Spring 2025 SOWK 587 Week 01 - Getting Started with Social Work in Schools
Spring 2025 SOWK 587 Week 01 - Getting Started with Social Work in Schools
title: Spring 2025 SOWK 587 Week 01 - Getting Started with Social Work in Schools date: 2025-01-24 23:19:21 location: Heritage University tags:
- Heritage University
- MSW Program
- SOWK 587 presentation_video: > “” description: >
Most of our MSW students are placed in school-based practicums and have been practicing as school social workers. School social work is a distinct field of practice within social work with our own professional organization (School Social Work Association of America (SSWAA) and our state chapter Washington Association of School Social Workers (WASSW)). The NASW includes it as an area of practice and the ability for members to apply to be a Certified School Social Work Specialist (C-SSWS). This class provides those who complete this course will complete the educational requirements for an Educational Staff Associate with an Endorsement in Social Work. Week one of Social Work in Schools is centered on laying the groundwork for what we think of as school social work and this course. Week one is synchronous, with class on Saturday (01/25/25).
The agenda for the in-person class is as follows:
- Basis and Foundation of school social work
- Significant theories in school social work
- Reviewing course syllabus and assignments
- Developing groups for discussion forums for the semester
- Discuss updates to the student handbook
Learning Objective
- Define the role of school social workers
- Understand professional standards and organizations
- Identify the requirements and expectations for this class
Agenda and learning Objectives
The agenda for the in-person class is as follows:
- Basis and Foundation of school social work
- Significant theories in school social work
- Reviewing course syllabus and assignments
- Developing groups for discussion forums for the semester
- Discuss updates to the student handbook
Learning Objective
- Define the role of school social workers
- Understand professional standards and organizations
- Identify the requirements and expectations for this class
The Basic Concept for School Social Workers
At the most basic level, school social workers are supports that help meet at the intersection of
- Home
- School
- Community
Professional Organizations: What is the basis of Social Work - NASW
(National Association of Social Workers, 2012) The NASW is the national professional network for all social workers. They have developed a number of standards and area’s of practice. They include:
- Ethics and Values
- Qualifications
- Assessment
- Intervention
- Decision Making and Practice Evaluation
- Record Keeping
- Workload Management
- Professional Development
- Cultural Competence
- Interdisciplinary Leadership and Collaboration
- Advocacy
Some of the areas that social workers see having a role in is…
- Education/School Reform
- Social Justice
- Multitier Interventions
This year (2022) is the first year that the Pasco School District is recognizing a national board certification equivalency. The NASW is the organization that offers
Certified School Social Work Specialist (C-SSWS)
Many of us are also independently licensed by the health department with credentials such as a LICSW.
Professional Organizations: What is the basis of Social Work - SSWAA
(School Social Worker Association of America, n.d.) Along with the NASW, there is a second related organization that is specifically focused on school social workers.
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.
Washington State Law
(School psychologists and social workers - Domains and roles RCW § 28A.410.044, 2018) Social workers are still a growing profession in schools across the nation and within Washington State. In 2018, there was the legislature updated the the RCW to includes some new definitions and descriptions for school counselors, school psychologists, and social workers.
The purpose and role of the school social worker is to provide an integral link between school, home, and community in helping students achieve academic and social success. This is accomplished by removing barriers and providing services
- Mental health and academic counseling
- support for students and parents
- crisis prevention and intervention
- professional case management
- collaboration with other professionals, organizations, and community agencies
- advocacy for students and parents
Leadership and professional expertise
- formation of school discipline policies and procedures
- school-based mental health services
- crisis management
- implementation of social-emotional learning
- other support services that impact student academic and social-emotional success
Important Theories in School Social Work
- Systems approach
- Ecological perspective
- Strengths perspective
- Developmental theories
- Evidence-based practice
- Attachment Theory
- Intrapychic Humanism Theory
- Play Therapy
- Crisis Theory
Erik Erikson’s Stages of Development
I appreciate all of these theories. While the main focus of today’s session is going to be related to the syllabus I wanted to spend a little time diving into some of this. I really like the framing of Erik Erikson.
Presentation I did as a parent night
Industry vs. Inferiority: This stage usually occurs between the ages of 6 and 12. The child does good “work” at this stage. This entails both school work and play outside of their family. Their “work” is to develop skills in new tasks. (p. 14)
[Small Group Activity] Small groups discuss and then share back with whole group:
- What if the student has ADHD or a disability
- How does this impact the work we do with our clients
- How do you see this with any current clients
Educational Staff Associate (ESA) Certificate: First Time Application
This class has a unique aspect to it, that when you finish the class you will have completed one of the requirements towards obtaining a ESA.
Info can be found at: https://ospi.k12.wa.us/certification/educational-staff-associate-esa-certificates
The process is:
- Master’s degree in social work (official transcripts)
- Complete an ESA course approved by the Professional Educational Standards Board (PESB).
