Syllabus

Master of Social Work

SSWO 574: Social Work in School Settings (Spring A 2023)

Credits - 3

Description

This course will provide the graduate student with a general understanding of the roles and responsibilities when working in primary educational settings. It will focus upon the roles the school social worker has when addressing the micro/mezzo and macro social problems and resources when assisting their pupil population. Areas such as safety, homelessness, diversity, and disabilities will also be explored. Additionally, the course will inform the student of the interdisciplinary structure of the school system as well as the external structures( statutes and regulations) that can influence educational policy and practice. Students will become knowledgeable of their state educational laws pertaining to school social work certification.

Materials

Required

Textbook: Massat, C.R., Kelly, M.S., & Constable, R. (2022). School social work: Practice, policy, and research (9th ed.). Oxford University Press.

ISBN 10: 0197530389

ISBN-13: 978-0197530382

Additional resources are provided in Brightspace.

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2 & 3
Engage in culturally-informed relationship building, being respectful of the complexity and diversity of contexts and circumstances. EPAS Competencies 3 & 6
Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competency 8
Promote ethical reflection, critical consciousness and shared decision-making based in social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 2, 5, & 6
Engage as critical consumers and producers of research as it relates to assessment, intervention and evaluation of clinical and community practices. EPAS Competencies 4, 7, 8 & 9
Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2, 3 & 5.
Engage in culturally-informed relationship building respectful of the complexity and diversity of contexts and circumstances. EPAS Competency 2
Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competencies 7, 8, & 9
Promote ethical reflection, critical consciousness and shared decision-making based on social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 3, 5, & 6
Engage as critical consumers and producers of research and evaluation applied to clinical and community practices. EPAS Competencies EPAS Competencies 4, 8 & 9
Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6

Student Learning Outcomes

Upon successful completion of this course, students will be able to:

Describe the various roles and responsibilities of a social worker in a school setting with an ecological perspective. Those will include but are not limited to crisis intervention, advocacy, assessment, planning, referral, networking, cultural competency and interdisciplinary professional relationships. EPAS 1
Practice social work skills in an ethical and evidence-informed manner in the educational setting. EPAS 1, 4
Demonstrate a practice approach that is inclusive of students’ and families’ cultural diversity. EPAS 3
Promote social justice and address social problems as they present and interfere with the students’ ability to obtain an education. EPAS 2
Examine how the organizational context of school influences their role as a social worker, including Federal and State policies and procedures that impact social problems facing their students. EPAS 5
Identify the role of assessment, planning, and practice skills in promoting the educational and social well-being of the student. EPAS 7,8

Assignments

Full assignment requirements, rubrics, and due dates for all learning activities are provided in the course.

Whole Class Discussions

You will be asked to post one initial response to Discussion Questions each week, and then make a minimum of 2 peer response comments to each Discussion prompt. Postings must meet the criteria for substantiveness to earn the maximum points available.

Reflective Journals

In Weeks 2, 4, and 5, you will respond to Reflective Journal prompts. There is no length requirement for the contributions you make to this entry; however, your reflection must demonstrate comprehension and application of what you gained from this experience and how it will hinder or assist your work with others. You may also submit a video or audio recording of this reflection in lieu of a written journal.

Week 5: Written Assignment – Interview with a School Social Worker or Attend a School Board Meeting (EPAS 1)

In Week 5, you are to submit a written assignment summarizing and reflecting on either of two choices: an interview conducted with a school social worker, or attendance at a local school board meeting. If you are interested in attending a School Board meeting and are unable to do so in real-time, the school board likely has recorded meetings for public viewing; this would also suffice for the assignment. Detailed guidelines for this assignment are provided in Brightspace; any questions can be directed to your course faculty.

Week 7: Community Resources Project (EPAS 2, 3)

For Week 7, you will create a Community Resource brochure or manual for students and their families who are new to the school community. This assignment can be of value to you, your community, and your school district or local school. It should be a comprehensive brochure or manual that provides details of necessary resources in one’s community that families and their children would find helpful. It is to be 6-7 pages in length, including relevant visuals and written in a professional narrative manner. Detailed guidelines for this assignment are provided in Brightspace; any questions can be directed to your course faculty.

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Point Value	Percentage of the Final Grade
Acknowledgement of Academic Engagement	1 point	1%
Introductory Discussion	2 points	2%
Weekly Discussions (14 discussions)	2.5 points each	35%
Reflective Journals (3 journal prompts)	2 points each	6%
Week 5 Written Assignment: Interview a School Social Worker or Attend a School Board Meeting	28 points	28%
Week 7 Assignment: Community Resources Project	28 points	28%
Total	100 points	100%

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00

Schedule

All times refer to Eastern Time (ET). Course weeks run from 12:00 AM ET on Wednesday through 11:59 PM ET on Tuesday, with the exception of Week 8, which ends on Sunday at 11:59 PM ET. Unless otherwise specified, all discussion comments and assignments are due the last day of the week. Initial responses to discussion prompts are due by Saturday at 11:59 PM ET, unless otherwise noted.

