SWK 6630 - SOCIAL WORK PRACTICE IN SCHOOLS

Course Description

This course is intended for students who plan to work in schools or in agencies that are school-based or school-linked. While it is primarily a practice course, it is also a policy course because social work practice in schools is so strongly influenced by state and Federal education laws. It elaborates and builds upon basic skills and knowledge learned in 1^st semester policy and foundation courses, to help the student take his or her first steps toward expertise in this specialization.

This course seeks to familiarize students with the roles social workers assume in schools; the culture of primary, middle, and high schools; the psychosocial and developmental needs of the students; and the pressing issues facing schools today, including violence, diversity, racism, homophobia, over-crowding, poverty, and the changing relationship between family, school and community.

Course Objectives

By the end of the course, students will be able to

1. Understand the role and duties of a school social worker;

2. Understand the problems and strengths of American schools;

3. Understand how to navigate and deal with systemic collaboration and conflict in the complex environment of the school;

4. Demonstrate the knowledge and skills to recognize and assess the most common psychosocial problems of students in schools today, including those involving learning disabilities, developmental delays, and mental illness;

5. Demonstrate knowledge of the most effective interventions, and have the skills to treat or refer children who suffer from the problems uncovered in Objective 4;

6. Understand the problems faced by vulnerable populations including poor, minority, gay, ESL, and handicapped children in school settings;

7. Demonstrate knowledge of what policies and interventions will most benefit those children described in 6;

8. Evidence the knowledge and skills to evaluate the success of school-based interventions using appropriate research techniques;

9. Evidence the knowledge and skills to educate teachers, individually or in a group as might be assembled during professional improvement days, about the psychosocial problems of children and adolescents.

10. Evidence an understanding of the ethics of working in a school setting, and understand how the ideologies of educators can differ from those of social workers. 

Required Texts

Allen-Meares, P., Washington, R. O., & Welsh, B. (2007).  Social work services in schools, (5th ed). Boston: Allyn & Bacon.

E-RES (Electronic Reserve)

All of the articles listed here are available on E-RES or “electronic reserve.” You can access E-RES from your home by clicking here

If you are off campus, E-RES will ask for your ID number (the barcode on your student ID, 13 digits!) and your password. Pollack Library will provide you with a password. If you need a password or forgot your password, call the Pollack Library at 212-960-5378 or emailremote@yu.edu.

Each E-RES has an additional password. The password for this course is: 6401L. Click here for more E-RES help.

The articles are arranged alphabetically.

Recommended Texts

Axline, V. A. (1982). Play Therapy. New York: Ballantine books.*

Constable, R., Massat, C.R. & McDonald, S., & Flynn, J.P. (eds.). (2006). School social work: Practice, policy and research, (6th ed.). Chicago: Lyceum Books.

Dryfoos, J.G. (1998). Full service schools: A revolution in health and social services for children, youth, and families. San Francisco: Josey-Bass.

Garbarino, J. (1999). Lost boys: Why our sons turn violent and how we can save them. New York: Free Press.

Useful Links

SSW links from the Indiana Dept of education

NASW Efficacy of SSWs

NASW SSW Links to Issue Papers

School Social Worker's Association of America

Course Requirements

Students are expected to arrive at class on time; to have completed and be prepared to discuss the readings; to complete the assignments in a timely manner; and to treat each other with respect. Students with more than two unexcused absences from class will fail the course, as is consistent with school policy.

Assignments

This class has three assignments and each one builds upon the previous. In the first assignment, the student visits a high school, middle school, or elementary school, and interviews staff, parents and teachers regarding the schools most urgent need. In the second assignment, the student becomes an authority on this particular need by writing a literature review on the subject. In the third assignment, the student explains how the intervention chosen to address the need will be implemented and evaluated in the school he or she has visited. The final two or three classes will be devoted power point presentations, by the students, of their "needs assessments" and interventions. 

All papers must be written in APA style. Here is a generic APA paper which you can use as a guide.

Assignment 1 – Uncovering needs. Due week six.

Describe the school you have chosen to visit. What kind of community is it located in? Is it public, private, parochial? Does it seem to have a philosophy or mission statement? What age group does it serve? How large is it? How is it funded (provide percentages)? How much do they spend per pupil? How do all these factors combine to affect the services it provides?