- Submit fingerprints for a background check if a valid certificate is not already on record
- Pay Fee and Apply at OSPI
ESA Course Approval Process: Required Competencies
Across this course, there is content for this course specifically designed (and approved) to provide the required content to be a approved ESA Course. The seven identified competencies are as follows:
A. Demonstrate an understanding of school and special education laws and policies (national, state, and local) and their application to decision-making processes in the educational setting.
B. Understand and demonstrate knowledge of working within the culture of the schools, creating an environment that fosters safety, health, and learning for the students.
C. Demonstrate knowledge of appropriate resources in the school setting.
D. Demonstrate knowledge of collaboration with team members which may include parents, teachers, administrators, and others to support learning outcomes for all students.
E. Demonstrate knowledge of how to support the outcomes for all students through strategies such as scientifically-based practices, collaborative teaming, and ethical decision making.
F. Use professional standards to inform professional growth planning.
G. Demonstrate an understanding of the use of human, community, and technological resources.
While these topics are broad and the content is interrelated across all of the content of the course, there are some days and activities that have been specifically designed to address these. You can see the table that shows which weeks and the format (e.g., in-person or asynchronous) we will be focusing on each competency.
| Required Outcomes | Week | Format |
|---|---|---|
| A. Demonstrate an understanding of school and special education laws and policies (national, state, and local) and their application to decision-making processes in the educational setting. | 4 | Async |
| B. Understand and demonstrate knowledge of working within the culture of the schools, creating an environment that fosters safety, health, and learning for the students. | 3 & 7 | Async |
| C. Demonstrate knowledge of appropriate resources in the school setting. | 12 | Sync/Async |
| D. Demonstrate knowledge of collaboration with team members which may include parents, teachers, administrators, and others to support learning outcomes for all students. | 5 | Sync/Async |
| E. Demonstrate knowledge of how to support the outcomes for all students through strategies such as scientifically-based practices, collaborative teaming, and ethical decision making. | 6 & 10 | Sync/Async |
| F. Use professional standards to inform professional growth planning. | 14 | Async |
| G. Demonstrate an understanding of the use of human, community, and technological resources. | 8 | Async |
Reference
Professional transitions to public schools course work requirement, WAC 181-79A-224 (2021). https://app.leg.wa.gov/wac/default.aspx?cite=181-79A-224
Significant Assignments and Competencies
There are a number of activities and tasks that you will do to learn about and demonstrate these competencies.
First there four (five if you count forums) significant assignments this semester:
A-01 School Intervention Assessment and Plan A-03 Ethical Decision-Making Video Presentation A-04 School-Related Problem Factsheet A-05 Social Policy Macro Issue
These all fit within a few of the competencies.
In my application for PESB, I also described a number of other ways that you will learn about this content:
- Forums, small group discussions
- Course content (e.g., lecture, content, and assignments)
- Special education law quiz
- Exploring due process hearings (forum)
- Role-play exercises (in class)
- Developing a professional growth plan (forum)
MSW Program Competencies
This class is also a bit odd, in there is no key assignment but we are still looking at two specific competencies for this class.
| EPAS 2022 Competency | Behaviors (performance indicators) | Assessment Method(s) |
|---|---|---|
| Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice | a. Summarize internalized racial bias by self-reflecting on personal history, power, position, and opportunities for change. b. Utilize social work research, community-based education, social justice practices, policy analysis and advocacy, and/or non-profit administration and leadership to dismantle structurally racist practices and policies. |
School Intervention Assessment and Plan |
| Competency 5: Engage in Policy Practice | a. Examine social welfare policies at local, state, tribal, and federal levels to summarize best practice recommendations. b. Assess social policy theory in the context of practice with diverse client populations and prepare recommendations for policy change. |
Social Policy Macro Issue Assignment Social Policy Macro Issue Assignment |
Assignments
Ethical Decision-Making Video Presentation
Week 06 (02/25/25)
- 10-15 min video posted in the forum
- Review a client
- Provide background and client description
- Review ethical dilemma and decision making model
-> Rest I am still developing final rubric for…
School-Related Problem Factsheet
Week 11 (04/07/25)
- Three-to-four-page factsheet
- Summarize a social problem
- Audience would be families/school personnel
- Include at least 10 sources
Social Policy Macro Issue
Week 13 (04/21/25)
- Policy brief
- School-related problem and School culture
- ADEI and Policy Reccomendations
School Intervention Assessment & Plan
Week 16 (05/12/25)
- Paper detailing assessment and plan with student
- Connection w/ policy paper
- Self-reflect on personal biases
Asynchronous Forums
We will be doing forums a bit differently. Open to thoughts
- Four groups of six
- A set of topics that you can discuss
- Set number of replies (to prompts and peers)
- Leader each week, post a synthesis
Student Handbook: Changes from Benchmark 2
- Restructured
- Some of the policies are more defined