A Qualitative Study of School Social Workers' Roles and Challenges in Dropout Prevention

Autor/in	Webber, Kristina C.
Titel	A Qualitative Study of School Social Workers' Roles and Challenges in Dropout Prevention
Quelle	In: Children & Schools, 40 (2018) 2, S.82-90 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdy003
Schlagwörter	Social Work; Caseworkers; Dropout Prevention; Qualitative Research; School Personnel; School Counselors; Administrators; Interviews; Attendance; At Risk Students; Graduation; Barriers; Ethics; Intervention; Student Needs + Suchen Sie Ihr Suchwort? Soziale Arbeit; Qualitative Forschung; Schulpersonal; School counselor; Beratungslehrer; Pädagogischer Berater; Interviewing; Interviewtechnik; Anwesenheit; Abschluss; Graduierung; Ethik
Abstract	High school dropout remains a persistent educational and social problem in the United States, despite promising declines in dropout rates. Social workers are uniquely positioned to identify and address numerous factors influencing students' likelihood of graduating. The purpose of this small qualitative study was to describe social workers' engagement in dropout prevention efforts and the context in which this work occurs. Through interviews with school social workers, school counselors, and district-level administrators, three focal practice areas were identified: (1) supporting student attendance, (2) providing intensive support for selected at-risk students, and (3) encouraging dropouts to return to a diploma-granting program. Respondents also identified common barriers and ethical dilemmas that hindered their practice, including challenges in defining the scope and boundaries of the social work profession, and tensions between the needs of the school and the needs of students. Suggestions for future research are provided, and implications for policy, practice, and the education of future school social work practitioners are discussed. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01