school social work essay

ROLE OF SCHOOL SOCIAL WORKER

School social work is a specialized area of practice within the broad field of the social work profession. School social workers bring unique knowledge and skills to the school system and the student services team. School Social Workers are trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, and administrators as well as provide individual and group counseling/therapy.  School social workers are instrumental in furthering the mission of the schools which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. School social workers are hired by school districts to enhance the district's ability to meet its academic mission, especially where home, school and community collaboration is the key to achieving student success. ​

WHO are School Social Workers?

School Social Workers are trained  mental health professionals with a degree in

social work who provide services related to a person's social, emotional and life

adjustment to school and/or society.  School Social Workers  are the link between

the home, school and community in providing direct as well as indirect services to

students, families and school personnel to promote and support students' academic

and social success. 

School Social Work Services

RELATED SERVICES:

Participating in special education assessment meetings as well as individual Educational Planning Meetings

Working with those problems in a child's living situation that affect the child’s adjustment in school. (home, school, and community)

Preparing a social or developmental history on a child with a disability.

Counseling (group, individual and/or family)

Mobilizing family, school, and community resources to enable the child to learn as effectively as possible in his or her educational program

Assisting in developing positive behavioral intervention strategies.

SERVICES TO STUDENTS:

Providing crisis intervention.

Developing intervention strategies to increase academic success.

Assisting with conflict resolution and anger management.

Helping the child develop appropriate social interaction skills.

Assisting the child in understanding and accepting self and others.

SERVICES TO PARENT/FAMILIES:

Working with parents to facilitate their support in their children's school adjustment.

Alleviating family stress to enable the child to function more effectively in school &community.

Assisting parents to access programs available to students with special needs.

Assisting parents in accessing and utilizing school and community resources.

SERVICES TO SCHOOL PERSONNEL:

Providing staff with essential information to  better understand factors (cultural, societal, economic, familial, health, etc.) affecting a student’s performance and behavior.

Assessing students with mental health concerns.

Developing staff in-service training programs.

Assisting teachers with behavior management.

Providing direct support to staff.

SCHOOL-COMMUNITY LIAISON:

Obtaining and coordinating community resources to meet students' needs.

Helping school districts receive adequate support from social and mental health agencies.

Advocating for new and improved community/school service to meet the needs of students and families.

Helping the system respond effectively to each child's needs.

SERVICES TO DISTRICTS: 

Assist in developing and implementing educational programs for children for exceptional children.

Developing alternative programs for students with attendance concerns or involvement with the law.

Identifying and reporting child abuse and neglect.

Providing consultation regarding school law and school policy including IDEA and Section 504.

Providing case management for students and families requiring multiple resources.

Additional resources regarding the role of school social workers

Please feel free to download and use the following documents to assist with understanding the many services that school social workers are uniquely trained to provide. , school social workers' role in addressing students' mental health needs and increasing academic achievement.

Schools often are one of the first places where mental health issues are recognized and addressed.

Overlapping and Unique Roles of OH Specialized Pupil Services Personnel

Venn Diagram of SSW, School Psych and School Counseling Roles 

National Standards for School Social Work Services

(2012) Developed by the National Association of Social Workers.

A Framework for Safe and Successful Schools

In April, 2013 SSWAA joined the National Association of Secondary School Principals, National Association of Elementary School Principals, National Association of School Psychologists, American School Counselor's Association, National Association of School Resource Officers to develop  A Framework for Safe and Successful Schools  This document outlines the various roles that we each play in schools.

SSWAA Resolution Statements

Over the years, SSWAA has developed numerous Resolution Statements to address issues of importance to School Social Workers at the local, state and national levels.  

School Social Worker Essays

Interdisciplinary role play of a school social worker, career review paper: school social worker, popular essay topics.

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Home — Essay Samples — Life — Social Work — Bringing the Meaning in Life: Why I Want to be a Social Worker

Bringing The Meaning in Life: Why I Want to Be a Social Worker

• Categories: Career Goals Social Work

About this sample

Words: 964 |

Published: Apr 15, 2020

Words: 964 | Pages: 2 | 5 min read

Table of contents

Personal experience as a driving force, embracing flexibility as an asset, the perfectionist's dilemma, works cited.

• Humphrey, C. (2011). Social work, social justice and human rights: A structural approach to practice. Policy Press.
• Mathiasen, H., & Larsen, L. B. (2016). Core social work values and ethics: A critical review of the literature. Social Work Education, 35(1), 11-25.
• National Association of Social Workers. (2017). Code of ethics. NASW Press.
• Payne, M. (2014). Modern social work theory. Oxford University Press.
• Reamer, F. G. (2013). Social work in a digital age: Ethical and risk management challenges. Social Work, 58(2), 163-172.
• Ruch, G. (2010). Relationship‐based social work: Getting to the heart of practice. Jessica Kingsley Publishers.
• Saleebey, D. (Ed.). (2013). The strengths perspective in social work practice. Pearson.
• Schiele, J. H. (2014). Social workers' attitudes toward self-disclosure in the therapeutic relationship. Social Work, 59(2), 145-153.
• Todd, S., & Bohan, J. S. (2013). Online social work: Is it for everyone?. Journal of Social Work Education, 49(2), 212-226.
• Vourlekis, B. S., & Greenfield, E. A. (2015). Ethical considerations in geriatric social work. In Handbook of geriatric social work (pp. 325-341). Wiley.

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• School of Social Work >
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Application Essay Guidelines

Your personal statement essay is an important component of your application. The essay must include critically reflective responses to the below four (or five, if applicable) questions. 

Required Essay Questions

• Briefly, yet critically, discuss a social issue or problem that is important to you and motivates your decision to pursue an MSW degree.
• A key part of the UB School of Social Work’s mission is promoting social justice as one of the six core social work values outlined in the Code of Ethics. Please discuss how your lived experience has contributed to your understanding of social justice. In your response, you may include how race or other factors have impacted your life, whether through discrimination, inspiration or otherwise.
• Tell us why you are pursuing the profession of social work at this time, and why the UB School of Social Work's MSW degree program is a good match for you.
• What personal skills and knowledge, and/or professional and academic experiences have prepared you for a graduate level social work degree program?
• Undergraduate GPA below 3.0; 
• Low or failing grades (for example, D, F, U); 
• Been on academic probation; 
• Dismissed from, or denied readmission to any college or department major,

Please explain the issue(s) and  be specific  as to how you have addressed it and your readiness to move into graduate level study.

Formatting your Essay

• DO NOT use a question and answer format. Write a full essay answering ALL questions above.
• Questions may be answered in any order to fit the narrative of your essay. 
• Your essay should be double spaced, in 12-point font. 
• Please keep your answers to the first four questions to no more than 7 pages double-spaced.  

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Application Requirement:

The Garland School of Social Work application includes four short-answer essay prompts. The four essays focus on the following topics:

• Social Work profession
• Advocating for others
• Diana R. Garland School of Social Work mission statement
• Societal issues

Application Advice:

Essays are a significant piece of the application to the MSW program at Baylor. This is how we get to know you as a future student and social work professional. We encourage all applicants to take their time, thoroughly think through a response, and engage in strong writing skills. Read through the information below for additional advice regarding application essays:

• Review, revise, and review again …grammar, punctuation, and editing matter. Be sure there are no typos or other errors that can distract readers.
• Answer the question . As a graduate student, you learn how to write in a concise manner. Use your application as a chance to highlight this skill by answering the question asked of you and avoid rambling.
• Read the mission statement . Knowing the mission of a program and highlighting how you identify with that mission can help reviewers understand what you would bring into the program.

The essay prompts are available on the Garland School of Social Work Application. These prompts are available for students to review and begin drafting essay responses. Students will submit responses to the application essay directly from the Status Portal. As a reminder, students will have access to the Status Portal immediately upon submission of their application.

Application essays are required as part of a complete application. Applicants will submit application essays directly from the Status Portal.

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The Critical Blog

The home of critical thinking, observations and reflections on my first year placement.

This essay was written by Adrian Bloxham and was the winning social work entry in this year’s Critical Writing Prize 2019. Adrian is studying for an MA at Anglia Ruskin University and he was nominated by his lecturer Dr Wendy Coxshall.

I am currently on placement in a Supported Housing Hostel for adults in Cambridgeshire. This assignment is based on my work with one particular resident who I will refer to using the pseudonym ‘Alice’. The case study will explore core social work tenets including relevant knowledge and skills, critical reflection, processes of oppression and discrimination, communication and partnership working. I will seek to examine and reflect on my interactions with Alice, primarily by applying a reflective model to a ‘critical incident’. I will also attempt to view Alice’s life, and my professional relationship with her, from a broader social work perspective. My initial observations and impressions of the hostel were largely defined by the levels of socio-economic deprivation that dominate many of the residents’ lives. In virtually all cases the people that live at the project either have an underlying mental health condition or experience drug or alcohol misuse, often there are a combination of these factors. The very nature of this type of accommodation means that the population is transient.  This often means that residents have little consistency and no control over who they live with, resulting in an enforced togetherness that can lead to feelings of insecurity, anxiety and fear (Bengtsson-Tops, et al., 2014). I observed during my early conversations with Alice that she often seemed subdued and that her mood fluctuated unpredictably. As the initial phase of my placement progressed I became increasingly aware of Alice’s persistent and chronic low self-esteem and her tendency to depressive episodes. I noted this in my journal and tried to “…think, to be self-aware and to question…” as a first step towards reflecting on practice (Rutter & Brown, 2012, p. 30). My vague sense of unease and concern about Alice and her general well-being crystalized early one morning as I arrived at work to find Alice upset and in tears in the communal lounge. I now recognise the ensuing conversation as a ‘critical incident’ that changed my learning and the way that I thought about the staff and my placement setting. What qualifies as a critical incident is not rigidly defined but the event should be important or significant in some way to the practitioner and should offer the opportunity for professional learning (Fook & Gardner, 2007, p. 77). During the course of this exchange Alice disclosed to me that she felt trapped, bullied by a member of staff and other residents, and that she was feeling utterly powerless with no hope of moving on from the hostel. Alice showed me a scar on her right wrist and stated that she had tried to commit suicide in the past and was now experiencing suicidal ideation once again. This type of situation, with all its complexities and difficulties, is described in the seminal work of Schön (1983) as the ‘swampy lowlands’ of practice (Schon, 1983). In more recent times ‘reflective practice’ has been developed further into a concept of ‘critical reflection’ (Payne, 2014). The application of critical reflection challenges accepted modes of thought, social organisation, dominant discourses and assumptions (Graham, 2017; Savaya & Gardner, 2012; Thompson, 2010). The two-stage reflective model developed by Fook & Gardner (2007) seeks to examine power relations and structures of domination, which in turn intrinsically challenges oppressive and discriminatory thought processes and practice (Graham, 2017, p.49; Fook, 2012, p.47). As will become apparent, forms of oppression and discrimination are a vital aspect of Alice’s narrative, and for this reason I propose to apply Fook & Gardner’s (2007) model to my critical incident and the subject of my case study. Alice’s disclosure was deeply concerning and very challenging for a number of reasons. My inexperience, the fact that Alice has a diagnosis of schizophrenia and the gravity of what she was saying all contributed to a feeling of unease. The first ‘stage’ of the reflective model is designed to question the underlying structural and social assumptions of the practitioner and analyse how and why feelings of discomfort and concern have been generated (Fook & Gardner, 2007, p.92). Adopting this process has helped me to identify possible assumptions that I suspect I may have held. For example, could my knowledge of Alice’s dysfunctional relationships in the past have resulted in me making assumptions about inherent personality ‘traits’? Did I view her mood swings and depression as simply emanating from her diagnosis of schizophrenia? Did my upbringing, that instilled and encouraged a deference to authority and ‘professional’ figures, blunt my critical faculties in relation to the ‘care’ and ‘support’ offered by individual staff members? It would also be remiss to discount the influence of gender and class on the assumptions I may have held. A closer critical analysis of the factors and experiences that have shaped Alice’s life expose the fundamental flaws and prejudices in my misplaced assumptions. As I began to work with Alice it became increasingly clear to me that she had experienced discrimination and oppression throughout her life. I learnt that Alice had endured severe and multiple adverse childhood experiences. Both of her parents committed suicide, she was raped and endured physically abusive relationships with two consecutive partners. This culminated in Alice being admitted to various psychiatric institutions in order to treat her schizophrenia and personality disorder. Eventually Alice became homeless, living on the street and addicted to heroin. The physical scars on Alice’s body as a result of these experiences can be understood from a postmodern perspective as embodied manifestations of power and oppression (Tangenburg & Kemp, 2002). Taking a postmodern perspective that conceptualises the body as the site of power relations (Foucalt, 1977) leads to an understanding that “…the body is fundamentally implicated in mechanisms of domination and control.” (Tangenburg & Kemp, 2002). Postmodernism rejects overarching general theories, instead adopting an approach that acknowledges individual narratives, social context and recognises multiple identities that may intersect (Graham, 2017; Fook, 2012). The intersection of Alice’s gender, her adverse experiences both as a child and as an adult, her diagnosis of schizophrenia and the fact that she has experienced poverty for the entirety of her life has led to oppression and discrimination at multiple levels. A reliance on members of staff who are experienced as oppressive reinforces feelings of hopelessness, stigma, discrimination and disempowerment (Williams, et al., 2015). Alice has been exploited by fellow residents who target her on the days when she receives benefits, this form of oppression takes place at a personal level and is often experienced by adults with serious mental illnesses in the “…forced intimacy of supportive housing.” (Forenza & Bermea, 2017). Oppression and discrimination also takes place at a wider level. People diagnosed with schizophrenia are often stigmatized by a discourse of ‘otherness’ which portrays people with mental health challenges as a ‘problem’ who must be ‘controlled’ by bio-medical, biogenetic models (Beresford & Wilson, 2002). Despite the dogged insistence of the dominant ‘medical model’ discourse, contemporary evidence points to a causal link between social factors and a diagnosis of schizophrenia (Read, 2010). Typical triggers include poverty, adverse childhood experiences, rape and physical or psychological violence (Read, 2010; Burns, et al., 2014). It is essential that social workers acknowledge this increasingly influential discourse which suggests that schizophrenia and other forms of mental illness are bio-psycho-social manifestations of social conditions and health inequalities, not an inherent physiological condition (Bywaters, 2015; Karban, 2017; Friedli, 2009; Marmot, 2010; Read 2010). Revisiting the assumptions that I outlined above has helped me to explore how I experienced the initial incident. Firstly, I now believe that I saw and understood the situation in simplistic, binary terms. Identifying assumptions and binary thinking, regardless of how uncomfortable this may be for the practitioner, is crucial and demonstrates reflexivity (Fook, 2012, p.107). By ‘deconstructing’ and ‘resisting’ this binary thinking the practitioner can then go on to address how change might be achieved and what values and assumptions have been challenged (Fook & Gardner, 2007). Arriving at an understanding of the multiple levels of oppression and discrimination that have shaped and distorted Alice’s life has not only heightened my awareness in this particular case but it has also changed the way I will approach practice situations in the future. The importance of recognising multiple perspectives and social contexts in a non-linear, fluid and multifaceted way leads to more ‘bottom up’ practice that in turn empowers marginalised people by recognising and legitimising their experiences and voice (Fook, 2012; Graham, 2017; Parton & O’Byrne, 2000). Alice’s deteriorating mental health led me to conclude that her social worker needed to be informed of the situation. The worker expressed a great deal of frustration at the lack of inter-agency communication, written or otherwise, and a failure to disclose key pieces of information. This can often be attributed to a defensiveness on the part of housing organisations “…due to fear of damaging reputation…or fear of over-reaction” (Parry, 2013, p.19). As a plethora of Serious Case Reviews illustrate, clarity of inter-professional and interagency communication is vital for safe practice (Moss, 2017; Hall & Slembrouck, 2009; Flynn, 2010). In the case of Alice there are three primary agencies involved. In addition to this, Alice also has contact with a psychiatrist and regular medical reviews with her GP. The number of professions and agencies involved with this single client illustrates the multiple points of contact and potential challenges that operating in this contemporary inter-agency environment presents. Understanding the communication process requires an acknowledgement of the complexity and meaning of language itself. That is to say, ‘communication’ is not neutral and does not necessarily have a universal meaning to each element of the agency or profession (Hall & Slembrouck, 2009). ‘Communication’ can be seen as a process whereby “…information passes from one person to another and is understood by them.” (White & Featherstone, 2005, p. 214). This rather simple statement camouflages the multi-layered nature of the exchange which involves an array of subjective attitudes and feelings which are projected onto the communicated information both from the perspective of ‘sender’ and ‘receiver’ (Sarangi & Slembrouck, 1996). The diversity of roles within Alice’s network highlights the danger that various professions and agencies may assign different levels of priority or even conceptualisations to the arising issues (Hudson, 2015). This means that each communication is potentially ‘categorised’ differently and therefore there is a danger that co-agencies conceive of a given situation in completely different ways (Hall & Slembrouck, 2009). I continued to learn more about Alice’s life over the following weeks.  I observed the patience and empathy that Alice’s social worker demonstrated during the interview process. Often Alice would experience what appeared to be moments of psychosis during which she seemed to be transported back in time to a particularly traumatic event which resulted in repetitive phrases and sentences being used to describe what had happened. Although these moments appeared to be traumatic for Alice she said on many occasions that she wanted to speak about her past. I noted the way that Alice’s social worker handled difficult or emotionally salient passages during interviews (Goss, 2011), particularly the use of silence and the importance of being patient rather than asking superfluous questions to fill uncomfortable pauses (Trevithick, 2012). The importance of ‘iatrogenic health’, the process whereby possibilities and opportunities are acknowledged and explored, is part of a constructive narrative approach founded on a postmodern perspective (Parton & O’Byrne, 2000). The whole thrust of the conversations, whilst acknowledging the trauma of the past and the difficulties of the present, were very much focused on the aim of Alice moving-on in both a literal and metaphorical sense. The social worker talked through the steps that needed to be taken by Alice and the support that she would need in order to achieve this goal, a process referred to as the amplification of personal agency (Parton & O’Byrne, 2000, p.60). This relationship-based work (Woodcock Ross, 2011) with Alice highlights the importance of partnership working and emphasises the need to avoid ‘top-down’ structural models (Hudson, 2015, p.102). Whilst the idea of ‘partnership’ suggests equality and collaboration, practitioners should still manage power relations with service users carefully, especially where a lack of confidence inhibits the service user from taking on the responsibility of partnership (Dalrymple & Burke, 2006). This aspect of partnership practice was and is very pertinent in the relationship between Alice and her social worker. The asymmetry between the social worker and service user emphasises the need for the practitioner to be cognizant of the inherent power imbalance in the relationship (Leung, 2011). Even where social work is undertaken with the best of intentions, for example in anti-oppressive practice, there is a danger that the voice and knowledge of the service user is lost by the intervention of the ‘expert’ practitioner (Wilson & Beresford, 2000). The difficulties Alice experienced at the hostel which culminated in such a troubled state of mind calls into question the place of adult safeguarding both within the organisation and in the wider context. The implementation of The Care Act 2014 introduced new responsibilities and statutory duties on local authorities and partner agencies with an emphasis on moving away from process-driven practice (Cass, 2015). The new legislation was adopted into Company policy, statutory guidance makes it clear that there is an onus on employers to ensure that staff working in a housing environment are adequately trained in recognising signs of abuse or neglect, which includes self-neglect under the terms of The Care Act 2014 (Department of Health, 2014). At the time of my critical incident Alice was failing to attend to personal hygiene on a regular basis, frequently appeared to be experiencing low mood and would often break down in tears even when engaging in mundane, everyday conversation. Supported housing is often regarded as a positive environment that promotes recovery-oriented practice (Harvey, et al., 2012), but it can also be experienced as an oppressive and hostile setting where staff are at best indifferent to the needs of service users or can actively act as the oppressor (Bengtsson-Tops, et al., 2014). This is especially concerning when one considers that housing staff may be the only service that residents have contact with (Cass, 2015). Risk assessments are an integral aspect of work with vulnerable people (Parry, 2013). Yet risks remain, in essence, unpredictable phenomena that defy reliably accurate outcomes (Munro & Rumgay, 2000). From a postmodern perspective, practitioners should not seek to totally eliminate risk by a ‘scientized’, calculated approach because this is doomed to failure (Parton, 1998, p. 23). Instead, there should be an acceptance that uncertainty and complexity are inherent in human interaction and therefore consideration should be given not only to ‘negative’ risk but also to the benefits of ‘positive’ risk (Macdonald & Macdonald, 2010). Risk management can be seen as a continuum (Nolan & Quinn, 2012), so whilst service user vulnerabilities must be taken into account when assessing risks there is also a balance to be struck. Planned risk-taking can and should promote a good quality of life, develop new skills and expand life experiences (Barry, 2007). Alice wishes to live independently and this is the preferred option for the social worker. However, a judgment will ultimately need to be made as to whether the rights and needs of a vulnerable service user are best served by advocating for Alice’s wishes or actively encouraging another course of action that is ‘safer’ for Alice (Kemshall, et al., 2013). This case study has demonstrated the complexity and breadth of contemporary social work. Whilst there is not universal agreement (Ixer, 2016), the central importance of critical reflection to the profession of social work is widely accepted (Thompson, 2010, p. 183). The opportunity to work with Alice has provided much to reflect on and learn from. My work with Alice has taught me many things, most notably the impact of personal and structural processes of oppression and discrimination. However, I believe the key lesson that I take from my professional relationship with Alice is to try and show the same level of astonishing resilience and generosity of spirit that Alice has demonstrated throughout her life to the present day. Works Cited Barry, M., 2007. Effective Approaches to Risk Assessment in Social Work: An International Literature Review. [Online]  Available at: www.scotland.gov.uk/Resource/doc/194419/0052192.pdf BASW, 2014. The Code of Ethics for Social Work, Birmingham: BASW. Bengtsson-Tops, A., Ericsson, U. & Ehliasson, K., 2014. Living in supportive housing for people with serious mental illness: A paradoxical everyday life. International Journal of Mental Health Nursing, 1(23), pp. 409-418. Beresford, P. & Wilson, A., 2002. Genes Spell Danger: Mental health service users/ survivors, bioethics and control. Disability & Society, 17(5), pp. 541-553 Bywaters, P., 2015. Inequalities in Child Welfare: Towards a New Policy, Research and Action Agenda. British Journal of Social Work, 45(1), pp. 6-23. Cass, E., 2015. The role of housing in adult safeguarding. Housing, Care And Support, 18(2), pp. 51-55. Dalrymple, J. & Burke, B., 2006. Anti-Oppressive Practice Social Care and the Law. 2nd ed. New York: McGraw-Hill Education. Department of Education, 2018. Knowledge and skills for child and family practitioners, London: HMSO. Department of Health, 2014. Care and Support Statutory Guidance. London: HMSO. Department of Health, 2015. Knowledge and Skills Statement for Social Workers in Adult Services. [Online]  Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_ data/file/411957/KSS.pdf Fook, J., 2012. Social Work: A Critical Approach to Practice. 1st ed. London: SAGE. Fook, J. & Gardner, F., 2007. Practising Critical Reflection: A Resource Handbook. 1st ed. Maidenhead: Open University Press. Forenza, B. & Bermea, A. M., 2017. An Exploratory Analysis of Unhealthy and Abusive Relationships for Adults with Serious Mental Illnesses Living in Supportive Housing. Community Mental Health , Volume 53, pp. 679-687. Friedli, L., 2009. Mental Health, Resilience and Inequalities, Copenhagen: World Health Organisation. Goss, J., 2011. Poetics in Schizophrenic Language: Speech, Gesture and Biosemiotics. Biosemiotics, 4(3), pp. 291-307. Graham, M. J., 2017. Reflective Thinking in Social Work: Learning from Student Narratives. 1st ed. Abingdon: Routledge. Hall, C. & Slembrouck, S., 2009. Professional Categorization, Risk Management and InterAgency Communication in Public Inquiries into Disastrous Outcomes. British Journal of Social Work, 39(1), pp. 280-298. Harvey, C., Killackey, E., Groves, A. & Herrman, H., 2012. A place to live: Housing needs for people with psychotic disorders identified in the second Australian national survey of psychosis. Australian & New Zealand Journal of Psychiatry, 46(9), pp. 840-850. 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Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000–June 2022