Interview the following people at the same school: the school social worker (or school psychologist or counselor), an administrator (the principle, if possible, or a house-master), some teachers, students, and parents. Give a flavor of the interviews. Try to uncover at least three school "needs" that might be appropriate for social work intervention. Be as specific as possible when you describe them.

Use open-ended questions framed around the issues discussed in class.

Here are some examples of questions you might use. Are there issues with...

• Increasing rate of poverty and single parent households?
• Over-crowding and increased enrollment?
• School violence and acting out behavior?
• Multicultural needs of students and a shortage of culturally competent staff?
• Centralized school authority and community needs?
• Balancing demands of special education and regular education?
• Developing linkages between schools and community based services?

Try to think systemically. Look for needs that involve the relationship of the school to the individuals and to the community. Is this problem well known to everyone, or are certain groups unaware of it or in denial? Has the school tried to deal with it in the past? How, why, and to what extent have past attempts been successful or unsuccessful (learn from the experience of others)?

Student-produced school newspapers and PTA newsletters may also be a useful source of information, as well as school websites and "report cards" on the internet.(Click here for an example.)

Include citations from class readings and the NASW School Social Work guidelines as appropriate.

How to do a Community Needs Assessment of a Neighborhood School explains how to use national census data to learn about the community around your school.

Assignment II – The Literature Review (due week 9)

Choose one issue identified in assignment one and find five or more recent articles from professional journals that describe similar issues and how schools and other organizations have dealt with them. Review these articles, sifting out and synthesizing relevant information. Were the programs described really successful? Which of them might you use as the basis for the program you plan to design? Why?

Assignment III – The Program and the Evaluation (due week 12)

Create a program to address address the need you identified in assignment one. Would you work on the individual level, the group level, the level of the school community, the national level? Would you attempt to create new policy? Would you provide training for students, or staff? Educational materials, or a media campaign? If so, how would you finance it? Please be as specific as you can.

Using techniques read about and discussed in class, plan an evaluation of your program. How will you know it works?

• Is it a process or an outcomes evaluation?
• Is it quantitative or qualitative?
• What is your evaluation hypothesis?

Will you use focus groups? Questionnaires? Sociometric techniques such as sociograms?

Can you evaluate cost-benefit or cost effectiveness?

Please prepare a PowerPoint presentation or slides of your findings, including graphs, tables, or sociograms as appropriate, to liven up your presentation.

Include citations from the class reading and the NASW social work guidelines as appropriate.

Students will present their research during the final three sessions of the course.

Instructional Methods and Grading Policy

Classes will be taught using a combination of lecture, discussion, role-plays, and media presentations.

The two written assignments will account for 70% of the student’s grade, and the presentation, for the remaining 20%.  The remaining 10% will be based on the students intellectual investment in the course.

Rubrick for papers:

 COURSE OUTLINE

Session 1 : the Public School System in Society

The session will investigate the public school system in society, its function and significance as a universal entitlement, how students and their families are viewed, how it is similar and different from other institutions, and how present day schools differ from those of the past. Students’ own school experiences will be elicited as basis for discussion in this session, and throughout the course. (course objective 2).

Access the Powerpoint for session 1

Required Reading:

Chapter 1: Major Issues in American Schools (pp 1-25), and Chapter 3: The Social organization of Schools (pp 60-80.) In Allen-Meares, et al..

Traub, J. (2000, January 16). What no school can do. New York Times Magazine, p. 52.

Gibelman, M. (2005). What We Do. NASW Press, Washington, DC. (Chapter five, School Social Workers. This chapter is available on E-RES).

NASW Efficacy of SSWs

Session Two: Social Work Practice in Schools

The session will examine the history of school social work and the tasks that school social workers perform, including the problems of collaborating with teachers and administrators who hold different professional beliefs. The values and ethics of school social work, as proposed by the National Association of Social Work, will also be discussed (course objectives one and three).

Access the Powerpoint for Session 2

Short Powerpoint about No Child Left Behind & State of the Union 2007

Required Reading:

Chapter 2: School social work: Historical Development, Influences and Practices (pp. 26-59) and Chapter 12: Developing and defining the school social worker’s role (pp. 207-217). In Allen-Meares, Washington, & Welsh.

