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Copyright of Journal of Arts & Social Sciences (JASS) is the property of Sultan Qaboos University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The effects of burnout on client service provision, organizational health, and individual well-being are increasingly a focus of social work research, particularly against the societal backdrop of the post-COVID-19 era. Children and their families rely on school social workers (SSWs) to meet increasingly pressing and common mental health needs. However, burnout may jeopardize not only SSWs' well-being, but also their collective ability to serve this vulnerable population. The current study captures SSW perspectives on burnout related to the following themes: SSW–administrator dynamics; role conflict and lack of role definition; presence of trauma in caseload; systemic challenges (including the subthemes of unrealistic workload, the desire for more interprofessional collaboration and social work–specific supervision, and limited resources); and the effects of the COVID-19 pandemic. Using these perspectives as a guide, policy recommendations are made to enhance interprofessional collaboration, clarify roles and responsibilities, and safeguard SSWs as "first responders" for children's mental health. [ABSTRACT FROM AUTHOR]

The purpose of this exploratory qualitative study was to understand the types of mental health supports described in school district reopening plans in one southeastern state, and to understand school social workers' involvement in developing these plans during the first full academic year of the COVID-19 pandemic. Publicly accessible school district reopening plans were collected from the 80 school districts in South Carolina, and 15 school social workers participated in virtual interviews. Out of the 80 school districts, 67 had reopening plans, and of those, only 43 percent mentioned mental health services and supports. Most school district reopening plans described Tier 1 universal prevention services and supports and a process for mental health assessment, identification, and referral. Fewer included Tier 2 early intervention and Tier 3 targeted and intensive services. Of the school social workers interviewed, only four were involved in helping to develop their school district reopening plans, and when involved, advocated for mental health services and supports for their students. The article concludes with a discussion of the study's implications for school social work practice. [ABSTRACT FROM AUTHOR]

Bullying in schools can have detrimental effects on students' physical and psychological well-being, often resulting in long-lasting emotional scars. Addressing this issue is crucial in ensuring that school education remains a positive and nurturing experience for all students. Objectives of this study were to identify the prevalence of bullying in public schools, to analyse the bullying factor with the chance/risk of school dropout and to assess the prospects of school social work to solve the problem of bullying. The methodology of the study was based on convergent parallel design of mixed method approach. 47 male and 53 female students of grades 6 and 10 of public schools of Tehsil City, district Lahore were selected for quantitative research by using proportional stratified random sampling technique. Quantitative data was collected from the students and qualitative responses were gathered from the parents and teachers. Criteria for inclusion was poor grades and poor attendance of the students. Among a sample of 100 students, 36% indicated prevalence of bullying as a lot, while 43% reported that such behavior occurs sometimes. Of the surveyed students, 37% expressed fear of being bullying as a lot, while 35% disclosed that they experienced such fear sometimes. Binary logistic regression analysis indicates that students who face bullying in school has 1.31 times more chances to dropout from school as compared to those who do not face bullying. While qualitative data revealed that parents/teachers have neither resources, nor time or skills to deal with bullying in schools. This study proposes that education policy needs to acknowledge challenges faced by children and introduce school social work to help address these challenges. [ABSTRACT FROM AUTHOR]

This article presents the results of a comparative study investigating work-related stressors (WRSs) that accompany German and Finnish school social workers (SSWs) while assessing children's well-being. Semi-structured interviews were conducted in combination with the case vignette technique. The interview data were subjected to a coding process and visualized with the MAXQDA software program. The findings are embedded in the respective country-specific socio-political and legislative context and suggest that the SSWs are confronted with several, but different WRSs, depending on whether they have a child protection mandate (Germany) or not (Finland). Recommendations are generated based on the findings. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Scientific Annals of the 'Al. I. Cuza' University, Iasi. Sociology & Social Work / Analele Stiintifice ale Universitatii 'Al. I. Cuza' Iasi Sociologie si Asistenta Sociala is the property of Alexandru Ioan Cuza University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study used qualitative interviews to look at the experiences of undocumented youth's journey to the United States. We examined challenges faced upon arrival, trauma at home and on the journey, and the impact on their life in the U.S. Our findings indicate that all participants had traumatic experiences that impacted family, education, and daily functioning. School social workers are well-placed to assist undocumented youth in addressing these traumatic experiences and can be paramount to increasing their emotional stability by creating safe spaces to learn and to use healthy coping strategies while adjusting to a new culture. [ABSTRACT FROM AUTHOR]