1 Steve Hicks School of Social Work, The University of Texas at Austin, 1925 San Jacinto Blvd 3.112, Austin, TX 78712 USA

Estilla Lightfoot

2 School of Social Work, Western New Mexico University, Silver City, NM USA

Ruth Berkowitz

3 School of Social Work, University of Haifa, Haifa, Israel

Samantha Guz

4 Crown Family School of Social Work, Policy, and Practice, University of Chicago, Chicago, IL USA

Cynthia Franklin

Diana m. dinitto.

School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. This scoping review analyzed and synthesized the focuses and functions of school social workers and the state-of-the-art social and mental/behavioral health services they provide. Findings showed that in the past two decades, school social workers in different parts of the world shared a common understanding of practice models and interests. Most school social work interventions and services targeted high-needs students to improve their social, mental/behavioral health, and academic outcomes, followed by primary and secondary prevention activities to promote school climate, school culture, teacher, student, and parent interactions, and parents’ wellbeing. The synthesis also supports the multiple roles of school social workers and their collaborative, cross-systems approach to serving students, families, and staff in education settings. Implications and directions for future school social work research are discussed.

Introduction

This scoping review examines the literature on school social work services provided to address children, youth, and families’ mental/behavioral health and social service-related needs to help students thrive in educational contexts. School social work is a specialty of the social work profession that is growing rapidly worldwide (Huxtable, 2022 ). They are prominent mental/behavioral health professionals that play a crucial role in supporting students’ well-being and meeting their learning needs. Although the operational modes of school social work services vary, for instance, operating within an interdisciplinary team as part of the school service system, or through non-governmental agencies or collaboration between welfare agencies and the school system (Andersson et al., 2002 ; Chiu & Wong, 2002 ; Beck, 2017 ), the roles and activities of school social work are alike across different parts of the world (Allen-Meares et al., 2013 ; International Network for School Social Work, 2016, as cited in Huxtable, 2022 ). School social workers are known for their functions to evaluate students’ needs and provide interventions across the ecological systems to remove students’ learning barriers and promote healthy sociopsychological outcomes in the USA and internationally (Huxtable, 2022 ). In the past two decades, school social work literature placed great emphasis on evidence-based practice (Huxtable, 2013; 2016, as cited in Huxtable, 2022 ); however, more research is still needed in the continuous development of the school social work practice model and areas such as interventions, training, licensure, and interprofessional collaboration (Huxtable, 2022 ).

The school social work practice in the USA has great influence both domestically and overseas. Several core journals in the field (e.g., the International Journal of School Social Work, Children & Schools ) and numerous textbooks have been translated into different languages originated in the USA (Huxtable, 2022 ). In the USA, school social workers have been providing mental health-oriented services under the nationwide endorsement of multi-tiered systems of support (MTSS) (Avant & Lindsey, 2015 ; Barrett et al., 2020 ). In the past two decades, efforts at developing a school social work practice model recommended that school social workers have a master’s degree, embrace MTSS and use evidence-based practices (EBP) (Frey et al., 2012 ). Similar licensure requirements have been reported in other parts of the world (International Network for School Social Work, 2016, as cited in Huxtable, 2022 ), but the current state of research on MTSS and EBP applications in other countries is limited (Huxtable, 2022 ). Furthermore, although previous literature indicated more school social workers applied EBP to primary prevention, including trauma-informed care, social–emotional learning, and restorative justice programs in school mental health services (Crutchfield et al., 2020 ; Elswick et al., 2019 ; Gherardi, 2017 ), little research has been done to review and analyzed the legitimacy of the existing school social work practice model and its influence in the changing context of school social work services. The changing conditions and demands of social work services in schools require an update on the functions of school social workers and the efficacy of their state-of-the-art practices.

Previous Reviews on School Social Work Practice and Outcomes

Over the past twenty years, a few reviews of school social work services have been conducted. They include outcome reviews, systematic reviews, and one meta-analysis on interventions, but none have examined studies from a perspective that looks inclusively and comprehensively at evaluations of school social work services. Early and Vonk ( 2001 ), for example, reviewed and critiqued 21 controlled (e.g., randomized controlled trial [RCT] and quasi-experimental) outcome studies of school social work practice from a risk and resilience perspective and found that the interventions are overall effective in helping children and youth gain problem-solving skills and improve peer relations and intrapersonal functioning. However, the quality of the included studies was mixed, demographic information on students who received the intervention, such as race/ethnicity, socioeconomic status, and special education enrollment were missing, and the practices were less relevant to the guidelines in the school social work practice model (National Association of Social Workers [NASW], 2012 ). Later, Franklin et al. ( 2009 ) updated previous reviews by using meta-analytic techniques to synthesize the results of interventions delivered by social workers within schools. They found that these interventions had small to medium treatment effects for internalizing and externalizing problems but showed mixed results in academic or school-related outcomes. Franklin et al. ( 2009 ) approached the empirical evidence from an intervention lens and did not focus on the traits and characteristics of school social workers and their broad roles in implementing interventions; additionally, demographic information, symptoms, and conditions of those who received school social work services were lacking. Allen-Meares et al. ( 2013 ) built on Franklin and colleagues’ ( 2009 ) meta-analysis on school social work practice outcomes across nations by conducting a systematic review with a particular interest in identifying tier 1 and tier 2 (i.e., universal prevention and targeted early intervention) practices. School social workers reported services in a variety of areas (e.g., sexual health, aggression, school attendance, self-esteem, depression), and half of the included interventions were tier 1 (Allen-Meares et al., 2013 ). Although effect sizes were calculated (ranging from 0.01–2.75), the outcomes of the interventions were not articulated nor comparable across the 18 included studies due to the heterogeneity of metrics.

Therefore, previous reviews of school social work practice and its effectiveness addressed some aspects of these interventions and their outcomes but did not examine school social workers’ characteristics (e.g., school social workers’ credentials) or related functions (e.g., interdisciplinary collaboration with teachers and other support personnel, such as school counselors and psychologists). Further, various details of the psychosocial interventions (e.g., service type, program fidelity, target population, practice modality), and demographics, conditions, or symptoms of those who received the interventions provided by school social workers were under-researched from previous reviews. An updated review of the literature that includes these missing features and examines the influence of current school social work practice is needed.

Guiding Framework for the Scoping Review

The multi-tiered systems of support model allows school social workers to maximize their time and resources to support students’ needs accordingly by following a consecutive order of prevention. MTSS generally consists of three tiers of increasing levels of preventive and responsive behavioral and academic support that operate under the overarching principles of capacity-building, evidence-based practices, and data-driven decision-making (Kelly et al., 2010a ). Tier 1 interventions consist of whole-school/classroom initiatives (NASW, 2012 ), including universal positive behavior interventions and supports (PBIS) (Clonan et al., 2007 ) and restorative justice practices (Lustick et al., 2020 ). Tier 2 consists of targeted small-group interventions meant to support students at risk of academic or behavioral difficulties who do not respond to Tier 1 interventions (National Association of Social Workers, 2012 ). Finally, tier 3 interventions are intensive individual interventions, including special education services, meant to support students who do not benefit sufficiently from Tier 1 or Tier 2 interventions.

The current school social work practice model in the USA (NASW, 2012 ) consists of three main aspects: (1) delivering evidence-based practices to address behavioral and mental health concerns; (2) fostering a positive school culture and climate that promotes excellence in learning and teaching; (3) enhancing the availability of resources to students within both the school and the local community. Similar expectations from job descriptions have been reported in other countries around the world (Huxtable, 2022 ).

Moreover, school social workers are specifically trained to practice using the ecological systems framework, which aims to connect different tiers of services from a person-in-environment perspective and to activate supports and bridge gaps between systems (Huxtable, 2022 ; Keller & Grumbach, 2022 ; SSWAA, n.d.). This means that school social workers approach problem-solving through systemic interactions, which allows them to provide timely interventions and activate resources at the individual, classroom, schoolwide, home, and community levels as needs demand.

Hence, the present scoping review explores and analyzes essential characteristics of school social workers and their practices that have been missed in previous reviews under a guiding framework that consists of the school social work practice model, MTSS, and an ecological systems perspective.

This scoping review built upon previous reviews and analyzed the current school social work practices while taking into account the characteristics of school social workers, different types of services they deliver, as well as the target populations they serve in schools. Seven overarching questions guided this review: (1) What are the study characteristics of the school social work outcome studies (e.g., countries of origin, journal information, quality, research design, fidelity control) in the past two decades? (2) What are the characteristics (e.g., demographics, conditions, symptoms) of those who received school social work interventions or services? (3) What are the overall measurements (e.g., reduction in depression, anxiety, or posttraumatic stress disorder [PTSD], improvement in parent–child relationships, or school climate) reported in these studies? (4) What types of interventions and services were provided? (5) Who are the social work practitioners (i.e., collaborators/credential/licensure) delivering social work services in schools? (6) Does the use of school social work services support the promotion of preventive care within the MTSS? (7) What are the main outcomes of the diverse school social work interventions and services?

