Requests for School Social Work Services

Social Work in the Schools Since 1907,when school social work services began independently in New York City, Boston, and Hartford Schools, social workers have been instrumental in furthering lhe purpose of schools: to provide a setting for teaching and learning, and for the attainment of competence and confidence. Social workers in this practice specialty provide unique services to students, families, and communities, in order to

help students attain maximum benefits from the school program. Students are the primary focus of the educational process, and are viewed by the social worker in relation to the family, the school, the neighborhood, and the larger community. Social workers contribute a knowledge of and concern for the wide range of social, emotional, cultural, and economic differences among children, families, and communities.

characteristics. The social worker intervenes in areas

related to students' learning opportunities, achievement, personal-social functioning, and the need for change in the interaction of school, student, parent, and community. In working with students and their families, the focus is on identifying, weighing, and assessing the factors in the intrapersonal, interpersonal, and social systems that contribute to the problem or that can be used to resolve or ameliorate it. A wide variety of activities and methods are used in working with students, families, the school system, and other community individuals and systems. These activities and methods are generally divided into direct services and indirect services. Some common examples are: • Individual, group, and family counseling and social assessment. • Staff development and consultation. • Assertive outreach and liaison between school, home, and community systems.

School Social Work and the Student Services Team The school social worker often functions as part of the student services team. Depending on the situation, this team may include the school psychologist, school nurse, guidance counselor, teacher, and speech therapist. The team formulates plans with the school, the student, and the parents. Members of the team bring diverse professional expertise and leadership to the task of assessing problems and helping students. The interdisciplinary team is valued as

The needs and problems of students may include: discrimination, developmental disabilities, alcoholism, family and marital breakdown, domestic violence, child abuse, mental disorder, school-age pregnancy, absenteeism, economic deprivation, unemployment, inadequate health care, substance abuse, life-threatening behavior, and ineffective school policies and programs. School social workers are uniquely experienced and trained to deal with these social phenomena.

• Community organization and resource development. • Planning, evaluation, and research related to preventive and developmental student services. • Interdisciplinary collaboration and teaming with other pupil service specialties. • Administration and supervision of pupil services programs.

Related to the team approach is the concept held by social workers that school services should be coordinated with community services. Each should draw upon and complement the resources of the other to insure needed services and avoid duplication and waste.

Professional Services Provided by School Social Workers

Requests for School Social Work Services

Situations addressed by social workers vary with such factors as age groups; personal, family, and community

Requests for services, or referrals, come from school counselors, teachers, administrators, parents, students themselves, and community individuals and agency staffs, depending on the nature of the situation.

The social worker has an essential role in implementing state and Federal legislation for handicapped children. The mandated "social assessment," included in federal and various state special education legislation is a regular function of professional social workers. The social assessment provides a key contribution to students being evaluated for special education services.

characteristics; economic conditions; urban, suburban, and rural environments; peer influences; and school system

an important means of providing effective, holistic services.

School Social Work and Special Education

Recruitment of School Social Workers Credentialed professional social workers may be recruited through contact with: • University and College Educational Placement Services • State School Social Work Associations • State Chapters of the National Association of Social Workers

SCHOOL SOC

For Further Information Professional Values, Standards, and Ethics Social work is based on humanitarian democratic ideals and supports an educational philosophy of personalized instruction and flexible learning opportunities both inside and outside the school setting. Professional social workers are dedicated to the disciplined use of a recognized body of knowledge and to the marshalling of community resources to provide service for the well being of all without discrimination. The school social worker is guided by the values set forth in the profession's code of ethics and by the NASW Standards for Social Work Services in Schools. Both documents are available from the NASWnational office.

Educational and Professional Bac~round of School Social WorKers The preferred academic degree for entry into school social work is the Master of Social Work earned from a graduate school accredited by the Council on Social Work Education. When the school social work staff includes some persons whose highest degree is a Bachelor of Social Work and others who hold the master's degree, tasks are expected to be assigned in a manner that takes into account different levels of education, demonstrated competence, and need for consultation or supervision.

WORK:

For further information on any aspect of school social work please contact your State Association of School Social Workers, State NASWChapter, State Department of Education, or the National Office of NASW:1425 H Street, Suite 600, Washington, D.C. 20005, phone: (202) 6~800. ~

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A GROWING RESOURCE IN EDUCATION

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National Association of School Social Workers The National Association of Social Workers, (NASW)is the largest organization of professional social workers in the world. Its 78,000 members belong to 55 chapters in the fifty states, New York City, Puerto Rico and Europe, the Virgin Islands and the District of Columbia. Founded in 1955from a merger of seven predecessor social work organizations, including the National Association of School Social Workers, NASW'sprimary functions include professional development, establishing professional standards of social work practice, advancing sound social policies, and membership services. Membership in NASWis open to all professional social workers. NASWis committed to the goal of eradication of racism and poverty from our society. Prepared by members of NASWProvisional Council on Social Work Services in Schools: Anne Mitchell, Colorado, Chairperson John Alderson, Florida

r

I. Lorraine Davis, Wisconsin

Claire Gallant, Connecticut Helane Leta, Utah Steve Manos, California Norbert Simon, Illinois

.

•

H

elping you to help yourself.

What can you do when you're faced with problems so serious, disturbing or new that you don't know how to deal with them? Who can help you? A social worker is an important resource to consider.

S

ocial workers help people solve

problems of all kinds.

Sometimes problems enter your life abruptly, More often, problems develop gradually over a period of time and build up a level of stress that aftects your functioning and your relationships with others. Here are some questions that will serve as a guide as to whether you should seek help: • Is your marriage or other intimate relationship "on the rocks?"

• Are you losing touch with your children? • Do you need help coping with an aging parent or relative?

• Are you having trouble caring for a disabled family member? • Does your child have problems in school? • Are you drinking more than you think you should? • Has sleeplessness become a regular problem?

W

hatisa social worker?

Social workers are professionals trained to help people cope with the stresses of daily life, as well as with problems such as depression, anxiety, child or spouse abuse, physical and emotional disabilities and adjustments to aging. They assist both young and old with alcoholism and drug abuse. They can also help families cope with the many problems that accompany unemployment.

There are several characteristics that set social workers apart from other types of helping professionals: • Social workers are trained to help clients within the environment that is troubling them-the family or job, for example. • Social workers charge a reasonable fee for their services which is often based on a client's ability to pay.

Social workers provide: • counseling to individuals, couples, families and groups • employment and health counseling • counseling in schools • psychotherapy

• Social workers are familiar with community resources

• information and referral to community services ...and much more.

and will refer to them, as needed. Clinical social workers are those who provide direct client services. Their qualifications should include a master's degree in social work from a graduate school of social work accredited by the Council on Social Work Education. They should have also received supervised mental health training. Members of the National Association of Social Workers (NASW), the largest organization of professional social workers, are subject to a strict Code of Ethics, enforced by a grievance and adjudication mechanism. Members ofNASW can, in addition, be certified by the Academy of Certified Social Workers (ACSWl, administered by the National Association of Social Workers, for independent, self-regulated practice. This certifies social workers who have had two years of work experience and have completed a formal certification procedure, including a written examination.

W

hat can a social worker do for me?

• work with you to overcome internal and external

stress that interferes with family relationships and on-the-job performance • link you with appropriate community resources to

help deal with your problem • help you maximize your potential counseling

reasonable and aftordable rate.

• drug and alcoholism counseling

H

can I find a social worker?

OW

Social workers are found in many different settings. They work in hospitals and community mental health centers, in business and industrial counseling programs, in family service agencies, in schools and in private practice.

One way to locate a social worker is in the Yellow Pages under "Social Worker" or "Social Service Agencies or Organizations." The local United Way and United Fund offices can also provide assistance. You may also refer to the Register of Clinical Social Workers published by the National Association of Social Workers and available at your state's NASW chapter office. If you cannot locate your state's chapter, contact the NASW national office to obtain the number and address of the NASW office nearest you. Once you've found a social worker in your area, here

You can expect a social worker to: • listen without making judgments • help you focus on problems and possible solutions

• provide professional

• crisis intervention • marriage counseling

services at a

are several questions you might ask to determine if he or she is the right professional for you: • Does the social worker have a master's degree in social work?

• Is the social worker licensed in your state? Many states license or certify social workers. • Is the social worker a member of the National Association of Social Workers? • If a member of NASW, is the social worker certified by the ACSW? • If a member of NASW, is the social worker listed in NASW's Register of Clinical Social Workers? • Can the social worker provide references?

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Ir-------- ....

much will my visits cost?

OW

In many agencies, whether public or private, fees are based on ability to pay. Considerations include income, number of dependents and other financial obligations. Clinical social workers in private practice set their fees in accordance with the usual and customary hourly rate for the local area. Many health insurance plans will reimburse the cost of therapy by a social worker. And, in some instances, fees for therapy by a social worker may be claimed as a tax deductible, medical expense.

For more information. For more information on social workers and how they can help you, contact the National Association of Social Workers chapter in your state. A publication of the Public Affairs Department National Association of Social Workers National Office

7981 Eastern Avenue Silver Spring, Maryland 20910 Prepared under a grant from NASW's Practice 1983 National Association of Social Workers. Inc. AU Right!; Reserved.

Copyright,

Advancement

Fund

Social workers help people just

like you.

A~ID THE EXPERTS TURN TO SOCIAL WORK IN EDUCATION

"''''0 ""

SOCIAL WORK IN EDUCATION SOCIAL

A JOURNAL fOP. WORKEP-S IN SCHOO~

Today-as the school system increasingly comes under public scrutiny and criticismaccess to current knowledge is more important to the professionals working in the schools than ever before. Educators, administrators, and social workers are all being called upon to improve their effectiveness and to develop new ways of working. SOCIAL WORK IN EDUCATION provides the information they need. Each issue of this quarterly journal (Winter, Spring, Summer and Fall) features scholarly papers on theoretical development and practice in the schools. The journal focuses on the problems that school social workers and their colleagues in education encounter in their daily work.

