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  Subjects -> SOCIAL SERVICES AND WELFARE (Total: 224 journals)
Showing 201 - 135 of 135 Journals sorted alphabetically
Sociedade e Estado     Open Access   (Followers: 2)
Society and Mental Health     Hybrid Journal   (Followers: 14)
Soziale Passagen     Hybrid Journal  
Tempo Social     Open Access  
The Milbank Quarterly     Hybrid Journal   (Followers: 22)
Third Sector Review     Full-text available via subscription   (Followers: 3)
Third World Planning Review     Hybrid Journal   (Followers: 6)
Tidsskrift for omsorgsforskning     Open Access  
Tidsskrift for velferdsforskning     Open Access  
Tidsskriftet Norges Barnevern     Full-text available via subscription  
Trabajo Social Global - Global Social Work     Open Access  
unsere jugend     Full-text available via subscription  
Violence and Victims     Hybrid Journal   (Followers: 81)
Voces desde el Trabajo Social     Open Access  
Volunteer Management Report     Full-text available via subscription  
Youth Studies Australia     Full-text available via subscription   (Followers: 3)

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International Journal of School Social Work
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2161-4148
Published by New Prairie Press Homepage  [17 journals]
  • School-Based Mental Health Services for Racial Minority Children in the
           United States

    • Authors: Shinwoo Choi et al.
      Abstract: Racial minority children have been an underserved population and are particularly vulnerable due to limited access to community resources, especially mental health services. Schools have been noted as appropriate that environment to deliver services for underserved children (Blewett, Casey, & Call, 2004). However, little is known about the effectiveness of exiting school-based services targeting minority students. Therefore, this study reviewed past research regarding the effects of school-based mental health services (SBMHS) for racial minority children and analyzed the methodological and cultural features. By applying the Levels of Evidence-Based Intervention Effectiveness (LEBIE) scale and the cultural sensitivity criteria, the researchers examined whether existing SBMS were designed with rigor and cultural sensitivity. Our study analyzed the effects of SBMS with child-centered play therapy or resilience-building programs on mental illness of racial minority groups of children, such as increasing social connectedness and decreasing depressive symptoms. Our study findings implied that SBMS should be provided for students of color who have limited access to resources and health care services in their communities. School professionals also need to reach out in multiple contexts to students of color by understanding structural racism and oppression.
      PubDate: Wed, 16 Mar 2022 07:56:22 PDT
       
  • “Never give up.” Adjudicated girls’ school experiences and
           implications for academic success

    • Authors: Laura M. Hopson et al.
      Abstract: There is limited literature on best practices for promoting academic success for adjudicated girls. The goal of this qualitative study was to elicit information about the educational experiences of female juvenile offenders within a residential facility. Interviews with 10 girls and two teachers were audio-recorded and transcribed. Data were analyzed for narratives pertaining to success stories and challenges the girls faced in educational settings. Themes were: Barriers in school; Individual Characteristics that Promote Success; Coping Skills; Relationships that Promote Success; School Environments that Promote Success; Transitioning to Traditional Schools. Findings inform strategies to promote academic success for detained youth. The authors discuss implications for school social workers and other school-based behavioral health providers.
      PubDate: Wed, 16 Mar 2022 07:56:21 PDT
       
  • Partnerships to Address School Safety through a Student Support Lens

    • Authors: Summer G. Woodside et al.
      Abstract: School safety is a primary concern of school leaders, employees, parents, and a variety of community stakeholders. Attempts to mitigate and prevent school safety concerns often focus on strategies around school climate assessment, emergency communication, school safety plan development, and school resource officer employment (U.S. DHS et al., 2018). Involvement of key stakeholders, such as school social workers, school counselors, and school-based mental health professionals is emphasized in creating and assessing school safety in a wholistic manner. This article provides an overview of a Trainings to Increase School Safety grant program that was implemented with public school stakeholders through partnerships between a university and five public school districts in the Southeastern North Carolina region.
      PubDate: Wed, 16 Mar 2022 07:56:20 PDT
       
  • School Mental Health in Charters: A Glimpse of Practitioners from a
           National Sample