To the authors’ knowledge, this is the first scoping review to examine these aspects of school social work practices under the guidance of the existing school social work practice model, MTSS, and an ecological systems perspective.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension guidelines for completing a scoping review (Tricco et al., 2018 ) were followed for planning, conducting, and reporting the results of this review. The PRISMA scoping review checklist includes 20 essential items and two optional items. Together with the 20 essential items, the optional two items related to critical appraisal of included sources of evidence were also followed to assure transparency, replication, and comprehensive reporting for scoping reviews.

Search Strategy

The studies included in this review were published between 2000 and June 2022. These studies describe the content, design, target population, target concerns, delivery methods, and outcomes of services, practices, and interventions conducted or co-led by school social workers. This time frame was selected since it coincides with the completion of the early review of characteristics of school social work outcomes studies (Early & Vonk, 2001 ); furthermore, scientific approaches and evidence-based practice were written in the education law for school-based services since the early 2000s in the USA, which greatly impacted school social work practice (Wilde, 2004 ), and was reflected in the trend of peer-reviewed research in school practice journals (Huxtable, 2022 ).

Following consultation with an academic librarian, the authors systematically searched relevant articles in seven academic databases (APA PsycINFO, Education Source, ERIC, Academic Search Complete, SocINDEX, CINAHL Plus, and MEDLINE) between January 2000 and June 2022. These databases were selected due to the relevance of the outcomes and the broad range of relevant disciplines they cover. When built-in search filters were available, the search included only peer-reviewed journal articles or dissertations written in English and published between 2000 and 2022. The search terms were adapted from previous review studies with a similar purpose (Franklin et al., 2009 ). The rationale for adapting the search terms from a previous meta-analysis (Franklin et al., 2009 ) was to collect outcomes studies and if feasible (pending on the quality of the outcome data and enough effect sizes available) to do a meta-analysis of outcomes. Each database was searched using the search terms: (“school social work*”) AND (“effective*” OR “outcome*” OR “evaluat*” OR “measure*”). The first author did the initial search and also manually searched reference lists of relevant articles to identify additional publications. All references of included studies were combined and deduplicated for screening after completion of the manual search.

Eligibility Criteria

The same inclusion and exclusion criteria were used at all stages of the review process. Studies were included if they: (1) were original research studies, (2) were published in peer-reviewed scientific journals or were dissertations, (3) were published between 2000 and 2022, (4) described school social work services or identified school social workers as the practitioners, and (5) reported at least one outcome measure of the efficacy or effectiveness of social work services. Studies could be conducted in any country and were included for full-text review if they were published in English. The authors excluded: (1) qualitative studies, (2) method or conceptual papers, (3) interventions/services not led by school social workers, and (4) research papers that focused only on sample demographics (not on outcomes). Qualitative studies were excluded because though they often capture themes or ideas, experiences, and opinions, they rely on non-numeric data and do not quantify the outcomes of interventions, which is the focus of the present review. If some conditions of qualification were uncertain based on the review of the full text, verification emails were sent to the first author of the paper to confirm. Studies of school social workers as the sample population and those with non-accessible content were also excluded. If two or more articles (e.g., dissertation and journal articles) were identified with the same population and research aim, only the most recent journal publication was selected to avoid duplication. The protocol of the present scoping review can be retrieved from the Open Science Framework at  https://osf.io/4y6xp/?view_only=9a6b6b4ff0b84af09da1125e7de875fb .

A total of 1,619 records were initially identified. After removing duplicates, 834 remained. The first and the fourth author conducted title and abstract screening independently on Rayyan, an online platform for systematic reviews (Ouzzani et al., 2016 ). Another 760 records were removed from the title and abstract screening because they did not focus on school social work practice, were theory papers, or did not include any measures or outcomes, leaving 68 full-text articles to be screened for eligibility. Of these, 16 articles were selected for data analysis. An updated search conducted in June 2022 identified two additional studies. The combined searches resulted in a total of 18 articles that met the inclusion criteria. The first and the fourth author convened bi-weekly meetings to resolve disagreements on decisions. Reasons and number for exclusion at full-text review were reported in the reasons for exclusion in the PRISMA chart. The PRISMA literature search results are presented in Fig.  1 .

PRISMA Literature Search Record

Data Extraction

A data extraction template was created to aid in the review process. The information collected from each reference consists of three parts: publication information, program features, and practice characteristics and outcomes. Five references were randomly selected to pilot-test the template, and revisions were made accordingly. To assess the quality of the publication and determine the audiences these studies reached, information on the publications was gathered. The publication information included author names, publication year, country/region, publication type, journal name, impact factor, and the number of articles included. The journal information and impact factors came from the Journal Citation Reports generated by Clarivate Analytics Web of Science (n.d.). An impact factor rating is a proxy for the relative influence of a journal in academia and is computed by dividing the number of citations for all articles by the total number of articles published in the two previous years (Garfield, 2006 ). Publication information is presented in Table ​ Table1. 1 . Program name, targeted population, sample size, demographics, targeted issues, treatment characteristics, MTSS level, and main findings (i.e., outcomes) are included in Table ​ Table2. 2 . Finally, intervention features consisting of study aim and design, manualization, practitioners’ credential, fidelity control, type of intervention, quality assessment, and outcome measurement are presented in Table ​ Table3. 3 . Tables ​ Tables2 2 and ​ and3 3 are published as open access for review and downloaded in the Texas Data Repository (Ding, 2023 ).

Journals Reviewed, Impact Factor, and Number of Articles Selected for Review

* The definition of impact factor (IF) is from Journal Citation Reports produced by Clarivate Analytics. IF is calculated based on a two-year period by dividing the number of citations in the JCR year by the total number of articles published in the two previous years

General Information on the Included School Social Work Practices

Note. Bx behavior, ed education, yo years old, yr = year. tx treatment, w  with, T treatment group, C control group, INT intervention, CON control, FRPL Free/Reduced prices lunch, IEP Individualized education program, CBT cognitive behavior therapy, BST Behavior skill training, HADS-A Hospital anxiety and depression scale

Characteristics of the Included Research Studies

Note. NR Not reported, NA Not applicable, h hours, tx treatment, wk week, SSW School social work, IOA Interobserver agreement, SS single subject, AB baseline and intervention, SBC Student behavior checklist, GPA Grade point average, SRAS-C-R School refusal assessment scale-children-revised, SRAS-P-R School refusal assessment scale-parent-revised, CD-RISC Connor-davidson resilience scale, FAD-GFS McMaster family assessment device general functioning scale, PSS Perceived stress scale, PTSD Post-traumatic stress disorder, PC-PTSD Primary care post-traumatic stress disorder screen, RYDM Resilience youth development module, CHKS The California healthy kids survey, CPSS Child PTSD symptom scale, CDI Children depression inventory, TRF Teacher report form, BRIC Behavior rating index for children, HPC  Problem checklist, BERS The behavioral and emotional rating scale, SSRS The social skills rating system. SSP The school success profile, BDI Beck depression inventory. DAS Dysfunctional attitudes scale, PGIS-II Personal growth initiative scale II, GHQ-12 Chinese general health questionnaire-12, Q-LES-Q-18 Abbreviated quality of life enjoyment and satisfaction questionnaire, PSI Parenting stress index- parent domain, PSOC Parenting sense of competence scale- efficacy subscale

The 18 extracted records were coded based on the data extraction sheet. The first and the fourth authors acted as the first and the second coder for the review. An inter-rater reliability of 98.29% was reached after the two coders independently completed the coding process.

Quality Assessment

The quality of the eligible studies (e.g., methodological rigor, intervention consistency) was assessed using the Quality Assessment Tool for Quantitative Studies (Evans et al., 2015 ). Specifically, each included study was assessed for selection bias, study design, confounders, blinding, data collection method, dropouts or withdrawals, intervention integrity, and analyses. The first and fourth authors rated each category independently, aggregated ratings, and came to a consensus to assign an overall quality rating of strong, moderate, or weak for each of the 18 studies.

Data Analysis

Due to the heterogeneity of the interventions, study purposes, methods, and measurements of the selected studies, and the lack of outcome data to calculate effect sizes, a meta-analysis was not feasible. Hence, the authors emphasized the scoping nature of this review, data were narratively synthesized, and descriptive statistics (frequencies, percentage, mode, minimum, maximum, and range) were reported. Characteristics of included studies include topics, settings, participants, practice information (e.g., type of services, practitioner credential, MTSS modality, and other characteristics), and program efficacy. Within each reported category of interest, consistency and differences regarding the selected studies were synthesized. Unique features and reasons for some particular results were explained using analysis evidence according to the characteristics of the study.

Overall Description of Included Studies

Of the 18 included studies, 16 were reported in articles that appeared in 11 different peer-reviewed journals, and two were dissertations (Magnano, 2009 ; Phillips, 2004 ). Information on each of the 11 journals was hand-searched to insure thoroughness. Of the 11 journals, seven were in the field of social work, with one journal covering social work as it relates to public health; one was a school psychology journal; one a medical journal covering pediatric psychiatry; and one journal focused on child, adolescent, and family psychology. The most frequently appearing journal was Children & Schools , a quarterly journal covering direct social work services for children (Oxford University Press, 2022 ). An impact factor (IF) was identified for six of the 11 journals. Of the six journals with an IF rating, four were social work journals. The IF of journals in which the included studies were published ranged from 1.128 to 12.113 (Clarivate Analytics, n.d.). Of the 18 studies, 5 studies (28%) were rated as methodologically strong, 8 studies were rated as moderate (44%), and 5 studies were rated as weak (28%).

The studies were conducted in five different geographical areas of the world. One study was conducted in the Middle East (5.56%), one in north Africa (5.56%), one in Eastern Europe (5.56%), two in East Asia (11.11%), and the rest (13 studies) in the USA (72.22%).

Research Design and Fidelity Control

Concerning research design, most included studies used a pre-posttest design without a comparison group ( n  = 10, 61.11%), one used a single case baseline intervention design (5.56%), six (33.33%) used a quasi-experimental design, and one (5.56%) used an experimental design. For the control or comparison group, the experimental design study and four of the six quasi-experimental design studies used a waitlist or no treatment control/comparison group; one quasi-experimental design study offered delayed treatment, and one quasi-experimental design study offered treatment as usual. Nine studies (50%) reported that training was provided to the practitioners prior to the study to preserve fidelity of the intervention, four studies (22.22%) reported offering both training and ongoing supervision to the practitioners, and one study (5.56%) reported providing supervision only.

Study Sample Characteristics

Across the 18 included studies, the total number of participants was 1,194. In three studies, the participant group (sample) was no more than ten, while in nine studies, the intervention group was more than 40. Overall, there was a balance in terms of students’ sex, with boys comprising an average of 55.51% of the total participants in all studies. There were slightly more studies of middle school or high school students ( n  = 8) than pre-K or elementary school students ( n  = 5). Across the eight studies that reported students’ race or ethnicity, 13.33% of the students were Black, 18.41% were White, 54.60% were Latinx, 12.38% were Asian, and 1.27% were categorized as “other.” Although the studies reviewed were not restricted to the USA, the large number of Latinx participants from two studies (Acuna et al., 2018 ; Kataoka et al., 2003 ) might have skewed the overall proportions of the race/ethnicity composition of the study samples. As an indicator of socioeconomic status, eight studies reported information on free/reduced-price lunches (FRPL). The percentage of students who received interventions that qualified for FRPL varied from 53.3 to 87.9%. Five studies reported the percentage of students enrolled in an Individualized Education Program (IEP) or special education, ranging from 15.4% to 100%.

Variation in School Social Work Services

The services carried out or co-led by school social workers varied greatly. They included services focused on students’ mental health/behavioral health; academic performance; school environment; student development and functioning in school, classroom, and home settings; and parenting. More specifically, these interventions targeted students’ depression and anxiety (Kataoka et al., 2003 ; Phillips, 2004 ; Wong et al., 2018a ), social, emotional, and behavioral skills development (Acuna et al., 2018 ;Chupp & Boes, 2012 ; Ervin et al., 2018 ; Magnano, 2009 ; Newsome, 2005 ; Thompson & Webber, 2010 ), school refusal and truancy (Elsherbiny et al., 2017 ; Newsome et al., 2008 ; Young et al., 2020 ), trauma/PTSD prevention, community violence, and students’ resilience (Al-Rasheed et al., 2021 ;Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Wong et al., 2018a ), homework completion and grade-point average improvement (Chupp & Boes, 2012 ; Magnano, 2009 ; Newsomoe, 2005 ), parental stress (Fein et al., 2021 ; Wong et al., 2018b ), family functioning (Fein et al., 2021 ), and parenting competence and resilience (Wong et al., 2018b ). All of the studies were school-based (100%), and the most common setting for providing school social work services was public schools.

Diverse Interventions to Promote Psychosocial Outcomes

Services can be grouped into six categories: evidence-based programs or curriculums (EBP), general school social work services, case management, short-term psychosocial interventions, long-term psychosocial intervention, and pilot program. Seven studies (38.89%) were EBPs, and four (57.14%) of the seven EPBs were fully manualized (Acuna et al., 2018 ; Al-Rasheed et al., 2021 ; Fein et al., 2021 ; Thompson & Webber, 2010 ). Two EBPs (28.57%) were partially manualized (Ijadi-Maghsoodi et al., 2017 ; Kelly & Bluestone-Miller, 2009 ), one did not report on manualization (Chupp & Boes, 2012 ), and one is a pilot study trying to build the program’s evidence base (Young et al., 2020 ). The second-largest category was short-term psychosocial interventions reported in six (33.33%) of the studies; they included cognitive behavioral therapy (CBT), solution-focused brief therapy (SFBT), and social/emotional skills training. One study reported on a long-term psychosocial intervention (Elsherbiny et al., 2017 ), and one was a case management program (Magnano, 2009 ). Two studies included general school social work services (e.g., one-on-one interventions with children and youth, group counseling, phone calls, official and informal conversations with teachers and parents, check-ins with students at school, and collaboration with outside agencies) (Newsome et al., 2008 ; Sadzaglishvili et al., 2020 ).

Program Population

Of the 18 interventions, seven (38.89%) involved students only (Al-Rasheed et al., 2021 ;Chupp & Boes, 2012 ; Ervin et al., 2018 ; Newsome, 2005 ; Phillips, 2004 ; Wong et al., 2018a ; Young et al., 2020 ). One program (5.56%) worked with parent–child dyads (Acuna et al., 2018 ), and two (11.11%) worked directly with students’ parents (Fein et al., 2021 ; Wong et al., 2018b ). Four interventions (22.22%) involved students, parents, and teachers (Elsherbiny et al., 2017 ; Kataoka et al., 2003 ; Magnano, 2009 ), two (11.11%) were with students and their teachers (Kelly & Bluestone-Miller, 2009 ; Thompson & Webber, 2010 ), and two (11.11%) were more wholistically targeted at students, parents, and their families as service units (Newsome et al., 2008 ; Sadzaglishvili et al., 2020 ).

Practitioners and Credentials

School social workers often collaborate with school counselors, psychologists, and schoolteachers in their daily practice. As for the titles and credentials of those providing the interventions, twelve interventions were conducted solely by school social workers (Acuna et al., 2018 ; Fein et al., 2021 ; Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Kelly & Bluestone-Miller, 2009 ; Magnano, 2009 ; Newsome, 2005 ; Newsome et al., 2008 ; Phillips et al., 2004 ; Sadzaglishvili et al., 2020 ; Wong et al., 2018a , 2018b ). Four social service programs were co-led by school social workers, school counselors and school psychologists (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Elsherbiny et al., 2017 ; Young et al., 2020 ). School social workers and schoolteachers collaborated in two interventions (Ervin et al., 2018 ; Thompson & Webber, 2010 ).

The most common credential of school social workers in the included studies was master’s-level licensed school social worker/trainee, which accounted for 62.50% of the studies (Acuna et al., 2018 ; Fein et al., 2021 ; Kataoka et al., 2003 ; Newsome, 2005 ; Phillips, 2004 ). Two studies did not specify level of education but noted that the practitioners’ credential was licensed school social worker (Ijadi-Maghsoodi et al., 2017 ; Wong et al., 2018a ). One intervention was conducted by both master’s and bachelor’s level social work trainees; however, the first author confirmed that they were all registered school social workers with the Hong Kong Social Work Registration Board (Wong et al., 2018b ).