Articles Address Such Topics As: • • • • • • •

Adolescent Pregnancy Children and Divorce Family Therapy Racial Identity Issues Death of a Student Truancy and Nonattendance Overstressed Children and Youth

Special Features: "Trends & Issues"-updates "Bookshelf"-reviews

on legal problems

of current literature

"As Readers See It"-readers'

response to articles

While the public continues to debate how the schools must be changed, SOCIAL WORK IN EDUCATIONcontinues to describe the programs and practice that are changing the schools.

If you already subscribe, please share this with a colleague or librarian.

Special Issues Available SOCIAL WORK IN EDUCATION also offers special issues, two of which are: • "Tenth Anniversary Issue"-A landmark edition, this collector's item is a lasting review of where we've been, where we are and where we're going. ($6_60) • "Restoring Childhood to Children"- This edition examines vital child development areas. Some of the topics include academic self-esteem, friendless families, and teaching interaction skills. ($6.60) • "Overstressed Children and Youth"-topics addressed are: group intervention for underachievers, children of alcoholic parents, self-management of stress, transition training, and more. Fall 1986.($6.60) Tough problems demand expert knowledge. Turn to SOCIALWORK IN EDUCATIONas your reference tool.

TO ORDER Place check or money order (no cash please!) on inside panel of brochure or fill out credit card information. Reverse fold to show NASW address and prepaid postage seal on top. Tape top and sides to secure.

Subscription

Rates:

1 year

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library/Institutional

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o

Postage: Canadian-add $4 per year other foreign-add $10 per year (air lift) Please enter my subscription to SOCIALWORK IN EDUCATION for year(s). Please send the following special issue(s) at $6.60 per copy.

o Tenth Anniversary

o Restoring o

Issue

Childhood to Children

Overstressed Children and Youth

Enclosed is $ . (Orders must be accompanied by check, money order, or credit card charge.)

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SILVER SPRING, MD

Postage will be paid by addressee

National Association of Social Workers, Inc. 7981 Eastern Avenue Silver Spring, MD 20910

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Social Services Administration 311 W. Saratoga Street Baltimore, MD 21201

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Because

we

In providing these services, our goals are: to preserve families; to prevent the abuse, neglect or exploitation of children and adults; to prevent, or obtain appropriate, institutionalization; and to help people become self-sufficient.

want you to share in The Department of Human

Resources' commitment to help the people of Maryland, who need assistance,

to help

themselves ... because Maryland,

more than

most states, can offer you both a professional challenge and a satisfying lifestyle. At the Social Services Administration

of the

Maryland Department of Human

Resources,

we are

committed to providing a range of programs

to

serve the needs of people. They include: Adoption; Adult Protective Services; Battered

Spouse

Services;

Certified Adult Residential Environments; Child Day Care; Family Planning; Foster Care for Children; Information and Referral; In-Home Aide Services; Protective Services for Children; Services to Families; Single Parent Services; and Social Services to Adults.

As

a social worker in one of Maryland's 24 local departments of social services, you could be working with rural clients at the western end of the state, with the urban poor in metropolitan areas around Baltimore or Washington D.C., or with the watermen and small town people of the

tidewater Eastern Shore. For leisure hours, mountain trails and ocean beaches, as well as the unique adventure of the Chesapeake Bay, are all right here in Maryland. The rich educational and cultural resources of the region are readily available and the excitement of the nation's

NYC PA

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capital is within comfortable driving distance from anywhere in the state. Convenient rail service makes the attractions of New York and other Eastern seaboard cities accessible, as well. Maryland offers this and an affordable cost of living, too.

In

a large public agency upward and lateral mobility would allow you to explore interesting job possibilities. Innovation and creativity are encouraged and recognized with increasing levels of responsibility. An attractive package of employee benefits includes: a generous retirement system; comprehensive health insurance; and paid vacation and sick leave, as well as three personal business days and 15 holidays annually. Applications for social work positions with the Maryland Department of Human Resources are received by the Maryland Department of Personnel where they are reviewed to determine if applicants meet eligibility standards. In some cases, candidates sit for written examinations which are based on specific job requirements. Candidates are then placed on a selection list for each job classification, in accordance with test scores. Local departments of social services schedule interviews and hire

applicants for social work positions from the eligible lists. Because of the need for qualified social workers, the lists are continually updated and the entire process can be completed within a relatively short time. Interested persons can obtain application forms and additional information by returning the attached card or by calling

Share the Maryland commitment • Clinical Services • Case Management • Administration

Social Service. Admini.tration

Divi.ion of Peuonnel (301) 333.0127, or 0128

• PoIiq Analysis • Education & Training • Research

Yea,

I am committed to the practice of social work and am interested in learning more about the Department of Human Resources. Please send me information on positions in the following areas:

Maryland has been called America in Miniature" because of the variety of its geography and the ethnic diversity of its people. It is proud of a long history of caring for people in need. Why not discover how you can share in that commibnent? II

Can today

Name

and share

Address

_

our commitment. City

_

State

ZIP

Telephone HOME

WORK/SCHOOL

_

----------------------------------------------------------------------------------PLACE STAMP HERE

Social Services Administration Director of Personnel 311 W Saratoga Street Baltimore, MD 21201

I

WHICH PUPILS MAY REQUIRE SERVICES FROM THE SCHOOL SOCIAL WORKER? WHAT DO SCHOOL SOCIAL WORKERS DO?

CAN THE SCHOOL SOCIAL WORKER CHANGE THINGS?

Social workers know about people· the reasons for their behavior - and are qualified to help individuals change [improve] their attitudes, behavior and situations. School Social Workers help indentify, assess and resolve the social and emotional difficulties of children which interfere with their attendance, adjustment, and achievement in school. They help pupils to gain the most from their educational oppportunities. They help parents to better understand themselves their children and to learn more about the programs services of the school and community. They help the with pupils.

school

staff

to

work

more

and and

effectively

They work together with pupils, parents, school personnel, community agencies and others, to help make school a successful and relevant experience for all children.

WHAT IS THE PURPOSE OF SOCIAL WORKERS IN SCHOOLS?

WHICH PUPILS MAY REQUIRE SERVICES FROM THE SCHOOL SOCIAL WORKER? WHAT DO SCHOOL SOCIAL WORKERS DO?

CAN THE SCHOOL SOCIAL WORKER CHANGE THINGS?

-_.~--~

WHICH PUPILS MAY REQUIRE SERVICES FROM THE SCHOOL SOCIAL WORKER? WHAT DO SCHOOL SOCIAL WORKERS DO?

Pupils are referred to the School Social Worker when they show signs of social or emotional difficulties interferring with their adjustment and achievement in school. Here are some of the things observed about pupils, which may indicate they are unhappy, upset, unsure of themselves, or that something else is wrong, and would benefit from a referral for school social work services. -thev appear to have no friends -thev are frequently absent or tardy -they don't respect rights of others -they fail to do required school work -they don't care about their appearance and behavior -thev are excessively quiet, shy, and withdrawn -they are extremely aggressive or impulsive -they regularly complain about not feeling well -they demand excessive attention and concern -they appear neglected,abused or unhappy -they do things to disrupt class or the school -they do not work up to their known ability -they are frequently restless, agitated, moody, preoccupied, exhibit unusual mannerisms Pupils who don't attend school or who aren't happy with school may also require services from the School Social Worker.

WHICH PUPILS MAY REQUIRE SERVICES FROM THE SCHOOL SOCIAL WORKER? WHAT DO SCHOOL SOCIAL WORKERS DO?

..... School Social Workers study why school is an unsuccessful or unhappy experience for some children.

They provide the school with essential information about a pupil's background [life-situation], so the school can better understand and teach the child. They share information with parents about their child's behavior and achievement in school; they interpret policy and practice of the school to the community. They encourage parents to become involved in learning more about the school - how the school can help their child. They work towards agreed-upon goals with pupils, parents school staff, community agencies and others interested in the welfare of children. They provide consultation to school staff to help explain causes of behavior and adjustment problems and help the school develop intervention plans for students. They advocate new and improved programs and services for children, which will help them become successful in school and in life. School Social Workers are a part of the total educational team of a school, working together with other disciplines to provide the best educational experience for all pupils.

WHAT DO SCHOOL SOCIAL WORKERS DO?

School Social Workers do not magically change th ings, and they do not change things by themselves. They can help pupils and others want to change. They can discuss with parents what might be done at home to help improve their child's performance at school. They can discuss with pupils better ways to get along with parents, teachers, and other students.

They can help pupils to realize and repeat the good things they say and do. They can explain for the school a difficult life situation or other special problems, which might affect a child's behavior and achievement in school,

They can help pupils and parents understand portant

education

is to achieve

how im-

success and satisfaction

in the world today. They can praise and encourage

pupils for their accornplishments at school, at home or in the community. They can discuss with parents how important it is to learn more about the school - its purpose, programs, and services. They can help children to more easily move the different stages of growth and development.

through

They can provide necessary guidance and support to pupils and parents to help pupils do their best in school. They assist schools, and help each other.

students,

and parents

to

CAN THE SCHOOL SOCIAL WORKER CHANGE THINGS?

support

,--

PROGRAMS and SERVICES AVAILABLE

to --,

HANDICAPPED CHILDREN L.--_

in the --' BALTIMORE CITY PUBLIC SCHOOLS

Division of Pupil Services and Special Education

William

Donald

Schaefer

Mayor, City of Baltimore

Contents

Board of School Commissioners

Robert C. Embry, Jr., President Howard E. Marshall, Vice-President Doris M. Johnson Erla M. McKinnon Monroe R. Saunders, Sr. Ruth F. Silverstone Joseph Lee Smith Charles E. Thompson Robert L. Walker

General Information

1

Office of Child Find, Parent and Community Relations

3

Office of School and Staff Relations

5

Upton School, Home and Hospital Services 6

Student Commissioners Mellissia Diggs Jennifer Kovens

Office of Special Pupil Services Office of Gu idance Services

7 8

Alice G. Pinderhughes

Superintendent of Public Instruction Edward M. Friedlander

Assistant Superintendent Division of Pupil Services and Special Education 3966686

Office of Social and Psychological Services 9 Office of Compliance

10

Office of Program Management

11

Office of Admission, Review and Dismissal 12 Office of NonpubJic Placements Office of Instructional

Services

Office of Program Development and Evaluation 17

The Baltimore City Public Schools offer equal employment and educational opportunities for all, regardless of race, religion, color, age, sex, national origin, handicapping condition, veteran's status, or any other occupationally irrelevant criteria. 0 Processed and Printed by Publications Office, Baltimore City Public Schools, an Agency of the City Government 0 1985

13 14

General Information

In accordance with the state and federal law, the Baltimore City Public Schools offer programs and services for handicapped students from infancy to age twenty-one. The handicapping conditions covered in the law are deaf, deaf/blind, hard of hearing, mentally retarded, multihandicapped, orthopedically impaired, other health impaired, seriously emotionally disturbed, specific learning disabled, speech impaired, and visually handicapped. The Baltimore City Public Schools believe that parents are an integral part of the educational process. In programs for handicapped children, parents are entitled and invited to participate at every stage. According to federal and state law, parents have the right to D Give consent

prior to indivdual

testing.

