Meeting the Social and Behavioral Health Needs of Students: Rethinking the Relationship Between Teachers and School Social Workers

Berzin, Stephanie Cosner; O’Brien, Kimberly H. McManama; Frey, Andy J.; Kelly, Michael S.; Alvarez, Michelle E.; Shaffer, Gary L.

doi:10.1111/j.1746-1561.2011.00619.x

Cited by 27 publications

(17 citation statements)

References 35 publications

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“…The systems perspective features as a framework for school social work (Beddoe et al, 2018;Berzin et al, 2011). Practitioners are encouraged to assist students to adapt to the school environment and mediate the school processes to fit with the needs of students, which involves intervening at multiple levels.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Strong emphasis is placed on the school social worker working collaboratively with teachers (Beddoe, 2019;Berzin et al, 2011). School social workers consult and communicate with teachers mainly over home-school information (Berzin et al, 2011;Lee, 2012). Professional interactions with teachers are more likely to be limited to supporting the social worker's clinical work.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teachers can perceive the student as the source of difficulty, which conflicts with the aims and values of school social workers. School staff expect social workers to undertake caseworker roles rather than policy work or whole school interventions (Berzin et al, 2011;Lee, 2012). School social workers often need to defend their role and expertise in schools with other professionals QUALITATIVE RESEARCH…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

“It’s about the most needy children”: A Foucauldian analysis of school social workers’ responses to need in post-earthquake Canterbury

Tudor

2020

ANZSWJ

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INTRODUCTION: After the 2011 Canterbury earthquake, the provision of school social work was extended into a larger number of schools in the greater Christchurch region to support discussions of their practice priorities and responses in post-earthquake schools.FINDINGS: Two main interpretations of need are reflected in the school social workers’ accounts of their work with children and families. Firstly, hardship-focused need, which represented children as adversely influenced by their home circumstances; the interventions were primarily with parents. These families were mainly from schools in low socioeconomic areas. Secondly, anxiety-based need, a newer practice response, which emphasised children who were considered particularly susceptible to the impacts of the disaster event. This article considers how these practitioners conceptualised and responded to the needs of the children and their families in this context.METHOD: A qualitative study examining recovery policy and school social work practice following the earthquakes including 12 semi-structured interviews with school social workers. This article provides a Foucauldian analysis of the social worker participants’ perspectives on emotional and psychological issues for children, particularly those from middle-class families; the main interventions were direct therapeutic work with children themselves. Embedded within these practice accounts are moments in which the social workers contested the predominant, individualising conceptualisations of need to enable more open-ended, negotiable, interconnected relationships in post-earthquake schools.IMPLICATIONS: In the aftermath of disasters, school social workers can reflect on their preferred practice responses and institutional influences in schools to offer children and families opportunities to reject the prevalent norms of risk and vulnerability.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

“It’s about the most needy children”: A Foucauldian analysis of school social workers’ responses to need in post-earthquake Canterbury

Tudor

2020

ANZSWJ

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“…SEL integration requires several paradigmatic and cultural shifts in education. First, it requires a movement away from reactive, one‐on‐one consultation and intervention models for at‐risk students to primary prevention, where teachers play a key role in mental health education and prevention for all students (Berzin et al., ; Koller & Bertel, ). Second, P‐12 teachers need preparation in mental health education.…”

Section: Teaching Selmentioning

confidence: 99%

“…As Berzin et al. () note, the literature “does little to promote our understanding of how school mental health personnel and teachers collaborate to serve students’ emotional and behavioral health needs” (p. 494). Efforts to integrate SEL in the curriculum must begin in educator preparation, where classroom teachers and support professionals develop the knowledge, skills, and dispositions needed to collaboratively prepare today's students with both the academic and SEL skills needed to be competent and caring citizens.…”

Section: Teaching Selmentioning

confidence: 99%

Collaboration for a Curriculum of Caring: The Zeitgeist Is Right

Smith

Lopez

2016

Psychology in the Schools

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Recent catastrophic school shootings have drawn worldwide attention to issues of gun control and mental health. In the wake of these tragedies, more and more schools have begun to adopt school-wide social and emotional learning (SEL) programs. However, we have few examples of what it looks like to integrate SEL skills into content curricula. What's more, teachers and support professionals are ill-equipped to engage in the collaborative work necessary to effectively integrate the teaching of SEL into academic content. The collaboration described herein highlights an interdisciplinary collaboration among university faculty and graduate students from school psychology and English education to collaboratively design and evaluate standards-based secondary English curricula that foreground SEL and themes of care. C 2016 Wiley Periodicals, Inc.

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Using professional development workshops to support school professionals' capacities to promote students' social, emotional, and behavioral health

Kaye

Pejic

Moffa

et al. 2022

Psychology in the Schools

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The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were facilitated with 10 school-based teams. Matched pre-and post-surveys were completed by a total of 177 participants across the 10 teams. Results demonstrate significant increases in participants' self-reported knowledge, skills, and self-efficacy from pre-to post-participation in each workshop, as well as high ratings of overall satisfaction. LC-based PDWs, facilitated by school-based behavioral health (BH) providers, hold promise for enhancing school professionals' capacities to address the critical social, emotional, and behavioral health needs of their students. Implications for administrators, school-based BH providers, partnering community-based agencies, and policymakers in sustainably replicating this promising, datadriven model in schools are discussed.

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Meeting the Social and Behavioral Health Needs of Students: Rethinking the Relationship Between Teachers and School Social Workers

Cited by 27 publications

References 35 publications

“It’s about the most needy children”: A Foucauldian analysis of school social workers’ responses to need in post-earthquake Canterbury

“It’s about the most needy children”: A Foucauldian analysis of school social workers’ responses to need in post-earthquake Canterbury

Collaboration for a Curriculum of Caring: The Zeitgeist Is Right

Using professional development workshops to support school professionals' capacities to promote students' social, emotional, and behavioral health

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