Allen-Meares, P. (1994).  Social work services in schools: A national study of entry-level tasks.  Social Work, 39(5), 560-565.

Meares, P. (1977). Analysis of tasks in school social work. Social Work, 22 (3)  197-201.

National Association of Social Workers (1992).  NASW standards for school social work services.  Washington, DC: Author.

SSW Ethics & Confidentiality (requires NASW membership)

School Social Work: A History

More about Edith Abbott and Sophinisba Breckenridge who studied truancy in Chicago.

What was the Mental Hygiene movement?

Berthe Reynolds suggested that perhaps the school was responsible for certain learning problems and that changing the curriculum might be better than helping every child to do what they could not do.

Session 3: A Psychosocial Framework for Practice in Elementary Schools

Sessions 3, 4, and 5 deal with issues relevant to elementary school. Most elementary schools accept children from 6 to 12 years of age, a period known as latency. The developmental tasks of this age group will be reviewed, as well as their moral development as described by Kohlberg. Play therapy techniques for this age group will be explored with special emphasis on vulnerable populations including socially and economically disadvantaged children, and those who have been exposed to loss and trauma(course objectives four, five, six and seven).

Sections of the videotape, Techniques of Play Therapy: a Clinical Demonstration, will be shown.

Access the Powerpoint for Session 3

Required reading:

Landreth, G. (1998) Play therapy. Counseling & Human Development, 31 (1) ,  16 - 28.

LaBauvre, B. J. (2001). Approaches to play therapy: A tabular overview. TCA Journal (Texas Counseling Association), 29 (1), 104 – 114.

Pullis, M. (1998). Exposure to traumatic violence: Some lessons from Bosnia. Education & Treatment of Children, 21 (3), 396 - 411.

Suggested:

Axline, V. A. (1982). Play therapy. New York: Ballantine Books.

Axline,V.A. (1990). Dibbs in search of self. New York: Ballantine Books.*

Webb, N. B. (Ed.). (1999). Play therapy with children in crises: individual, group and family treatment. New York: Guilford Press.

Session Four: Head start and early intervention

Head start, a program aimed at socially and economically disadvantaged children, remains the subject of controversy. Big gains in cognitive skills were seen over a short term, but the once the child left the program, the gains were reported lost. Or were they? Is there such a thing as a “sleeper effect” in education and human intelligence? Can an intervention performed in early childhood have an effect years later? Issues of social justice, social action, and diversity will be discussed (course objectives one, two, four, five, six and seven.) 

In the second half of the class, we will have a "fishbowl" demonstration of Dr. Richard A. Gardner's "Talking Feeling Doing" game.

Access the Powerpoint for Session 4

Required reading:

U. S. General Accounting Office (March, 1998). Head start programs: Participant characteristics, services and funding. Washington, DC: Author.

U. S. Department of Health and Human Services (June, 2002). Making a difference in the lives of infants, toddlers, and their families: The impact of Early head Start. Washington, DC: Author.

National Head Start Association

Early Head Start National Resource Center

Early Head Start Research and Evaluation

Suggested:

Frankel, A. (1997). Head start and social work. Families in Society, 78, 172-184.

Session Five: Special Education

Two court decisions in 1970 to 1972 created special education. These and subsequent legislation dramatically altered the nature of services offered to children in schools. Topics will include the Vocational Rehabilitation act of 1973, the Education of all handicapped Children Act (PL 94-142), the Individuals with Disabilities Education Act (PL 105-17), Independent Educational Plans (IEP), Individual Family Service Plan (IFSP) and Individual Transition Plan (ITP). Issues of social action and social justice will be discussed (course objectives one, two, four, five, six and seven.)

Access the powerpoint for session 5 

Required Reading:

Chapter 8; Children with disabilities. (153-182) In Allen-Meares, Washington and Welsh.

Chapter 10: Educational mandates for children with disabilities; School policies, case law, and the school social worker (pp. 166-183) and Chapter 18: The individualized education program and the IFSP; content process and the social worker’s role (pp. 289-306). In Constable et al.

Lytle, R. K. (2001). Enhancing the IEP team: Strategies for parents and professionals. Teaching Exceptional Children, 31 (5), 40 - 44.