D Hear an explanation, in their native language, of testing and any other procedures. D Participate in meetings where the child's educational program will be determined. D Give consent placement. D Appeal any placement.

prior

to special

decision

about

education the

child's

D Request a review of a child's special education program. D Inspect

any school

records about the child.

If you suspect a child is handicapped, you can do one of the following: Child Find-Telephone 396-701 0 to report that a hand icapped child is not in school.

Division of Pupil Services and Special Education staff will see that appropriate steps are taken on behalf of the child. School Screening-If you are concerned about your own child, make an appointment with the principal of your neighborhood school and request a screening. If your child is already in a special program, ask the teacher or the principal for a review. The Division of Pupil Services and Special Education provides appropriate resources and services for educational programs for handicapped children. A range of services is provided and organized within the Baltimore city public school system according to the following levels of service as defined in the Maryland Bylaw for Special Education. Level I-Consu Itation is provided to the regular classroom teacher in order to implement a student's individualized education program. No direct services are provided to the student. Level II-Designed to meet the special education needs of the handicapped student who requires five or less total hours per week of direct special education and related services in a general education building. Level III-Designed to provide periods of more intensive special education services on a regular basis. The handicapped student receives up to fifteen hours per week of direct special education and related services in a general education building.

Level V-Designed for students who require comprehensive special education instruction and related services for the entire school day in a special school or center. Level VI-Designed for the student who requires twenty-four hour special education programming and personal care in a residential center. Level VII-Home and hospital instruction is designed to provide short term itinerant instructional services to students with physical disabilities or in emotional crisis. Children are admitted to programs, have their programs changed, or are dismissed from programs through the admission, review, and dismissal process. If placement in a program is appropriate, an Individualized Education Program (I EP) is written for each student by representatives from the school, the parents, and the student. This IEP lists and describes all the programs and services to be provided to the student. Every effort is made to keep students in the "least restrictive environment" as required by federal and state law. This means that the student will remain with his/her nonhandicapped regular grade peers for as much of the school day as possible.

Office of Child Find, Parent and Community Relations

Level IV-Designed to provide a special class within a general education facility in which a student receives most or all of his/her basic education program. More than fifteen total hours per week of direct special education and related services are provided.

The Office of Child Find, Parent and Community Relations is responsible for the Parent Advisory Council for Exceptional Chil-

2

3

dren, the Parent Surrogate Program, Find, and Community Relations.

Child

Office of School and Staff Relations

This office

o Acquaints the general public with the availability of programs for handicapped children in the Baltimore City Public Schools. o Conducts a public awareness campaign to locate all handicapped children in Baltimore city, ages birth through twenty-one, including those who have dropped out of school. o Provides information about available programs and services to parents of handicapped students. o Assists in the establishment Parent Advisory Councils.

of school-based

a child's eligibility for a parent

o Recruits, trains, and informs parent surrogates of their rights and the rights of handicapped children. o Represents the division at community functions and business meetings in order to disseminate information on services for handicapped children, in conjunction with the assistant superintendent. o Maintains the twenty-four hour Child Find Hotline (396-7010), a service designed to respond to requests for information concerning special education programs and services. For further information, 396-7010

4

This office o Conducts systemwide needs assessment surveys to determine staff development activities.

o

o Promotes and participates in community and parent sponsored activities. o Determines surrogate.

The Office of School and Staff Relations is responsible for creating a comprehensive staff development program for the regular as well as the special education staff throughout the school system. This office also operates a communications network designed to efficiently disseminate relevant Information to public and non public school personnel as well as community agencies. Special education teachers will receive instructional support.

call

Develops and distributes an annual calendar of projected staff development activities.

o Provides interdepartmental assistance in planning, developing, and conducting staff development workshops for various target groups. o Obtains and distributes appropriate resource materials, professional references, instructional guidelines, and training modules. Develops and maintains a library of assessment instruments and instructional resource materials.

o Collaborates with staff of institutions of higher education in order to develop cooperative training programs for regular and special educators. o Develops and disseminates handbooks, chures, and newsletters for the division. Assists in the preparation

5

bro-

of news releases.

o Assists special education classroom teachers in scheduling, long-range planning, instructional strategies, behavior management techniques, and classroom organization. Coordinates all school-based activities with general education support personnel. o Monitors IEP implementation, tion, and evaluation as appropriate.

modifica-

o Distributes appropriate curriculum materials and resources to teachers. Assists in the development and/or modification of curriculum to meet the individual needs of hand icapped students. For further information,

call

396-6995

Upton School Home and Hospital Services The Upton School, Home and Hospital Services, provides supportive, enrichment, and remedial education programs for students who have severe and/or chronic medical impairments requiring hospitalization or homebound instruction. When appropriate, students also gain work experience. Procedures are implemented to facilitate special education placement when it is needed. This office Provides home teaching for physically or emotionally handicapped students who are homebound. Provides tele-teaching for small group instruction to students who are in grades five to eleven and are not able to attend school.

6

o Provides a Chronic Health Impaired Program for teaching and counseling students with asthma, sickle cell anemia, diabetes, heart problems, cystic fibrosis, etc., whose illnesses cause intermittent absences from school. o Provides instruction in nine different hospitals for students who have been hospitalized for two weeks or more. o Provides support services which include medical referrals; individual, group, and family counseling; vocational assessments; and career guidance to secondary school students with epilepsy. o Provides an opportunity for successful adolescents to tutor younger students with the same or similar illnesses. o Provides swimming instruction to students with asthma and helps students learn how to manage asthmatic symptoms. Counseling is also available to parents of these students. For further information,

call

396-0775

Office of Special Pupil Services The Office of Special Pupil Services serves as a resource to schools, parents, and students. The staff provides and defines necessary procedures and information based on state and federal law, legal decisions, and board policies. This office o Assists schools in their efforts to increase student attendance.

7

o Provides information on board policy through the distribution of the "Informational Newsletter for Parents and Students."

lined in the Maryland quirements.

Assists schools in implementing relevant school board policies in the areas of disciplin-

vandalism

Graduation

Re-

o Develops a relationship with community resources for referrals, awareness of scholarship awards, and other educational incentives and opportunities.

o

ary removal, suspension, zation, student records,

State

expulsion, immunicourt services, and

For further

restitution.

information,

call

396-6693 For further

information,

call

396-7000

Office of Guidance Services The Office of Gu idance Services offers su pportive programs to students through the delivery of guidance and counseling services. A major goal of this office is to promote the educational, personal, and career development of all students. This office

o Assures annual conferences between each student enrolled in a Baltimore city secondary school and his/her counselor to discuss an education and/or posthigh school plan. o Develops an individualized guidance for each student enrolled in a Baltimore secondary school.

)

Office of Social and Psychological Services The Office of Social and Psychological Services is a support unit responsible for the planning, articulation, and evaluation of systemwide programs involving social, psychological, and psychiatric services. The primary goal of these services is to assist in the intellectual, educational, and social/emotional growth of students. School social workers, school psychologists, and part-time consulting psychiatrists are assigend to this office. This office

o

Conducts

assessments

individual to

formal

determine

and

learning,

informal behavior,

plan city

emotional, social, and/or environmental factors affecting student achievement and adjustment in the school setting.

o Creates opportunities for students to serve as peer counselors when required and appropriate.

o Provides consultation to parents and educational personnel regarding student achievement and adjustments.

o Utilizes adult volunteers provisions of appropriate gu idance program.

o Conducts individual and/or group counseling sessions with students manifesting learning problems and/or inappropriate behaviors.

to assist in the segments of the

o Implements strategies related to Project Basic World-of-Work competencies as out-

8

D

Provides crisis intervention

fecting

student

adjustment

9

in situations

af-

such as child abuse

and neglect, family crisis, and acute personal crisis. o Provides referral, liaison, and follow-up services when students require the help of community agencies and medical facilities. For further information,

call

396-6236

Office of Compliance The Office of Compliance attempts to resolve complaints and due process hearing requests. These issues may relate to the identification, evaluation, and/or provision of the appropriate education program in the least restrictive environment for each handicapped student. Every effort is made to ensure compliance with state and federal mandates requiring a "free and appropriate public education" for all students. This office

o Receives and investigates all complaints. o Directs attempts toward resolution of the problem.

o Coordinates the hearing process requested at the local level. o Negotiates prehearing resolutions in cooperation with appropriate school staff, central office personnel, and the city solicitor's office staff. o Facilitates the implementation of decisions by impartial hearing officers at the local and state levels. o Assists school, central office, and the city

10

solicitor's staff in determining appropriate levels of appeal. o Prepares and coordinates appeal procedures when appropriate. For further information,

call

396-6784

ffice of rogram Management The Office of Program Management coorInates all matters related to budget, financial nagement, staffing, contracts, transportan, nonpublic school payments, and accountg data on students. In addition, this office ts in the absence of the assistant superindent in matters relating to pol icy and ministration of the division. This office Collaborates with the Office of Human Rerces and Labor Rela tions in the staffi ng the division and the provision of special tion staff in all schools. cesses tuition reimbursement payments altimore city students approved for none school placement. ntains data on all handicapped students bmits it to the Maryland State Departf Education. res and manages budgets for subrnisappropriate divisions. ns proposals for state and of special education services. For further information,

396·6688

11

call

federal

Office of Admission Revie\N and Dismissal

Office of Nonpublic Placements

The Office of Admission, Review and Dismissal (ARD) manages and monitors the admission, review, and dismissal of students into and from special education services.