Services by Tier

The predominant level of school social work services was tier 2 interventions (55.56%), with 10 interventions or services offered by school social workers falling into this category (Acuna et al., 2018 ; Elsherbiny et al., 2017 ; Ervin et al., 2018 ; Fein et al., 2021 ; Kataoka et al., 2003 ; Newsome, 2005 ; Phillips, 2004 ; Thompson & Webber, 2010 ; Wong et al., 2018a , 2018b ). The second largest category was tier 1 interventions, with five studies (27.78%) falling into this category (Al-Rasheed et al., 2021 ;Chupp & Boes, 2012 ; Ijadi-Maghsoodi et al., 2017 ; Kelly & Bluestone-Miller, 2009 ; Sadzaglishvili et al., 2020 ). Only three (16.67%) were tier 3 services (Magnano, 2009 ; Newsome et al., 2008 ; Young et al., 2020 ).

Intervention Modality and Duration under MTSS

Most services ( n  = 15, 83.33%) were small-group based or classroom-wide interventions (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Elsherbiny et al., 2017 ; Ervin et al., 2018 ; Fein et al., 2021 ; Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Kelly & Bluestone-Miller, 2009 ; Newsome, 2005 ; Phillips, 2004 ; Sadzaglishvili et al., 2020 ; Thompson & Webber, 2010 ; Wong et al., 2018a , 2018b ). One tier 2 intervention was carried out in both individual and group format (Acuna et al., 2018 ). Of the three tier 3 intervention studies, one reported using case management to serve individual students (Magnano, 2009 ), and two included both individual intervention, group counseling, and case management (Newsom et al., 2008 ; Young et al., 2020 ).

Intervention length and frequency varied substantially across studies. Services were designed to last from 6 weeks to more than 13 months. There were as short as a 5- to 10-min student–school social worker conferences (Thompson & Webber, 2010 ), or as long as a three-hour cognitive behavioral group therapy session (Wong et al., 2018b ).

Social Behavioral and Academic Outcomes

Most of the interventions focused on improving students’ social, behavioral, and academic outcomes, including child behavior correction/reinforcement, social–emotional learning (SEL), school attendance, grades, and learning attitudes. Ervin and colleagues ( 2018 ) implemented a short-term psychosocial intervention to reduce students’ disruptive behaviors, and Magnano ( 2009 ) used intensive case management to manage students’ antisocial and aggressive behaviors. Both interventions were found to be effective, i.e., there were statistically significant improvements at the end of treatment, with Ervin et al. ( 2018 ) reporting a large effect size using Cohen’s d. The SEL programs were designed to foster students’ resilience, promote self-esteem, respect, empathy, and social support, and teach negotiation, conflict resolution, anger management, and goal setting at a whole-school or whole-class level (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Ijadi-Maghsooodi et al., 2017 ; Newsome, 2005 ). Students in all SEL interventions showed significant improvement at the end of treatment, and one study reported medium to small effect sizes (Cohen’s d) for problem-solving and overall internal assets, such as empathy, self-efficacy, problem-solving, and self-awareness (Ijadi-Maghsooodi et al., 2017 ).

Four studies measured the intervention’s impact on students’ academic performance. Magnano and colleagues ( 2009 ) reported that at the completion of the school social work case management intervention, academic skills were improved among both the intervention group students and the cross-over (control) group students who received the intervention at a later time. One study specifically addressed students’ school refusal behaviors and attitudes and found improvement in the treatment group at posttest and six-month follow-up (Elsherbiny et al., 2017 ). Two studies that addressed students’ absenteeism and truancy exhibited efficacy. School social work services significantly reduced risk factors related to truant behaviors (Newsome et al., 2008 ), and attendance increased post-program participation and was maintained after one, two, and three months (Young et al., 2020 ).

Students’ Psychological Distress

The studies that addressed students’ mental health focused on psychological distress, especially adolescents’ depression and anxiety. In three studies, school social workers conducted short-term psychosocial interventions, all using group-based CBT (Kataoka et al., 2003 ; Phillips, 2004 ; Wong et al., 2018a ). Kataoka and colleagues ( 2003 ) reported that bilingual, bicultural school social workers delivered group CBT in Spanish to help immigrant students cope with depressive symptoms due to violence exposure. Similarly, Wong and colleagues ( 2018a ) delivered group CBT in Chinese schools using their native language to address teenagers’ anxiety disorders. In the Kataoka et al. ( 2003 ) study, all student participants were reported to have made improvements at the end of the intervention, although there was no statistically significant difference between the intervention group and waitlisted comparison group. Phillips ( 2004 ) reported an eta-squared of 0.148 for cognitive-behavioral social skills training, indicating a small treatment effect. One study used a resilience classroom curriculum to relieve trauma exposure and observed lower odds of positive PTSD scores at posttest, but the change was not statistically significant (Ijadi-Maghsoodi et al., 2017 ).

School Climate and School Culture

Regarding school social workers’ interest in school climate and school culture, Kelly and Bluestone-Miller ( 2009 ) and Sadzaglishvili and colleagues ( 2020 ) specifically focused on creating a positive learning environment and promoting healthy school culture and class climate. Kelly and Bluestone-Miller ( 2009 ) used Working on What Works (WOWW), a program grounded in the SFBT approach to intervene in a natural classroom setting to build respectful learning. Students were allowed to choose how to respond to expectations regarding their classroom performance (e.g., students list the concrete small goals to work upon in order to create a better learning environment), and teachers were coached to facilitate, ask the right questions, and provide encouragement and appropriate timely feedback. Sadzaglishvili and colleagues ( 2020 ) used intensive school social work services (e.g., case management, task-centered practice, advocacy, etc.) to support students’ learning, whole-person development, and improve school culture. At the end of the services, both studies reported a more positive school and class climate that benefited students’ behaviors and performance at school.

Teacher, Parent, and Student Interaction

Four studies addressed interactions among teachers, parents, and students to achieve desired outcomes. For instance, two studies provided a mesosystem intervention (e.g., a parent’s meeting with the teacher at the public school the child attended, which encompasses both the home and school settings). Acuna and colleagues ( 2018 ) provided a school-based parent–child interaction intervention to improve children’s behaviors at school and home, boost attendance, and improve academic outcomes. Similarly, Thompson and Webber ( 2010 ) intervened in the teacher–student relationship to realign students’ and teachers’ perceptions of school and classroom norms and improve students’ behaviors. Additionally, two interventions targeted the exosystem (e.g., positive environmental change to improve students’ stability, in order to promote school behaviors and academic performance). Kelly and Bluestone-Miller ( 2009 ) modeled solution-focused approaches as a philosophy undergirding classroom interactions between teachers and students. The positive learning environment further improved students’ class performance. Magnano and colleagues ( 2009 ) used a case management model by linking parents, teachers, and outside school resources to increase students’ support and achieve improvements in academic skills and children’s externalizing behaviors.

Parents’ Wellbeing

Most school counselors or school psychologists focus solely on serving students, while school social workers may also serve students’ parents. Two studies reported working directly and only with parents to improve parents’ psychological outcomes (Fein et al., 2021 ; Wong et al., 2018b ). Fein and colleagues ( 2021 ) reported a school-based trauma-informed resilience curriculum specifically adapted for school social workers to deliver to racial/ethnic minority urban parents of children attending public schools. At curriculum completion, parents’ overall resilience improved, but significance was attained in only one resilience item (“I am able to adapt when changes occur”) with a small effect size using Cohen’s d. Wong et al. ( 2018b ) studied school-based culturally attuned group-based CBT for parents of children with attention deficit/hyperactivity disorder (ADHD); significantly greater improvements in the CBT parent group were found in distress symptoms, quality of life, parenting stress, competence, and dysfunctional beliefs post-intervention and at three-month follow-up .

This scoping review examined school social work practice by systematically analyzing the services school social workers delivered based on 18 outcome studies published between 2000 and 2022. The programs, interventions, or services studied were conducted by school social workers in five different countries/regions. These studies captured the essence of school social workers’ roles in mental health/behavioral health and social services in education settings provided to children, youth, families, and schoolteachers, and the evidence on practice outcomes/efficacy was presented.

Although using EBP, promoting a healthy school climate and culture, and maximizing community resources are important aspects of the existing school social work practice model in the USA (NASW, 2012 ), this review revealed and validated that school social workers in other countries used similar practices and shared a common understanding of what benefits the students, families, and the schools they serve (Huxtable, 2022 ). The findings also support the broad roles of school social workers and the collaborative ways they provide social and mental health services in schools. The review discussed school social workers’ functions in (1) helping children, youth, families, and teachers address mental health and behavioral health problems, (2) improving social–emotional learning, (3) promoting a positive learning environment, and (4) maximizing students’ and families’ access to school and community resources. Furthermore, although previous researchers argued that the lack of clarity about school social worker’s roles contributed to confusion and underutilization of school social work services (Altshuler & Webb, 2009 ; Kelly et al., 2010a ), this study revealed that in the past two decades, school social workers are fulfilling their roles as mental/behavioral health providers and case managers, guided by a multi-tiered, ecological systems approach. For example, in more than 80% of the studies, the services provided were preventive group work at tier 1 or 2 levels and operated from a systems perspective. Additionally, the findings suggest that while school social workers often provide services at the individual level, they frequently work across systems and intervene at meso- and exo-systems levels to attain positive improvements for individual students and families.

Evidence-based School Social Work Practice and MTSS

The present review supported school social workers’ use of evidence-based programs and valid psychosocial interventions such as CBT, SFBT, and social–emotional learning to foster a positive learning environment and meet students’ needs. Most of the included EBPs (85.71%) were either fully or partially manualized, and findings from the current review added evidence to sustain the common elements of general school social work practice, such as doing case management, one-on-one individual and group counseling, collaborations with teachers, parents, and community agencies. One pilot study examined the effectiveness of a school social worker-developed program (Young et al., 2020 ), which provided a helpful example for future research practice collaboration to build evidence base for school social work practice. However, although school social workers often work with Black, Indigenous, and People of Color (BIPOC) student populations facing multiple risk factors, demographic information on race/ethnicity, special education enrollment, and socioeconomic status were missing in many included studies, which obstructed examination of the degree of match between the target population’s needs and evidence-based services or interventions provided.

Previous school social work national surveys conducted in the USA (Kelly et al., 2010a , 2015 ) found a discrepancy between the actual and ideal time expense on tier 1, tier 2, and tier 3 school social work activities. Even though school social workers would like to spend most of their time on primary prevention, they actually spent twice their time on secondary and tertiary prevention than on primary prevention (Kelly et al., 2010a ). However, the present review found that most interventions or evidence-based programs conducted by school social workers were tier 1 and tier 2, especially tier 2 targeted interventions delivered in a group modality. This discrepancy could be due to the focus of this review’s limited services to those provided by professionals with a school social worker title/credential both in the USA and internationally, and tier 2 and 3 activities were grouped together as one category called secondary and tertiary prevention in the school social work survey (Kelly et al., 2010a ). Our review highlights that tier 2 preventive interventions are a significant offering in school social worker-led, school-based mental health practice. Unlike tier 1 interventions that are designed to promote protective factors and prevent potential threats for all students, or intensive tier 3 interventions that demand tremendous amounts of time and energy from practitioners and often involve community agencies (Eber et al., 2002 ), tier 2 interventions are targeted to groups of students exhibiting certain risk factors and are more feasible and flexible in addressing their academic and behavioral needs. Moreover, considering the discrepancy between the high demand for services on campuses and the limited number of school social workers, using group-based tier 2 interventions that have been rigorously examined can potentially relieve practitioners’ caseload burdens while targeting students’ needs more effectively and efficiently.

School Social Work Credential

Recent research on school social workers’ practice choices showed that school social workers who endorsed primary prevention in MTSS and ecologically informed practice are more likely to have a graduate degree, be regulated by certification standards, and have less than ten years of work experience (Thompson et al., 2019 ). Globally, although data are limited, having a bachelor's or master’s degree to practice school social work has been reported in countries in North America, Europe, and the Middle East (Huxtable, 2022 ). Even though all practitioners in the present review held the title of “school social worker,” and the majority had a master’s degree, we suggest future research to evaluate school social work practitioners’ credentials by reporting their education, certificate/licensure status, and years of work experience in the education system, as these factors may be essential in understanding school social workers’ functioning.

Interdisciplinary Collaboration

School social workers are an integral part of the school mental health workforce in education settings and often work in interdisciplinary teams that include schoolteachers, administrators, school counselors, and school psychologists (Huxtable, 2022 ). This scoping review found that one-third of interventions school social workers conducted were either co-led or delivered in collaboration with school counselors, school psychologists, or schoolteachers. Future research examining characteristics and outcomes of school social work practice should consider school social workers’ efforts in grounding themselves in ecological systems by working on interdisciplinary teams to address parent–child interactions, realign teacher–student classroom perceptions, or student–teacher–classroom culture to improve students’ mental health and promote better school performance.

Study Limitations and Directions for Future Research

A scoping review is a valuable method for exploring a field that has not yet been extensively reviewed or is heterogeneous. Thus, a scoping review was chosen as the research method to examine school social work practice outcomes for this study. Although scoping reviews are generally considered rigorous, transparent, and replicable, the present study has several limitations. First, only published dissertations and journal articles published between 2000 and 2022 that were included in the seven aforementioned databases were reviewed. Government reports and other gray literature excluded from the present review might generate more results requiring critical evaluation and discussion. Second, although school social work practice is ecological system-centered, all studies analyzed in the present scoping review were school-based programs. The search terms did not include possible alternative settings. More extensive searches might identify additional results by specifying home or community settings. Third, this paper focused on the outcomes and efficacy of the most current school social work practices so that qualitative studies or studies that focus on practitioners’ demographics were excluded even though they might provide additional information on the characteristics of social workers. Last, evidence to support school social work interventions was based primarily on pre-posttest designs without the use of a control group, and some of the identified evidence-based programs or brief psychosocial interventions lacked sufficient information on participants’ characteristics (e.g., demographics, changes in means in outcomes), which are important in calculating practice effect sizes and potential moderators for meta-analysis to examine school social workers’ roles and effectiveness in carrying out these interventions.

The present scoping review found significant variation in school social work services in the US and other countries where school social work services have been studied. Social workers are a significant part of the mental health and social services workforce. Using schools as a natural hub, school social workers offer primary preventive groups or early interventions to students, parents, and staff. Their interests include but are not restricted to social behavioral and academic outcomes; psychological distress; school climate and culture; teacher, parent, and student interactions; and parental wellbeing. Future school mental health researchers who are interested in the role of school social work services in helping children, youth, and families should consider the changing education landscape and the response to intervention after the COVID-19 pandemic/endemic (Capp et al., 2021 ; Kelly et al., 2021 ; Watson et al., 2022 ). Researchers are also encouraged to collaborate with school social work practitioners to identify early mental health risk factors, recognize appropriate tier 2 EBPs, or pilot-test well-designed programs to increase students’ success.

Declarations

We have no conflicts of interest to disclose.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

References marked with an asterisk indicate studies included in the scoping review.

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Article Contents

Introduction, research design.

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Social Work as a Human Rights Profession: An Action Framework

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Didier Reynaert, Siebren Nachtergaele, Nadine De Stercke, Hildegard Gobeyn, Rudi Roose, Social Work as a Human Rights Profession: An Action Framework, The British Journal of Social Work , Volume 52, Issue 2, March 2022, Pages 928–945, https://doi.org/10.1093/bjsw/bcab083

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Human rights are foundational to social work, as recognised in the global definition, leading many to consider social work a human rights profession. Although human rights has become an important compass for social work, comprehensive frameworks for understanding the ‘practice’ of human rights in social work are still limited. Only recently attempts have been made to fill this gap. This article seeks to continue these efforts and contribute to a better understanding of how social work constructs, deconstructs and reconstructs ideas of human rights in daily practice. We investigated the following research question: ‘How do social workers “act” when using human rights as a framework for practice?’ We used a qualitative research design consisting of ethnographic research and focus groups, with both social workers and service-users participating. Based on our research, we developed five building blocks for an action framework for human rights in social work: (i) systemworld-oriented action; (ii) lifeworld-oriented action; (iii) participatory action; (iv) joined-up action and (v) politicised action. These building blocks give a comprehensive account for the discursive practice of human rights in social work.

