東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Examining the Practices of School Counselors and School Social Workers in the Implementation of an Integrated Student Support Model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Practices of School Counselors and School Social Workers in the Implementation of an Integrated Student Support Model./
作者:	Chung, Agnes H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	199 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
Contained By:	Dissertations Abstracts International82-10B.
標題:	Counseling psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28411825
ISBN:	9798597069593

Examining the Practices of School Counselors and School Social Workers in the Implementation of an Integrated Student Support Model.
Chung, Agnes H.

Examining the Practices of School Counselors and School Social Workers in the Implementation of an Integrated Student Support Model. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 199 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: B.

Thesis (Ph.D.)--Boston College, 2021.

This item must not be sold to any third party vendors.

Non-academic factors significantly impact the achievement of students living in poverty (Ladd, 2012; Rothstein, 2010), with experts arguing for a systemic approach to address the complex factors associated with the growing opportunity gap (Bryk et al., 2010; Walsh & Murphy, 2003). In response, the integrated student support (ISS) model has emerged as one effective school-based method (Moore et al., 2017). Notably, both school social workers (SSWs) and school counselors are uniquely positioned to implement ISS models (Olsen, 2016; Teasley & Richard, 2017). School social work reflects a history of working primarily within the family and mental health domains, utilizing community partnerships to deliver intensive interventions to individual, at-risk students (Kelly et al., 2015a). Meanwhile, school counseling reflects a history of emphasizing the academic and social-emotional domains, utilizing individual, whole-school prevention and early intervention (Galassi & Akos, 2012). There is, however, little research on how these distinct professional histories influence systemic intervention implementation. Sequential explanatory mixed methods analyses examined how SSWs and school counselors implemented one systemic ISS model, City Connects, in high-poverty urban schools. Quantitative analyses examined the developmental domain (academic, mental health, family), intensity level (prevention/early, intensive intervention), and provider (school, community, Coordinator) of service referrals to determine differences depending on profession, while controlling for years of practice with City Connects and number of students served. Qualitative analyses bolstered quantitative findings. Post-hoc quantitative analyses further explored outcomes. Findings revealed no differences between school social workers' and school counselors' referrals across developmental domains, intensity levels, and service providers, irrespective of the number of years of practice and number of students served. Both professions believed the City Connects model increased the range of their responsibilities, impact on students, and satisfaction compared to their previous, more traditional roles. SSWs reported spending more time supporting families than school counselors in post-hoc analyses. Codified models of practice, like City Connects, may reduce potential practice differences associated with profession, develop and shift professional dispositions, encourage mindset shifts, and increase perceptions of increased impact and satisfaction.

ISBN: 9798597069593Subjects--Topical Terms:

924824
Counseling psychology.
Subjects--Index Terms:

City Connects

Examining the Practices of School Counselors and School Social Workers in the Implementation of an Integrated Student Support Model.
LDR:03783nmm a2200385 4500 001 2344157
005 20230315113019.5
006 m o d
007 cr#unu||||||||
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798597069593
035 $a (MiAaPQ)AAI28411825
035 $a AAI28411825
040 $a MiAaPQ $c MiAaPQ
100 1 $a Chung, Agnes H. $0 (orcid)0000-0003-4189-7136 $3 3682902
245 1 0 $a Examining the Practices of School Counselors and School Social Workers in the Implementation of an Integrated Student Support Model.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 199 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
500 $a Advisor: Walsh, Mary E.
502 $a Thesis (Ph.D.)--Boston College, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Non-academic factors significantly impact the achievement of students living in poverty (Ladd, 2012; Rothstein, 2010), with experts arguing for a systemic approach to address the complex factors associated with the growing opportunity gap (Bryk et al., 2010; Walsh & Murphy, 2003). In response, the integrated student support (ISS) model has emerged as one effective school-based method (Moore et al., 2017). Notably, both school social workers (SSWs) and school counselors are uniquely positioned to implement ISS models (Olsen, 2016; Teasley & Richard, 2017). School social work reflects a history of working primarily within the family and mental health domains, utilizing community partnerships to deliver intensive interventions to individual, at-risk students (Kelly et al., 2015a). Meanwhile, school counseling reflects a history of emphasizing the academic and social-emotional domains, utilizing individual, whole-school prevention and early intervention (Galassi & Akos, 2012). There is, however, little research on how these distinct professional histories influence systemic intervention implementation. Sequential explanatory mixed methods analyses examined how SSWs and school counselors implemented one systemic ISS model, City Connects, in high-poverty urban schools. Quantitative analyses examined the developmental domain (academic, mental health, family), intensity level (prevention/early, intensive intervention), and provider (school, community, Coordinator) of service referrals to determine differences depending on profession, while controlling for years of practice with City Connects and number of students served. Qualitative analyses bolstered quantitative findings. Post-hoc quantitative analyses further explored outcomes. Findings revealed no differences between school social workers' and school counselors' referrals across developmental domains, intensity levels, and service providers, irrespective of the number of years of practice and number of students served. Both professions believed the City Connects model increased the range of their responsibilities, impact on students, and satisfaction compared to their previous, more traditional roles. SSWs reported spending more time supporting families than school counselors in post-hoc analyses. Codified models of practice, like City Connects, may reduce potential practice differences associated with profession, develop and shift professional dispositions, encourage mindset shifts, and increase perceptions of increased impact and satisfaction.
590 $a School code: 0016.
650 4 $a Counseling psychology. $3 924824
650 4 $a Psychology. $3 519075
650 4 $a Social work. $3 644197
653 $a City Connects
653 $a Integrated Student Support
653 $a School counselor
653 $a School Social Worker
690 $a 0603
690 $a 0621
690 $a 0452
710 2 $a Boston College. $b LSOE - Counseling, Developmental and Educational Psychology. $3 2099033
773 0 $t Dissertations Abstracts International $g 82-10B.
790 $a 0016
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28411825