The Office of Nonpublic Placements is responsible for the administration, processing, and monitoring of the placement of handicapped children in accordance with the Maryland State Department of Education Nonpublic School Tuition Assistance Program.

This office D Determines students' eligibility for special education through screening, assessment, and ARD meetings. D Organizes the assessment activities related to the admission, review, and dismissal of students into and from special education. D Identifies services and special education students.

placements

D Reviews each special education progress.

for

D Monitors Baltimore City Public Schools' compliance with federal and state laws regarding the admission, review, and dismissal of students in special education. D Provides training to chairpersons of the Admission, Review and Dismissal Committees, special education department heads and principals' designees, general educators, parents, and others involved in implementing the ARD procedures. call

D Conducts technical reviews of initial referrals of handicapped students to nonpublic programs prior to submission to the Maryland State Department of Education. D Acts as a liaison to the Maryland State Department of Education, outside agencies involved in the nonpublic education process, and parents of students served in the nonpublic sector.

student's

D Dismisses students from special education services when appropriate.

For further information,

This office

D Monitors the availability of nonpublic program sites and makes this information available to the Office of Admission, Review and Dismissal. D Coordinates the admission, review, and dismissal review process for students in nonpublic placements. D Coordinates the transfer of handicapped students returning to a public school setting from a nonpublic facility. D Coordinates staff development nonpublic facilities. For further information,

396-6684

396-6690

12

13

activities for call

Communication Centers. Self-contained programs are provided for students with severe speech and/or language problems.

Office of Instructional Services The Office of Instructional Services is responsible for the development and implementation of special education programs and related services throughout the system. Programs are offered at all levels, including preschool, elementary, secondary, and special schools and centers. This office D Develops handicapped

and disseminates students.

D Provides technical assistance, supervision for teachers.

curricula

for

support,

and

Facilitates the selection and purchase of commercial material for use by and with handicapped students. D Facilitates the inclusion of Project BASIC objectives into the education programs of handicapped students. D Facilitates expansion of the computerized IEP. D Develops and implements prevocational and vocational programs for handicapped students. D Coordinates the Dental Health and Ostomy Programs. D

D Coordinates

the Special Olympics program.

SPECIFIC PROGRAMS AND SERVICES (Entrance into these programs is determined by specific criteria)

AUTISM/AUTISTIC-LIKE

Self-contained classes are provided for students exhibiting autistic-like behaviors.

CLASSES

AND

LANGUAGE

Therapy. Speech and/or language therapy is provided for eligible students.

14

FOR THE

EMOTION

ALL Y

HANDICAPPED

Self-contained classes are provided for students who have been identified as "severely emotionally disturbed" as defined by state and federal guidelines. Related services such as counseling and social work are an integral part of the program.

PREVOCATIONAL/VOCA

T10NAL

PROGRAMS

Prevocational activities in elementary and middle/junior high schools are provided. Vocational education programs are offered to handicapped senior high school students.

CLASSES LEARNING

FOR THE DISABLED

Self-contained classes are provided for students with at least average intellectual potential but who exhibit a significant discrepancy between achievement and ability.

SERVICES SPEECH

CHILDREN

VISUALLY

FOR

THE

IMPAIRED

Services are provided for students whose vision is 20/70 or less in the better eye after

15

correction. This includes self-contained, resource, and such related services as mobility, braille, and optacon.

Child Language Stimulation Program (CLS). This program offers service to children (3-5 years old) who have a moderate delay in language development. Each group meets twice weekly at a specified center. For further information,

SERVICES

FOR

HEARING

IMPAIRED

Services are provided for students with hearing impairments. Total communication is used for deaf students whereas the oral approach is used for hard-of-hearing students. A variety of audiological services is provided for students in self-contained programs for the hearing impaired as well as those deaf or hard-of-hearing students receiving other levels of services.

CLASSES

FOR

MENTALLY

THE

HANDICAPPED

Services are provided for students mild to profound mental retardation.

PRESCHOOL

call

396-7411

THE

with

PROGRAMS

Office of Program Development and Evaluation The Office of Program Development and Evaluation serves as a resource to the assistant superintendent, coordinators, and staff of the division in the management of special education and pupil services programs. This office

o Coordinates compliance efforts within the division relative to federal and state special education legislation.

Home-based Program. This program provides home-based instruction and parent counseling for the young child (birth through age five) for whom no other program is appropriate.

Baltimore City Public Schools relative to program development and evaluation.

Parent/Infant Early Stimulation Program (PIES). Service is provided to families of children (birth to 3 years old) who have developmental delays or handicaps. These children can also receive services for vision or hearing impairments if necessary. The multidisciplinary staff provides parent training as well as direct intervention with the children.

o Assists in the development and/or modification of division policy and procedures.

16

o Collaborates with other divisions within the

o Provides staff development and technical assistance in the area of program development and evaluation.

For further information,

396-6687

17

call

NASW policy statement

7

NASW standards for social work • services in schools professional standards National Association of Social Workers, Inc. 1425 H Street, N.W. Washington, D.C. 20005

•

NASW standards for social work • services in schools

Prepared by the NASW Task Force on Social Work Services in Schools, and its successor Committee on Social Work Services in Schools.

Approved by the Board of Directors, National Association of Social Workers, at its meeting on January 20, 1978.

National Association of Social Workers, Inc.

1425 H. Street, NW. Washington, D.C. 20005

INTRODUCTION The social institution of education in the United States has been the arena for conflicts between many gladiators who wield their values as weapons. These ideological struggles emanate from the broader social changes of a post-industrial society. At the same time, the natural struggles that contribute to the growth and development of future citizens, and are inherent in the educational

process, are underway.

Within that melange of external and internal transactions, the social work profession has made increasingly important contributions toward helping students and their families, educators, public officials, and concerned citizens. Since 1907, when school social work services began in New York City, Boston and Hartford, social workers have furthered the mandate on schools to prepare young people to meet the requirements of adult roles-in

occupational

training, character and emotional

development, and preparation for responsible citizenship. Much of what social workers do requires remedial, developmental, and crisis resolution work with individual, group and community problems that stem from the external and internal conflicts of the educational system. The National Association of Social Workers (NASW), as the collective expression of some 78,000 professional social workers,

standards-setting

is responsible

of social service policies and programs. The development of Standards for Social Work Services in Schools is one significant component of the spectrum of activities to advance the mission of education through social work services. These Standards are the product of several years of investigation and direct involvement of school social work practitioners, social work consultants in State Departments of Education and social work educators. Organized into three sections, the Standards delineate: I) the values, knowledge and skill that form the competence for school social work practice; 2) the social work profession's expectations of the administrative environment of the school; 3) the professional responsibility of the School Social Worker. The next objective for the social work profession is to obtain the full acceptance and implementation of the Standards in all school systems of the 50 states. Chauncey A. Alexander, ACSW Executive Director, NASW

for practice advancement,

and utilization,

and the improvement

April, 1978

•

I. STANDARDS FOR ATTAINMENT OF COMPETENCE Any set of standards for social work practice must be based on some conunon understanding of "competence." For purposes of this document, competence is defined as

a synthesis of professional behaviors that integrates knowledge, values, and skills in the actual performance of school social work tasks and duties.

STANDARD I: School Social Workers Shall Possess Knowledge and Understanding Basic to the Social Work Profession and Specialized Knowledge and Understanding of the Public School System and the Process of Education.

SOCIAL WORK SERVICES IN SCHOOLS STANDARDS FOR PRACTICE

Areas of required knowledge are outlined below: I. Standards for Attainment of Competence II. Standards for Organization and Administration.

I 6

III. Standards for Professional Practice

II

IV. Taxonomy of Tasks in School Social Work

19

V. Code of Ethics

22

A. Human behavior and social environment, including a variety of theoretical perspectives. More specifically, knowledge in this area includes an under-

standing of the rudiments of: I. psychodynamic approaches to understanding individual and group behavior, including cultural, racial and ethnic diversity; 2. socialleaming

theories;

3. biological factors affecting growth and behavior; 4. theories of social interaction, e.g., symbolic interaction, role theory, labeling, cognitive dissonance,

reference group, and others;

5. the special needs of handicapped children. B. The nature of systematic investigation and its essential

function

in the professional

practice

of

social work. More specifically, knowledge in this area includes an understanding of: 1. the basic characteristics of scientific investigation and the requirements of research design;

2. the need for and use of scholarly literature and research;

3. the concept of accountability; 4. methods of gathering data and making inferences from data for purposes of assessment planning of interventive actions;

S. the

nature

measurable

of performance outcomes

objectives

and

and

and the means to assess

the effects of intervention

actions.

