Why Collaboration Is NeededConcern about violence at schools provides opportunities for enhancing connections with families and other neighbourhood resources. However, in too many cases, those responsible for school safety act as if violence on the campus had little to do with home and community. Children and adolescents do not experience such a separation—for them violence is a fact of life.The problem goes well beyond the widely reported incidents that capture media attention. For children, the most common forms of violence are physical, sexual, and psychosocial abuse experienced at school, at home, and in the neighbourhood. There are no good data on how many youngsters are affected by all the forms of violence or how many are debilitated by such experiences. But no one who works to prevent violence would deny that the numbers are large. Far too many youngsters are caught up in cycles where they are the recipient or perpetrator (and sometimes both) of harassment ranging from excessive teasing, bullying, and intimidation to mayhem and major criminal acts.Clearly, the problem is widespread and is linked with other problems that are significant barriers to development, learning, parenting, teaching, and socialization. As a consequence, single-factor solutions will not work. This is why guides to safe school planning emphasize such elements as schoolwide prevention, intervention, and emergency response strategies, positive school climate, partnerships with law enforcement, mental health and social services, and family and community involvement. (See the other titles in the “Effective Strategies for Creating Safer Schools and Communities” series for information on these areas of emphasis.)The need is for a full continuum of interventions—ranging from primary prevention, through interventions as early after onset as is feasible, to treatment of individuals with severe, pervasive, and chronic problems. School and community policymakers must quickly move to embrace comprehensive, multifaceted schoolwide and communitywide approaches. And, they must do so in a way that fully integrates such approaches with school improvement efforts at every school site.
School Social Work Practice –Connecting Schools, Families andCommunitiesPresented by:Bimal AntonyII MSW, No. 111
School Social Work facilitate successful learning outcomes through therelief of distress and removal of barriers or inequities. coordinating and influencing the efforts of the school,family and community
SSW – Major Areas of Practice• Direct Practice with students/families/school personnel• School Social Work Service Management• School Development and System Change• Education, School and other Policy• Research into education, family, child/youth issues• Education & Professional Development.
Schools and Community• Strengthening schools and improving their power to helpyoung people succeed.• Improving transitions for young people across developmentallevels and learning environments.• Building the capacity of parents and community organizationsto support young people’s healthy development.• Preparing young people for college and careers.• Strengthening neighbourhoods and entire communities.
Schools and FamilyEpstein’s framework outlines six dimensions of parent-school partnerships Parenting Assisting families with parenting skills setting home conditions to support children as students assisting schools to understand families Communicating effective communications from school-to-home andfrom home-to-school about school programs and studentprogress
Schools and Family contd... Volunteering Organizing volunteers and audiences to support theschool and students Learning at Home Involving families with their children on homework andother curriculum-related activities and decisions Decision Making Including families as participants in school decisionsand developing parent leaders and representatives
Schools and Family contd... Collaborating with the Community Coordinating resources and services from thecommunity for families, students, and the school, andproviding services to the community
References Linda Taylor, Ph.D, Howard S. Adelman, Ph.D (2000): ConnectingSchools, Families and Communities, California: ASCA. Linda Taylor, Ph.D, Howard S. Adelman, Ph.D (2008): Fostering School,Family, and Community Involvement, Washington: Hamilton Fish Instituteon School and Community Violence. Jeanne Jehl (2007): Connecting SCHOOLS, FAMILIES &COMMUNITIES, Maryland: The Annie E. Casey Foundation. Catherine Jordan, Evangelina Orozco, Amy Averett (2001): EmergingIssues in School, Family, & Community Connections, Texas: SouthwestEducational Development Laboratory (SEDL). Debbie Ellis, Kendra Hughes (2002): partnerships by design - CultivatingEffective and Meaningful School-Family-Community Partnerships, Portland:Northwest Regional Educational Laboratory.