    • Authors: Jandel Crutchfield et al.
      Abstract: Charter schools are part of a global push for alternative governance models in public education. Even though U.S. charter schools enroll nearly 3.2 million children, little is known about school mental health (SMH) practice in charter schools. The current study was the first step in a line of inquiry exploring SMH and school social work practice in charter schools. Using cross-sectional survey research methods, the authors conducted brief one-time phone surveys with charter school social workers and counselors identified using a stratified random sampling strategy with national charter school lists. The final sample for analysis was 473 schools. Of these, 44.4% (n = 210) had a school social worker or counselor present at least one day per week, of whom 67 (30.5%) were school social workers. The school social work sample reported a number of job titles, including “school social worker” (67%) and many (13.4%) that were a variation of counselor (e.g., “behavioral counselor,” “social emotional counselor”). Half were employed by their school, five were employed by an outside organization contracted with the school and eight were employed by the school’s chartering organization. More than three-quarters (83%) had a master's degree in social work as their highest degree. Our findings provide a snapshot of the SMH and school social work workforce within the emerging practice setting of charter schools. Findings suggest that the SMH workforce may be professionally similar to those in traditional public schools, but with more flexibility for interprofessional collaboration, professional advocacy, and role definition. Other implications for research are also discussed.
      PubDate: Wed, 16 Mar 2022 07:56:19 PDT
       
  • A Global Picture of School Social Work in 2021

    • Authors: Marion Huxtable
      Abstract: The article provides a global picture of school social work in 2021 using data gathered by the International Network for School Social Work. School social work is a growing specialty around the world. There are school social workers practicing in more than 50 countries. School social workers support students' educational success, especially those who are marginalized by poverty, oppression, disability and other personal or social problems. Ideally school social workers practice within a multi-disciplinary team to address wide-ranging barriers to education and participate in preventive programs for all students. The article describes the growth of school social work around the world, various models of practice, the role of specialty professional associations, training and standards, and the growth of school social work literature. Changes in the role and practice of school social work since the COVID-19 pandemic of 2020/2021 are included. International communication among school social workers has grown via publications, conferences and the International Network for School Social Work, and continues to assist expansion of the specialty around the world. Implications for the future of social work in education are discussed, a list of national school social work associations is provided and references include literature on school social work from various countries.
      PubDate: Wed, 16 Mar 2022 07:56:19 PDT
       
  • Editor's Message for IJSSW Special Issue on Trauma
           Informed/Responsive services

    • Abstract: NA
      PubDate: Wed, 16 Mar 2022 07:56:18 PDT
       
  • Social Justice and Trauma-Informed Care in Schools

    • Authors: Carrie E. Lorig et al.
      Abstract: Current understandings of trauma and implementations of trauma-informed care (TIC; SAMSHA, 2014) in school environments can be limited because the conceptualization, assessment, and treatment of trauma tends to focus on specific, identified histories of abuse. This reflects the impact of the Adverse Childhood Experiences (ACEs) prevalence study among the adult American population (Felitti et al., 1998). However, addressing and preventing trauma in youth populations encourages recognition of the particular and disproportionate ways trauma affects marginalized groups, especially in schools. Some advocates for TIC view TIC as a crucial partner in social justice (Crosby et al., 2018; Rigard et al., 2015). Social justice is defined as the elimination of systemic oppression and institutional barriers with the goal of ensuring equitable access to opportunities and resources for all (Graybill et al., 2018). This article aims to consider the intersections of trauma-informed care and the aims of social justice so schools might recognize trauma as both individual and systemic and make their trauma-informed frameworks inclusive of diverse experiences. This article suggests what can be done through the use of the TIC framework created by SAMHSA (2014), which will benefit from being integrated from school- and evidence-based frameworks like MTSS.
      PubDate: Thu, 13 Jan 2022 14:40:59 PST
       
  • The importance of trauma-informed approaches in education – the impact
           of implementing a brain-based approach to supporting learners across a
           Scottish Local Authority