C. Methods of social work intervention. More specifically, knowledge in this area includes an understanding of: I. various constellations of principles that can be followed in practice, whether that practice is traditional or innovative; 2. the basic methods of social work intervention, i.e., casework, group work, community organization, and how these can be integrated into an eclectic approach to school social work; 3. a rational base for choice of method and techniques to obtain desired goals; 4. the dynamic interaction of knowledge, feelings, attitudes, and behaviors between two or more people that is encompassed in the term "relationship" and the purposeful and professional aspects of social workers' use of relationship. D. The organization and structure of the practice setting, i.e., the public school, the homes and neighborhoods of pupils, and the community. This requirement implies some comprehension of systems theory and theories of organizational functioning, an understanding of the characteristics and reciprocal influences in school-communitypupil relations, and a broad view of public policy issues and social work concerns in relation to public education. More specificaily, knowledge in this area includes: I. a historical perspective of the purposes of public school education, attempts that have been made to reform public school education, and the characteristics of children whom the schools have been expected to serve; 2. the nature and scope of school board authority; 3. problems and policy issues in school financing; 4. the politics of school-community relations in shaping educational policy and the effects of different types of school-community power structures; 5. basic education legislation and sociolegal issues affecting equality of educational opportunity; 6. the curriculum and approaches to teaching and learning used within the school(s) in which the social worker is employed; 2

7. understanding of subcultures within a school; 8. roles and areas of competence among various pupil specialists; 9. the process of professional team work, a team's core membership, changing membership, and approaches to varying problems; 10. typical and alternative organizational structures and functions, and lines of authority in schools and community.

STANDARD 2: School Social Workers Shall Attain a High Degree of Self-Awareness, Professional D'scipline, and Selfmanagement, Characteristics that are Contingent upon an Acceptance of Professional Values and a Development of Professional Qualities. The required characteristics are outlined below. 1. commitment to human service for the welfare of people and a commitment to the pupils, parents, school personnel, and communities that make up the client system of social workers in schools; 2. commitment to the values and ethics of the social work profession, e.g., those pertaining to basic human rights, the worth and potential of individuals, and the validity of socially provided opportunities and enhancement of social functioning through professional services; 3. willingness to accept some degree of personal and professional risk, to act upon professional convictions that are supported by experience and mature judgement in controversies about social and professional issues, and to maintain a resilience in challenging situations; 4. recognition of change as an outstanding and constant characteristic of a profession, especially the profession of social work, and internalized readiness to continuously scrutinize practice patterns in. the light of new knowledge and client needs and to alter methods and policy to facilitate more effective service delivery.

3

STANDARD 3: School Social Workers Shall Acquire and Extend Skills That are Appropriate to the Needs of Pupils, Parents, School Personnel, and Community.

10. skill in maintaining

resources munity; These

skills include.

system

referrals

to

or the com-

and other forms of oral and with

all persons

in the

and maintaining purposeful

needs and characteristics of pupils, parents, school system, neighborhood, and community, and in evaluation of the effects of the interaction of these characteristics with pupil characteristics; 4. skill in collecting appropriate information to document aspects of the biological, psychological, cultural, sociological, emotional, legal , and environmental factors that affect the learning process of school pupils; 5. skill in assessing the influences

operating in school-

community-pupil-parent relations and in interpreting them to persons who can help bring about appropriate change; 6. skill in determining and applying the most appropriate methods and techniques of social work to enhance learning opportunities

for

pupils; 7. skill in advocacy in relation to the needs of an individual pupil or parent or a group of pupils or parents; 8. skill in effective collaboration with pupil service including

13. skill in identifying and developing resources within and outside a school system;

relationships with persons in the client system; 3. skill in systematic observation and assessment of

team members,

the school

solve specific problem situations or to develop new resources for pupils and their parents;

written communication client system;

intervention

within

between

12. skill in collaborating with community agencies to

following:

2. skill in establishing

liaison

to, the

but are not restricted

1. skill in interviewing

an effective

pupils' homes and school; II. skill in effectively implementing

sharing knowledge

14. skill in coordinating the interdisciplinary efforts of various professionals fective intervention;

who can contribute

15. skill in curriculum development in areas of social work expertise, e.g., mental health, use of relationships, use of community resources, dynamics of

family life; 16. skill in recognizing areas of needed developing new programs;

research for

17. skill in analyzing and influencing policy at local, county, state and national levels; 18. skill in administering a work load, including the efficient determination of priorities and allocations of time for various tasks;

19. skill in the assessment of the effectiveness of one's interventions;

20. skill in collaborating with team members and the social work staff in order to (a) set appropriate performance

objectives

and measurable

outcomes;

(b) assess the actual outcomes of a service plan; and (c) interpret the effectiveness of social work services to school administrators priate persons.

and

skills, carrying out assigned tasks, acting responsibly in relation to the requirement of team accountability, supporting the contributions of others, and

providing team leadership in those problem situations where a particular team member's leadership

ability is most appropriate; 9. skill in consultation with persons in the client system in order to clarify situations, give or receive information, monitor progress in an intervention plan, or mediate among points of view;

4

to an ef-

5

and other appro-

II. STANDARDS FOR ORGANIZA nON AND ADMINISTRA nON Experience indicates that clearly stated and firmly held professional positions often bring change. Clarity and conviction about the principles and standards embodied in this document, accompanied by assertive implementation by social workers in schools, can have considerable impact on the way in which school systems provide for and offer social work services.

STANDARD 4: Social Work Services in School Shall be Provided by Social Work Staff Who are Employees of the School System and Shall be Planned and Integrated Within an Appropriate Unit of the School. As school professional employees, social workers are in a position to establish close and effective relationships with other school personnel, to assess and influence the learning environment, and to become knowledgeable about the interaction of school, community and pupil characteristics. In addition, as staff members of the school system they are more readily accessible to pupil specialist teams and to pupils and parents, and are perceived in the community as an integral part of the school. STANDARD 5: Social Workers in Schools Shall be Designated as "School Social Workers." "Social worker" as a job title correctly identifies that person with respect to educational background, profession and function. Although the title "visiting teacher" is an old and respected one with its roots in the very beginning of school social work services, it no longer reflects the professional education nor the tasks of a social worker functioning in a school setting. Other titles, such as "attendance officer," "pupil personnel worker," "home and school visitor," or "home-school coordinator" also project incomplete or misleading notions of the school social worker's qualifications and functions. STANDARD 6: A Given State's Department of Education Certification (Approval) Requirements for

6

School Social Workers Shall Reflect a Primary Reliance on Educational Qualifications Obtained in a Program of Social Work Education Accredited by the Council on Social Work Education (CSWE). It is important that certification requirements for pupil specialists rely upon requirements for practice that have been set and accepted by that specialist's particular profession. Accepting the educational qualifications of an individual coming from an educational program that has been accredited by CSWE provides reasonable assurance that professional qualifications for entry into the practice of social work have been attained. STANDARD 7: The Administrative Structure Established by the School Superintendent (or Designee) Shall Show a Clear Line of Accountability for the Social Worker, Yet Allow Maximum Opportunity for Consultation both Vertically and Laterally Within the School System and the Community. A clear understanding with school administrators as to their expectations for social work staff accountability is essential to the social work function. It serves not only as a channel for accountability, but also as a means of interpreting the social work program. It is important that the table of organization does not cut off the ability of social workers to communicate freely, to seek needed information from a variety of persons in the school and community, and to propose and develop new service approaches. STANDARD 8: The Administrative Structure Established by the School Superintendent (or Designee) Shall Provide for Professional Social Work Supervision. of Beginning School Social Workers and for Appropriate Forms of Peer Supervision and/or Consultation for Experienced Social Workers with Demonstrated Competence. The preferred academic degree for entry into school social work is the Master of Social Work. Social workers whose highest degree is the Bachelor of Social Work (B.S.W.) and inexperienced M.S.W. social workers need and are entitled to appropriate forms of professional on-going supervision from members of the social work 7

profession. Special provisions are indicated for inexperienced school social workers in certain areas where one or a few such social workers serve an entire school district. School administrators will need to provide these new professionals with opportunities for direct supervision by a master's degree social worker in the community or region (perhaps in an adjoining school district) or for frequent consultation with other professional social workers in the area. State associations of school social workers often can be helpful in locating sources of supervision and consultation. 'See Standards for Social Service Manpower, NASW Policy Statement 4, 1973. STANDARD 9: When the School Social Work Staff Includes Some Persons Whose Highest Degree is Bachelor of Social Work and Others Who Hold the Master of Social Work Degree, Tasks Shall be Assigned Differentially in a Manner that Takes into Account Different Levels of Education and Demonstrated Competence. As tasks and levels of competence become fully explicated for the two degrees in the various practice settings of social work, meeting this standard will require individualization of staff members. In arriving at differential staff assignments both B.S.w. and M.S.W. staff members shall be given the opportunity to use and ex. tend their highest level of competence. Care must be taken that expectations and assignments do not become fixed in ways that inhibit the optimal performance of individual staff members. Social work competencies that derive from each of the practice degrees are valuable resources that must be used to their fullest. STANDARD 10: A Social Worker Shall Conform to NASW'S Professional Standards and Code of Ethics.

professional ethics and in responsibilities of advocacy for pupils.

STANDARD II: A School System's Classification and Salary Schedule Shall Include Provision for Social Workers' Positions and Salaries at a Level Appropriate to Their Education, Experience, and Responsibilities. Classifications and Salaries Shall be Formulated by Procedures Consistent with Those of Other Professional School Personnel. Social workers shall be paid within an administrative salary schedule when their education, experience and responsibilities warrant it. Procedures used in setting social work salaries must be fair and responsive to the particular level of education, experience and responsibilities of the social work staff. STANDARD 12: The School Shall Provide a Work Setting that Permits Social Workers to use Their Competence as Effectively as Possible, e.g., an Office with Telephone, Secretarial Help, and Adequate Facilities in the Schools for Meeting (Individually and in Small Groups) with Pupils, Parents, and School Personnel. Social workers in schools need these basic work resources in order to assure privacy and confidentiality to pupils and parents and to reach optimal effectiveness in their work. STANDARD 13: The School System Shall Provide Opportunities for Social Work Staff to Engage in a Program of Social Work In-Service Training and Staff Development.