Human rights are foundational to social work, as recognised in the global definition, leading many to consider social work a human rights profession ( Healy, 2008 ; Staub-Bernasconi, 2016 ; Mapp et al. , 2019 ). Staub-Bernasconi (2016) , together with Gatenio Gabel (2015) , among others, acknowledges the historical connection of social work with human rights. In recent years, the recognition of social work as a human rights profession gained renewed attention in social work scholarship. In his book ‘ Practicing rights. Human rights-based approaches to social work practice ’, Androff (2016) makes a comprehensive account of the state of human rights in social work. He shows how (inter)national social work organisations adopted human rights in their codes of ethics, how social work scholars increasingly published books and articles on human rights or how social work education developed a range of training materials and educational programmes on human rights. Based on his analysis, Androff concludes that ‘The growth of scholarship and education focused on human rights suggests that the field is turning towards human rights, rediscovering its rights-based roots. It is now undeniable that there is a consensus that human rights are important and relevant to social work.’ ( Androff, 2016 , p. 10). These observations are in line with conclusions of Cubillos-Vega (2017) , who conducted a study on the scientific output on human rights in social work based on articles published in international indexed journals between 2000 and 2015. She notes that in recent years, the academic output on social work and human rights gradually increased. However, Cubillos-Vega’s (2017) study also reveals that published articles were primarily of theoretical nature. From the fifty-seven articles analysed, hardly one-third (sixteen) were of an empirical type. This trend is striking, Cubillos-Vega argues, because of the nature of the discipline of social work, taking a position between theory and practice. Already in 2012, Ife came to a similar conclusion: ‘Much of the academic debate about human rights remains at the theoretical level; less has been written about the practice of human rights. … There is little articulation of what it means in practice for professionals to claim that their work is based on human rights, and so human rights remain a “nice idea” rather than a solid foundation for the development of practice theories and methodologies.’ ( Ife, 2012 , pp. 10–11). Despite the ground-breaking work of several pioneers in the domain of social work and human rights (e.g. Reichert, 2003 ; Wronka, 2008 ; Ife, 2009 , 2012 ; Lundy, 2011 ), the practice of human right still remains a black box. To date, social work scholarship insufficiently succeed to gain practical knowledge showing how social workers ‘act’ when using the framework of human rights. Together with Ife, we acknowledge the presumption that human rights in social work have a discursive character, as they need to be permanently constructed, deconstructed and reconstructed throughout social work practice. ‘Social workers need to see themselves as active participants in this discursive process, and indeed social work practice itself can be seen as part of the ongoing process of the reconstruction of human rights. It is partly through social work practice that human rights are operationalised, and hence defined.’ ( Ife, 2012 , p. 133). Social work should recognise its actorship or agency in constructing human rights and social work scholarship should conscientiously scrutinise this construction process of human rights through social work practice.

Recent launches in social work scholarship rose to this challenge. In 2015, the SpringerBriefs in Rights-Based Approaches to Social Work were launched. The series aims to develop a social work practice grounded in human rights by presenting and reflecting on new methods ( Gatenio Gabel, 2015 ). The Journal of Human Rights and Social Work, established in 2016, has similar aims. In the inaugural issue, the editors-in-chief state that the journal ‘offers the opportunity for educators, practitioners, administrators, and students in this and related disciplines to have a voice and to expand their knowledge base on issues within human rights practice, knowledge of human rights tools, and to develop skills practicing from a human rights perspective’ ( Gatenio Gabel and Mapp, 2016 , p. 1). Additionally, several social work scholars have been developing practice approaches for human rights in social work. Androff (2016 , 2018 ), for instance, seeks to integrate the five-principles framework of human rights (human dignity, non-discrimination, participation, transparency and accountability) into the social work arena. According to Androff, this framework can offer an integrative account across a wide range of social work practices (see also Mapp et al. , 2019 ). One step further is the proposal of McPherson ( McPherson, 2015a ; Mapp et al. , 2019 ; McPherson and Abell, 2020 ), which contains a comprehensive framework for human rights practice in social work (HRPSW). It comprises three pillars of practice: a human rights lens, human rights methods and human rights goals. McPherson (2015a ) explains that the HRPSW model can be useful for both social work practice and social work education. What these practice models demonstrate is the increased academic interest in practice approaches of human rights in social work ( McPherson, 2015b ).

In this article, we build upon these efforts and present an action framework for human rights in social work. Our action framework expands the above mentioned models in an important way. It provides an understanding of human rights in social work in the context of a different welfare regime. Both the studies of Androff and McPherson are USA based, thereby confirming Cubillos-Vega’s (2017) observation of an Anglo-Saxon hegemony in social work scholarship on human rights. However, different social welfare regimes show different traditions of social work ( Lorenz, 2001 , 2008 ), associated with different understandings of human rights ( Alseth, 2020 ). Our study was conducted in Belgium, which is generally conceived as a conservative welfare state, distinct from the liberal welfare regime of the USA. Conservative welfare regimes have a certain tradition with social rights in particular. Additionally, conservative welfare regimes are characterised by a welfare state architecture of corporatism, balancing civil society’s interest and state power ( Esping-Andersen 1990 ; Lorenz, 2001 ; Dean, 2002 ). It is within this corporatist structure that human rights take shape with social workers developing a human right-based practice.

Because of the open character of our research question (‘How does social workers act when using human rights as a framework for practice?’), we chose a qualitative research design ( Shaw and Holland, 2014 ; Carey, 2012 ), developed in two parts. The first part consists of ethnographic research; the second, of focus groups.

Ethnographic research

Ethnographic research allows one to understand complex practices in their ‘natural setting’ ( D’Cruz and Jones, 2004 ) by being ‘ involved in the ongoing, daily world of the people being studied’ ( Fielding, 2008 , p. 269). Being part of and participating in human-rights-based practices in social work allows the ethnographer to get to know the logic, dynamics and meanings behind these practices. For this study, collaboration was set up with one of the eight regional institutions for community development in Flanders, Belgium. These institutions are recognised and subsidised by the Flemish government through the 1991 Act on Community Development. The overall mission of the institutions for community development is to contribute to realising the right to a decent life for people living in vulnerable life conditions. The institutions for community development explicitly use human rights as a framework to realise their mission. In particular, they focus on social rights as they are recognised in the Belgian Constitution: the right to decent housing, the right to education, the right to social security, the right to health care, the right to work, the right to a healthy living environment and the right to cultural and social development. The participatory approach is typical for the work of the institutions for community development. They are not working just ‘for’, but above all ‘with’ people living in vulnerable life conditions. Therefore, the institutions for community development are an interesting case for investigating the meaning of social work as a human rights profession. Our research took place in the institution for community development in East Flanders, one of the five Flemish provinces in Belgium. In collaboration with the institution, we decided to select two human rights domains to study: housing and education. These domains could be considered as exemplary to study social work as a human rights profession.

Research methods used in ethnographic research can be very diverse. For this study, we used a documentary review, participant observation and conversation-style interviews with key informants ( D’Cruz and Jones, 2004 ). For the documentary review, we used documents produced by social workers who are active in the institution for community development. These documents gave us an insight into the work of the institution regarding the role of social work in ‘doing’ human rights. Policy notes, minutes of meetings, annual reports, etc. were all considered. Because in ethnographic research, it is important to understand the particular historical and socio-cultural context of the practices being researched ( Bryman, 2012 ), additional documents produced outside the institution for community development were selected. They were used to develop an environmental analysis in order to ‘capture’ the work of the institution in relation to the broader policy context (demographic data, a ‘map’ of the available welfare organisations, the history of particular neighbourhoods, etc.).

For the participant observation, the relevant activities to understand the work of the institution for community development were selected in mutual consultation with a ‘gatekeeper’ ( Fielding, 2008 ) of the institution. Gradually, the researcher also spontaneously took part in a variety of activities. Participation by the researcher was always overt (see Bryman, 2012 ). Field notes were kept during or directly after the participant observation. These field notes took the form of detailed descriptions of particular events and of people’s actions in these events, as well as the researcher’s initial reflections on these events. In total, participant observations took four months and more than 400 h. Time was divided equally between the domains of education and housing.

The third method we used was conversation-style interviews with key informants. In order to guarantee the validity of the observations, provisional ideas on the findings, striking observations or remaining questions were ‘shared with the member’s world’ ( Fielding, 2008 ) and checked. These ‘ethnographic interviews’ often took the form of ‘interviews on the spot’ and gave a deeper understanding of the practice being studied. For both education and housing, 26 people participated in an interview (total n  = 52). In the case of education, the group consisted of eight community development workers, twelve social workers from partner organisations (civil servants from the city, school social workers, school directors, social workers from the public centre for social welfare [PCSW], social workers from poverty-related organisations, etc.) and six service-users from the institution for community development. The service-users all had a background of living in poverty, and were selected as members of a parent group from a local school for primary education.

In the case of housing, the participants were six community development workers, eleven social workers from partner organisations (civil servants from the city, social workers from the social housing company, social workers from the PCSW, social workers from poverty-related organisations, etc.) and nine service-users. The service-users were selected based on their participation in the working group on housing that is organised by the institution for community development. This working group consists of people who all face problems with regard to housing. All interviews were audiotaped and transcribed. The researchers had no personal connection whatsoever with the institution for community development. The only professional link that the researchers had with the research context was expertise in the domain of community development and encounters with representatives of the institution in the context of education-related activities (e.g. internships).

Focus groups

In the second part of the study, focus groups were set up. While the general aim of a focus group is to discuss a specific topic ( Bryman, 2012 ), we had an additional 2-fold goal. First, we wanted to flesh out several issues that were not clear after the ethnographic research (deepening). Second, we wanted to explore whether the findings of our ethnographic research that took place in the context of community development were applicable in other domains of social work (broadening). We chose focus groups because they allow for creating rich data, enabling in-depth analysis. We selected people with a more expert profile in social work and human rights. The selection criteria used for participants were (i) being familiar with human rights in a social work context and (ii) having a generalist view on social work practice or policy. Participants from the focus group were senior staff members of various social work organisations, as well as lecturers and professors who teach social work at universities and universities of applied sciences in Flanders. Four focus groups of four to six people were organised (total n  = 18). In addition, seven in-depth interviews were organised with experts who, because of practical considerations, were not able to attend the focus groups. All the focus groups were led by two people: the researcher who conducted the ethnographic research and whose role it was to bring up the content for discussion and a supervisor who was the moderator of the focus group. Each focus group lasted approximately an hour and a half, and each was organised around three statements: (i) Participatory action, as a foundation of a human rights-based approach in social work, can also exclude people; (ii) a human rights-based approach in social work contributes to individualisation and responsibilisation and (iii) a human rights-based approach that starts from rules and laws (a top-down perspective) obstructs an approach that starts from the needs of people (a bottom-up perspective). The discussion in the focus groups was organised based on the five-stage model proposed by Cronin (2008) : (1) introduction; (2) opening; (3) introductory statement; (4) key questions and (5) ending questions. Both the focus group discussions and interviews were audiotaped and transcribed.

Ethics statement

The study was approved and funded by the Research Council of the HOGENT University of Applied Sciences and Arts. It was carried out in collaboration with Ghent University in compliance with the ethical standards of both the institutions. Informed consent was obtained from all of the participants after an extensive explanation of the research project.

Data analysis

For the data analysis, an inductive approach was chosen ( Hodkinsons, 2008 ). More specifically, a thematic analysis was done on the materials obtained from the ethnographic research. The analysis was executed in two steps by the two first authors. In the first step, both authors separately analysed the same six interviews (two community development workers, two social workers form partner organisations and two service-users) for each domain (education and housing). The analysis was based on the six-step model developed by Braun and Clarke (2006 ; see also Teater, 2017 ). Initial codes were assigned to the materials and afterwards they were grouped around several themes or ‘building blocks’. To answer the question of how social work acts when using human rights, we were looking for themes or building blocks that constitute a comprehensive action-framework for human rights in social work. We were particularly looking for different or even conflicting interpretations or constructions of human rights by social work, as these different interpretations could clearly demonstrate the action component of our framework. After individual analysis by the two authors, the results were pooled and discussed. This working method increases the inter-rater reliability among the researchers ( Oluwatayo, 2012 ). The result of this first step was a first draft of an action framework for human rights in social work. In the second step, the second author continued the analysis of the remaining interviews and also analysed the documentary review and the participant observations.

Although the analysis was primarily data-driven, we, as researchers with an interest in social work and human rights, could not disengage from our pre-existing knowledge. As Braun and Clarke explain, ‘data are not coded in an epistemological vacuum’ (2006 , p. 14). So the research context of community development coloured our data to a certain extent. As explained earlier, the community development organisations explicitly use human rights as a framework for their practice. In recent years, they acquired a great deal of expertise in the field of human rights, which has been reflected in numerous reports, memoranda and suchlike. Furthermore, as social work is a practice characterised by interconnectedness with local communities, working with vulnerable people, both at the micro-level of individual support and at the macro-level of structural change, it is no coincidence that related themes emerged from the data. Altogether, the first phase analysis yielded five themes or building blocks for an action framework for human rights in social work: (i) systemworld-oriented action, (ii) lifeworld-oriented action, (iii) participatory action, (iv) joined-up action and (v) politicised action. In the next step, these findings were presented to all the authors and discussed. This did not result in any adjustments at the level of themes, but it did result in some changes to the topics included under each building block. The remaining points of discussion and things that were unclear were taken to the focus groups. After the focus groups were held, the same procedure was followed: the four transcribed focus groups and seven additional interviews were analysed by the two first authors, and then discussed with all the authors, until consensus was reached. Again, this did not result in any adjustments at the level of the building blocks.

Based on our data, an action framework for human rights in social work was developed, consisting of five building blocks. In the next part of this article, we present these five building blocks.

Systemworld-oriented action

The right to social support would be meaningless without social services; the right to education would be meaningless without schools; the right to decent housing would be meaningless without houses and the right to health care would be meaningless without hospitals. All these systems—social services, schools, houses, health care, social security, etc.—are considered parts of the systemworld . The systemworld can be defined as all the institutionalised societal resources necessary for the realisation of human rights. Access to these systems is often difficult for people living in vulnerable life conditions. They frequently experience high thresholds.

The problem is that you have to be well informed and to know the right person.  … How many people know about the income guarantee for elderly people? A lot of people probably know about the premium for housing, but how many of them are actually applying for it? Definitely not that many, because it requires a lot of jargon that keeps people from applying . (a service-user)

It is a recurring complaint that social systems are inaccessible, because people who need care and support must deal with bureaucracy. The problem is not just the large number of forms that need to be filled in. Social workers also send people from pillar to post, so that ultimately people give up and do not apply for the support they are entitled to. In the end, social rights are often not realised.

We do not understand just how high the thresholds are for people who are already in a vulnerable position, who are living in difficult circumstances, and who are then confronted with a multitude of services that are not working in an integrated way, have cultural thresholds, etc. We have no idea what it means to live in poverty, how hard that is … so that support by social services and an emancipatory approach don’t mean anything. (a social worker, institution for community development)

An important topic related to creating accessible social institutions concerns the distinction between ‘universal’ and ‘selective’ social systems. Based on a human rights perspective, social workers often argue for universal social systems. However, some social workers point out the risks of this approach.

Human rights are of course for everyone. But I think that certain groups are more easily deprived of them. These are certainly socially vulnerable groups.  … Other groups have more power to make their voices heard. In any case, they also have easier access to certain rights. Education, for example, is more in line with middle-class culture. (a social worker, institution for community development)

Another social worker puts it even more bluntly:

That is actually a waste of time and resources if we focus on all citizens.  … In such an inclusive organisation, time and energy are not focused on the most vulnerable people. (a social worker, institution for community development)

To resolve the tension between a universal and a selective approach, some social workers argue for so-called progressive universalism. According to this line of thinking, social support should in principle be universal in orientation, and therefore should be addressed to everyone. However, these universal social systems should simultaneously develop ways of supporting people living in vulnerable life conditions who may fall through the cracks, by supplementing them with selective measures ‘within’ these universal systems. So a community centre can be open to everyone, but for people living in poverty, extra support should be provided ‘within’ this community centre to guarantee their participation.

We shouldn’t become the home of the poor either. We have to keep it a bit open without opening it up again to everyone, because then you know that the weakest people will fall out again. (a social worker, institution for community development)

Lifeworld-oriented action

Systemworld-oriented action has its counterpart in lifeworld-oriented action. Lifeworld-oriented action is about social workers making connections with the experiences from people’s everyday lifeworld. The focus is not so much on institutionalised resources, but rather on the practices that people themselves develop to cope with daily experiences of injustice and with violations of human rights.

