Current through Register Vol. 48, No. 52, December 27, 2024
a) Content
The competent school social worker understands the theories and
skills needed to provide individual, group, and family counseling; crisis
intervention; case management; advocacy; consultation; in-service and parent
education; prevention programs; conflict resolution services; and community
organization and development. The school social worker utilizes these theories
and skills to enhance the environment of the local educational agency
(LEA).
1) Knowledge Indicators - The
competent school social worker:
A) has
attained a master's degree in social work with a specialization in school
social work from a program accredited by the Council on Social Work Education
(CSWE).
B) understands methods of
practice, including counseling, crisis intervention, case work, and individual,
group, and family therapies.
C)
understands and develops skills in advocacy, case management, consultation,
classroom groups, and community organization.
D) understands theories of normal and
exceptional development in early childhood, middle childhood, adolescence, and
early adulthood and their application to all students.
E) understands the effects of mental illness
on students' ability to participate in learning.
F) understands the person-in-environment
context of social work.
G)
understands the effects of biological, family, social, health, and cultural
factors on human development and social functioning.
H) understands characteristics and
implications for education of children with academic and/or behavioral
challenges.
I) understands systems
theories as they relate to classrooms, schools, families, and
community.
J) understands methods
of advocacy on behalf of individuals, families, and school systems.
K) understands the application of social
learning theories to identify and develop broad-based prevention and
intervention programs.
2) Performance Indicators - The competent
school social worker:
A) uses empathy in
interpersonal relationships.
B)
uses diverse interview techniques and written communication with all persons
within the student's system.
C)
gathers and interprets appropriate information to document and assess
environmental, emotional, cultural, socioeconomic, educational, biological,
medical, psychosocial, and legal factors that affect children's
learning.
D) makes accurate mental
health diagnoses based on the Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition (2013), published by the American Psychiatric
Association, 800 Maine Avenue, S.W., Suite 500, Washington, DC 20024. No later
amendments to or editions of these standards are incorporated by this
Section.
E) selects and applies the
most appropriate methods of intervention to enhance students' educational
experience.
F) demonstrates
effective leadership of and participation in interdisciplinary teams.
b) Service Delivery
The competent school social worker utilizes a variety of
intervention strategies that support and enhance students' educational and
emotional development.
1) Knowledge
Indicators - The competent school social worker:
A) understands methods of individual, group,
family, and crisis counseling.
B)
understands methods of social work service delivery.
C) understands and develops skills in
advocacy, case management, community organization, consultation and in-service
training.
D) understands the
application of social learning theories to identify and develop broad-based
prevention and interventions.
E)
understands the interdisciplinary approach to service delivery within the
educational environment.
F)
understands how to integrate content knowledge for service delivery.
G) understands the role of mandated reporters
of suspected child abuse and neglect and the function of the State's child
welfare agency.
2)
Performance Indicators - The competent school social worker:
A) develops and implements prevention and
intervention plans that enable children to benefit from their educational
experiences.
B) provides
individual, group, and/or family counseling and other services to enhance
success in the educational process.
C) provides crisis intervention counseling
and other services to the school community.
D) provides consultation to teachers,
administrators, parents, and community agencies.
E) develops and provides training and
educational programs in the school and community.
F) conducts diagnostic assessments and
participates in eligibility conferences for special education and other
programmatic options, students' educational planning conferences, and
conferences with parents.
G)
initiates referrals and linkages to community agencies and maintains follow-up
services on behalf of identified students.
H) mobilizes the resources of the school and
community to meet the needs of children and their families.
I) initiates reports of suspected child abuse
and neglect to the State's child welfare agency.
c) Planning
The competent school social worker designs services based upon
knowledge of the educational setting, as well as information about the
students, families, and community.
1)
Knowledge Indicators - The competent school social worker:
A) understands learning theory and human
development as it applies to the content and curriculum of educational planning
and intervention.
B) understands
the process of needs assessment, referral, and resource development.