As integral members of the school staff, school social workers shall conform to standards that are set by the school board and administrators for all school personnel. The concern is that there be no constraints that would prevent social workers from meeting their own profession's standards. In the event that Some incompatability arises between the two sets of expectations, social workers shall conform to NASW standards in matters of

Staff development opportunities are particularly important for social workers in schools whose work situations require a considerable degree of self-regulated practice. Opportunity for staff development both within and outside the school setting can be offered in a variety of ways, including staff workshops with leaders from social work and related disciplines, a reasonable number of days off to attend meetings that offer a means of extending skills and learning new ones, and leaves for continuing education.

8

9

STANDARD 14: Social Work Staffmg Patterns and Assignments Shall Reflect an Assessment of the Characteristics of the Pupil Population, an Identification of Target Groups for Intervention, and an Appraisal of the Individual Social Worker's Level of Competence and Particular Expertise. A school system's population of pupils and parents may have widely varying characteristics and needs in relation to the educational process. Seldom if ever is there a sufficient number of social workers in a school system for all referrals to be served adequately. The needs of some groups of pupils must be given priority over others, and the taking on of problem situations for intervention must reflect these priorities. If compliance with this standard means that social work services will not be distributed entirely equally among all the schools in a district, social workers need to consult with school administrators to interpret the rationale for proposed staffing plans and to obtain advice and support for the distribution of personnel. Ultimately, a school social work staff must assume responsibility for defining priorities in its service-giving.

III. STANDARDS FOR PROFESSIONAL PRACTICE STANDARD IS: Social Workers in Schools Shall be Members of Interdisciplinary Teams and as Team Members Shall be Given Opportunities to Extend their Competence and to Serve as Team Leaders in Appropriate Problem Situations. School problems that require the intervention of pupil specialists are varied and often complex, calling for a composite of disciplinary approaches and skills. Teams can devote a fuller array of expertise to problems, can speak with more authority than can a single staff member, and can more effectively intervene at a number of stress points. Different problem situations often call for different leadership styles and knowledge on the part of the team leader.

STANDARD 16: The Goals, Objectives, and Tasks of a School Social Work Program Shall be Oearly and Directly Related to the Purposes of the School, the Educational Process, and the use of Educational Opportunities by Pupils. The tasks performed and problems addressed by social workers in schools often overlap with those of social workers in community-based agencies. Nevertheless, school social workers must avoid taking on problem situations that are most appropriate to services existing elsewhere in the community. There will, of course, be crises or pressures on pupils that are not school related and, in some of these, school social workers will find it necessary to give help until an appropriate community service can become available. But the school social work program can not be an all-purpose children and family service or a community mental health service; and even when needed services do not exist in the community, the school social worker is best advised to collaborate with community representatives in the planning and development of new services. Problem situations most appropriate for intervention by school social workers are those related to pupils' learning opportunities, academic achievement and social functioning, and the need for change in the interaction of school, community, and pupil characteristics.

10

11

STANDARD 17.: AD School Social Work Programs, New or Long Standing, Shall be Evaluated on an Ongoing Basis to Determine their Relevance, Effectiveness, Efficiency, and Contribution to the Process of Public School Education. Through ongoing

program evaluation

the social work

staff demonstrates its accountability to the school population served, the system of public schooi education, the public, and the standards and ethics of the social work profession. The method

used

in program

evaluation

shall be

reassessed periodically. Whenever indicated, consultation shall be sought to improve the setting of objectives related to pupil problems, the identification of appropriate tasks to be performed to meet those objectives, and the measuring of outcomes

of the service.

Staff reporting forms and other forms of record keeping shall be reviewed periodically to be sure they are consonant with the job to be done. The social worker must establish a clear and rational basis for choice of approach, and must know to what extent that approach has been tested by research. Models of school social work practice should be developmental, not static.

STANDARD 18: The Social Work Staff Shall Strive to Contribute to In-Service Training Programs for Teachers and Other School Personnel and to the Education of Professional Social Work Students. Assistance in the education of professional social work students may be provided through the supervision of students in field work experiences

Social workers may extend their knowledge and skiDs in the staffs program evaluation as well as by conscious and on-going self-evaluation; by attending staff development seminars or workshops and professional meetings and conferences; by professional reading, including major social work journals and journals of related disciplines, books, and other relevant literature. By deliberately cultivating within themselves the capacity to adapt to change, social workers can increase their sensitivity to new ideas and demonstrated innovations in practice. in a variety of ways, e.g., by participating

STANDARD

20:

School

Social Workers ShaD

Organize Their Time, Energies, and Workloads

in

Order

to Meet Responsibilities and Complete Assignments With Due Consideration of Priorities Among Their Various Responsibilities. Since most school systems have insufficient social work staff to fully meet pupil needs, it is essential that available social workers manage their work in an efficient and effective manner. STANDARD 21: School Social Workers Shall Keep Records, Including Reports of Accurate and Meaningful Statistics,

and

as Needed

Planning

for the Management,

of the School

Evaluation,

Social Work Program.

in the school setting

and the provision of other appropriate learning experiences for social work students in relation to social work practice in schools.

School social workers should coDaborate with persons responsible for teacher in-service training and school staff meetings to ensure that attention is given to the interaction among social, emotional, and environmental factors in learning problems, the characteristics and needs of target groups of pupils and their parents, the attitudes and resources of the community, and functions of the supportive services.

12

STANDARD 19: Social Workers Shall Assume Responsibility for Their Own Continued Learning and Shall Foster Among Themselves a Readiness to Adapt to Change.

The utilization of records and statistics is one way for social workers to demonstrate their accountability to school administration and the community. Therefore it is necessary for social workers to quantify and analyze their activities. Moreover, a study of program statistics and activity reports can lead to revisions in school social work practice to ensure the best possible use of time. STANDARD 22: School Social Workers Shall be Responsible for Identifying Individual Pupils and Target Pupil Populations in Need of Social Work Services. This 13

Identification Shall Come Abont Through a Process of Needs Assessment That Includes Planned Consultation With School System Personnel, Community Representatives, and Pupils and Their Parents. Assessment includes a study of psycho-social factors that interfere with children's adjustment to school, and a study of the interaction of pupil characteristics with school and community conditions. More specifically, this means assessing: 1. personal characteristics, developmental health and family history, attitudes and behavior of the child who has been referred; 2. interpersonal problems within the family or peer group; 3. reports on the child's problem by teachers or other pupil specialists; 4. institutional factors that may affect children's behaviors; 5. the type of organizational structure and relationship between school board, school administration and community; 6. group pattems of pupil achievement and adjustment at critical points of stress in the pupil life cycle; 7. existing community resources for children and young persons; 8. formal and informal school policies; 9. problems and stresses in the educational process as perceived by school system personnel, community representatives, parents and pupils.

STANDARD 23: Social Workers in Schools Shall Develop and Refine Their Skills in all the Methods of Social Work Intervention A special aspect of school social work practice is the variety of problem situations that require social work services and the necessity to avoid reliance upon only one method of intervention. School social work competence requires versatility -a range of skills as well as depth in application of some skills. STANDARD 24: Following a Needs Assessment, the School Social Worker Shall Develop and Implement 14

a Plan of Intervention, and When the Most Appropriate Intervention is not Available, Shall be Capable of Developing an Alternative Plan Based on Available Resources. Given the limited resources in pupil services in many schools and the similar limitation in social services in communities, the principles of "least detrimental available alternative" and "least restrictive environment" often must be applied. STANDARD 25: Where Inadequacies in Resources and Services Exist, the School Social Worker Shall Document These Problems, Call Them to the Attention of Appropriate Persons Within the School System or the Community, and Promote Appropriate Action Among Other Professionals and Citizens to Improve Services. Implementing this standard will require the school social worker to initiate action by a variety of activitiesinterviewing, seeking and providing consultation, attending conferences, committee work, preparing reports, acting as advocate, collaborating with all interested groups or persons. STANDARD 26: School Social Workers Shall Understand the Nature of Consultation and Shall be Capable of Conferring in a Range of Situations Relating to School and Community and Shall be Able to Judge Their Need for Consultation from Appropriate Sources. Inherent in this standard is the recognition that social workers will frequently require consultation on a variety of matters ranging from the provision of direct service to an individual pupil to the planning of new programs. Examples include but are not restricted to the following: I. conferring with school personnel regarding the interaction of pupil characteristics and school policies and practices; 2. conferring and collaborating with community representatives to identify effects of interacting school-community-pupil characteristics and to develop resources to meet needs of a child or target group; 3. conferring with school personnel about home, neighborhood, and community conditions affect15

ing pupil welfare; 4. conferring with teachers about pupils' life situations; 5. conferring and collaborating with community agencies in the development of alternative education programs; 6. conferring with teachers about recurrent types of crises; 7. conferring and collaborating in community planning for crisis intervention services; 8. conferring and collaborating with school personnel to develop opportunities for handicapped pupils, avenues for pupils' pursuit of life goals, equality of the sexes, and respect for cultural differences. STANDARD 27: Direct Service to Pupils and Parents Shall be Provided in a Way that is Compatible With the Culture of the Child and Parents and that Supports and Enhances Parental Interest in a Child's School Life. Subtle yet formidable barriers can be placed in the way of pupils and parents who need and even may have been encouraged to use social services. A high degree of self-questioning and systematic scrutiny of procedures and practices is needed on the part of professionals to eliminate unintended obstacles to the use of school social work services. School social workers must increase their readiness for positive perception and reinforcement of cultural strengths in relation to children's school life.

STANDARD 29: School Social Workers Shall Keep Parents of School Children Aware of the Community's Resources, and Shall Help Pupils and Parents to Negotiate These as Independently as Possible. When in the Judgment of the Social Worker the Pupil or Parent is Unable to Act Independently, the Social Worker Shall Seek Appropriate Intervention on the Pupil's or Family's Behalf. This standard is based on the principle of helping clients function as independently and with as much selfreliance as possible. Only when persons are unable to function at this level should the social worker act on behalf of the pupil or parents. It must be kept in mind, however, that in the fragmented network of the social service system in many communities, some school parents and pupils will need direction and support in becoming "connected to" social services in the community. It is particularly appropriate to identify and confer with individuals who function as central figures in their neighborhoods in order to develop the natural helping networks that can complement the formal services of the school and community agencies.