Actually, being in the field, close to the people, makes you better able to understand the underlying causes … you can more easily contextualise situations. People don’t always say what they want to say or what they think. If you know the context, you can understand that people formulate things in a certain way but mean it differently. (a social worker, institution for community development)

People living in vulnerable life conditions often find that their living environments are insufficiently understood by social workers as well as others. At the same time, they experience difficulties in explaining their own situation to social work organisations.

A lifeworld orientation also requires that social workers facilitate the opportunities to connect different lifeworlds. Connecting lifeworlds can contribute to sharing diverse experiences and to creating connectedness.

One time there was a ‘week of empathisation’. This is good for involving citizens so they can also experience it that way. They cannot imagine what it is like.  … It is good to involve them, so they get a very different view of our problems, because those people don’t normally have to deal with these problems. They should do this a lot more, through a campaign set up by the working group on housing, so these people are motivated to join our conversations and to experience what is going on. (a service-user)

Social workers also point out several risks that might be associated with a lifeworld approach. Specifically, they warn against a narrowing view on social problems where not only are social problems observed in the lifeworlds of people, but also solutions for these social problems are sought within the same lifeworlds. However, problems that manifest in the lifeworlds of people often originate from external causes, such as the labour market, the housing market or the school system. Therefore, social workers should always try to link issues raised in the lifeworld with the way social systems are organised.

That double movement has to be part of our work. That is why we say that you should not see our work merely as directed downwards. You have to work from the bottom up, but that movement must also go upwards.  … You have to link the work with a broader movement of social organisations. They help to raise the issues of social inequality, and they can move society in the direction of redistribution.  … It is even more necessary to set up broader alliances, so that all those little things that happen can become part of a broader context and become part of a wider environment. (a social worker, institution for community development)

The final crucial aspect of social work with lifeworld-oriented action is social duty in public deliberation.

The articulation of different needs of different groups is the core of democracy; that is a social issue. Which needs do we as a society recognise, and which not? Which needs can be defined as rights, how are they recognised, and can we organise ourselves accordingly? These are public debates. These are collective discussions, because not having your needs recognised, and, consequently, not being seen or heard in society, is usually a collective and structural problem. (a lecturer on social work)

Participatory action

Participation is a loose concept, but nevertheless a key notion when talking about an action framework for human rights in social work. After all, shaping human rights requires dialogue between social workers and citizens about how to construct human rights and for what purpose. Social workers point to two complementary features of participation. First, participatory action entails involvement, connection and reciprocity between social workers and citizens. Here, social workers focus on the ‘relational’ characteristic of the practice of participation.

Participative work cannot be one-sided. You cannot expect your client to participate in everything that comes out of your sleeve. I think the art is to participate with them, and to play it by ear: ‘What is going on here?’ If you as a social worker participate with them , you are going to exclude far fewer people than you would if you expect them to come and participate with you. (a social worker, institution for community development)

Social workers also recognise that participation is not simply a relational issue, but that it entails a ‘structural’ approach as well.

If I say that we have to be more individual, this doesn’t mean that we have to find an individual solution. What I mean is that we have to approach people individually and then hear from there what problems those people or those groups are experiencing. It is also important that policy acknowledges the stories of those people. (a social worker, institution for community development)

Participatory action comes with many pitfalls. One is the social exclusion caused by participatory practices. For social work, it is important to be aware of these processes of exclusion and to identify possible barriers and difficulties. In general, social workers indicate that ‘stronger’ people are the ones who participate in available activities, as these practices require a certain assertiveness or particular social or cultural skills.

Participation usually starts from a certain framework and not everyone fits into that framework. It also requires certain skills from clients—skills they don’t always have. So participatory practices exclude people, but at the same time, this makes us aware that we need to find a different way to involve those excluded. (social worker, institution for community development)

Another pitfall has to do with participation in social policy. One of the working methods of the institution for community development is to coach people who live in vulnerable life conditions to speak with policymakers. This involves a risk of instrumentalisation, not only by policymakers, but also by social workers, as these people adapt themselves to the preferences of social workers.

In everything we do, of course, it is important that we let people make their own choices. But to what extent we, as community workers, steer those choices … I’m not sure.  … We wouldn’t say it like that, but we do come up with the solutions.  … We start a project and then we involve people in it. (a social worker, institution for community development)

Joined-up action

Social work exists in many fields of practice. This can lead to physical or metaphorical borders between these fields. The over-organised professional field of social work often results in fragmentation or compartmentalisation. Social work from a human rights perspective should question these borders and even try to break through them. This is what is meant by joined-up action. Joined-up action aims to counteract structures and logic that withhold the realisation of human rights in social work.

A trend in the social field is to divide everything into separate human rights or compartments. That is how social policy is organised. A human-rights-based perspective implies an integrated or joined-up approach. This requires breaking through this administrative compartmentalisation of human rights. (a social worker, institution for community development)

Besides the limitations caused by the organisation of social work in different fields, social work is often restricted by the proliferation of rules, procedures, protocols, etc. From a human rights perspective, this requires social workers to push boundaries.

It is about pushing and crossing boundaries, looking outside the range of tasks, thinking outside the box. Laws are not violated, but rules are; these are agreements, and they can be interpreted more broadly or reinterpreted … . (a social worker, community health centre)

Social workers call for questioning rules and procedures. Joined-up action here means that social workers should use their professional discretion in order to be guided by their ethical duty instead of following fixed rules and arrangements.

Having sufficient professional discretion is very important, especially if you work with the most vulnerable groups. You need to take the side of these people instead of working with a double agenda. In any case, they will feel this immediately. But secondly, the more professional discretion social workers use in a system, the more they can defend the rights of vulnerable groups in society.  … It is important that they make full use of their professional discretion in order to develop a social reflex as much as possible. (a social worker, institution for community development)

Politicising action

Politicisation concerns questioning and contesting power. Power is mostly conceived of as something that belongs to societal structures, like politics or the judiciary system. Exercising power may result in injustice and in inhuman living conditions. The role of social work is thought to be to collectivise individual experiences of human rights violations and to bring these to the public debate. Politicised social work should use political advocacy to denounce structures and systems of power that cause violations of human rights.

You can try to help the person on an individual level to realise his or her rights, but you will always come across structural issues. (a social worker, institution for community development)

Power is also something that is situated in speaking about particular social issues. These discourses of power have a significant impact on people. The role of social work is to question these dominant orders of society. A social worker from a poverty-related organisation working with young people explains:

Many of the young people who arrive at our organisation are caught up in the ‘it’s your own fault’ discourse … . These young people are caught in a system and therefore they often blame themselves: ‘I think it’s me’ … . For example, education is an often recurring subject: 90% have attended special education. How is that possible? Is it only because of the context of poverty that they are being referred to this type of education, largely determining their future? In our organisation, they learn that this is happening not only to them, but this is something systemic. We explain that it is caused by our educational system failing to give everyone equal opportunities. By doing this, we are ‘de-blaming’ them: there is an individual responsibility, but there is also a social responsibility. For them, this is a process of awareness-raising about how society works and about who decides what. In the beginning, this often alienates these young people, these issues of politics, policy, human rights. (a social worker, poverty organisation).

However, because of the often extensive subsidisation of social work organisations by the government, the politicising role of social work is frequently at odds with the autonomy and independence of the organisation.

You are actually in a sort of a split, which keeps you from going fully for human rights. We cannot just be a protest movement. We can never go full 100 per cent. We can do that, but only with the blessing of a minister. (a social worker, institution for community development)

Therefore, social workers should be aware of depoliticising tendencies that increasingly emphasise the controlling side of social work over its emancipatory character.

The pressure is increasing for social workers to exercise control. I think it is important that social workers be very conscious of this: what is my task? … You see that organisations that are not complying are experiencing consequences. … We owe it to ourselves to say why we stand for. If we don’t do that, we do not take our clients seriously. We must unite as social workers to make it clear to policymakers: this is social work and this is not social work. … We must be able to define our role as social workers: what do we serve? We cannot be used for everything. (a social worker, organisation supporting people with a migration background)

Social workers indicate that they should be much more concerned with their self-critical role. Their own actions as social workers should also be scrutinised in some form of ‘self-politicisation’.

Our qualitative research on how social work acts when aiming to realise human rights reveals five building blocks. They flesh out what it can mean for social work to be a human rights profession. It is important to consider these five building blocks in connection to one another as an action framework for human rights in social work. The key point of this framework is the recognition that human rights in social work are collectively constructed and that social workers play a crucial role in this construction process. To state that human rights are collectively constructed is to acknowledge the discursive, contested and complex nature of human rights in social work ( Cemlyn, 2008 ; Ife, 2012 ). There is no single way to construct human rights. On the contrary, trying to realise human rights is a process characterised by a plurality of potential constructions, based on the plurality of interests of the communities and community members involved. Part of our data also show opposing constructions of human rights ‘within’ building blocks. The discussion on systemworld-oriented action, for instance, demonstrates that some social workers are in favour of selective social services, while others defend universal ones. The same goes for participatory action: being recognised as an agent and being acknowledged as a partner in dialogue can conflict with instrumentalising tendencies. It is remarkable that the conflicting perspectives each underpin their opposite positions from the same framework of human rights. Another part of our data show opposing views on human rights ‘between’ building blocks. This is probably most obvious in the building blocks of lifeworld-oriented action and systemworld-oriented action, which can be considered opposites. The approach of starting from the needs experienced by communities seems to be difficult to reconcile with the bureaucratic procedures of institutions within a system, although both rely on human rights.

Our action framework has an ambiguous relationship with previous action models. It resonates only partially with Androff’s five-principles framework ( Androff, 2016 ), particularly regarding the principle of participation. The principle of accountability in Androff’s model is closely linked to the building block of politicised action. For the other principles, the two frameworks can be considered complementary. The same goes for McPhersons’s HRPSW framework (2015; see also McPherson and Abell, 2020 ). Some of the human rights methods in her model share similarities with our action framework: participation is a shared concern; accountability and activism correspond to politicised action; community and interdisciplinary collaboration are related to lifeworld-oriented action and micro/macro integration and capacity building resonate with systemworld-oriented action. On the other hand, the human rights lens and human rights goals are absent from our action framework. As for earlier research in the Flemish context, our action framework agrees with some aspects of it but not others. Vandekinderen et al. (2020) conducted a research project to explore the common ground of social work in Flanders. They identified five building blocks that are considered the DNA of social work in Flanders. Of these, politicising work is the only building block that both frameworks have in common. It is no surprise that this building block also shows up in our results, as politicising work is a main concern in the work of community development organisations in Flanders.

The observed divergences between our own action framework and the practice approaches of Androff and McPherson can be explained in different ways. In part, this is probably due to the different research contexts in which the projects took place. In our project, collaboration was set up with organisations in the field of community development. Although we included focus group discussions to see whether our findings were transferable, additional research in other social work domains could reveal different emphases or even different building blocks. Furthermore, comparative studies between countries could provide more insight into the international transferability of our action framework. As explained in the ‘Introduction’ section, the nature of social work is closely linked to the welfare regime of a country, which in turn ‘set the scene’ for understanding human rights. How different welfare regimes affect the translation of human rights in social work practice remains a blind spot in social work scholarship. However, this is of particular relevance as welfare regimes all over the world are facing far-reaching transformation that have a significant impact on how human rights in social work are understood. Further research might reveal the link between the nature of different welfare regimes and the way social workers use human rights in their practice. Finally, although we included the voices of service-users in our research project, they often remain left out of rights-based practice literature. Further research on human rights in social work should pay much more attention to the perspective of service-users and to the way that a human rights framework affects their situations and life conditions. These issues require an empirical shift in order to fully understand social work as a human rights profession. Understanding these issues could lend more nuance to the discussions on the relationship between social work and human rights, and would move this debate beyond empty slogans and catchphrases.

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Graduate School Admissions: Writing an Effective Personal Statement

By: David C. Prichard, Ph.D.

This article focuses on the central role that the personal statement plays in the MSW application process. Strategies are presented for writing an effective statement that will highlight and emphasize applicant strengths congruent with the values of particular Schools of Social Work. The author has chaired the MSW Admissions Committee at the University of New England (UNE) over the past three years, and has assisted in the review of several hundred MSW application packages. During this period, the application procedures were completely revamped, and UNE was subsequently acknowledged in 1995 by the Council on Social Work Education in its Site Visit Report for reaffirmation of accreditation as having developed an admissions process that is "one of the more elaborate, perhaps, in social work education," and for using " . . . as primary sources of decisions, its applicants' personal statements and references." It is from this background that the author offers practical insights and suggestions for writing a personal statement that will increase the likelihood of a good match between student applicant and MSW program.

The Admission Process

Admission policies and procedures among Schools of Social Work vary widely; so too, do the criteria used to evaluate MSW applicants. In general, schools use GRE scores and academic transcripts as quantitative measures to predict academic success. The personal statement, letters of reference, and the application form (including employment and other social work-related experience) are qualitative indicators that may be used to suggest the "fit" between the applicant and the particular school. As the validity of GRE scores comes under increasing criticism (Donahoe & Thyer, 1992), Schools of Social Work, like UNE, are increasingly relying on the personal statement as a qualitative measure of the likelihood of an applicant's "success" with a particular MSW curriculum.

UNE may be representative of a more heavy emphasis on narrative to evaluate MSW applicants. In this approach, two faculty review each student application on the following 6 criteria:

• work-related (paid and volunteer) and life experiences;
• meaning attached by applicant to work-related (paid and volunteer) and life experiences;
• previous academic and professional training;
• composition and content of personal statement;
• references, and;
• experience with and understanding of human dignity, empowerment, social justice, and oppression.

GRE scores are not considered, and the use of undergraduate GPAs is minimized. The faculty reviewers are made familiar in advance with the application materials, particularly regarding where data related to each of the six evaluative criteria may be located within the materials. Reviewers are instructed to consult the student's personal statement for data in all categories but references; the data in all categories are in turn measured against the School's mission statement. Given this approach to evaluating MSW applications, applicants should craft their personal statements carefully, keeping the School's mission statement in mind.

The Personal Statement and the School Mission Statement

The personal statement should reflect careful consideration of the schools to which the applicant has chosen to apply. It gives applicants the opportunity to highlight experiences and reasons for their interest in the field, and allows the school's Admissions Committee to evaluate the compatibility between the values and goals of the applicant and those of the school, while maintaining and assuring diversity within the student body. Without question, well-developed personal statements have contributed to the acceptance of many applicants; poorly written ones to the non-acceptance.

The values and goals of Schools of Social Work vary greatly, and applicants should seek schools whose mission statements fit well with their own values and goals for practice. What are the values and principles that form the foundation of the school? Applicants should reflect upon these carefully. What do they mean? If a school emphasizes the concepts of oppression, social justice, empowerment, dignity, compassion, and respect, what do these mean and how has the life of the applicant been affected in these areas? One of the tasks of the applicant is to tap into her internalized experience of these values to allow the richness of her life to come alive.

The purpose of a well-written personal statement is three-fold. First, it should describe how the applicant's interest in social work developed; second, it needs to consider the applicant's perception of personal strengths and areas in need of development in relation to becoming a professional social worker; and third, it should describe an understanding of the school's mission statement in relation to the applicant's experience and vision of professional social work.

What events in her total life experiences have led the applicant to the field of social work? What is her story, and how did it lead her to apply to this specific school? This is the opportunity to show the link between what may appear on the surface to be disparate life experiences. It is the chance for the applicant to narrate her story and come alive to the faculty reviewer and become a living, thinking, feeling human being with a life full of meaningful experiences.

A Case Example

Using the values of the mission of the UNE School of Social Work, let's examine how an applicant might incorporate the values of the School to carefully craft a summary paragraph in a personal statement. The mission statement of the UNE School of Social Work states, in part, a commitment ". . . to the values of human dignity, individual and cultural diversity, individual and collective self-determination, and social justice . . . to struggle against oppression including all forms of discrimination, social and economic injustice, and violence . . . assessment of social, psychological, economic and organizational oppression, (and) their impact on people's lives, and the strengths people have developed to endure, resist, and change . . . and to promote human relationships grounded in mutuality, compassion, and dignity."