Course Weeks

Week 1: Jan 4 – Jan 10
Week 2: Jan 11 – Jan 17
Week 3: Jan 18 – Jan 24
Week 4: Jan 25 – Jan 31
Week 5: Feb 1 – Feb 7
Week 6: Feb 8 – Feb 14
Week 7: Feb 15 – Feb 21
Week 8: Feb 22 – Feb 26

Week 1: Introduction to history and contemporary view of school social work. Roles and responsibilities. What is required to be a school social worker?

Readings and Multimedia

Course Overview and Introduction Lecture
Week 1 Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School social work: Practice, policy, and research. (9th ed.). Oxford University Press.
- Chapters 1 and 2
Gherardi, S. A., & Whittlesey-Jerome, W. K. (2018). Role integration through the practice of social work with schools. Children & Schools, 40(1), 35–44.
NASW (2012). NASW Standards for School Social Work Services.
Ayasse, R. H., & Stone, S. I. (2015). The evolution of school social work services in an urban school district. Children & Schools, 37(4), 215–222. https://doi-org.une.idm.oclc.org/10.1093/cs/cdv0025

Assignments and Discussions

Week 1 Discussion 1: Video Introduction
Week 1 Discussion 2
Week 1 Discussion 3

Week 2: Macro influence in the school setting. Role of Federal/State government and educational services.

Readings and Multimedia

Weekly Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School social work: Practice, policy, and research. (9th ed.). Oxford University Press.
- Chapters 9, 11, 16 and 19
U.S. Department of Education (n.d.)Every Student Succeeds Act (ESSA).
U.S. Department of Education (n.d.)Family Educational Rights and Privacy Act (FERPA)
U.S. Department of Education (n.d.)Individuals with Disabilities Education Act (IDEA).
Kamenetz, A. (2022). School is for Everyone (Opinion Guest Essay). New York Times.

Assignments and Discussions

Week 2 Discussion 1
Week 2 Discussion 2
Week 2 Reflective Journal

Week 3: Social work theory that frames practice in the school setting.

Readings and Multimedia

Weekly Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School social work: Practice, policy, and research. (9th ed.). Oxford University Press.
- Chapters 3 and 29
NASW (2012) NASW Standards for School Social Work Services.
NASW (2007) Evidence-Based Practice.
Sanetti, L. M. H., & Collier-Meek, M. A. (2019). Supporting successful interventions in schools : Tools to plan, evaluate, and sustain effective implementation. Guilford Publications.
- Chapters 1 and 2
NASW Code of Ethics. (2021).

Assignments and Discussions

Week 3 Discussion 1
Week 3 Discussion 2

Week 4: Social work services within a school setting.

Readings and Multimedia

Weekly Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School Social Work: Practice, Policy and Research. (9th ed.). Oxford University Press.
- Chapters 12-14
Brook Lapping Productions (Producer). (2010). Disability. [Video/DVD] Teachers TV/UK Department of Education. https://video.alexanderstreet.com/watch/Disability
Center for Appropriate Dispute Resolution in Special Education (CADRE). (2014). Individualized Education Program (IEP) Facilitation. A Guide for Parents of Children & Youth (Ages 3-21) opens in new window. Center for Appropriate Dispute Resolution in Special Education (CADRE).
Crook, C. (2015). Educating America’s homeless youth through reinforcement of the McKinney Vento Homeless Assistance Act. Faulkner Law Review, 6(2), 395–408.
De Pedro, K. T., Pineda, D., Capp, G., Moore, H., Benbenishty, R., & Astor, R. A. (2017). Implementation of a school district-wide grassroots anti-bullying initiative: A school staff and parent-focused evaluation of Because Nice Matters. Children & Schools, 39(3), 137–145. https://doi-org.une.idm.oclc.org/10.1093/cs/cdx008
Lawrence A., Jones, M., & Boles, J (2022). Helping children cope with loss: Legacy interventions for the grieving classroom. Continuity in Education, 3(1). https://doi-org.une.idm.oclc.org/10.5334/cie.45
Linder, L., Lunardini, M., & Zimmerman, H. (2022). Supporting childhood bereavement through school-based grief group. Omega (United States). https://doi-org.une.idm.oclc.org/10.1177/00302228221082756

Assignments and Discussions

Week 4 Discussion 1
Week 4 Discussion 2
Week 4 Reflective Journal

Week 5: Culture, Race, Gender and Identity

Readings and Multimedia

Weekly Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School social work: Practice, policy and research. (9th ed.). Oxford University Press.
- Chapters 8, 11 and 16
NASW Code of Ethics (2021)
Spectrum News Staff (2022, May 23). Homeless youth advocates call on city to address low school attendance. [Video]. NY1 Charter Communications.