STANDARD 30: School Social Workers Shall be Knowledgable About Sociolegal Aspects of School-Pupil Practices and Shall in a Variety of Situations Expect to Act Effectively as a Child's Advocate.

Social workers in schools must resist any tendency to place children and young persons in predetermined slots or to reinforce in other ways the negative aspects of the public school's recognized "sorting and distributing" function. Social workers should consider the individual characteristics of a child in arriving at a plan of action and also consider the capacity of even young children to tell us about themselves, to make choices, and to take on and integrate a readiness for directing their own learning.

School social workers cannot depend exclusively on their personal commitment to the rights of pupils; they also must keep informed about court decisions and sociolegal issues in the forefront of policy debate, and must extend the specific skills required for child advocacy. Examples of problem areas where extended knowledge and skills are needed include the high rate of suspensions and expulsions among minority pupils and related courtordered procedures; the rights of parents and pupils to access and privacy in relation to pupil records; the vulnerability of certain groups of children to exclusion from school enrollment; the unsettled issue of corporal punishment and feasible alternatives to this practice; the needs of handicapped children and their right to appropriate education in the least restrictive environment.

16

17

STANDARD 28: School Social Work Services Shall be Extended to Pupils in Ways that Build on Their Individual Strengths and that Offer them Maximum Opportunity to Participate in the Planning and Direction of Their own Learning.

STANDARD 31: School Social Workers Shall Help School Administrators Maintain an Accnrate Perception of Appropriate Social Work Tasks and Components of Service,

In an era of attention to training and employment for the "human services" there is some danger that the unique and appropriate functions of anyone discipline among the pupil speciaiists may become blurred. Examples of such risks include those that arise from social workers' assuming routine attendance enforcement duties (although irregular school attendance, absenteeism, and truancy are conditions found in many problem situations that social workers must address) or from an expectation that school social workers will intervene in all crises in certain classrooms or school buildings. School social workers must remain clear about the overall goals, objectives, and tasks of their particular pupil speciality and successfully interpret these to school personnel so that their primary professional activities and competencies are maintained. STANDARD 32: Social Workers in Schools Should Enroll as Members of NASW and Other Appropriate Professional Organizations and be Active Participants. This standard is based on the belief that social workers have a responsibility to support and serve their professional associations as a way to promote the aims and objectives of the social work profession. Membership in local, state and national professional organizations provides an opportunity to interpret social work service in schools, enlist support in lobbying for new legislation and funding, receive a share of attention in important conferences and policy deliberations, extend one's own professional growth, participate in social action, and in other ways strengthen the human services.

18

The following

taxonomy

of tasks was prepared by:

Lela B. Costin, School of Social Work, University of Illinois at Urbana-Champaign Florence Engelhardt, Arizona State University School of Social Service Toy F. Watson, Richmond, Virginia Public Schools. This taxonomy of tasks grew out of consultation provided by the three persons named above to the staff of the RMC Research Corporation in relation to a project on the evaluation and reporting of non-institutional services provided under ESEA, Tital 1, July 1, 1976.

19

TAXONOMY OF TASKS SOCIAL WORK SERVICES IN SCHOOLS WORK WITH SCHOOL PERSONNEL

SCHOOL-COMMUNITY

Remedial

Remedial

Remedial

Individual or group counseling with pupil and/or parents regarding child's special educational problems

Consult with school personnel regarding interacting pupil characteristics and school policies, practices, and structure.

alternative

SERVICES

N

o

N

TO PUPIL AND/OR

PARENTS

end potential, school resources, and child's progress through the various levels of the educational system. Casework or groupwork services to parents to enable them to channel their concerns to other school personnel about their child's school experiences. Caseworkjgroupwork services to pupils and/or parents to enhance the pupil's educational progress. Providing information about and facilitating use of resources for meeting clothing, nutritional, housing and health needs. Help parents and/or pupils identify and find ways to overcome barriers to school attendance, achievement and social functioning. Positive outreach to parents to promote and sustain pupil attendance. Referral to appropriate community resources for social and mental health services. Set objectives, monitor progress, and measure outcomes of service.

Participate

in staffings

related

to pupil's

social devel-

opment and educational and social progress. Participate in development of alternative educational programs. Consult with school personnel about home, neighborhood, and community conditions affecting pupil welfare. Provide information to facilitate appropriate referral to community resources. Aid school personnel to identify and overcome schoolbased barriers to pupil attendance. Contribute to modifications in and development of school policies related to attendance. Set objectives, monitor progress, and measure outcomes of service.

RELATIONS

Identify children or target groups of children needing educational

planning

or programs

and support

services. Consult and collaborate with community representattves to identify effects of interacting school-communitypupil characteristics. and develop resources to meet needs of child or target group. Collaborate with community agencies in the development of alternative education programs and support services. Clarify and interpret specific roles and responsibilities of th, community in promoting school attendance. Set objectives, monitor progress, and measure outcomes of service.

Crisis Resolution Reduce the tension of pupil and parents in crisis by assessing th, situation, providing understanding and support, and offering alternatives for action. Make referrals to existing community resources and assist in their effective use. Set objectives, monitor progress, and measure outcomes of service.

Crisis Resolution Aid in developing standard procedures to handle crises and promulgate these among personnel. Provide inservice training on dealing with crisis. Help with crisis when standard procedures break down. Consult with teachers about recurrent types of crisis. Set objectives, monitor progress, and measure outcomes of service.

Crisis Resolution Collaborate in vention services, suicide, runaways, Set objectives, comes of service.

Developmental Positive outreach to parents and pupils in target population to facilitate pupils' constructive u"' of educational opportunities. Work with pupils individually or in groups to promote the identification of life goals, equality of the sexes, and respect for cultural differences. Help parents recognize the exceptional characteristics of their children and facilitate their use of the full range of social, educational, and recreational services in the community. Re-enforce the strengths of individuals by rewarding their positive contributions to others. Set objectives, monitor progress, and measure outcomes of service.

Developmental Collaborate with school personnel to develop avenues for pupils' pursuit of life goals, equality of the sexes, and respect for cuJtural differences. Consult with teachers about pupils' life situations. Offer ongoing inservice training (basic needs of chil. dren, classroom relationships, family systems, conflicting values, alternative management techniques to deal with disruptive or withdrawn behavior, and ways to maximize the child's potential). Collaborate with school personnel to develop addinons to the curriculum in the areas of mental health, social welfare, family life education, etc. Consult with school personnel about modifying school structure, policies and programs. Set objectives, monitor progress, and measure outcomes of service.

Developmental Aid in identification of child or target group of children needing preventive social services. Aid in development of preventive social services to meet needs of child or target group. Aid in collaborative planning to provide full range of services to target group. Set objectives, monitor progress, and measure outcomes of service.

community planning for crisis intere.g., drugs, rape. abuse and neglect, family violence, etc. monitor progress, and measure out-

CODE OF ETHICS (Adopted by the Delegate Assembly of the National Association of Social Workers, October 13, 1960, and amended April ll, 1967.)

• I regard as my primary obligation the welfare of the individual or group served, which includes action for improving social conditions. • I will not discriminate because of race, color, religion, age, sex, or national ancestry and in my job

capacity will work to prevent and eliminate such disSocial

work

is based

on humanitarian,

democratic

ideals. Professional social workers are dedicated to service for the welfare of mankind, to the disciplined use of a recognized body of knowledge about human beings and their interactions,

resources

and to the marshaling of community

to promote

the

well-being of all without

discrimination. Social work practice is a public trust that requires of its practitioners integrity, compassion, belief in the

dignity and worth of human beings, respect for individual differences,

a commitment

to service, and a dedication

to truth. It requires mastery ofa body of knowledge and skill gained through professional education and experience. It requires also recognition of the limitations of present knowledge

and skill and of the services we are

now equipped to give. The end sought is the performance of a service with integrity and competence. Each member of the profession carries responsibility to maintain and improve social work service; constantly to examine, use, and increase the knowledge on which

practice and social policy are based; and to develop further the philosophy and skills of the profession. This Code of Ethics embodies certain standards of behavior for the social worker in his professional relationships with those he serves, with his colleagues, with his employing agency, with other professions, and with the community. In abiding by it, the social worker views his obligations in as wide a context as the situation requires, takes all the principles into consideration, and chooses a

crimination in rendering service, in work assignments, and in employment practices. • I give precedence to my professional responsibility over my personal interests.

• I hold myself responsible for the quality and extent of the service I perform. • I respect the privacy of the people I serve. • I use in a responsible in professional relationships. •

manner information

gained

I treat with respect the findings, views, and actions

of colleagues and use appropriate

channels to express

judgment on these matters.

•

I practice social work within the recognized knowl-

edge and competence

of the profession.

•

I recognize my professional responsibility to add my ideas and findings to the body of social work knowledge and practice. • I accept responsibility to help protect the community

against unethical

organizations

•

I stand

practice by any individuals

or

engaged in social welfare activities.

ready to give appropriate

professional

service in public emergencies.

•

I distinguish clearly, in public, between my state-

ments and actions as an individual and as a representative of an organization.

•

I support the principle that professional practice

requires professional

•

education.

I accept responsibility

for working toward the

spirit and

creation and maintenance of conditions within agencies that enable social workers to conduct themselves in

As a member of the National Association of Social

keeping with this code. • I contribute my knowledge, skills, and support to

course intent.

of action

Workers I commit

consistent

myself

with the code's

to conduct

my professional

programs of human welfare.

relationships in accord with the code and subscribe to the following statements:

22

23

AboutNASW

The Natiooal Association of Social Workers, (NASW) is the largest organization of professional social workers in the world. Its 78,000 members belong to 55 chapters in the fifty states, New York City, Puerto Rico and Europe. Founded in 1955 from a merger of seven predecessor social work organizations,

including the National

Association of School Social Workers, NASW's primary functions include professional development, establishing professional standards of social work practice, advancing sound social policies, and membership services. Member-

ship in NASW is open to all professional social workers. NASW is committed to the goal of eradication of racism and poverty from our society. For further information, write NASW, 1425 H Street, NW., Washington, D.C. 20005. National Association

of Social Workers, Inc.

