Reference no: EM133458064

Assignment:

Sherman (2016), Teasley et al. (2017), and Kelly et al. (2021), discussed the role of school social work when working with students. Sherman (2016) provided a historical progression of how the profession has evolved from a "community liaison and resource broker" (p.48) to a student-centered mental health provider. However, Teasley et al. (2017) argues a school social worker needs to be able to build empathy with the student body to make an acceptance of immigrant students, be aware of local, state, and national policies regarding immigration, be aware of community dynamics regarding immigration, and be informed on trauma-informed mental health practices in order to provide services to students. Finally, Kelly et al. (2021) proposed frameworks like Multitiered Systems of Support effectively helping to support school social workers in becoming leaders, advocates, and providers to the general population. All allude to support the role of school social work across the student body and not limited to special education services.

Teasley et al. (2017) argue for services that encompass the community liaison, broker as well as mental health provider.

1. Is it a realistic expectation for school social workers to provide the level of general and special education services the authors this week propose? Why/why not? (add reading citation from the reference and example from the references, provide a long explanation)
2. How might you advocate for your role as a school social worker given the definition and function from the readings? (add reading citation from the reference and example from the references, provide a long explanation)

Reference

• Teasley, M. L., Nevarez, L., & Frost, C. J. (2017). Bringing attention to issues related to school social work practice with immigrant children and children of undocumented parents. Children & Schools, 39(4), 195-198.
• Sherman, M. C. (2016). The school social worker: A marginalized commodity within the school ecosystem.Children & Schools, 38(3), 147-151.
• Kelly, M. S., Benbenishty, R., Capp, G., Watson, K., & Astor, R. (2021). Practice in a pandemic: School social workers' adaptations and experiences during the 2020 COVID-19 school disruptions. Families in Society, 102(3), 400-413.