    • Authors: Lesley Taylor et al.
      Abstract: Throughout the history of education, a series of fashions, fads and trends has come and gone – some resulting in widespread changes in approach, some creating barely a ripple in the "pedagogical pool". Currently, a wave is being created by the desire to develop approaches that are trauma-informed – a move that is being driven by a number of factors including the introduction of funding streams such as the Scottish Attainment Challenge (SAC) and the Pupil Equity Fund (PEF), alongside growing public awareness of the impact childhood trauma and adversity has across many areas of a child’s development.However, we have previously warned (Barrett, 2018) of the pitfalls associated with the "grass roots" movement that has arisen across Scotland in recent years which has, in our opinion, been at risk of over-simplifying incredibly complex, deep-rooted societal issues that go far beyond the realm of education. We have, therefore, welcomed the more nuanced approach that has developed within the movement as the focus has shifted to become more acknowledging of the complexity and multitude of factors involved in childhood trauma and adversityThe social-political context of childhood adversity and trauma means solutions to such a complex problem need to be sought within arenas far removed from education - such as government legislature and economic policy. These changes are both long term in nature, meaning the enduring effects of these experiences will continue to be felt for generations to come. It is crucial, therefore, that schools and other educational establishments are able to adapt their environments and teaching practices to meet the increasingly complex needs of the learners coming through their doors.This study will describe a small-scale project which sought to gather standardised evidence of the impact of the Readiness for Learning (R4L) approach we have developed as part of a wider evaluation approach. The R4L approach combines a range of theories to develop procedures that encourage BALTIC practice – Brain-Based, Attachment-Led, Trauma-Informed and Community-based. The approach is heavily influenced by the Neurosequential Model in Education (Bruce Perry, e.g. Perry, 2013), as well as the work of John Bowlby and Mary Ainsworth (Bowlby, 1969) (Ainsworth and Bell, 1970), Dan Siegel (e.g. Siegel, 2001), Francine Shapiro (e.g. EMDR.com, 2018), Dan Hughes (e.g. Hughes, pers. Comm. 31st October 2017) and Urie Bronfenbrenner (Bronfenbrenner, 1979).This study focuses on the implementation of R4L within a targeted population of Primary One (4/5 year olds) and the impact that it had on a range of standardised performance measures up until the March of their Primary Three year. Further information on the wider development and implementation of the approach can be found in Taylor and Barrett (2018). We will conclude by offering some wider reflections on the need for trauma-informed approaches within education, and the conditions we believe need to be in place for these to be successful.
      PubDate: Thu, 13 Jan 2022 14:40:58 PST
       
  • When trauma comes to school: Toward a socially just trauma-informed praxis

    • Authors: Catriona O'Toole
      Abstract: Given the prevalence and devastating consequences of childhood trauma, there has been a surge in initiatives to help schools become trauma-informed. However, despite the growing adoption of such initiatives, a number of concerns have been expressed. These include the lack of attention paid to issues of power and inequality including poverty, racism, and community violence as well as the power of adults to neglect, mistreat or abuse children. Contemporary approaches can also serve to inscribe deficit-based perceptions of children, reinforcing negative stereotypes and stigmas; and they tend to overlook the possibility that schools themselves can contribute to students’ distress, especially in the context of accountability and target-driven agendas. This paper examines current terminology in relation to adversity, trauma, and trauma-informed practice. It shows how current approaches are entangled with a dominant medical model, which views emotional distress as symptoms of mental disorder, rather than as reasonable and intelligible strategies to ensure survival. An alternative approach, co-authored by psychologists and service users/survivors and published by the British Psychological Society, known as the Power Threat Meaning Framework (PTMF) is then discussed. The PTMF is an approach for understanding emotional and psychological distress and troubled or troubling behavior, based primarily on issues of power and inequality. It was chosen in order to forefront social justice concerns, whilst remaining attentive to state-of-the-art and evidence-based understandings of psychological trauma and trauma-informed care. Furthermore, by drawing on the anti-oppression educational theory of Paulo Freire, it is argued a trauma-informed praxis guided and informed by the PTMF, can help redress many of the criticisms of existing approaches in schools.
      PubDate: Thu, 13 Jan 2022 14:40:57 PST
       
  • The Healing Power of Teacher-Student Relationships in Repairing Childhood
           Abuse: Commonalities and Differences with Clinical Social Work Practice

    • Authors: Mehak Jamil
      Abstract: Research indicates survivors of childhood abuse are able to form the same quality relationships with teachers as non-abused children (Armstrong, Hasket & Hawkins, 2017). However, there is little research indicating what factors within the teacher-student relationship help build this resiliency. This study looks to clinical social work practice as a basis for understanding what qualities of the therapeutic relationship can extend to or overlap with non-clinical relationships with students who have a trauma history, within the teaching field. To better understand experiences within these relationships, semi-structured interviews were conducted with both a clinical social worker who has teaching experience at the post-secondary level, and the study enlisted the researcher as a participant to ascertain the student/ client perspective. Effectively a researcher self-study, findings indicated qualities of safety, empathy and client/student empowerment, albeit in different ways, helped to correct and repair some of the damage of childhood abuse within both therapeutic and teacher-student relationships.
      PubDate: Thu, 13 Jan 2022 14:40:56 PST
       