The American education system has been significantly disrupted by the COVID-19 pandemic, which led schools to shut down and convert to remote learning environments in spring 2020. However, long before these school closures, school social workers (SSWs) have faced significant practice dilemmas, as they have encountered obstacles to their engagement in best practices. While initial pandemic school closures presented SSWs with a range of uncertain situations, they also provided the possibility to respond to practice demands in different and dynamic ways. This article explores the pandemic's impact upon SSWs' practice, and how SSWs responded in turn as they quickly adapted their practice during this widespread, ongoing crisis. Informed by crisis theory, previous analyses of SSW practice trends and dilemmas, and a review of traditional social work values and ethics, we conducted three focus groups in July 2020 with SSWs during the pandemic's early months. From these interviews, we learned that participants' work was disrupted by dramatic shifts in school and community settings, as well as changes in support needs within their respective school communities. Those disruptions gave way to substantial shifts in practice, which reflect a more prominent role for systemic practice and for traditional social work values in SSW decision-making. These findings offer implications for post-pandemic practice, and practice in other host settings. [ABSTRACT FROM AUTHOR]

This article describes the preliminary investigation of the initial feasibility of the ' Fostering Youth Resilience Project ', a universal school-based program delivered by school social workers to 54 high school students in Kuwait. Results reported significant positive change and high satisfaction with the program. The study provided initial evidence support to the applicability of the program for youth in a non-Western culture. Future research needs to evaluate the effect of the program in larger groups, using controlled trials and longer term follow ups. Discussion of limitations and practical implications for the social work profession are presented. [ABSTRACT FROM AUTHOR]

Poverty continues to be a significant public health crisis across the United States, and its impact is particularly prevalent among school-aged youth and their families. Many K–12 educators do not fully understand the realities associated with living in poverty. Such a lack of understanding impacts teachers' ability to meet the unique educational needs of students experiencing poverty and develop positive teacher–student relationships. This article sets the stage for further discussion on the lack of quality training, education, and professional development for teachers on poverty. The authors propose a model for professional development aimed at increasing empathy and understanding among K–12 educators through experiential learning tools such as the Community Action Poverty Simulation. The article concludes with an in-depth discussion on implications for future practice and a call to action for school social workers to bring innovative solutions to their campuses that pull from their educational background in advocacy and social justice to enhance teacher training through an interdisciplinary approach. [ABSTRACT FROM AUTHOR]

Negative behaviors can be observed in the second childhood (7-11 years). Especially in children who have been exposed to domestic violence, aggression tendency and peer bullying, which are the outward expression of negative behaviors, are observed. This situation negatively affects the developmental characteristics of children and may cause unhealthy patterns when not controlled in later ages. The aim of this study is to change the negative behavior by using positive reinforcements with educational drama practice, to develop a sense of empathy in children, and to draw attention to the importance of school social work practices by aiming to change behavior in children with aggression tendency and peer bullying. Based on the principle of the individual in his/her environment, which also lies at the basis of social work, in school social work practices, it is necessary to consider and evaluate the child together with the systems to which he/she belongs. Thus, it is necessary to get to the root of the problem and mobilize the protective-preventive dimension of social work. This study aims to reveal the importance of family, school, and child triad in the prevention of aggressive behaviors and peer bullying in children, which have recently become a serious problem in our country. The method of the study was determined as relational screening method and experimental model from quantitative research methods. In order to evaluate the results of the program, the Buss-Perry Aggression Scale, the Peer Bullying Scale and the Information Form prepared by the researcher were used to determine the characteristics of aggressive children and the preconditions of aggression. As a result of the educational drama study, it was seen that there were significant effects on children's social skills and their awareness of their strengths and weaknesses. [ABSTRACT FROM AUTHOR]

The School Social Work Association of America's national certified school social worker (NCSSW) credential was launched in April 2021. Because the certification is so new, it has not yet been evaluated. Without information on the benefits of the NCSSW credential, it is difficult to promote the certification, to help the certification grow, or to establish the credential as a national standard across the United States. During a focus group, four participants who had completed NCSSW certification were asked a series of questions; responses were analyzed using Atlas.ti. The focus group was recorded using Zoom, and a transcription was created with the participants de-identified. Participants reported positive outcomes as a result of certification, but additional research will be needed. Although the results are limited and cannot be generalized, they provide a foundation for future research. [ABSTRACT FROM AUTHOR]

