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School Social Work Manual

STATEMENT OF PRACTICE

The School Social Worker is a master’s level professional who holds a Service Certificate (level S-5, S-6, or S-7) from the Professional Standards Commission

and has attained a master’s degree in a practice-oriented and research-based program approved by the Council of Social Work Education.

 

MISSION

The School Social Worker facilitates the educational and individual potential of students by providing services that promote school success.

 

VISION

Every student will learn and achieve at his/her potential.

 

PRINCIPLES

The School Social Worker will collaborate and consult with students, parents, school administrators, faculty, and the community in the identification of

family and student concerns to provide supportive services.

The School Social Worker will respect the individual differences of children and families.

The School Social Worker will provide appropriate interventions and services that help children and families that are at risk for educational failure.

School Social Workers develop relationships with students and families to facilitate the desired changes identified by the student, family, and school.

 

SCHOOL SOCIAL WORK PRACTICE

The practice of School Social Work focuses on helping parents and students find effective ways to resolve problems. These problems may significantly interfere

with a student’s academic achievement and or social adjustment. Students can be referred for some of the following reasons:

• School adjustment/academic issues

• Home adjustment issues

• Personal adjustment issues

• Community adjustment issues

 

A student may refer himself or herself for social work assessment and intervention, as well as being referred by a parent, legal guardian, school personnel or

others familiar with the student. The School Social Worker is often the only person from the school system who has direct contact with parents whose

children are at the greatest risk of failure. The School Social Worker is a key staff member charged with increasing parent involvement and teaching parents

how to assist in their children’s education.

 

SERVICE DELIVERY

The School Social Worker will be required to provide services to increasing numbers of students in a comprehensive student service approach delivery model.

With the emphasis on school reform and improved educational achievement for all students, School Social Workers will be serving a more diverse student and

family population. This includes students from homeless, immigrant, transient, and non-traditional families. School Social Workers must strengthen partnerships

with other service providers and educators, in varied and creative ways, to meet the needs of these students. In A Guide to Practice and Policy, published by the

State Board of the North Carolina Department of Public Instruction, “Professional School Social Workers play an integral part in the pursuit of educational excellence.

School Social Workers are charged to analyze barriers to learning and achievement, and develop and implement strategies that address and eliminate identified

barriers to student learning. While school goals and objectives are educational, schools also need to acknowledge that achievement is linked to broad aspects of

student health, well-being and other affective needs. For example, a student’s ability to learn is significantly affected by abuse, physical or health needs, depression,

substance abuse, or a school climate that induces fear.

 

According to the North Carolina Department of Public Instruction, School Social Workers help students to:

• Increase academic success

• Maximize educational opportunities

• Improve interpersonal relationships

• Cope with crisis situations

• Develop self-discipline

• Learn problem-solving and decision-making skills

• Resolve conflicts without violence

• Improve school attendance

• Build self-esteem

• Remain in school and graduate

The expertise of the School Social Worker and local system administrative policies will govern the expectations of service delivery and competency outcomes.

What may be successful in an urban region may not necessarily work in a rural community and thus maximum competency results should be viewed based

on the particular environment.

 

COMPETENCIES

The following competencies, which are based on social work research, provide the framework necessary for School Social Workers to fulfill

their primary responsibilities.

 

Competency: The School Social Worker will provide specialized outreach strategies using a family-centered approach to meet the needs of students and 

families. The School Social Worker will:

• Demonstrate effective home based/parenting consultation strategies.

• Identify family and student assessments.

• Demonstrate knowledge of relevant social histories.

• Demonstrate knowledge of appropriate referrals to community resources.

• Demonstrate appropriate communication between school and home.

 

Competency: The School Social Worker will promote attendance improvement and facilitate the development of dropout prevention programs.

The School Social Worker will:

• Identify innovative methods or approaches that promote satisfactory attendance and high school completion.

• Identify school- and community-based program development, implementation and evaluation.

• Identify relevant needs through assessments and/or statistical analysis.

• Identify strategies that create a positive school climate.

• Identify and report chronic truants to the appropriate court of jurisdiction.

• Demonstrate knowledge of appropriate court representation skills.

 

Competency: The School Social Worker will link school, home, and community to strengthen the emotional, social, and academic success of students.

The School Social Worker will:

• Identify appropriate internal and external resources.

• Demonstrate community-collaborative involvement strategies.

• Identify and participate in school-based committees, i.e. Student Support Teams, IEPs, attendance committees, and school improvement teams.

• Identify needed home visits and agency consultations.

• Demonstrate knowledge of significant resources, community agencies and programs.

• Identify potential at-risk students for appropriate referrals.