  • School Social Workers in the Milieu: Ubuntu as a Social Justice Imperative

    • Authors: Lynn Lim et al.
      Abstract: Supporting community resilience throughout the milieu, or school community, is a social justice imperative in providing trauma-informed approaches in education. More school social workers need to view their work as a community-level intervention with a trauma-informed approach that includes collaborating with students and staff throughout the building and within the neighboring community. This conceptual article will explore the humanistic concepts of the milieu as a focus of intervention and the South African value of ubuntu, our interconnectedness, through the lens of school social work. The milieu is a humanistic principle in which the community works together to support each other. For school social work, the milieu is not just providing one-on-one counseling in our individual offices, but also working throughout the school building and community by collaborating with teachers, supporting transition times between classes, and spearheading community meetings. Ubuntu is seen as the essence of being human and promoting our interconnectedness, as a person is a person through other people. School social work that promotes ubuntu holds empathy at the forefront and prioritizes connections and supporting others. In South Africa, the ubuntu philosophy has been used to heal national trauma after the Apartheid and many South African schools support ubuntu through their principles within the school community. These concepts work together to support community resilience and need to be a part of key practices in global trauma-informed education. These practices will be explored through school-based case examples across the United States and in South Africa. Lastly, recommendations will be provided for how school social workers can use these practices in their schools.
      PubDate: Thu, 13 Jan 2022 14:40:54 PST
       
  • Special Issue 2: Trauma Informed Care from a Social Justice Lens

    • Abstract: This editorial provides the rationale for the special issue as well as a summary of the articles in these two special issues.
      PubDate: Thu, 13 Jan 2022 14:40:53 PST
       
  • Trauma informed practices in education and social justice: towards a
           critical orientation

    • Authors: Mark Boylan
      Abstract: Increasingly, educational practitioners committed to social justice embrace trauma-informed practices and those who advocate for and enact trauma-informed practices are committed to social justice. However, connecting social justice to trauma-informed practice requires greater conceptual clarity than is currently found, given the malleable meanings of both 'trauma informed' and 'social justice'. Further, the complex relationship between these educational aims is under-examined. To address these issues, an analytical framework is developed that brings together a model of forms of trauma-informed practice in education with orientations to social justice. This draws on models of social justice developed in social work and teaching, and teacher education. Applying this framework to trauma-informed practice indicates that trauma- informed practice, as so far developed, generally has either a conservative or a socially liberal social justice orientation. Practices are proposed that align with a critical orientation, which attends to cultural and structural relationships implicated in trauma and adversity in childhood. A critical orientation should not only consider practice but also be informed by further theoretical, philosophical and ethical engagement as part of a project of activist professionalism across educational professions.
      PubDate: Tue, 26 Oct 2021 14:50:46 PDT
       
  • Exploration of Implementation Variables Impacting Trauma Informed
           Practices in Schools: A Narrative Review

    • Authors: Rachel A. Parker et al.
      Abstract: Current literature suggests that by using trauma- informed practices (TIP) in our schools and classrooms, positive short and long-term outcomes can be achieved for both children and their communities. However, there is little research identifying what helps or hinders the implementation of trauma-informed practice in schools or the development of a practitioner’s trauma-informed pedagogy. As part of this narrative review, 25 trauma- informed practice implementation variables were identified from 34 peer-reviewed works of current (2015-2020) literature using a process of thematic analysis. This review utilised an ecological model as an overlay to present these variables in a useable format. The results of this research may be utilised to identify unaddressed implementation variables that support practice change and TIP in schools. The literature and this review support the idea that, if given the right input, conditions and setting events, an effective trauma-informed practice or pedagogy can be developed. Furthermore, by helping practitioners fill the gaps in their knowledge and assisting them to develop their trauma-informed pedagogy, they are able to create an environment where students who have experienced complex trauma may be healthy, safe, engaged, and supported.
      PubDate: Tue, 26 Oct 2021 14:50:45 PDT
       
  • "Trauma-Informed" Ideas in English Education: Discussing the Scientific
           Evidence Base and Exploring the Discursive and Practice Effects

    • Authors: Niamh Storey et al.
      Abstract: The UK has been slower to adopt "trauma-informed" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting "trauma-informed" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate.The scientific evidence-base for "trauma-informed" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue that whilst social justice as equity is closely aligned to the aims of trauma-informed principles in education, existing policy commitments perpetuate an idea of social justice as harmony, and this may provide a barrier to implementing these principles in practice. Local efforts to embed trauma-informed principles in English educational contexts are, therefore, challenged by existing dominant practices and ideas.The ways in which these dominant ideas enter into local "trauma-informed" approaches are explored. Three cases involving educators and wider support professionals are discussed according to their potential to promote trauma-informed principles and contribute to achieving equitable outcomes.The paper concludes the highly-localised nature of "trauma-informed" educational approaches across England, in the absence of an overarching strategy and wider policy, financial or political support, does not sufficiently contribute towards more equitable outcomes for disadvantaged students experiencing trauma or adversity.
      PubDate: Tue, 26 Oct 2021 14:50:44 PDT
       