Research–practice partnerships play an important role in critically examining racial disparities in schools, as well as supporting the immediate adoption of practice improvement. This article outlines the results of a multisite case study with students, teachers, and administrators across two racially and ethnically diverse middle schools in the Pacific Northwest. Using a multisite case study approach (N  =   2), authors explored practice challenges and successes in four phases of the research–practice partnership: (1) building the partnership, (2) designing the study, (3) data analysis, and (4) translating the data into action for racial justice. Data sources include field notes, observations, teacher and administrator interviews, and student focus groups. A cross-case synthesis analytical approach was used. Linking these perspectives offers an ecological approach to identifying, understanding, and interrupting racism in schools. Article concludes by discussing the importance of research–practice partnerships for racial justice in schools and the powerful role that student and teacher voices can play in the process. [ABSTRACT FROM AUTHOR]

Copyright of Soziale Passagen is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Social work with groups positively effects on decreasing in delinquent behavior tendencies. • Group experiences encourages the transitions to functional behaviors. • Social work with groups be used as an alternative to school disciplinary punishments. This study aims to determine the impact of social work with groups on adolescents' tendency to delinquent behaviors at school. Initially, participants randomly assigned to the study were divided into two equal groups in terms of delinquent behaviors, forming the experimental and control groups of the research. The experimental group exclusively participated in a 10-session social work program with groups over a five-week period. Pre-tests and post-tests were administered to both groups. Data collection was conducted using a Personal Information Form and the Delinquent Behaviour Scale (DBS). Attendance forms, as well as pre, mid, and post-assessment forms, were also utilized for the experimental group. T-tests were employed to analyze the differences within and between the groups. The relationships among continuous variables were examined using correlation and linear regression analyses, while associations between categorical variables were tested using the Chi-Square test. SPSS was used as the tool for these analyses. Qualitative data from the pre, mid, and post-assessment forms were thematically analyzed using MAXQDA. The statistical analysis conducted at the end of the study revealed a significant decrease in delinquent behavior tendencies among the experimental group. In the experimental group, increasing levels of participation in sessions were associated with decreasing levels of tendency to delinquent behaviors. In the last assessment, the experimental group reported attainments that supported their behavioral change. No statistically significant difference was found in the tendency of the control group's delinquent behavior. Although the level of the experimental group's tendency to delinquent behavior was lower than the control group at the end of the study, this difference was not statistically significant. The findings derived from this investigation hold promise regarding the delinquent behaviors exhibited by adolescents in school settings. Conversely, due to the small sample size, this study should be considered a pilot. The effectiveness of the intervention needs to be tested in a more comprehensive study to obtain valid results applicable to a broader population. [ABSTRACT FROM AUTHOR]

The aim of this article is to explore the contribution of psychosocial vulnerability and resilience to the academic achievement of primary school children attending a low‐fee, private, primary school in a township in Gauteng province, South Africa. In poorer communities, family and community challenges can be overwhelming, compromising the capacity of children to engage in education and achieve academically. The study draws on quantitative data from 116 primary school children, plus at least one family member (mostly mothers), including measures of family vulnerability and resilience, child resilience and reading and spelling scores. Vulnerability on its own had little impact on participants' academic achievement. However, the resilience of the child, as perceived by the family member, did impact academic achievement, but only for children with higher levels of vulnerability. This supports the buffering and differential impact theories in resilience. Implications for school social work practice are set out. [ABSTRACT FROM AUTHOR]

