As school social work approached its ninetieth anniversary in 1994, a new organization, the School Social Work Association of America (SSWAA), was just forming. The background--why SSWAA was created and how it grew in its first twelve years--involves a small group of individuals dedicated to the future of school social work and an assortment of…

Explores the role of the school social worker in preparing students to master their standards-based education and whether the work of school social workers support these academic standards. Suggests that school social workers need to do a better job communicating to the public, administrators, parents, and teachers their direct and supportive role…

Honored for contributions to school social work, Isadora Hare's career is reviewed. She was involved in policy formulation and implementation on an international scale, legislative and regulatory analysis and advocacy for NASW, international relations coalitions, and program development for several conferences. Published internationally, she…

Discusses three examples of social activism by school social workers as examples of the roles school social workers play along with therapist, consultant, advocate, school-community liaison, and mediator. Proposes that being social activists allows school social workers to move from helping the individual change to changing the system itself. (GCP)

Discusses importance of family therapy as part of armamentarium of school-based social work. Provides rationale for school-based intervention. Argues that family therapy should be emphasized in school because school social workers are in strategic position to assess family dysfunction. Notes that adolescents' problems must be understood in context…

Many children come to kindergarten with insufficient social skills to participate in the activities necessary for academic achievement. Children enrolled in prekindergarten programs across the United States are expelled at higher rates than older students. Boys are expelled 4 1/2 times more often than girls. When children excluded from…

Claims that social work is a pragmatic response to schools delegating important functions to the family. Social work must provide assistance concerning school and should offer opportunities for stimulating leisure activities but not rely heavily on "external" resources. (Author/GEA)

The state of school social work around the world, including the scope and services provided in 13 countries, is summarized. Issues such as poor attendance, low achievement, and school violence are discussed. Common problems, areas of possible cooperation, and the role of school social work in international activities are examined. (Author/EMK)

Describes the purposes and methods of full-service schools, which focus not only on children's academic development, but also their physical health, mental health, and social development. Provides advice for developing full-service schools from the experience of the four-year LEARN Program in California. (JPS)

Provides an overview of issues facing HIV-affected children and adolescents and aims to help school social workers become better equipped to recognize the secondary effects of the AIDS epidemic among HIV-affected children. Concludes with recommendations for addressing the needs of HIV-affected children and adolescents through school social work.…

Notes that there are more counseling personnel in the elementary schools than ever before. Examines similarities and differences among school counselors, school psychologists, and school social workers. Provides role definitions for each group, recognizes overlap, and urges that counseling personnel work together to benefit students. (NB)

Section 504 of the Rehabilitation Act of 1973 is emerging as an important legislative factor in the education of handicapped students, particularly those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). It allows social workers the opportunity to expand their roles within the schools and better meet the needs of students and their…

Reviews issues related to school social workers' skepticism toward mentoring and the current mentoring movement. Discusses theoretical cornerstones of mentoring programs as well as principles of effective programs. Argues that school social workers are ideal candidates for developing, implementing, and evaluating those programs. (Author/GCP)

Reviews past and current school reform efforts designed to link human services with public schools. Discusses five alternative approaches for linking public schools and human services: informal relations, coordination, partnerships, collaboration, and integration. Offers suggestions for planning, training, resources, and funding necessary to…

This paper proposes an andragogical, adult education, or "learner-friendly" model as an appropriate basis for a program of continuing professional education, specifically for school social workers. It discusses the various factors that must be taken into account in the design, construction, and execution of such a program. The following factors…