  • Integrating Social Justice Practices into Graduate Training: Collaborating
           with Stakeholders to Adapt Professional Development in Puerto Rico

    • Authors: Kathryn D. Kurtz et al.
      Abstract: Treating trauma has become an international social justice concern, with increasing numbers of graduate training programs prioritizing how to conceptualize needs and interventions within a trauma-informed framework. Minimal research and guidelines exist for adapting these trauma-informed practices for the local community context. Additionally, trauma-informed practices often fail to consider ongoing structural issues faced by oppressed communities such as poverty and racism. Social work, psychology, and counseling graduate training programs often rely on a cultural competency framework instead of a social justice framework that addresses racism and Whiteness. During our graduate Counseling and School Psychology training program at the University of Massachusetts Boston, we collaborated with stakeholders at a school and community center in San Juan, Puerto Rico to culturally adapt and deliver trainings in trauma-informed practices for staff using an ecological validity framework. Using our work in Puerto Rico as a case study, this paper addresses the cultural adaptation of trauma-informed practices and factors to consider when implementing trauma-informed practices, emphasizing the need for creating safety. Strategies for embedding this trauma-informed work into mental health graduate training programs and recommendations for working with individuals from marginalized groups in school settings are discussed.
      PubDate: Tue, 26 Oct 2021 14:50:43 PDT
       
  • Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations
           and New Directions

    • Authors: Stacy A. Gherardi et al.
      Abstract: Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and implementing socially just trauma-sensitive schools, suggesting key questions and steps social workers, educational leaders, and educators can take to embed these considerations in their practice.
      PubDate: Tue, 26 Oct 2021 14:50:42 PDT
       
  • Trauma-informed Education Viewed Through A Social Justice Lens:
           Introduction to the Special Issue

    • Authors: Gary Walsh et al.
      Abstract: The purpose of this special issue is to apply a social justice lens to the question of how education practitioners operating within primary and secondary school contexts around the world are thinking about trauma-informed education and care. Papers explore what school social workers and other educators are doing to address these issues in schools and consider the broader implications of a global shift towards trauma-informed approaches in education. This special issue, the first one for IJSSW, features 10 papers from diverse fields (social work, psychology, education) that all reflect on how trauma-informed practices in schools can be enhanced and understood through the lens of social justice frameworks, and how this can inform further practice and research. This issue, published in October 2021, contains the first five articles. Issue 2 will be published in December, 2021, and contain the next five articles.
      PubDate: Tue, 26 Oct 2021 14:50:41 PDT
       
  • The Therapy Box in the Classroom: A Function-based Multi-Component
           Directive Play Therapy Treatment Package Intervention

    • Authors: Susan E. Elswick et al.
      Abstract: The Therapy Box is a behavioral intervention being researched to determine its effectiveness as a Response to Intervention (RtI) Tier 2 and Tier 3 behavioral intervention for identified students. The Therapy Box assists students with developing self-regulatory skills and increasing their social-emotional literacy while providing a supportive, caring, and safe classroom environment. The Therapy Box is a treatment package that encompasses the theories of Cognitive Behavioral Therapy (CBT), the use of functional behavior assessments, B.F. Skinner's theory of manding, Differential Reinforcement of Alternative Behavior (DRA), and Directive Play Therapy. The hypothesis is that the student will be able to mand for "calm down time" with the box in lieu of an anger outburst/ episode within the classroom. The Therapy Box must be explained, and the student is part of the box creation during directive play therapy sessions. The intervention includes both student and teacher support to ensure skill generalization and successful outcomes. This research indicates that The Therapy Box proves to be an effective behavioral intervention for at- risk students.
      PubDate: Thu, 01 Oct 2020 16:07:00 PDT
       
  • Flooding Schools: School Mental Health Providers and the Climate Crisis

    • Authors: Erik J. Reinbergs et al.
      Abstract: This study provides an example of using a problem-solving model to explore the impact of the climate crisis on schools. Using publicly available climate change and flooding prediction data, we estimate that by 2100, assuming a “medium” climate change scenario, more than 1677 schools in the coastal United States are expected to flood every year and more than 2262 schools are expected to flood every 10 years. Within the data, “medium” is defined as warming levels that will lead to an estimated five feet of sea level rise by the year 2100. Limitations in the data suggest these numbers are likely overly conservative estimates and preclude the analysis of more extreme climate models. Potential actions, the role school mental health providers, and the involvement of students in climate advocacy are discussed.
      PubDate: Thu, 01 Oct 2020 16:06:52 PDT
       
 
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