![]() ![]() Previous Reviews on School Social Work Practice and Outcomes 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. ![]() 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. 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). 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). 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). 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). The school social work practice in the USA has great influence both domestically and overseas. 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). 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). 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). They are prominent mental/behavioral health professionals that play a crucial role in supporting students’ well-being and meeting their learning needs. School social work is a specialty of the social work profession that is growing rapidly worldwide (Huxtable, 2022). ![]() ![]() 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. Implications and directions for future school social work research are discussed. 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. 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. 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. 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. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. 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. School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. ![]()
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