LD Online A vast resource on LD and ADHD, not-for-profit and affiliated with WETA, the Washington DC public TV station.

Slideshow on mainstreaming from the Wall Street Journal (Remember, this is a very conservative newspaper)

Session Six: ADHD

Since the 1930s, vast numbers of children (mainly boys) have been diagnosed as ADHD (attention deficit hyperactivity disorder). Treatment usually involves a psychostimulant such as Ritalin or Dexedrine. Are children being helped, or simply addicted to speed? Topics will include the social construction of ADHD, diagnostic criteria according to the DSM IV-R and use of the Connor’s questionnaire as a diagnostic instrument(course objectives four, five, six and seven).

Access the Powerpoint for Session 6 

Required reading:

Levine, J. E. (1997). Re-visioning attention deficit hyperactivity disorder (ADHD). Clinical Social Work Journal, 25 (2), 197-209.

Kollins, S. H.; Barkley, R.A.; DuPaul, G. J. (2001). Use and management of medication for children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Focus on Exceptional Children, 33 (5), 1-23.

Connor’s Questionnaires and scoring materials (class handout).

Suggested:

Section on ADHD (pp. 85-93)in…

American Psychiatric Association. (2000). Diagnostic and statistical manual IV-TR (4^th ed.). Washington DC: Author.

Hallowell, E.M. & Ratey, J.J. (1995). Driven to distraction: recognizing and coping with attention deficit disorder from childhood through adulthood. New York: Simon & Shuster.

Armstrong, T. (1995). The Myth of the A.D.D. child: 50 ways to improve your child's behavior and attention span without drugs, labels, or coercion. New York: Dutton.

Session Seven: A Psychosocial Framework for Practice in Middle School and High Schools

Adolescence is a period of major change and transition. The developmental tasks of early and middle adolescence will be reviewed, as well as programs and services appropriate for the age group (course objectives four, five, six and seven.)

Appropriate play therapy modalities including the use of board games and card games, and age-appropriate murals in art therapy (course objectives four, five, six and seven) will be examined.

Access the Powerpoint for Session 7 

Required Reading:

Dusek, J.B. (1995). Adolescent development and behavior.  New York: Prentice Hall. Section 12: School Influences on Adolescent Development (pp. 337-367).

Botstein, L. (2001, Winter). The future of high school: A radical proposal. The Presidency, 4 (1), 22- 26.

Baer, J. (1999). Adolescent development and the junior high school environment. Social Work in Education, 21 (4), 238 - 249.

National Association of Social Workers (1993). NASW standards for the practice of social work with adolescents. Washington, DC: Author.

Suggested:

Gilligan, C. (1993). In a different voice. Cambridge: Harvard University press.

Wexler, D.B. (1991). The adolescent self. New York: W.W. Norton and Company.

Session Eight: Dealing with aggression

In 1999, two students at Columbine High walked into school one day armed with automatic weapons and homemade bombs and murdered 15 of their classmates. Could this tragic loss of life have been prevented? Can school violence be reduced in a society suffused with violence? (Course objectives four, five, six and seven).

Evan Ramsey Case Study (A preview chapter from Dr. Fast's new book, Ceremonial Violence; Understanding Columbine and Other School Rampage Shootings (Pub date August, 2008).  

Required reading:

DeVoe, J.F., Peter, K., Kaufman, P., Ruddy, S.A., Miller, A.K., Planty, M., Snyder, T.D., Duhart, D.T., and Rand, M.R. (2002). Indicators of School Crime and Safety: 2002. Washington, D.C.: U.S. Departments of Education and Justice.

Dwyer, K., Osher, D., & Warger, C. (1998). Early warning, timely response: A guide to safe schools. Washington, DC: U.S. Department of Education.

Fast, J. Fanelli, R. (2003). The tennis ball bomb incident: the safety plan as a “shelf document”. Journal of School Violence, 2 (3), 53-71.

Vossekuil, B., Fein, R., Reddy, M., Borum, R., & Modzeleski, W. (2002). The final report and findings of the safe school initiative: Implications for the prevention of school attacks in the United States. Washington, DC: U.S. Departments of Secret Service and Education.

