Overview

Despite their institutional preparation and lived experiences, new school social workers encounter numerous practices, political considerations, community engagement strategies, and seemingly fundamental elements involved in the learning curve needed to move from entry-level to proficiency. The Art of Being Indispensable What School Social Workers Need to Know in Their First Three Years of Practice contains content specific to what they will need in their first three years of practice, bridging the learning gap from their academic preparation to early employment in P-12 settings. Organized into four sections - The Host Environment, The Macro School Social Worker, Integration and Intervention, and School Social Worker Sustainability - the content of the book is framed by a mixed-methods study on the needs of new practitioners. It is an indispensable guide that new school social workers can consult to effectively execute their roles and responsibilities.

Full Product Details

Author:   Tory Cox (EdD, LCSW, EdD, LCSW, California State University) ,  Terence Fitzgerald (PhD, MED, MSW, PhD, MED, MSW, University of Southern California) ,  Michelle Alvarez (MSW, EdD, MSW, EdD, Southern New Hampshire University)
Publisher:   Oxford University Press Inc
Imprint:   Oxford University Press Inc
Dimensions:   Width: 22.60cm , Height: 1.80cm , Length: 15.00cm
Weight:   0.363kg
ISBN:  

9780197585160

ISBN 10:   0197585167
Pages:   256
Publication Date:   04 April 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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Table of Contents

Dedication Table of Contents Preface Acknowledgements Contributor List Abbreviations and Acronyms Section I: The Host Environment Ch. 1: Working in a School Setting: What You Need to Know from Day One Patrick Mulkern, MSW, PPSC, Cindy Reide Combs, LMSW, Jacqueline Cordova-Rodriguez, LCSW, PPSC, and Susan Stone, PhD Ch. 2: Understanding the Political Landscape in Schools Lainey Collins, PhD, LCSW, Wendy DuCassé, MSW, LCSW, and Rachel Forsyth, MSW Ch. 3: How to Become Indispensable to School Administrators Dee Stalnecker, DSW, LSW, BCBA, Michelle Alvarez, MSW, EdD, Courtney Porter, MSW, LCSW, MEd, and Ashley Rayne Leeds, MSW Ch. 4: School Social Workers' Collaborations with Specialized Instructional Support Personnel Julianne Shannon, LSW and Crystal Haslett, LCSW Ch. 5: The Essential Relationships between School Social Workers and Teachers, Paraprofessionals and Other School Personnel Deirdre N. Scott, EdD, MSW, Summer G. Woodside, PhD, LCSW, Melissa Bunch, LMSW, and Abby Cobb, LISW-CP Section II: The Macro School Social Worker Ch. 6: A Brief History of Public Education and its Impact on Marginalized Populations Timmesha Butler, PhD, LCSW, Shelbie Dixon-Brown, EdD, Rena` Glass-Dixon, PhD, LCSW, and Jennifer McLaurin, LCSW-C, LICSW Ch. 7: Advancing Anti-Racist Policy and Practice in Schools Carolyn Curtis, LCSW, EdD, Tynisha Jointer, LCSW, MEd, Andrew Brake, PhD, MSW, and Ashley Bonton, MSW Ch. 8: Harnessing Community Resources to Enhance Student Learning and Development Jason Busack, CSSW, Cara Payton, LMSW, and Cherie Hudson, LCSW, PPSC Ch. 9: Understanding Federal Law and State Regulations Relevant to School Social Work Annette Johnson, MSW, LCSW, ACSW, Giesela Grumbach PhD, LCSW, PEL, and Maureen Van de Water, MSW Section III: Integration and Interventions Ch. 10: Developing Credibility and Establishing Trust Ricki L. Moran, LCSW, Cristina Marquez, LCSW, CPT, and James Garner, LMSW Ch. 11: Multi-Tiered Systems of Support (MTSS), Response to Intervention (RtI), and Positive Behavioral Interventions and Supports (PBIS) Samantha Bates, PhD, LMSW, LaShonda Linnen, LMSW, Stephanie Columbia, EdD, LCSW-R, BCBA, LBA, and Dawn Anderson-Butcher, PhD, LISW-S Ch. 12: Evidence Based Practice, Data Collection, and Progress Monitoring Whitney Freund, MSW, Brenda Coble Lindsey, LCSW, EdD, and Kevin Tan, MSW, PhD Ch. 13: Social-Emotional Learning (SEL) in a Tiered System Sheri Olson, MSW, LCSW, Brenda Coble Lindsey, LCSW, EdD, and Kevin Tan, MSW, PhD Ch. 14: Crisis Intervention: Comprehensive Suicide Prevention Plans and School Community Disaster Responses Jessica Chock-Goldman, LCSW and Heather Meader, LCSW/LICSW, PPSC/ESA Ch. 15: Special Education Evaluation Process: Creating Measurable Goals and Collaborative Plans Kari Smith, MSW, MA, PhD and Sharron Williams, PhD, LMSW Section IV: School Social Worker Sustainability Ch. 16: Challenges to Ethics and Values: How to Handle Difficult Situations Mimi Mumm, LICSW, PhD, Amanda Monaghan, LCSW, and Jennifer Oesterling, LCSW Ch. 17: Self-care and Self-advocacy: Keeping Cool while Increasing Engagement Jenny Braunginn, MSSW, CISW, Katie Larsen-Klodd, MSSW, Lauri Pagano, LMSW, and Nancy Vargas, LCSW Ch. 18: Professional Development, Supervision and Mentoring Robin DeLuca-Acconi, PhD, LCSW, NYS Certified SSW and Denise Campbell, MS Ch. 19: How to Become Indispensable and Stay Relevant Emily Shayman, PhD, Jacquelyn Anthony, EdD, MSW, and Brittannee Jones, LMSW Ch. 20: Emerging Trends in School Social Work Christine Sabatino, PhD, LICSW, Andrea Plasko, LCSW, and Stephanie Ochocki, DSW, LICSW Appendix A - Online Links by Chapter Appendix B - SSWs: How to Be Indispensable

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Author Information

Tory Cox EdD, LCSW, is Assistant CalSWEC Project Coordinator at the California State University, Long Beach School of Social Work Terence Fitzgerald PhD, MED, MSW, is Assistant Professor at University of Southern California, Suzanne Dworak-Peck School of Social Work Michelle Alvarez, MSW, EdD, is Former President of the School Social Work Association of America; Director of Academic Strategy, Southern New Hampshire University

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