C) understands how to develop long- and
short-term intervention plans consistent with curriculum and students'
diversity and strengths, life experiences, and social/emotional
factors.
D) understands
environmental factors when planning interventions to create an effective bridge
between students' experiences and goals.
E) understands how to integrate and use
technology for assessments, interventions, and information
management.
2)
Performance Indicators - The competent school social worker:
A) assists in establishing expectations for
student learning consistent with students' strengths and educational systems'
goals.
B) conducts needs
assessments to plan for service delivery.
C) assists students in creating long- and
short-term plans to meet expectations for learning.
D) creates and adapts learning opportunities
and materials to provide effective interventions.
E) plans interventions that integrate
students' life experiences and future career goals.
F) maintains relevant data to assist in
planning, management and evaluation of school social work.
G) collects, analyzes and interprets data to
evaluate and modify interventions when necessary.
H) supports approaches to learning that
address individual student needs.
I) integrates and uses technology for
assessments, interventions, and information management.
d) Assessment and Evaluation
The competent school social worker understands various formal
and informal assessment and evaluation strategies and uses them to support the
development of all students.
1)
Knowledge Indicators - The competent school social worker:
A) understands strength-based assessments and
practices that support growth and development.
B) understands various types of research,
measurement theory, and concepts of validity, reliability, bias, scoring, and
interpretation of results.
C)
understands multiple assessment techniques, such as observation,
structured/clinical interviews, and standardized assessments, and their
purposes, characteristics, and limitations.
D) understands how to conduct formal and
informal assessment of adaptive behavior, self-esteem, social skills,
attitudes, behavior, interests, and emotional/mental health.
E) understands the use of assessment as a
means to evaluate the student's emotional/mental health and social functioning,
including:
i) the child's physical, cognitive,
and emotional development;
ii)
family history and factors that influence the child's overall
functioning;
iii) the child's
behavior and attitude in different settings;
iv) patterns of interpersonal relationships
in all spheres of the child's environment;
v) patterns of achievement and adjustment at
critical points in the child's growth and development;
vi) adaptive behavior and cultural factors
that may influence learning.
F) understands the social-developmental study
with its focus on the student's functioning within the educational
environment.
G) is familiar with
the components of the case study evaluation.
H) understands the relationship between
assessment, eligibility, and placement decisions, including the development of
Individualized Education Programs.
I) understands parent/guardian and student
rights regarding assessment and evaluation.
J) is familiar with the diagnostic tools used
by other professionals in the school.
K) understands the use of assessment and
evaluation results to develop student interventions.
2) Performance Indicators - The competent
school social worker:
A) appropriately uses a
variety of non-discriminatory formal and informal tools and techniques,
including observation, interview and standardized instruments, to evaluate the
understanding, progress, and performance of students in the school
environment.
B) uses assessment
results to identify student learning needs and to assist in aligning and
modifying instruction and designing intervention strategies.
C) uses assessment and evaluation results to
make appropriate interventions, including recommendations for eligibility and
placement.
D) involves students in
self-assessment activities to help them become aware of their strengths and
needs and to establish goals.
E)
presents assessment results in an easily understandable manner.
F) documents assessment and evaluation
results.
G) collaborates with
parents/guardians and other professionals regarding the assessment
process.
H) informs
parents/guardians of their rights and the rights of students regarding
assessment.
I) uses a variety of
non-discriminatory formal and informal tools and techniques to help determine
the efficacy of intervention and programs.
e) Consultation and Collaborative
Relationships
The competent school social worker develops consultative and
collaborative relationships with colleagues, parents, and the community to
support students' learning and well being.
1) Knowledge Indicators - The competent
school social worker:
A) understands the
principles, practices, and processes of individual and organizational
consultation.
B) understands the
collaborative process with parents, school personnel, community-based
organizations, and agencies to enhance the student's educational
functioning.
C) understands the
school's role within the context of the larger community.
D) understands the variations in beliefs,
traditions, and values across cultures and their effect on interactions among
group members.
E) understands the
importance of audience and purpose when selecting ways to communicate
ideas.