 

Competency: The School Social Worker will interpret relevant Georgia laws. The School Social Worker will:

• Demonstrate knowledge of the Compulsory School Attendance Law.

• Demonstrate knowledge of child protection and labor laws.

• Demonstrate knowledge of Due Process, IDEA, and Section 504.

• Demonstrate knowledge of school reform legislation.

• Demonstrate knowledge of other relevant legislation.

 

Competency: The School Social Worker will promote school safety through program development. The School Social Worker will:

• Identify violence prevention programs.

• Identify peer mediation programs.

• Identify anti-bullying programs.

• Demonstrate program development through community collaboration.

• Identify special prevention programs.

 

Competency: The School Social Worker will provide crisis intervention services in collaboration with other student support staff as needed and

requested. The School Social Worker will:

• Demonstrate knowledge of crisis management skills.

• Demonstrate ability to provide ongoing training and leadership to staff.

• Demonstrate knowledge of strategies for prevention/intervention.

 

Competency: The School Social Worker will act as an advocate for students. The School Social Worker will:

• Identify strategies to help students become resilient, successful learners.

• Identify improved coping management skills for students in time of crisis.

• Identify students and families for referral to mental health services.

• Demonstrate and facilitate communication between students and school staff.

 

Competency: The School Social Worker will provide assistance in the identification and provision of services to students and families that are in specialized

programs or have special needs. The School Social Worker will:

• Identify the needs of alternative school students.

• Identify needs of pregnant/parenting teens and refer to appropriate support services.

• Identify Special Education student needs.

• Identify homeless/transient student and family needs.

• Demonstrate decreased suspensions/expulsions through prevention, intervention and/or mediation programs.

• Identify and coordinate parent training and supportive services.

• Identify and provide appropriate individual and group counseling.

 

Competency: The School Social Worker will coordinate and conduct relevant staff development training when needed. The School Social Worker will:

• Identify knowledge of sexual harassment prevention.

• Identify crisis intervention strategies.

• Identify child abuse and neglect indicators.

• Demonstrate cultural and ethnic diversity awareness education.

• Identify mediation strategies and training resources.

• Identify effective techniques for parent conferences.

 

QUALITY CORE CURRICULUM (QCC) INTRODUCTION

With education reform, all school personnel will be held accountable for student achievement within their respective program areas. Many program areas

of School Social Work practice are data driven (such as attendance, referrals, etc.) with demonstrable results. School Social Workers impact the delivery and

achievement of QCC objectives and should continuously be involved in the school improvement process. The School Social Worker-aligned QCC objectives

may be demonstrated and achieved in various ways with individual students by providing both direct and indirect services with groups, in-services, family,

and community work. The identified School Social Worker competencies have been aligned with the following instructional Quality Core Curriculum (QCC)

objectives, grades K-12. Not all QCC objectives have been listed as appropriate for School Social Work practice. The list should be used as a guide in

determining some objectives to cover.

 

Kindergarten

H.K.11- Recognizes that there are consequences to actions and behaviors.

H.K.12- Practices appropriate skills to manage anxiety and reduce stress.

H.K.13- Recognizes emotions and appropriate ways to express them (including effective and ineffective ways to handle anger).

 

First Grade

SS.1.2- Describes the roles and responsibilities of various units.

SS.1.3- Identifies the need for family and community rules. Recognizes that these rules may vary from culture to culture.

H.1.8- Describes ways to handle disagreements without fighting.

H.1.9- Identifies conflict and causes of conflict (personal and interpersonal conflict).

 

Second Grade

H.2.4- Explores effective strategies to cope with changes that may occur in families (pregnancy, birth, death, marriage, divorce, relocation, and unemployment).

H.2.5- Explains the roles of parents in the extended family in supporting a strong family and promoting the health of children (e.g. the limits parents set for

children, the values or religious beliefs parents teach, behaviors and values parents model).

H.2.8- Analyzes outside influences that can affect personal health decisions (e.g. television and peer pressure).

H.2.10- Demonstrates ways to show respect for others (Note: does not include discussion of sexual orientation).

H.2.13- Analyzes the consequences of healthy and harmful friendship choices.

H.2.14- Expresses the ability to assertively refuse when others want him/her to act in ways that would harm others or self.

 

Third Grade

SS.3.3- Distinguishes between rights and privileges.

SS.3.13- Recognizes how human actions and physical environments affect one another.

SS.H.3.1- Proposes healthy and enjoyable alternatives to using alcohol, tobacco products, and other drugs.

H.3.3- Applies the decision-making steps to avoid threatening situations.

H.3.5- Examines ways family members can work together to accomplish a task and resolve a conflict.