An applicant might present her life and professional experiences using the language and terminology consistent with the values of the stated mission of the School. A paragraph in the personal statement, then, might read as follows:

The values that the School presents in its mission statement are not just words for me. As a lesbian, I have lived the oppression of a society grounded in heterosexist patriarchy, and have experienced firsthand the social and economic injustices suffered by my women and lesbians friends, as well as the working poor. A quiet person by nature, I have discovered a voice that I did not know I had. I have added my voice to those seeking equal rights for same sex partners and continue my struggle to receive health care benefits for my partner of 15 years. I have come to recognize and value the strengths and resiliencies I have developed by necessity to survive the neglect and abuse of my childhood and use these in my ongoing struggle against the discrimination and societal injustices that I experience as a woman and as a lesbian.

Notice how this excerpt from a fictional applicant allows the applicant to come alive to the reader in a passionate, enthusiastic manner while clearly using the language and the values presented in the mission statement of the School. It should be clear that the values of the School and those of the student appear compatible and that there might be a good match here.

In the following fictional excerpt, note the apparent incongruence between the values and goals of the applicant and those of the School, suggesting a poor fit between the School and applicant.

In conclusion, I have always been intrigued by psychological issues, and have actually done quite a lot of reading in the field. I feel that I am an excellent communicator and that I would be able to help clients deal with their problems. My ultimate goal is to become part of a group private practice, and although I am concerned about the current insurance problems and third party reimbursement concerns, I believe that there continues to be a need for MSWs to help people with their psychological and social problems. I believe that the MSW is the most powerful degree to have to provide psychotherapy to clients, and that we will become increasingly recognized by HMOs and managed care companies as the most effective providers. This is the degree that will most aptly enable me, as a psychotherapist in private practice, to help those afflicted with mental illness to become more productive members of society.

Either of these excerpts may be acceptable and, perhaps, even appropriate, depending on the School to which the applicant is applying; however, given the summary of the values of the above School, the first excerpt clearly represents a better fit than the second. In the first we experience a strengths-based perspective and a genuine sense of the struggles and of the "voice" of the applicant-the person behind the words; in the second, we see a more traditional pathology-based perspective and an emphasis on the career ambitions of the applicant.

Recommendations

Four general recommendations are offered to applicants. First, they need to come to a clear understanding of their own values and career goals, and how these are informed by their total life experiences. Second they should come to a clear understanding of the values and goals of the School of Social Work to which they plan to apply. This may be accomplished through faculty, field instructor, and alumni interviews, review of mission statements, review of past core curriculum syllabi, and a library search and review of the literature produced by current faculty. Third, they need to determine which Schools have values that are compatible with their own. Fourth, they need to develop personal statements that reflect the influences in their lives that contributed to an interest in the profession of social work. These statements should reflect a clear understanding of the mission statement of the particular school.

In summary, the purpose of the application process is to give the applicant and the school the chance to screen one another. Applications should be completed only after careful examination of the mission and goals of particular schools, and personal statements need to show a clear understanding of and connection to the values and goals of the school and its curriculum. Perhaps the most useful recommendation for potential applicants is to take the time to reflect on and write out the values and beliefs that guide their lives, inform their behavior, and provide meaning to their life experiences, and to seek out schools that are compatible to these. This done, the personal statement should flow naturally and genuinely, because it will be based on the knowledge, truth, wisdom, and authenticity of personal life experience.

David C. Prichard, Ph.D., is Assistant Professor of Social Work and Chair of the MSW Admissions Committee at the University of New England.

Copyright © 1996 White Hat Communications. All rights reserved. From THE NEW SOCIAL WORKER , Fall 1996, Vol. 3, No. 2. For reprints of this or other articles from THE NEW SOCIAL WORKER (or for permission to reprint), contact Linda Grobman, publisher/editor, at P.O. Box 5390, Harrisburg, PA 17110-0390, or at [email protected] .

All material published on this website Copyright 1994-2023 White Hat Communications. All rights reserved. Please contact the publisher for permission to reproduce or reprint any materials on this site. Opinions expressed on this site are the opinions of the writer and do not necessarily represent the views of the publisher. As an Amazon Associate, we earn from qualifying purchases.

Writing Guide

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries. Social work programs prepare students for these tasks through writing assignments such as research papers and essays. To prepare for these writing assignments, students should have a basic understanding of grammar, punctuation, citation styles, and essay formats before entering a social work program.

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries.

Social workers handle vital information, which makes the ability to communicate clearly in writing a crucial skill. For example, a child welfare worker gathers information concerning the wellbeing of a child. If the phrasing in the related case report is too complicated, the professional may overlook safety details, which could endanger the child. Additionally, concise wording is important. Wordy documents can take excessive amounts of time to read, which could prevent social workers from considering other cases on a suitable schedule. To master the social work writing style, students should learn to provide necessary information succinctly.

Social work programs may begin assessing writing abilities during the application process through personal statements, so applicants should polish their writing skills before applying.

Featured Programs in Social Work

Types of writing social workers will do in school, personal statements.

Many applications require a personal statement that provides in-depth information highlighting the candidate’s qualifications and positive traits. Whereas a resume may briefly reference a volunteer opportunity at an organization, a personal statement could describe lessons learned while volunteering or elaborate on personal contributions that benefited the organization.

Schools examine these qualifications while reviewing statements, but they also consider the statements as social work writing samples and evaluate each applicant’s writing skills. For this reason, candidates should proofread these documents and include the standard introduction, body paragraphs, and conclusion. By following these practices, applicants demonstrate their understanding of college-level writing concepts.

Applicants should focus on strengths and experiences related to social work and avoid vague statements and cliches. Instead of noting their lifelong passion for the field, a student could address a single incident that sparked interest in social work. The school may provide a prompt on which applicants should base their statements. These prompts may involve career goals or ambitions in the social work field.

If the school lists personal statements as optional, applicants should consider submitting a statement to demonstrate their work ethic. However, if the school makes no mention of personal statements, students should refrain from submitting one, given the amount of application materials each school must review each year.

Social work courses may include essay examinations during which learners must answer questions in a limited time frame. Students rarely see the questions in advance. To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments. Study groups may also be beneficial.

To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments.

During the exam, students should begin by outlining the thesis and supporting evidence. This outline guides the student through the writing process and ensures the response remains on-track. These assessments often require three main supporting points, so students may include five paragraphs within these outlines: the introduction, three body paragraphs, and the conclusion.

Learners should also use time-management techniques during these assessments. Students may allot a certain amount of time for each paragraph, plus time to proofread. Using this strategy, students can write and polish each paragraph.

Candidates should carefully answer the assigned question, ensuring they read the question correctly. A single word can alter the prompt’s meaning. For example, an essay explaining how an event happened is different than one detailing why the event happened.

Research Papers

Whereas an essay may include personal opinions, a research paper focuses on facts. For example, an essay discussing a novel could include the student’s thoughts about the work. A research paper would use scholarly evidence to examine aspects of the novel, such as themes, characters, and historical significance.

Essays and research papers also differ in length. An essay may require only five paragraphs. A research paper, however, may be 10 pages or longer.

Students in social work courses can research topics such as drug or alcohol issues, government policies, child welfare, community involvement, and mental wellness. Social work research papers often include sections for methodology, literature, and research results, as well as an abstract and a reference list that fulfills APA requirements.

Students should use a variety of primary and secondary sources when writing research papers. Citing multiple sources reinforces the student’s claims. However, students should refrain from relying too heavily on quoted material; excessive quotations implies the writer does not understand the topic well enough to paraphrase the source information.

Learners may also submit papers to tutoring services before submitting to reduce the chances of spelling, grammar, and punctuation errors.

How Do You Write an Essay?

Social work programs may require various writing assignments to prepare students to complete professional writing for social work practice. Each form of academic writing serves a distinct purpose, and an understanding of various writing styles provides a foundation to help students during these assignments.

Narrative papers often depict personal experiences, such as memorable vacations or first attempts at hobbies. Narrative works also include opinion pieces, such as book reports. When writing a narrative essay, students should have a clear focus.

Expository writing explores a specific topic and requires the writer to carefully examine the topic. The facts presented in an expository piece can come from research or, if the assignment’s structure limits research time, through means such as logic or an example. Cause and effect pieces, compare and contrast works, and process descriptions may all qualify as expository writing if they are meant to present information. All expository pieces should include a thesis and logical transitions.

Persuasive writing requires students to take a stance on a topic and to support that stance with evidence. Research is crucial to persuasive writing, and students should incorporate multiple sources to support their thesis. Additionally, writers should present countering opinions and prove the instability of opposing viewpoints through facts, logic, and examples. Ultimately, persuasive writing should convince readers that the writer’s position is the accurate stance on the topic.

Comparative

These assignments require students to compare two or more similar concepts, such as political positions, marketing plans, or fictional themes. Professors may assign topics or allow students to select their own. Before writing, learners should brainstorm similarities and organize them into body paragraphs. For instance, a student comparing two artistic pieces may construct paragraphs about color, medium, and setting.

Cause and Effect

This type of paper explains a presumed cause for a specific occurrence. For example, a student may claim that limited health insurance options lead to untreated illnesses in the United States. With this topic, the student could divide supporting evidence into separate paragraphs, such as the cost of health insurance, the benefits of health insurance, and the process of finding insurance information. Using this strategy, the writer covers various health insurance problems to verify the paper’s main point.

Citations Guide for Social Work Students

Using source information without proper citation leads to plagiarism, the act of claiming a source’s ideas without giving the source due credit. Consequences for plagiarism can include failing assignments, failing courses, being expelled from school, and enduring a lawsuit. Since departments require different citation styles, degree candidates should ensure they use the proper citation format for each assignment.

American Psychological Association (APA) Style

APA format was established in 1929 to create a common format for writing. These guidelines allowed writers to more easily interpret one another’s findings. Professionals in fields including psychology, criminology, and business use APA style.

APA format requires specific headers, page numbers, a cover page, an abstract, divided sections, and a reference list. APA in-text citations specify the author’s last name, the year of publication, and the page number. Students may substitute these details for the work’s title, “n.d.” (“no date”), and a paragraph number or section title, respectively, if the primary information is not available.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons & Hatfield, 2016, p. 23).

Chicago Manual of Style (CMS)

In 1906, the Chicago University Press established this citation style, which professionals in fields including history and philosophy employ today. Students following Chicago style may use in-text citations but often use footnotes or endnotes instead. Chicago style also requires a specifically structured cover page, page numbers, and a bibliography.

Footnotes and endnotes resemble bibliography entries but have different punctuation. In a bibliography, students use periods to separate a book’s publisher, publication place, and publication year. In footnotes and endnotes, this information is in parentheses. Additionally, endnotes and footnotes should include page numbers.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 2016, 23).

Modern Language Association (MLA) Format

Established in 1883, the Modern Language Association supplies guidelines that many English, literature, and communication departments adopt.

MLA format includes a works cited page at the end of the document and specific page headers and numbers in the upper right-hand corner of each page. Basic assignment information, such as the student’s name, the date, and the course title, appears in the upper left-hand corner of the first page. MLA does not require a cover page, which separates this format from other styles. MLA in-text citations include the author’s last name and the page number.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 23).

Associated Press (AP) Style

This style, established in 1977, covers wording, organization, and source documentation. Journalists and news reporters often use this format.

AP style uses brief paragraphs and concise sentences to quicken the pace of the writing. The style requires writers to abbreviate certain words, use a person’s first name only on the initial mention, and eliminate titles. Writers should also replace vague words with more specific options.

Instead of using parenthetical citations, writers can reference the sources in dialogue format. This detail and the lack of reference list are AP style’s distinct elements.

The company decided that the new marketing policy was “their best idea in 20 years,” according to Simmons and Hatfield.

The Best Writing Style for Social Work Majors

Most types of writing in social work require learners and professionals to use APA format. This style is ideal for social work professionals, who often work with documents containing vital information. When dealing with these types of documents, clear details and concise wording are essential. The rigidness of APA style helps writers provide an organized overview of the document’s topic.

Common Writing Mistakes Students Make

Active vs. passive voice.

When writing in active voice, writers state the doer of the action before the sentence’s verb. An example of an active construction would be, “He wrote the book.” Passive voice places the object of the action prior to the verb: “The book was written by him.” Though the information remains the same, active voice states the message more concisely.

Passive voice is a style error, not a grammar issue, and can even be useful in certain situations. Writers may use passive voice when the noun or pronoun undergoing the action supplies the sentence’s emphasis, such as in the following sentence: “The U.S. was founded in 1776.” Because passive voice serves certain purposes and has no technical grammar flaws, using unnecessary passive constructions is a common error.

In most cases, students should choose active voice for concision and clarity. Consider the sentence, “The food was enjoyed.” The reader cannot tell who enjoyed the food, whereas an active sentence with an equal number of words answers this question: “Jane enjoyed the food.”

Punctuation

Punctuation marks include periods, commas, semicolons, dashes, and quotation marks, and confusing their purposes may lead to flawed sentence structures. For example, a semicolon joins two independent clauses, or phrases that can stand alone: “The dog barked; it was loud.” Using a comma in this situation constitutes a grammatical error called a comma splice: “The dog barked, it was loud.”

Punctuation missteps can also alter meaning. In the sentence, “Please stop, David,” the comma before the name directs David to stop. “Please stop David,” on the other hand, would instruct an unknown person to stop David from performing a task.

Writers may confuse colons and semicolons. Colons indicate a pause before an emphasized idea, such as in the sentence,”She knew where to drive: Montana.” The colon places importance on the destination, Montana. Semicolons, on the other hand, may separate nested lists, as in the following sentence.

“The attendants choose between hiking, swimming, and basketball; running, yoga, and tennis; or weightlifting, bicycling, and baseball.”

Writers should become familiar with punctuation rules to craft accurate and clear sentences.

Grammar refers to language rules for phrasing and wording, including concepts such as verb tense and noun-pronoun agreement. Students may struggle with grammatical details, since the language includes irregularities that alter guidelines. For example, constructing past tense verbs often involves adding “d” or “ed.” However, irregular verbs use different formats; the past tense of “eat” is “ate,” and the past tense of “go” is “went.”

Writers may also struggle with homophones, which sound similar but have distinct meanings. Commonly confused homophones are “there,” “their,” and “they’re,” which indicates a place, shows possession, and is a contraction for “they are,” respectively. To avoid grammatical mistakes, learners should thoroughly study the language’s structure.

Writing Resources for Social Work Students

• Paradigm Online Writing Assistant This website guides learners through various stages of the writing process, including topic selection, revisions, and idea organization. Additionally, students may find information on different types of writing, such as argumentative works and informal pieces.
• Write Content Solutions This website provides tips on grammar, punctuation, and sentence structure and assists students with researching and citing sources. Students can improve their writing skills using practice worksheets available through the website.
• Purdue Online Writing Lab The Purdue OWL offers information on the writing process and assists applicants to undergraduate and graduate programs. Students can explore MLA, APA, AP, and Chicago formats through the writing lab.
• Writer’s Digest This website provides articles on creating pieces in specific genres, for individuals with particular levels of writing expertise. Topics include homophones and time management. The website also provides information about writing conferences and publications.
• TutorMe This website assists students struggling with essay structure or citation format. Tutors may help learners polish their writing through grammar and punctuation checks and general proofreading.

Take the next step toward your future in social work.

Explore schools offering programs and courses tailored to your interests, and start your learning journey today.

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• CENTERS & INSTITUTES

Research Roundup: August 2024

Posted on August 23, 2024

It was a busy month for the School of Social Work team. The August roundup includes nine publications.

Publications

Assistant Professor Rebecca Rebbe , Margaret Lloyd Sieger (University of Kansas), Julia Reddy (UNC Gillings School of Global Public Health) and John Prindle (University of Southern California) co-authored “ U.S. State rates of newborns reported to child protection at birth for prenatal substance exposure ” for International Journal of Drug Policy. The authors examined the rates of newborns less than 15 days old with prenatal substance exposure (PSE) as reported to Child Protective Services by state and year, with the assistance of data from the National Child Abuse and Neglect Data System. The authors calculated rates using three different definitions, and used a panel data analysis due to the variance between states in reporting PSE. Between 2011 and 2019, the authors found the amount of reports doubled, although there was variability between states. The authors concluded that “State-level inconsistencies in identification, reporting, and CPS responses prevent a clear understanding of the scope of the affected population and service needs.”