F) understands how formal
and informal political implications affect communication.
G) understands language development,
communication techniques, and the role of communication in the learning
environment.
H) understands the
role of school personnel as mandated reporters of child abuse and
neglect.
2) Performance
Indicators - The competent school social worker:
A) initiates, develops, and implements
consultative relationships.
B)
models and promotes ethical practices for confidential communication.
C) collaborates with colleagues,
parents/guardians, and community personnel about students' needs.
D) encourages relationships among colleagues
to promote a positive learning environment.
E) participates in collaborative
decision-making and problem-solving to promote students' success.
F) facilitates a collaborative relationship
between general and special education systems to promote a unified system of
education.
G) models and promotes
effective communication among group members or between groups.
H) uses a variety of effective communication
modes with diverse target groups.
I) assists mandated reporters of child abuse
and neglect in relaying and documenting information to the State's child
welfare agency.
f) Advocacy and Facilitation
The competent school social worker advocates and facilitates
change that effectively responds to the needs of students, families, and school
systems.
1) Knowledge Indicators - The
competent school social worker:
A) understands
the role of advocacy and facilitation at all levels of the systems that affect
students and their families.
B) is
familiar with available resources for students and families within the school
and community.
C) understands when
and how to make referrals for programs and services at the district, community,
and State levels.
D) understands
the need to improve access to services and resources.
2) Performance Indicators - The competent
school social worker:
A) works to empower
children, their families, educators, and others to gain access to and
effectively use school and community resources.
B) identifies areas of need and accesses or
creates resources and services.
C)
makes referrals to community and school resources.
D) advocates for students with other members
of the educational community to enhance students' functioning in the learning
environment.
E) supports students'
transitions across environments.
F)
uses research and technologies to help students, families, school, and
community to access resources.
g) Learning Community
The competent school social worker encourages effective social
interaction, active engagement in learning, and self-motivation to create a
positive learning community.
1)
Knowledge Indicators - The competent school social worker:
A) understands principles of and strategies
for effective behavior and social management within the school
environment.
B) understands small-
and large-group dynamics.
C)
understands how people's attitudes within the educational environment influence
behavior of individuals.
D)
understands how to help students work cooperatively and productively.
E) understands the importance of parents'
participation in fostering students' positive development.
F) understands mediation and
conflict-resolution strategies.
G)
understands effective interventions within a group or classroom.
H) understands principles of and strategies
for organizational functioning.
I)
understands how to work with administrators and other school personnel to make
changes within the school environment.
J) understands how service learning and
volunteerism promote the development of personal and social
responsibility.
2)
Performance Indicators - The competent school social worker:
A) encourages the development of a learning
community where students assume responsibility, participate in decision-making,
and work independently as well as collaboratively in learning
activities.
B) analyzes educational
environments and works effectively to create/enhance a supportive learning
climate.
C) develops strategies to
encourage motivation and engagement through mutual respect and
cooperation.
D) develops conflict
resolution programs within the school environment.
E) develops needs assessments and works as a
change agent to create identified services.
F) collaborates with community agencies in
school-linked service learning projects or other programs.
G) promotes the effective utilization of
school social work services.
H)
promotes understanding of factors that affect the educational environment and
facilitates systems improvement.
I)
designs, implements, and evaluates programs that enhance a student's social
participation in school, family, and community.
J) promotes active parental participation
within the educational environment.
K) collaborates with community agencies to
increase access to services and resources.
h) Diversity
The competent school social worker understands the broad range
of backgrounds and experiences that shape students' approaches to learning and
helps create opportunities adapted to diverse populations of learners.
1) Knowledge Indicators - The competent
school social worker:
A) understands how
students' learning is influenced by culture, family, community values,
individual experiences, talents, gender, sexual orientation, language, and
prior learning.
B) understands and
identifies differences in approaches to learning and performance, including
different learning styles, performance modes, and variations of
perception.
C) understands and
respects the impact of cultural, racial, ethnic, socioeconomic, and gender
diversity and sexual orientation in the educational environment.