H.3.9- Demonstrates how listening skills can be used to build and maintain healthy relationships.

H.3.10- Explains why accepting responsibility and making positive choices (e.g. do legal things don’t steal, don’t cheat) help develop a healthy self-concept.

H.3.12- Discusses the importance of refusing assertively.

H.3.21- Identifies threats to personal safety (e.g. child abuse, sexual and physical abuse, neglect, and emotional abuse).

 

Fourth Grade

H.4.8- Identifies positive and negative peer pressure.

H.4.9- Explains how to assertively deal with negative peer pressure.

H.4.11- Names and practices skills that communicate care, consideration, and respect of self and others, including those with disabilities.

LA.4.51- Recognizes cultural diversity represented in literature.

 

Fifth Grade

H.5.3- Identifies ways various forms of media, such as movies glorify drug use.

H.5.4- Locates sources of help for individuals who have problems with alcohol, tobacco products and other drugs.

H.5.6- Practices peer leadership skills by creating healthy alternatives to drug use.

H.5.13- Recognizes that having a child involves a commitment on the part of both mother and father to nurture, guide, care for, and support the child.

H.5.18- Demonstrates and/or proposes ways to manage stress and adapt to change.

 

Sixth Grade

H.6.2- Analyzes the impact of the use of alcohol, tobacco products, and other drugs on the individual, family, and community.

H.6.19- Recognize that abstinence from sexual activity as the only sure method preventing sexually transmitted disease.

H.6.11- Identifies the benefits of setting personal goals for maintaining a healthy lifestyle.

H.6.12- Identifies factors that promote a positive self-image (e.g. accepting responsibility, respect for self, authority, and others, self-discipline, self-control,

and the right to be assertive).

H.6.14- Recognizes how sexual decisions are influenced by group pressure (e.g. community, media, peer).

H.6.15- Recognizes that having a child is best undertaken in marriage.

H.6.20- Explains factors that could escalate and reduce conflict.

H.6.21- Describes how to deal with negative “peer pressure” by expressing strong feelings peaceably.

H.6.22- Recognizes signs and symptoms associated with suicide and identifies appropriate sources for help.

H.2.28- Identifies threats to personal safety (e.g. child abuse, sexual and physical abuse, neglect, and emotional abuse).

H.6.29- Identifies local support system concerning personal safety (e.g. family, teacher, religious advisor, friend, and counselor).

EFCS.6-8.3- Identifies different relationships with peer and family.

EFCS.6-8.4- Identifies legally and socially acceptable behavior.

EFCS.6-8.5- Demonstrates use of decision-making process.

EFCS.6-8.6- Recognizes consequences that result from making choices.

 

Seventh Grade

H.7.4- Names information, treatment, and rehabilitation resources available in the community.

H.7.10- Recognizes abstinence from sexual activity as the most effective method of preventing pregnancy and sexually transmitted diseases.

H.7.12- Identifies the benefits of setting personal goals for maintaining a healthy body.

H.7.13- Identifies factors that promote a positive self-image (e.g. accepting responsibility, respect for self, authority, and others; self-discipline, self-control, and

the right to be assertive).

H.7.14- Recognizes how sexual decisions are influenced by group pressure (e.g. community, media, peers).

H.7.15- Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying “no”, negotiation, and using refusal and decision-making skills).

H.7.16- Identifies characteristics of genuine friendship that enhance the good of the individual.

H.7.17- Identifies roles and responsibilities of children in the family.

H.7.18- Identifies parental roles and responsibilities.

H.7.22- Discusses strategies to manage stress and feelings caused by disappointment, separation, and loss.

H.7.23- Describe prejudice, it roots, and its effects.

H.7.24- Describes necessary elements of conflict resolution (e.g. nature of conflict, feelings, active listening. “I” messages, and restating, and shows effective

communication skills in general).

 

Eighth Grade

SS.8.52- Uses alternative methods to manage conflict.

SS.8.54- Listens to and respects the views of others.

SS.8.55- Presents viewpoint to others.

SS.8.59- Obtains information by asking appropriate questions in interviews.

SS.8.60- Recognizes the rights of others to hold differing positions.

H.8.2- Recognizes signs and symptoms of chemical dependency and identifies appropriate sources for help and support.

H.8.3- Describes the consequences associated with the use of alcohol, tobacco products, and other drugs in teen relationships (e.g. physical abuse, date rape, violence, teen pregnancy, and drinking and driving).

H.8.4- Practices countering aggressive behavior and imitation by refusing to use tobacco products, alcohol, and other drugs.

H.8.20- Recognizes that having children is best undertaken in marriage.

H.8.24- Analyzes possible causes of conflict among youth and style/strategies to handle them (e.g. gangs).