Chapter 7: Coping with violence in schools. (pp. 137-152) in Allen-Meares, Washington, and Welsh.

(Peer Mediation)

Fast, J. (2003). How becoming a mediator affects aggressive students. Children and Schools, 25(3), 161-171, 2003.

Suggested:

Olweus, D. (1994). Bullying at School: What We Know and What We Can Do (Understanding Children's Worlds). Oxford, U.K.: B.C. Blackwell.

Garbarino, J. (1999). Lost Boys. New York: Free Press.

Session Nine: Truancy & school attendance

In some urban areas, as much as thirty percent of the students may be absent on a daily basis. According to the Department of Justice, truancy is a major problem in our schools, and a stepping stone to career criminality. Truancy is particularly a problem for vulnerable populations including the poor, recent immigrants, impulsive and acting out students, and those who feel alienated and disenfranchised. The reasons for truancy will be explored as well as programs and interventions for this problem (course objectives one, two, four, five, six and seven.)

Required Reading:

U. S. Departments of Education and Justice. (1996). Manual to Combat truancy. Washington, D.C.: Authors. Available on-line  http://www.ed.gov/pubs/Truancy/

U. S. General Accounting Office (GAO). (2002). School dropouts: Education could play a stronger role in identifying and disseminating promising prevention strategies. Washington, D.C.: Author.

Garry, E. M. (1996, October). Truancy: First step to a lifetime of problems. Juvenile Justice Bulletin, 1 - 8.

Chapter 5, School Attendance. In Allen-Meares et al.

American Psychiatric Association. (2000). Diagnostic and statistical manual IV TR (4^th ed.). Washington DC: Author.  (Section on separation anxiety disorder, pp. 110-113).

Session Ten: School-based and school-linked services

Adolescents are the most medically and psychologically under-treated segment of the population. School-based health centers have been heralded as the solution to adolescent health risks, and vilified as a covert movement to promote birth control and abortion. Attempts to turn SBHCs into a safety net for the vast numbers of children left uninsured by the Welfare Reform Act of 1996 will also be examined. Issues of social justice and social action will be discussed (course objectives one, two, three, five, and seven.)

Required reading:

Holloway, L. (1999, April 21) Reading, writing and runny noses; for those without insurance, school health clinics fill in. New York Times, 83-110.

Kaplan, D.W., Calonge, N., Guernsey, B.P., & Hanrahan,M.B. (1998). Managed care and school based health centers. Archives of Pediatric Adolescent Medicine, 152, 25-33.

U. S. General Accounting Office. (1994). Health care: School-based health centers can expand access for children. Washington, DC: Author.

U. S. General Accounting Office. (1993). School-linked human services; A comprehensive strategy for aiding students at risk of school failure. Washington, DC: Author.

Suggested:

Dryfoos, J.G. (1994). Full service schools: A revolution in health and social services for children, youth, and families. San Francisco: Josey-Bass. Chapter 1 (pp.1-18) Chapter 3 (pp. 45-76) and Chapter 5 (pp. 99-122).

Dryfoos, J.G. (1998). Safe passage: Making it through adolescence in a risky society. New York: Oxford University Press.

Fast, J. (2003). An In-law Comes to Stay: A Case Study of Conflict Resolution in a School-based Health Center. Social Work, 48 (1), 45 - 51.

Session Eleven: Vulnerable Populations

Vulnerable populations, including the poor, the homeless, gay students, minority students, and those who have suffered extreme abuse and neglect often find themselves at a distinct disadvantage when dealing with social and academic challenges. A major part of school social work involves identifying these students and providing them with support and referral services. Social justice, social action, and diversity will be discussed (course objectives one, two, four, five, and seven.) 

Required reading:

Chapter 9: Some target groups of children (pp. 183-214) In Allen-Meares et al.

Chapter 29, Peer sexual harassment (pp. 459-477) in Constable et al..

Read at least three of the following articles:

Articles on lesbian, gay, bisexual, transgender and questioning youth:

Mufioz-Plaza, C; Quinn, S.C.; Rounds, K.A.. (2002). Lesbian, gay, bisexual, and transgender students: Perceived social support in the high school environment. The High School Journal, 85 (4), 52-63.