D) understands the issues of second language
acquisition, the immigrant experience, and the need to develop strategies to
support students and families.
E)
understands ways in which similar behaviors may have different meanings to
people in different cultures.
F)
understands various disabilities.
2) Performance Indicators - The competent
school social worker:
A) facilitates a
learning community in which individual differences are respected.
B) practices gender equity and avoids
sex-role stereotyping.
C) provides
services that promote multi-cultural sensitivity.
D) develops strategies to decrease negative
effects of cultural barriers on education.
E) utilizes students' diversity to enrich the
educational experiences of all students.
F) interprets information about students'
families, cultures, and communities in assessments, interventions, and
evaluations of student progress.
G)
utilizes appropriate assessment tools and intervention strategies that reflect
diverse student needs.
H) designs
intervention strategies appropriate to student's culture, gender, sexual
orientation, developmental stage, learning styles, strengths and
needs.
I) makes referrals for
additional services or resources to assist students with diverse learning
needs.
i)
Professional Conduct and Ethics
The competent school social worker understands education and
social work as professions, maintains standards of professional conduct and
ethics, and provides leadership to improve students' learning and
well-being.
1) Knowledge Indicators -
The competent school social worker:
A)
understands the professional code of conduct and ethical practice guidelines
stated in "NASW Standards for School Social Work Services" (2012), published by
the National Association of Social Workers, 750 First Street NE, Suite 800,
Washington, D.C. 20002-4241, and posted at
https://www.socialworkers.org/Practice/Practice-Standards-Guidelines.
No later amendments to or editions of these standards are incorporated by this
Section.
B) understands federal and
State laws and regulations as they pertain to ethical practice.
C) understands the legal and ethical
principles of confidentiality as they relate to the practice of school social
work.
D) understands the
organization and operation of school systems.
E) understands school policies and
procedures.
F) understands legal
issues in education, with special emphasis on persons with disabilities; child
welfare; mental health; confidentiality; children's and adolescents' rights;
and current trends.
G) understands
the importance of active participation and leadership in professional education
and social work organizations.
2) Performance Indicators - The competent
school social worker:
A) follows the
professional code of conduct and ethical practice guidelines referred to in
subsection (i)(1)(A).
B) maintains
current knowledge of and abides by federal and State laws and regulations, with
emphasis on persons with disabilities, child welfare, mental health,
confidentiality, and children's and adolescents' rights.
C) participates in district activities such
as policy design, curriculum implementation, staff development, and
organizations involving parents/guardians and students.
D) abides by current legal directives, school
policies, and procedures.
E)
promotes the rights of students.
F)
models and promotes ethical practices for confidential communication.
j) Professional
Development
The competent school social worker actively seeks opportunities
to grow professionally.
1) Knowledge
Indicators - The competent school social worker:
A) understands the importance of taking
responsibility for self-evaluation as a competent and ethical
practitioner.
B) understands the
impact of personal strengths and needs on service delivery.
C) understands methods of inquiry and
frameworks for self-assessment and self-improvement.
D) understands how to use supervision,
consultation, collaboration, and continuing education to identify areas for
ongoing professional development.
E) understands how to interpret and utilize
research to evaluate and guide professional interventions.
F) understands the use of empirically based
practice resources available for intervention and program
development.
2)
Performance Indicators - The competent school social worker:
A) uses continuing education, research,
professional literature, observations and experiences to enhance professional
growth and to guide evaluation of professional practice.
B) maintains an awareness of personal
attitudes, perspectives, strengths, and needs as they relate to professional
practice.
C) uses self-assessment
and performance evaluations to identify areas for professional
growth.
D) actively seeks
consultation to improve professional practice.
E) recognizes the limits and boundaries of
the professional role.
F)
demonstrates a capacity and willingness to assume the roles of learner and
facilitator/educator in maintaining a broad knowledge base for professional
development.
G) participates in
professional activities and organizations that promote and enhance school
social work practice.
H) assumes
responsibilities for enhancing practice through various professional
development activities.