 20 Collaboration and Consultation: Professional Alliances for Children, Families and Schools Ch. 21 Classroom Observation Delva-Tauili'ili, J. (1995). Assessment and prevention of aggressive behavior among youths of color: Integrating cultural and social factors. Social Work in Education, 17(2), Week 9 Illinois Association of School Social Workers Annual Conference Oct. 17 Sheraton Chicago Northwest, Arlington Heights, Il. Oct (attendance encouraged) Week 10 Oct. 24 Practice Applications in the Schools (continued) Constable, R., et al Ch. 22 The Assessment of Adaptive Behavior

10 Ch. 23 Inclusive Education and the Least Restrictive Environment (LRE) Ch. 24 Setting Goals: The Individualized Education Program and the IFSP: Content, Process, and the School Social Worker s Role FILM: Crisis on Federal Street (urban issues) Week 11 Practice Applications in the Schools: Oct. 31 Section 504 PL and its amendments PL No Child Left Behind Act of 2001 (ESEA) Constable, R. et al. Ch. 25 Developing and Defining the School Social Worker s Role Ch. 26 The Dynamics of Systems Involvement with Children in School: A Case Perspective Ch. 27 School Social Work Practice with Families Film: Mainstreaming special needs students Week 12 QUIZ 4 OVER WEEKS 8, 9, 10, & 11 Practice Applications in the Schools: Nov. 7 Handouts on legislative issues Ch. 28 School Social Work Personal Safety Guidelines Ch. 29 Attendance and Truancy: Assessment, Prevention, and Intervention Strategies for School Social Workers

11 Ch. 30 Case Management, Coordination of Services and Resource Development Castex, G. (1994). Providing services to Hispanic/Latino populations: Profiles in diversity. Social Work, 39(3), Handouts on therapy approaches FILM: Tourette Syndrome Week 13 Nov. 14 Practice Applications in the Schools: Constable, R. et al. Ch. 31 Mental Health and School Social Work Ch. 32 School Social Work Collaboration with the Child Welfare System Ch. 33 Perspectives on Groups for School Social Workers Week 14 Nov. 21 No class Thanksgiving Vacation Week 15 Nov 28 Practice Applications in the Schools: Constable, R. et al. Ch. 34 The No-Fault School: Understanding Groups--Understanding Schools Ch. 35 Social Skills Training in Schools: Some Practical Considerations Ch. 36 Interpersonal Violence in School: Developing Safe and Responsive School Communities Handouts on Functional Behavioral Assessments and Manifestation Determinations

12 Week 16 QUIZ # 5 OVER WEEKS 12, 14, & 15 Dec 5 Functional Behavioral Assessments Manifestation Determination Reviews Identifying Positive Behavioral Interventions Crisis Intervention Services Constable, R., et al. Ch. 37 School-Based Crisis Intervention for Traumatic Events Ch. 38 Mediation as a Form of Peer-Based Conflict Resolution Handouts from Ch.A.D.D. organization Course Evaluation Week 17 Dec. 12 Finals Week Happy Holidays!! X. BIBLIOGRAPHY Allen-Meares, P. (2003). Social work services in schools. (4th ed.) Allyn & Bacon, Inc. Arons, R. M., & Schwartz, F. (1993). Interdisciplinary coleadership of high school groups for dropout prevention: Practice issues. Social Work, 38, Caudill, M. H. (1993). School social work services in rural Appalachian systems: Identifying and closing the gaps. Social Work in Education, 15, Ciffone, J. (1993). Suicide prevention: A classroom presentation to adolescents. Social Work, 38,

13 Constable, R., McDonald, S., & Flynn, J.P. (2002). School Social Work Practice: Practice, Policy, and Research Perspectives (5th ed.). Chicago: Lyceum Books. Delva-Tauili'ili, J. (1995). Assessment and prevention of aggressive behavior among youths of color: Integrating cultural and social factors. Social Work in Education, 17(2), Drisko, J. W. (1993). Special education teacher consultation: A student-focused, skill-defining approach. Social Work in Education, 15(1), Dupper, D. (1993). Preventing school dropouts: Guidelines for school social work practice. Social work in Education, 15, Dupper, D. (2002). School social work: Skills and interventions for effective practice: Vol. 1. Indianapolis, IN: Wiley & Sons, Inc. Fisher, R. (1993). The future of professional school social work organizations: An inside perspective. School Social Work Journal, 17, Greif, G. (1993). A school-based support group for urban African American parents. Social work in Education, 15, Illinois Association of School Boards. (2002). Illinois school code. St. Paul, MN: West Publishing Co. Illinois State Board of Education. (1992). Pupil personnel services recommended practices and procedures manual for school social work. Springfield, IL: Author. Illinois State Board of Education, (2000). Title 23: Part 226, Special Education. Springfield, IL: Author Lazar, A. (2001). Child s play: Boys and media violence. School Social Work Journal, 25(3), Leckrone, M. J. (1993). Multicultural education. School Social Work Journal, 17, Lynn, C., & McKay, M.M. (2001). Promoting parent-school involvement through Collaborative practice models. School Social Work Journal, 26(1), Melaville, A.F., & Blank, M.J. (1993). Together we can: A guide for crafting a profamily system of education and human services. Washington, D.C.: U.S. Government Printing Office.

14 Mueller, C. (1993). Attention-deficit hyperactivity disorder and school social work practice. Social Work in Education, 15, National Association of Social Workers. (1992). NASW standards for social work services in schools. Silver Spring, MD: Author O'Conner, R. & Korr, W.S. (1996). A model for school social work facilitation of teacher-efficacy and empowerment. Social Work in Education, 18(1), Petr, C. G., & Barney, D. D. (1993). Reasonable efforts for children with disabilities: The parents' perspective. Social Work, 38, Powell, J. Y. (1993). In quest of a schema for school social workers. School Social Work Journal, 17, Queralt, M. (1993). Psychosocial risk factors associated with suicide in a small community sample of Latino adolescent attempters. Social Work in Education, 15, Raines, J. (2003). Rating the rating scales: Ten criteria to use. School Social Work Journal, 27(2), Trager, M., Jack, D.E., Ince, W., & Goecke, J. (2003). A perspective on school social workers roles in preventing and responding to school violence. School Social Work Journal 27(2),