McFarland, W. P.; Dupuis, M. (2001). The legal duty to protect gay and lesbian students from violence in schools. Professional School Counseling, 4 (3), 171-178.

Henning-stout, M.; James, S.; Macintosh, S. (2000). Reducing harassment of lesbian, gay, bisexual, transgender and questioning youth. School Psychology Review, 29 (2), 180-191.

Articles on students with disabilities:

Ware, L.P. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17 (3), 143 - 172.

U. S. Government Accounting Office (2001). Student discipline: Individuals with disabilities education act. Washington, D.C.: Author.

Articles on minority and ESL students:

Uresti, R.: Goetz, J.; Bernal, E. M. (2002). Maximizing achievement for potentially gifted and talented and regular minority students in a primary classroom. Roeper Review, 27, 27 - 31.

Saltzman, M. ; D’Andrea, M. (2001). Assessing the impact of a prejudice prevention project. Journal of Counseling & Development, 79, 341 - 347.

Newman, B. M.; Lohman, B. J.; Newman, P.R.; Myers, M.C.; Smith, V.L. (2000). Experiences of urban youth navigating the transition to ninth grade. Youth & Society, 31 (4), 387 - 416.

Congress, E.P. & Lynn, M. (1994) Group work programs in public schools: Ethical dilemmas and cultural diversity. Social Work in Schools, 16 (2), 107-113.

U. S. Government Accounting Office (2001). Bilingual education: Four Overlapping programs could be consolidated.  Washington, D.C.: Author.

U. S. Government Accounting Office (2001). Public education: Meeting the needs of students with limited English proficiency. Washington, D.C.: Author. Available:  http://www.gao.gov/new.items/d01226.pdf

Session Twelve, Thirteen and Fourteen: Oral Presentations

School social workers play an important role in educating teachers and administrators about social problems, and empirically proven interventions. Most schools have “professional improvement days” where social workers are given the opportunity to present formal training sessions. Such presentations contribute to the influence and status of the individual within the system, promote interdisciplinary collaboration, as well as the status of the profession. In sessions 13, 14, and 15, students will make a presentation of their semester project. This exercise provides an opportunity for students to practice presenting as well as sharing their research with their colleagues.

Required Reading:

Please complete any reading that remains incomplete from prior sessions, and begin to read “suggested” works.

BIBLIOGRAPHY

Alexander, P. (1986). School social workers visibility with principals. Social Work In Education, 8(3), P 154-162.

Alexander, R. & Curtis, C.M. (1995). A critical review of strategies to reduce school violence. Social Work in Education, 17 (2), 73-82.

Alkin, M. (ed.). (1992). Encyclopedia of educational research.  New York: MacMillan.

Allen, J. P., Philliber, S., & Hoggson, N. (1990). School-based prevention of teen-age pregnancy and school dropout: Process evaluation of the national replication of the Teen Outreach Program. American Journal of Community Psychology, 18(4), 505-524.

Allen-Meares, P. (1977). Analysis of tasks in school social work. Social Work, 22(3).

Allen-Meares, P. (1994). Social work services in schools: A national study of entry-level tasks. Social Work, 39(5), 560-565.

Allen-Meares, P., Washington, R. O., & Welsh, B. (1996).  Social Work Services in Schools. Englewood Cliffs, NJ: Prentice Hall.

Alper, S., Schloss, P.J., Etscheidt, S.K., & Macfarlane, C.A. (1995).  Inclusion: Are we abandoning or helping students?  Thousand Oaks, CA: Corwin Press. 

American Psychiatric Association. (2000). Diagnostic and statistical manual IV-TR (4^th ed.). Washington DC: Author.

Astor, R.A. (1995). School violence: A blueprint for elementary school interventions. Social Work in Education, 17 (2), 101-115.

Axline, V. A. (1982). Play Therapy. New York: Ballantine books.

Axline, V. A. (1990). Dibbs in search of self. New York: Ballantine Books.

Barkley, R.A. (1998, September). Attention-deficit hyperactivity disorder. Scientific American, 66-71.

Barnes, N. D., & Harrod, S. E. (1993). Teen pregnancy prevention: A rural model using school and community collaboration. School Counselor, 41(2), 137-140.