EFCS.8-8.3- Identifies different relationships with peer and family

EFCS.8-8.4- Identifies legally and socially acceptable behavior.

EFCS.8-8.6-Demonstrates use of decision-making process.

 

High School

H.9-2.1- Determines how adolescent use of alcohol and other drugs contribute to accidents, crime, and suicide.

H.9-12.2- Recalls the leading causes of teen mortality and formulates methods of prevention of each.

H.9-12.3- Recognizes that alcohol, tobacco, and other drug dependences are treatable diseases and identify appropriate community resources.

H.9-12.4- Compares how alcohol, tobacco, and other drug uses and nonuse impacts personal goals, educational opportunities, and occupational choices.

H.9-12.8- Recognizes the importance of individually abstaining from premarital sex and intravenous drug use to prevent the spread of HIV/AIDS and

other sexually transmitted diseases.

H.9-12.19- Identifies factors that promote a positive self-image (e.g. accepting responsibility, respect for self, authority, and others, self-discipline, self-control,

and the right to be assertive.

H.9-12.23- Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying “no”, negotiation, and using refusal and decision making skills).

H.9-12.24- Recognizes how sexual decisions are influenced by group pressure (e.g. community, media, and peer).

H.9-12.32- Analyzes stress and its effects on all aspects of health and wellness.

H.9-12.33- Develops and practices effective coping skills for managing stress to prevent self-destruction (e.g. suicide).

H.9-12.10- Recognizes that sexually transmitted diseases, including HIV/AIDS are communicable diseases and that abstinence is the sure method of prevention.

H.9-12.11- Recognizes that abstaining from sexual activity and refraining from intravenous drug use are the most effective methods of preventing HIV/AIDS.

H.9-12.17- Recognizes that returning to abstinence is a positive alternative to previous sexual behavior.

H.9-12.28- Recognizes that having children is best undertaken in marriage.

H.9-12.34- Demonstrates effective communication and resistance skills (e.g., nature of conflict, feelings, active listening, effective communication skills and empathy)

H.9-12.35- Demonstrates characteristics of a health decision maker.

H.9-12.36- Explores the increased responsibility in the transition from adolescence to adulthood and proposes ways to make these changes easier.

H.9-12.44- Identifies threats to personal safety (e.g., incest, rape, date rape).

H.9-12.45- Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and counselor).

SS.9-12.3- Recognizes and explains how different points of view have been influenced by race, religion, and ethnicity.

SS.9-12.5- Describes the techniques of social action (e.g., how to win support for desirable change and how to cooperate with others in achieving goals).

SS.9-12.18- Analyzes how America, despite its diversity became a unified society by its citizens’ adherence to such basic values as: Judeo-Christian traditions, belief in

inherent, inalienable rights, and the intrinsic value of the individual.

SS.9-12.19- Compares job qualifications, personal qualities, educational training, and income benefits associated with various carets.

SS.11-12.17- Identifies methods of effective expression of public opinion: demonstrations, propaganda, advertising, opinion, and leadership.

SS.11-12.26- Compares and contrasts the cultures of selected ethnic groups.

LA.9-12.24- Works as a team member to solve problems.

LA.9-12.26- Invents solutions to problems using thinking techniques (e.g., metaphors, analogies, models, brainstorming, and role-playing)

LA9-12.28- Recognizes that how to think is different from what to think; recognizes multiple valid interpretations; develops and defends individual interpretations.

LA.9-12.38- Identifies verbal and nonverbal components of interpersonal communications.

LA.9-12.29- Uses nonverbal signs appropriately (gestures, eye contact, facial expression, and posture).

LA.9-12.30- Interprets and assesses various kinds of communications.

TC.9-12.7- Specifics goal, generates choices, considers risks, evaluates and chooses workable alternatives.

TC.9-12.10- Demonstrates an awareness of the need for well-being, and understands how individual attitudes and actions influence other people.

TC.9-12.11- Interacts appropriately in social situations, and takes interest in others.

TC.9-12.20- Demonstrates the ability to resolve issues.

CITIZENSHIP

SS.9-12.5- Describes the techniques of social action (e.g. how to win support for desirable change and how to cooperate with others in achieving goals).

SS.912.3- Recognizes and explains how different points of view have been influenced by race, religion, and ethnicity.

 

TRANSPORATION GUIDELINES

There may be times when transportation issues affect families and social workers in helping to provide the necessary support services to help with school success. It is

important that School Social Workers be aware of local system transportation policies.

SCHOOLinSITES

98 E. Roberts Ave.
Pearson, GA 31642
Phone: 912-422-7373
Fax: 912-422-7369
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