Assignments and Discussions

Week 5 Discussion
Week 5 Reflective Journal
Week 5 Written Assignment: Interview with a school social worker OR Attend a school board meeting

Week 6: Children with Disabilities

Readings and Multimedia

Weekly Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School social work: Practice, policy and research. (9th ed.) Oxford University Press.
- Chapter 28
DeArmond, M., Chu, L., Gundapaneni, P., & Center on Reinventing Public Education (CRPE). (2021). How are school districts addressing student social-emotional needs during the pandemic? Center on Reinventing Public Education.
Humphries, M. L., & McKay-Jackson, C. (2022). Role of race in social and emotional learning (SEL) training for preservice school social workers and teachers.Children & Schools, 44(1), 7–16. https://doi-org.une.idm.oclc.org/10.1093/cs/cdab031
Jones, T. M., Fleming, C., & Williford, A. (2020). Racial equity in academic success: The role of school climate and social emotional learning. Children and Youth Services Review, 119. https://doi-org.une.idm.oclc.org/10.1016/j.childyouth.2020.105623
Smith, S. W., Poling, D. V., & Worth, M. R. (2018). Intensive intervention for students with emotional and behavioral disorders. Learning Disabilities Research & Practice (Wiley-Blackwell), 33(3), 168–175. https://doi-org.une.idm.oclc.org/10.1111/ldrp.12174

Assignments and Discussions

Week 6 Discussion 1
Week 6 Discussion 2

Week 7: Violence in School Settings

Readings and Multimedia

Weekly Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School Social Work: Practice, Policy and Research. (9th ed.). Oxford University Press.
- Chapter 22
Leuschner, V., Fiedler, N., Schultze, M., Ahlig, N., Göbel, K., Sommer, F., Scholl, J., Cornell, D., & Scheithauer, H. (2017). Prevention of targeted school violence by responding to students’ psychosocial crises: The NETWASS program. Child Development, 88(1), 68–82.
Morgan-Lopez, A. A., Saavedra, L. M., Yaros, A. C., Trudeau, J. V., & Buben, A. (2020). The effects of practitioner-delivered school-based mental health on aggression and violence victimization in middle schoolers. School Mental Health, 12(2), 417–427.
Plumb, J. L., Bush, K. A., & Kersevich, S. E. (2016). Trauma-sensitive schools: An evidence-based approach. School Social Work Journal (Follmer Group), 40(2), 37–60.

Assignments and Discussions

Week 7 Discussion
Week 7 Assignment: Community Resources Project

Week 8: Social problems meet Trauma Informed Care in School Settings

Readings and Multimedia

Weekly Lecture
Massat, C.R., Kelly, M.S., & Constable, R. (2022). School Social Work: Practice, Policy and Research. (9th ed.). Oxford University Press.
- Chapters 30
Crutchfield, J., Phillippo, K. L., & Frey, A. (2020). Structural racism in schools: A view through the lens of the National School Social Work Practice Model. Children & Schools, 42(3), 187–193. https://doi-org.une.idm.oclc.org/10.1093/cs/cdaa015
Lensch, T., Clements-Nolle, K., Oman, R. F., Evans, W. P., Lu, M., & Yang, W. (2021). Adverse childhood experiences and co-occurring psychological distress and substance abuse among juvenile offenders: the role of protective factors. Public Health, 194, 42–47. https://doi-org.une.idm.oclc.org/10.1016/j.puhe.2021.02.014
Stewart-Tufescu, A., Struck, S., Taillieu, T., Salmon, S., Fortier, J., Brownell, M., Chartier, M., Yakubovich, A. R., & Afifi, T. O. (2022). Adverse childhood experiences and education outcomes among adolescents: Linking survey and administrative data. International Journal of Environmental Research and Public Health, 19(18). https://doi-org.une.idm.oclc.org/10.1016/j.puhe.2021.02.014

Assignments and Discussions

Week 8 Discussion 1
Week 8 Discussion 2

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Social Work page

UNE Libraries:

Library Access for all students: Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
Library Tutorial: Find an article
Video Tutorials: https://library.une.edu/research-help/guides-tutorials/video-tutorials/
Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

Essential Academic and Technical Standards

Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Confidentiality Statement

Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

Cheating, copying, or the offering or receiving of unauthorized assistance or information.
Fabrication or falsification of data, results, or sources for papers or reports.
Action which destroys or alters the work of another student.
Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.