Low rates of school enrolment emerge as a significant problem among Syrian students in Turkey; however, enrolment in the school brings about new challenges not only for the Syrian refugee students but also for Turkish students and their teachers. In order to address this issue, this study aims to depict the perceived problems experienced by Syrian and Turkish students and their teachers. In the scope of the study, semi-structured interviews were conducted with 13 primary and secondary school teachers to gather their perceived opinion on the issue. The findings are discussed within the context of school social work interventions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Humanities & Social Sciences (2522-3380) is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In parallel with research focusing on the effectiveness of students and teachers, the content and impact of school social work have come to the forefront of international research discourses. In the Hungarian public education system, teachers had previously carried out social assistance tasks, but in September 2018, an external model of kindergarten and school social assistance activities was introduced, giving structure to the already existing work. No empirical studies have been performed on the results of implementation so far. Regarding this topic, our research question is, in what areas do parents and teachers expect the most from school social workers? To get answers, we conducted semi-structured interviews with 20 school social workers. During the analyses, we focused on the relationships established between parents and teachers, and also analysed partners' expectations. One of the most important results of the research is that, with social workers in mind, we created systematised parent and pedagogical types. We compared the services required by parents and teachers with the social assistance reform concept. We point out that while the Social Assistance Regulation empowers these professionals primarily for preventive, group and community activities, parents and teachers alike expect individual-focused assistance. [ABSTRACT FROM AUTHOR]

Despite the inimical impact of COVID-19 on educational systems, few studies have examined the impact of the pandemic on social workers employed in these settings. Using a retrospective pre-post approach, this exploratory study examined the impact of COVID-19 on the self-care practices of school social workers (N = 340) employed in one southeastern state. Data indicate that COVID-19 has had a negative impact on school social workers' self-care practices. Analyses reveal significant decreases in all self-care domains from pre to post. Self-care practices in the areas of professional development and life support showed the most variability from pre to post. Overall, findings from this study suggest the need for more explicit attention to self-care supports including robust organizational level responses for school social workers. [ABSTRACT FROM AUTHOR]

Multicultural education is the key to the development process of culture of living together, emphasising human rights. In the legal sense, the study underlines the importance of school social work practices in terms of ensuring Syrian children to have unrestricted access to education in addition to providing them with equal opportunity in education. In the light of those practices, the motivation of the study is to discover social work academics' perceptions of the path to multicultural education in Turkey and recommendations on how to integrate it into the current educational structure. For this purpose, in-depth interviews were conducted with ten social workers who took part in the "School Social Work Project". The education structure in Turkey, the attitude towards Syrians, the problems experienced by Syrian individuals and their perspectives on education are summarized as risk factors that affect the participation of Syrian children in education. This study emphasises the importance of establishing cooperation with teachers and nongovernmental organisations. With this cooperation, it seems possible to develop multicultural education by integrating the human focus of social work. Therefore, the use of development resources and social work resources together in the context of school social work practices will provide the change that will show the way to multicultural education. The findings point to recommendations such as ensuring family-teacher interaction, adding classes on culture of living together, and integrating non-governmental organisations systematically in the process of multicultural education. [ABSTRACT FROM AUTHOR]

School dropout is a concern globally. In South Africa, approximately 60 per cent of young adults drop out before completing secondary school. Although much is known about school dropout, little is known about the factors that enable some learners to re-enter education after a period of dropout. In this qualitative descriptive study with 12 adolescent female learners from a rural school in Mpumalanga, South Africa, we sought to understand the socialecological resilience processes that facilitated their re-entry after one to two years of dropout. The findings indicated several personal and relational resilience processes, including the learners' desire for success and others' encouragement of learners to focus on the future. Informed by the resilience and push-pull theories, the findings suggest that a collective narrative of education as being key to one's future was powerful in facilitating educational re-entry. We argue that school social workers could cultivate this narrative to prevent school dropout and to facilitate the re-entry of dropped-out learners back into school. [ABSTRACT FROM AUTHOR]

Although the number of school social workers in South Africa has increased substantially in the past decade, the exact expectations that they should meet are still unclear. This deficiency was redressed in a national survey of the senior managers of all nine provincial departments of basic education, the systems in South Africa that employ most of the country's school social workers. The survey produced a detailed and prioritised list of the responsibilities and functions that these practitioners are expected to perform. This inventory of expectations could be used as a guide in the training of local school social workers, in research into this field, in the further development of this specialisation and, ultimately, in school social work practice itself. The survey also revealed that marked differences existed in the way in which the provinces appoint, manage, use and name such practitioners. It indicated that the current school social work system is somewhat inequitable because some provinces have far too few school social workers for their learner population and also because there is a dire need for more social workers throughout the country. The national survey, in the final analysis, exposed a need for the overall "standardisation" of social work at South African schools. [ABSTRACT FROM AUTHOR]

Copyright of Párbeszéd: Szocialis Munka Folyoirat is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ictimaiyat is the property of Ictimaiyat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Economics, Finance, Politics is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)