Research Assistant Professor Brianna Lombardi , Associate Professor Lisa de Saxe Zerden , Ph.D. Student Danya Krueger , Sundania J W Wonnum (National Institutes of Health) and Erica Richman (UNC Cecil G. Sheps Center for Health Services Research) co-authored “ When Interruption Becomes Innovation: How Integrated Behavioral Health in Primary Care Adapted During COVID-19 ” for Family Medicine. Although integrated behavioral health distributed in primary care is crucial to address the increasing behavioral health crisis in the United States, the model shifted due to the COVID-19 pandemic. The authors sought out to examine how IBH themes changed due to the COVID-19 pandemic by interviewing IBH team members. The four themes that emerged were “(a) permanent changes to the physical structure of the team; (b) increased reliance on technology for team communication; (c) shift in team collaboration, often occurring asynchronously; and (d) telehealth embraced for IBH.” The authors concluded “COVID-19 interrupted the originally designed IBH model of team-based care. Changes to the physical proximity of team members disrupted all other components of IBH, requiring adapted workflows, communication via digital channels, virtual team building, asynchronous care coordination, and remote service delivery. Long-term evaluation of these innovations is needed to examine whether shifts in core components impact model efficacy. Training family medicine, primary care, and behavioral health clinicians for these adapted models of IBH will be needed.”

Associate Professor Lisa de Saxe Zerden authored “ Voting: The New Social Determinant of Health and a Long-Standing Concept for Social Work ” for Social Work.

Assistant Professor Bridgette Thom , Sarah Marion (University of Virginia), Shraddha M. Dalwadi (University of Texas San Antonio), Aleksandra Kuczmarska-Haas (Hartford HealthCare Cancer Institute), Erin F. Gillespie (University of Washington), Michelle S. Ludwig (Baylor College of Medicine), Emma B. Holliday (The University of Texas MD Anderson Cancer Center), Fumiko Chino (Memorial Sloan Kettering Cancer Center) and Anna Lee (The University of Texas MD Anderson Cancer Center) co-authored “ Isolation, discrimination, and feeling “constant guilt”: A mixed-methods analysis of female physicians’ experience with fertility, family planning, and oncology careers ” for Cancer. The authors noted that family planning is challenging for female physicians due to “high risks of infertility, workload burden, poor family leave policies, and gender discrimination. Many women report feeling unsupported in the workplace, despite national policies to protect against unfair treatment.” The authors collected responses from 162 physicians to an open-ended prompt for their analysis. The themes they found were “Institutional barriers were highlighted with comments discussing the increased need for parental leave, part-time options and the concern for academic or professional punishment for being pregnant and/or having children. Departmental barriers were explored with comments grouped around codes of discrimination/negative culture and challenges with breastfeeding/pumping and childcare. Personal barriers were discussed in themes highlighting the difficulties that female physicians faced around the timing of family planning, challenges with reproductive health and assistance, and alternative circumstances and/or decisions against family planning.” The authors suggested solutions including “improving institutional support, expanding parental leave, and general cultural change to improve awareness and promotion of family and career balance.”

Assistant Professor Orrin Ware , Jodi J. Frey (University of Maryland, Baltimore), Michael Chidera Ofonedu (George Washington University), Kathleen Hoke (University of Maryland, Baltimore), Clifford Mitchell (Maryland Department of Health) and Marianne Cloeren (University of Maryland, Baltimore) co-authored “ Improving Identification of Gig Workers in National Health and Behavior Surveys ” for New Solutions: a journal of environmental and occupational health policy. The authors noted the data gaps that are found in U.S. national health and behavior surveys, especially in regard to the growing digital platform section of the work force. They posit that the systems used to recognize health behaviors and status, including substance use, are leaning on dated census categories for workers who are self-employed. The authors note the importance of understanding this sector of the work force, and address the ways that some national surveys have not met that need. The authors proposed “revisions to the categories used to classify type of worker and recommend adoption of a new Worker-Employer Relationship Classification model.”

Assistant Professor Bridgette Thom , Assistant Professor Tess Thompson , Emeline Aviki (New York University Grossman Long Island School of Medicine), Kaitlyn Lapen (Memorial Sloan Kettering Cancer Center) and Fumiko Chino (Memorial Sloan Kettering Cancer Center) co-authored “ Screening for Health-Related Social Needs and Financial Toxicity Among Patients With Cancer Treated With Radiation Therapy: Findings From a Quality Improvement Project ” for the Journal of the American College of Radiology. The authors, while noting the prevalence of both financial toxicity and co-occurring health-related social risks among cancer patients, also pointed out the lack of evidence to support best practices to screen for those risks. The authors “sought to understand variations of identified needs based on treatment course using data from a large screening program.” They concluded that “Screening for financial toxicity and HRSR is possible at a large cancer center. Patients receiving RT have higher transportation insecurity and worse financial toxicity compared with those receiving other treatments. Tailored intervention throughout the treatment trajectory is essential.”

Professor of the Practice Allison Metz , Todd Jensen (UNC School of Education) and Bianca Albers (University of Zurich) co-authored “ Development and psychometric evaluation of the Implementation Support Competencies Assessment ” for Implementation Science. The authors used their study to examine and describe the development of the Implementation Support Competencies Assessment, which is used to examine implementation support competencies. They concluded “The findings suggest that one’s possession of high levels of competence across each of the three competency domains is strongly associated with theorized outcomes that can promote successful and sustainable implementation efforts among those who receive implementation support from an ISP. The ISCA serves as a foundational tool for workforce development to formally measure and assess improvement in the skills that are required to tailor a package of implementation strategies situated in context.”

Associate Professor Lisa de Saxe Zerden , Julie Cederbaum (University of Southern California), Jose Reyes (California State University), Jennifer Zelnick (Touro University) and Abigail Ross (University of Pennsylvania) co-authored “ Understanding the Social Worker Experience with Organizational Changes in HSOs During the COVID-19 Pandemic ” for Human Service Organizations: Management, Leadership & Governance. The authors analyzed the experience of social workers while dealing with organizational changes in human services organizations during the COVID-19 pandemic. They found four themes: “(1) changes to organization capacity; (2) technology/infrastructure and workers arrangements; (3) workplace safety; and (4) impact on clients and workers.”

Associate Professor Lisa de Saxe Zerden , Meg Zomorodi (UNC School of Nursing), Katharine Ciarrocca (Duke University), Madeline Neal (UNC Office of Interprofessional Education and Practice) and Philip Rodgers (UNC Eshelman School of Pharmacy) co-authored “ Step by Step: Utilizing Kotter’s Model to Design and Implement a Strategic Plan for Institutionalizing Interprofessional Education and Practice ” for Journal of Interprofessional Education & Practice. The authors described the steps taken as part of a strategic planning process to make and support a pan-university interprofessional education and practice to bolster interprofessional education among “emerging health professionals/schools-departments at a public flagship university in the southeastern U.S. Additionally, Kotter’s model for institutional change highlights strategies to gain buy-in, and lessons learned. This paper provides a guide to help grow, sustain, and invest in formal IPEP programs for other academic institutions.”

Presentations & Trainings

Associate Professor Lisa de Saxe Zerden , Program Coordinator, UNC-PrimeCare Meryl Kanfer and UNC-PrimeCare’s community partner, Beth Childs with Piedmont Health Services, a FQHC (federally qualified health center), were invited to present to the BHW National Behavioral Health Workforce Collaborative Sponsored by HRSA Bureau of Health Workforce for a workshop titled “Growing and Supporting the Behavioral Health Workforce.”

The Behavioral Health Springboard is offering three free online asynchronous courses that are relevant to anyone working in schools, especially teachers, and each course takes roughly three hours to complete. The courses include:

• Supporting Exceptional Students: The Intersection of Social-Emotional Learning and Disability
• Teaching the Whole Child: Supporting the Social-Emotional Wellness of Preschool and Elementary School-Aged Children
• Intersections and Connections of Restorative Justice, Mental Health, and Education in Schools

On July 12, John A. Tate Distinguished Professor for Children in Need Emily Putnam-Hornstein provided invited child welfare testimony to the North Carolina Advisory Committee to the U.S. Commission on Civil Rights.

On July 16, John A. Tate Distinguished Professor for Children in Need Emily Putnam-Hornstein delivered a keynote address at the Violence Prevention Research Conference in Portsmouth, N.H. Her talk was titled: “The Critical Role of the Child Protection System…Let’s Not forget about Secondary and Tertiary Prevention.”

John A. Tate Distinguished Professor for Children in Need Emily Putnam-Hornstein was invited to join a poverty and neglect workgroup as part of the Bipartisan Policy Center’s Child Welfare Initiative. The initiative was established to “identify and elevate bipartisan approaches to improving outcomes for children and families who are involved with child welfare system.” Over the next year, the workgroup will meet monthly both virtually and in Washington, D.C.

Smith P. Theimann Jr. Distinguished Professor of Ethics and Professional Practice Kimberly Strom presented “Ethical Action in Challenging Times” at the University of Sussex.

Smith P. Theimann Jr. Distinguished Professor of Ethics and Professional Practice Kimberly Strom conducted a workshop on “moral courage in childcare social work: The experiences of Black women leaders” with Gillian Ruch (University of Sussex), Nana Bonsu (London Borough of Camden), Naomi MacMeekin (Swindon Borough Council), and Beverley Hendricks (London Borough of Haringe) at the Joint Universities Social Work Education Conference in Kingston, England. 

Assistant Professor Sonyia Richardson presented “Black youth suicide by the numbers” at the UNC Suicide Prevention Institute Annual Forum in August.

The fall 2024 Mental Health First Aid training schedule is now available for faculty, staff and students. The 8-hour training will give participants the skills to help someone who is developing a mental health problem or experiencing a mental health crisis. You can register here . Requests for group trainings can be found here .

Associate Professor Will Hall , Assistant Professor Ankur Srivastava , Ph.D Student Dicky Baruah , Ph.D. Student Pin-Chen Chiang and Ph.D. Student Jake Leite attended the Emory University-hosted 2024 National LGBTQ Health Conference from Aug. 15-17 in Atlanta.

Eleven faculty from schools of social work around the country attended an orientation on Aug. 14, 2024, sponsored by The National Initiative for Trauma Education and Workforce Development (NITEWD) to introduce them to a newly developed case designed as part of the trauma intervention course, the Core Components and Skills for Trauma Informed Practice. The case of Maribel tells the story of a 15-year-old Salvadorean girl who has experienced trauma through the loss of her family due to gang violence, the need to travel, unaccompanied, from El Salvador to the United States, and her time held in a U.S. detention center. The case offers the opportunity to conceptualize avoidant behaviors resulting from trauma and navigate Maribel’s grief while respecting cultural norms. The Maribel case orientation was presented by Yvonne Ruiz, Ph.D., Yeni Silva, and Jason Mallonee, DSW, LCSW-S. Eleven faculty members will now be able to include this case in the Core Components and Skills for Trauma Informed Practice course offered in their individual MSW programs.

Associate Professor Sarah E. “Betsy” Bledsoe presented “August Consultation Call on Non-Verbal Interventions Common Trauma Informed Practice Element” for the National Initiative For Trauma Education and Workforce Development.

Awards, News & Recognition

Assistant Professor Sonyia Richardson was selected as a fellow to participate in the Health Disparities Research Institute with the National Institute of Mental Health Disparities from Aug. 5-9.

Assistant Professor Orrin Ware was selected for Stanford’s C-DIAS Fellowship in Addiction Dissemination and Implementation .

Associate Professor Joy Noel Baumgartner is the principal investigator for a newly awarded NIMH R01 grant entitled “Family Psychoeducation for Adults with Psychotic Disorders in Tanzania (KUPAA trial).” It is a $3.7 million grant for five years to conduct a hybrid effectiveness-implementation clinical trial in collaboration with four Tanzanian institutions: Muhimbili University of Health and Allied Sciences in Dar es Salaam, Mbeya Zonal Referral Hospital in Mbeya, Mirembe National Mental Health Hospital in Dodoma, and Kilimanjaro Christian Medical University College in Moshi, plus Duke University.

Office of the University Registrar

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The Washington University Course Evaluation system is jointly maintained by the Office of the University Registrar and each participating school/program.

Access Course Evaluations

Instructors: add personalized questions, view response rates, or access reports. For help with Question Personalization (QP) see the Faculty Resources section on this page. Chairs and administrators also have access to specialized reports from the Dashboard (security-dependent).

Students: access the Course Evaluation Dashboard to complete evaluations.

Access Public Evaluation Reports

Course evaluation reports for  end-of-term evaluations are not distributed until the deadline for final grades has passed and all evaluation periods have closed. Reports going back to Summer 2016 are available.

You must have a WUSTL Key to access these results.

Evaluation Help

Check our FAQ’s below. If you still have a question or concern you are welcome to contact the appropriate School/Program Eval Administrator listed below. Users in the College of Arts & Sciences are encouraged to first contact their department administrator before contacting WashU Course Evals at  [email protected] .

Faculty and Staff Resources

Question Personalization (QP) is available for all courses being evaluated. QP is not offered for midterm evals. Instructors will be notified via email when QP opens for their course(s).

Subject Management (SM) – Response rate monitoring is available for all courses being evaluated. We call this access Subject Management (SM). Instructors and administrators will be notified via email when SM opens for a course.

Question Personalization   allows instructors to add course-specific questions to the evaluation questionnaire. You will be notified via email when QP is available.

Instructions for QP

Subject Management   allows instructors and staff to monitor response rates and resend system messages to those students who have not yet responded.

Instructions for SM

The Center for Teaching and Learning offers resources and workshops to help with QP, interpretation of results, etc.

More information here .

School/Program Eval Administrators

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FAQ’s

Below are some Frequently Asked Questions for Faculty/Staff and Students.

You will be sent a system-generated email when any course evaluation task or report becomes available. You can also access your evaluation tasks and reports anytime via the Course Evaluation Dashboard . Access is WUSTL Key protected.

Evaluations are administered on a rolling basis throughout the semester. End dates/due dates for evaluation tasks are displayed on the Course Evaluation Dashboard . If you have questions about the evaluation period for a specific course, please contact  [email protected] .

Most Washington University schools and programs use WashU Course Evals. For a list of participants see the eval administrator listing above.

Please note: MD program evaluations are administered through a separate system by the Office for Medical Student Education. For more information about MD course evals, please contact  [email protected] .

The decision to evaluate a course is typically made at the school/program level. Courses such as independent study, internship, etc. may be excluded from course evaluations. Please contact the appropriate school/program eval administrator if you have questions about a specific course.

Yes. Question Personalization (QP) is available for all courses being evaluated. QP is not offered for midterm evals. As an instructor, you will be notified via email when QP opens for your course(s). For more information, instructions, and additional FAQs please view/download our How-To Guide:  Instructions for Question Personalization .

Response rate monitoring is available for all courses being evaluated. We call this access Subject Management. Instructors and administrators will be notified via email when SM opens for a course. For more information, instructions on response rate monitoring, and additional FAQs please view/download our How-To Guide:  Instructions for Subject View Management .

Students can link to their course evaluations via the link provided in their invitation email. They can also access course evaluations anytime at the Course Evaluation Dashboard , through WebSTAC, or through Canvas. Access is WUSTL Key protected.

The Office of the University Registrar generates aggregate feedback reports that include both numeric (quantitative) and comment-based (qualitative) feedback. Individual student identifiers (e.g., names, IDs) are in no way attached to evaluation responses within these reports. Reports are prepared and distributed within a hierarchy that allows higher level users access to all reports in their area.

• Course Instructors and Assistants
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The quantitative feedback for select schools/programs is also available at General Access to Evaluation Results . Access is WUSTL Key protected.

Yes, course evaluation responses are kept confidential. The Office of the University Registrar will report only aggregate feedback and will never include the source of individual responses on any report distributed at any level.

The matching of respondent names to eval responses can only be done by system administrators. Access to this information is an involved process requiring several levels of approval and would only be done in extreme cases (e.g. threats of violence). Instructors and department level administrators cannot match names to eval responses.

Instructors will receive email notification when reports become available.

Course evaluation reports for  end-of-term  course evaluations are not distributed until the deadline for final grades has passed and all evaluation periods have closed.

Course evaluation reports for  midterm  course evaluations are typically distributed the Wednesday after midterm evals close. Please note, not all schools/programs participate in midterm evals.

Course evaluation reports no longer have a respondent threshold. This means reports are generated without regard for the number of responses or the response rate. You may see  threshold not met  on reports generated prior to Summer 2018.

Please contact Course Evals at  [email protected] . You are also welcome to contact the appropriate school/program eval administrator as outlined above. Users in the College of Arts & Sciences are encouraged to first contact their department administrator.

Kim Daniels in the Office of the University Registrar manages the system, with input and assistance from school/program level staff across all participating areas. We are invested in promoting course evaluations at WashU. We encourage participation in the process and constructive use of eval feedback by instructors, departments, schools, and at the university level.