School social work journal7/26/2023 ![]() ![]() Later in the 1920s, with the mental hygiene movement school social work was concerned with treating nervous disorders and behavioral problems in difficult children and prevention of social maladjustment, this was the beginning of therapeutic role for school social workers. Lastly during this time, leaders in the field like Sophonisba Breckinridge, expressed concerns of how school and education would relate to future success and happiness, and expressed the need to connect school and home in order to relate to the needs of children. Through the testing movement, educators were gaining knowledge about individual differences, underscoring the need for some children to attend school, children whose social conditions related to their test scores. Mary Richmond, one of the founding figures of social work, devoted an entire chapter to the visiting teacher in her 1922 book on What is Social Casework? The testing movement influenced school social work growth as well. Special schools, Psycho-social assessment and referrals and family based intervention.Ī 1917 study of truancy in Chicago supported "findings that the need for school attendance officers who understood the social ills of the community" and school social workers were best equipped for that responsibility (Allen-Meares, 1996, p. 25). They made different emphases and methods in their work. These pupil personnel workers or attendance workers were replaced by visiting teachers by the 1920s, they were later called as school-based caseworkers. This unheralded and extensive process led to the expansion of school social work services with the encouragement of the community.īy 1900 over two-thirds of the states had compulsory attendance laws and by 1918, each state had passed compulsory school attendance laws based on the philosophy of inclusion, making school attendance obligatory by rights, and as a privilege of equal opportunity for those with individual differences (including differences in rate of learning). At its inception, school social workers were known, among other things, as advocates for new immigrants and welfare workers of equity and fairness for people of lower socioeconomic class as well as home visitors. School social work in America began during the school year 1907–08 and was established simultaneously in New York City, Boston, Chicago and New Haven, Connecticut. In 1939 there were 158 employed staff and 5,000 volunteers servicing every elementary school in London. Theodora Morton was their boss and head of the new service. The new school care service relied on volunteers but they were initially organised by two women employed by London City Council and Helen Nussey was one of them. ![]() Frere had come to believe that a care service should "unite the home with the school education". In 1914 London County Council decided to create a school care service that would be modelled on her "Charitable Funds Committees". She realised that unless the homes were visited and assisted then there was no permanent improvement. Margaret Frere, who ran a poor school in inner London, realised in 1898 that despite volunteers handing out dinners, clothing, and shoes, poor children remained under fed and badly clothed. Some of the roles of school social workers include psycho-social assessment and intervention, student and family counseling, adaptive behavior assessment, recreational therapies, health education, assessing social and developmental histories of students with disabilities, identifying students at-risk, integrating community resources into schools, advocacy, case management for identifying students in need of help and to promote systematic change within a school system, crisis intervention and conflict resolution. The School Social Work Association of America defines school social workers as "trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, ![]() School social work is a specialized area of social work concerned with the psychosocial functioning of students to promote and maintain their health and well-being while assisting students to access their academic potential. ![]()
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