There is limited empirical evidence about educational interventions for students experiencing homelessness, who experience distinct disadvantages compared to their low-income peers. We explore how two school staffing interventions in New York City shaped the attendance outcomes of students experiencing homelessness using administrative records…

School-based mental health professionals, including school psychologists, counselors, and social workers are critical to appropriate mental health services to youth in schools. However, the vast majority of states are chronically underserved by these professionals, despite policies that attempt to rectify the shortages. In this paper, we document…

Specialized instructional support personnel (SISP) are part of a multidisciplinary education team that provides a wide range of school-based prevention and intervention services to help students become effective learners and productive citizens. They work with teachers, principals, and parents to ensure that all students are successful in school.…

This study is a secondary analysis of surveys collected from school social workers in Illinois. Workers were originally surveyed about the most important student problems they confront in their schools and their preferred targets of intervention (individual, small group, family) to address those problems. Drawing on related conceptual work, the…

Cultural beliefs about disability and related systems of special education affect the experience of children with disabilities and their parents. This article reviews research on the perceptions and experiences of parents who have preschool or elementary school-age children with disabilities in the United States and Japan. Parents' experiences…

School improvement initiatives are needed to better meet the needs of underprivileged students, to reduce underachievement and to break a continuing cycle of disadvantage. This article describes part of a school improvement initiative in New Zealand that provided additional funding for school nurse and social worker services in nine secondary…

A survey was conducted to ascertain how school personnel perceived a visiting teacher -- school social work service. Attitudes were positive when student interns were present in the school and performing tasks perceived as being necessary for the service. (BY)

Describes a method of positive reinforcement used by school social worker to increase a child's ability to follow directions. Not only did the child become a better student, but she was also able to interact more with her peers, something she had not done before. (HMV)

A challenging model for the school social worker grows out of group work approach. It is built on successful past demonstrations, examples of effective current practice, and imaginative projections of present trends. The role embraces helping malperformers adjust and promoting social learning for all children in the school setting. (Author)

The authors contend that school social work must look in new directions which could include expansion of services through selected nonprofessionals, increaded emphasis on concrete assistance, lessening of resistance to the teamwork approach, and greater involvement in curriculum planning and problem solving. (Author)

Maintains that pupil personnel workers must recognize the dignity, worth and right of children's feelings and self-determined action. Argues that schools and courts have flagrantly ignored these rights, particularily in withholding from adolescents birth control information and devices. (Author/HMV)

This model of practice is in line with the spirit and demands of the times. It considers the problems of pupils not merely from the personal and family angle but from a broader viewpoint: how they relate to situations and deficiencies in the school and the community. (Author)

Discusses the role of the Home and School Visitor - School Social Worker and enumerates objectives and goals, with criteria for measuring success. (HMV)

The author conducted a survey of localities in the State of Virginia to discern present procedures for personnel evaluation of school social workers. Based on this survey, it appears that in the state relatively few divisions have developed procedures for school social workers or even pupil personnel workers in general. (Author)