Section 23.140 Standards for the School Social Worker

Section 23

Section 23.140  Standards for

the School Social Worker

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

f

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

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

n

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

nd 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

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

sment, 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

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

ionships.

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

ve 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

erstands

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

tes 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

vides

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

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

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.