Blechman, E. A. (1992). Mentors for high-risk minority youth: From effective communication to bicultural competence. Journal of Clinical Child Psychology, 21(2), 160-169.

Bonauto, M.L. (1999). No promo homo policies. Gay, Lesbian and Straight Education Network. (Website WWW.GLSTEN.ORG/pages/ sections/library/schooltools/039.article)

Bowman, B., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to learn; Educating our preschoolers. Washington, DC: National Academies Press.

Bromley, M.A. (1994).  Early intervention services for Southeast Asian children.  Soical Work in Education, 16(4), 251-256.

Bronfenbrenner, U. (1974). A report on longitudinal evaluation of preschool programs. Vol. 2. Is early intervention effective? Washington DC: HEW.

Bullock, L.M., Ellis, L.L., & Wilson, M.J. (1994).  Knowledge/skills needed by teachers who work with students with severe emotional/behavioral disorders: A revisitation.  Behavioral Disorders, 19(2), 108-125.

Chavkin, N.F. (1993).  School social workers helping multiethnic families, schools, and communities join forces.  In N.F. Chavkin (Ed.), Families and schools in a pluralistic society (pp. 217-226).  New York: State University of New York Press.

Clarke, A.D.B., & Clarke, A.M. (1981). Sleeper effects in development: fact or artifact? Developmental Review, 1, 344-360.

Cohen, J.J., & Fish, M.C. (1993).  Handbook of school-based interventions: Resolving student problems and promoting healthy educational environments.  San Francisco, CA: Jossey-Bass. 

Congress, E.P., & Lynn, M. (1994) Group work programs in public schools: ethical dilemmas and cultural diversity. Social Work in Schools, 16 (2), 107-113.

Constable, R., Massat, C.R. & McDonald, S., & Flynn, J.P. (eds.). (2006). School social work: Practice, policy and research, (6th ed.). Chicago: Lyceum Books.

Council of the Great City Schools. (1997). A Marshall plan for urban schools. Washington, DC: Author.

Dane, E. (1990).  Painful passages: Working with children with learning disabilities.  Silver Spring, MD: NASW Press.

Dane, O. B., & Simon, B. L. (1991). Resident guests: Social workers in host settings. Social Work, 36(2), 208-213.

Danziger, S. K. (1995). Family life and teenage pregnancy in the inner-city: Experiences of African-American youth. Children and Youth Services Review, 17(1-2), 183-202.

Dewey, J. (1943).  School and society (Rev. ed.).  Chicago, IL: University of Chicago Press.

Dougherty, A.M. (1995).  Consultation: Practice and perspectives in school and community settings (2nd Ed.).  Pacific Grove, CA: Brooks/Cole. 

Dryfoos, J. G. (1991). Adolescents at risk: A summation of work in the field: Programs and policies. Journal of Adolescent Health, 12(8), 630-637.

Dryfoos, J.G. (1994). Full service schools: A revolution in health and social services for children, youth, and families. San Francisco: Josey-Bass.

Dryfoos, J.G. (1998). Safe Passage: Making It Through Adolescence in a Risky Society. New York: Oxford University Press.

Dunphy, D.C. (1963). The social structure of urban adolescent peer groups. Sociometry, 26, 230-246.

DuPaul, G.J., & Stoner, G. (1994).  ADHD in the schools: Assessment and intervention strategies.  New York: Guilford Publications.

Dusek, J.B. (1995). Adolescent development and behavior.  New York: Prentice Hall.

Early, B. P. (1992).  An ecological-exchange model of social work consultation within the work group of the school.  Social Work In Education, 14, 207-213.

Elster, A. B. & Kuznets, N. J. (1994). AMA Guidelines for Adolescent Preventive Services (GAPS); Recommendations and Rationale. Baltimore, MD: Williams & Wilkins.

Faber, A. & Mazlish, E. (1999). How to talk so kids will listen & listen so kids will talk. New York: Avon books.

Fast, J. (1999). Where were you Fifth Period? Five Strategies for High School Group Formation in the ‘90s. Social Work in Education, 21 (2), 99-105.

Fast, J. Fanelli, R. (2003). The tennis ball bomb incident: the safety plan as a “shelf document”. Journal of School Violence, 2 (3), 53-71.

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