1425 H. Street, NW., Washington, D.C. 20005 Members of NASW Task Force on Standards for Social Work Services in Schools Toy Watson, ACSW, Virginia, Chairperson Marian Chuan, ACSW, Massachusetts Lela Costin, ACSW, lllinois Leonora Hamlin, ACSW, Michigan Josephine Newton, ACSW, Florida

•

Members of NASW Committee on Social Work Services in Schools Anne Mitchell, ACSW, Colorado, Claire Gallant, ACSW, Connecticut Marilyn Mabry, ACSW, Indiana Steve Manos, ACSW, California Josephine Newton, ACSW, Florida Norbert Simon, ACSW, lllinois

Chalrperson

•

24

OUR PURPOSE IS CLEAR ••• helping people

"Social Work practice is a public trust that requires of its practitioners integrity, compassion, belief in the dignity and worth of human beings, respect for indio vidual differences, a commitment to service, and a dedication to truth:' NASW Code of Ethics

Social Work is a profession dedicated to helping people in a social context; it is an important and growing profession. It is unique and challenging because of the complexity of human behavior and the continuing needs of people. From inner cities to suburbs and beyond, Social Workers are at work in hospitals, schools, neighborhood organizations, the armed services, industry, public and private agencies of every sort - just about anywhere there are people with problems. In each of those settings they help to correct the causes or alleviate the results of provertv, racism, mental illness, physical handicap, aging - the entire host of perennial enemies of the human spirit. As professionals educated in a body of specialized knowledge and skills, Social Workers are dedicated in their efforts to develop and maintain the highest standards of Social Work and to help people realize a better life. The National Association of Social Workers is a professional organization whose primary purpose is exactly that - to help all Social Workers, including its members, to improve their practice in the field of helping people.

L_

'.

OUR PROGRAMS ARE PROFESSIONAL ...

OUR ROOTS ARE STRONG ... helping people The merger of seven organizations*

that created

NASWon October 1, 1955 inaugurated Social Work's journey toward its present status as a vital and necessary profession

in the U.S. and elsewhere

in the

world. The merger also provided the kind of organization-that Social Workers needed to unify the mix of their professional interests and to strengthen their impact as a force in the national life. Today, NASW is the largest organization

Workers in the world, with a membership 60,000.

of Social

of some

The uniqueness of NASW as an Association is that it is made up of people, not agencies or organizations. Each member is a dues-paying supporter of our programs and policies. A relationship like this has no room for generalizations or abstractions, so our programs must be as current and as helpful to our members as they want them to be. In other words, NASW is its members.

In a sense,

no one is as equipped to advance Social Work practice as we are. We are Social Work with all its specialties and diversity because our members are special and diverse. "American Association of Social Workers (successor to the first formal social work organization, the National Social Workers Exchange, established in 1917); American Association of Medical Social Workers; American Association of Psychiatric Socia! Workers: American Association of Group Workers; Association for the Study of Community Organization; National Association of School Social Workers; Social Work Research Group.

2

helping people Our programs capsulize our aims as professional Social Workers. These programs are created mainly by our members, working through their chapters and elected representatives at our biennial Delegate Assembly, the highest policy-making body in NASW. They are also created by national staff and leadership, which regularly meet to discuss and initiate action on the expressed

needs of the membership.

NASW programs

fit into four broad functional

areas: professional development, professional standards, professional action, and membership services. These summarize the thrust of the association's leadership to execute programs that meet a whole range of needs and points of view. Each year the board of directors national

budget

reviews the

to see that a balance is maintained

between the four functions, to assure that our resources - the membership's dues - are distributed democratically

and efficiently.

In effect,

we have

programs for all Social Workers. We have a special emergency fund, established in 1971, to meet crises such as unexpected legislative proposals adverse to social services, proposals to close social work schools, or threatened infringement of personal or public rights under the law.

3

"

PROFESSIONAL DEVELOPMENT

themselves in leadership roles, especially with respect to minorities, and helps them to understand their

Continuing Education Improving the skills and knowledge of our mem-

deficiencies

bers is what professional

development

is all about.

on the job. In the future,

leadership

ing efforts will be expanded to serve a broader Social Workers in other areas of practice.

trainbase of

Our efforts in this area are exemplified by the recent creation of a special continuing education unit. The workshops, seminars and symposia we offer are aimed at keeping our members up to date on the major

Meeting the Major Tasks

issues in Social Work and on advances

on the major issues troubling the profession. One of the most critical is the Task Force on Minority

in the profession.

In November of 1972, in New Orleans, we held our 3rd National

Symposium.

It dealt with "Social Work

Practice and Social Justice." And periodically we prepare continuing education guides for use by our Chapters, izations.

Schools

of Social Work and other organ-

We also have special NASW tasks forces to work

Affairs. Created to evaluate NASW's programs in light of one of our priorities for the '70s - the elimination of racism in the social services - the task force is also working to improve minority participation in the Association. For our non-minority members, the task force has been of invaluable

Publications A natural extension of our education efforts is our publications department, one of the finest in the social services field. NASW is publisher of the highly respected Encyclopedia of Social Work, as well as a variety of other books about practice methods, trends, research, and more. Our members receive Social Work, our bimonthly journal, and our monthly newspaper and job opportunities listing as part of their membership benefits. They also have the option of subscribing to Abstracts for Social Workers, a quarterly summary

of key articles from more than 200

professional periodicals, and to our bi weekly legislative newsletter, the Advocate for Human Services.

Leadership

Training

Professional

development

also means awakening

professional awareness. In Chicago, for example, we have our Leadership Training Project, which was

Another vital and relevant unit is the Council on Private Practice, established in 1972. This Council and similar successors will have increasing importance as the profession and the Association continue their push to clarify the nature of Social Work and to come to terms with internal difficulties like the differential classification of Social Workers with various levels of training. The argument in favor of classification reads something like this: How can we effectively serve the public and improve social services unless we can clearly define the different levels of competence for persons with a graduate education compared to persons with a baccalaureate degree or less formal education? This and similar issues make for a healthy and innovative future. lmprovinq the skills and knowledge of members can never be emphasized enough.

organized to develop leaders in the mental health field. The program encourages Social Workers to see

4

help as a source of infor-

mation on the best ways to handle minority practice problems. The task force consists of representatives from the five major ethnic minorities selected from the general membership.

5

PROFESSIONAL STANDARDS One of the hallmarks of a profession is its willing-

ness to set standards for itself. By establishing regulations and educational qualifications for Social Workers, NASW and its members hope to improve the practice of the entire profession and thereby improve

The affirmation

is one important assurance that

our members understand our professional ethics. Breaches of the code are punishable by censure or

termination of membership.

service for the public. Pursuing Excellence

Private practice was the first area of professional concern that the Association's

committees

on corn-

petence tackled. The result was the Academy of Certified Social Workers (ACSW). Created in 1962, ACSW evolved and now identifies those Social Workers with a master's degree who are capable of self-directed

Assuring Fairness Perhaps the single most significant step taken by NASW to protect its members on the job was creation of the National Committee on Inquiry. For several years, members were without professional recourse if mistreated by their employers. The com-

localities to substitute ACSW certification as proof of competence. I n states where there is no licensing

mittee was organized as the first formal adjudication machinery to hear and judge complaints. It has authority to review charges against agencies for unfair personnel practices and penalties limiting professional action on behalf of clients, and charges against Social Workers themselves for unethical practice. Each chapter has a local inquiry committee to begin the formal adjudication process. If a charge is upheld, the agency or member can be censured, both publicly and professionally, and their membership or Association with NASW terminated.

procedure, the chapters are suggesting ACSW membership as the prerequisite for private practice.

Defending Advocacy

practice.

ACSW eligibility is determined through a certification program that includes a written examination covering a broad range of Social Work knowledge that our research has shown necessary for private practice.

We are translating these efforts locally, as

well. Our chapters are actively urging states and

Our Code Another major standard for the profession is the NASW Code of Ethics. First approved by the membership in 1960 and amended in 1967, the code defines the ethical standards for Social Work practice. OUf members have voted to make adherence com-

pulsory as a membership requirement. All NASW applicants must sign a written affirmation of the code's contents before joining the Association.

In these times of social ferment, the position of Social Workers who advocate clients' rights is more vulnerable than ever. Consequently, NASW established a Legal Defense Service to protect our members against penalties for appropriate professional action and to institute suits that protect the public Interest in the vital area of social services. Professional Association's

for helping people. responsibility

6

standards

form the backbone

claim as a nationally

recognized

We must never relinquish

for regulating

ourselves.

7

of the force our

LEGISLATIVE ACTION Increasingly, Social Work practice is being regulated legislatively. Practice areas such as health.social services, mental health and others are being affected by Congressional committees and White House actions. As the organized voice of Social Work, NASW has been increasingly active in legislation for practice. We have prepared and presented testimony in Congress that has protected the practitioner whether in a community organization, a private practice or other setting, (a recent Federal Court rule, for example, would have

eliminated Social Work and other confidentiality, testimony eliminated it). We maintain close contact with other influential Washington-based individuals and national coalitions to increase our effective strength and to change things that will affect you and your program locally. Our lobbyists constantly represent you and your issues. Send us your concerns for legislative action on your problems - at any time. NASW on Capitol Hill Any attempt at influencing local or national government needs the support of every concerned individual, and voluntary chapter participation in our legislative action efforts is welcomed and encouraged. The major local program is the Educational Legislative Action Network (ELAN). This is our two-way communication system between chapters and our National office where we have two seasoned lobbyists who are experts on Capitol Hill. ELAN teams keep their state and local representatives aware of NASW positions on social poiicy and legislation. Completion of the ELAN network in the months ahead will mean that every Senator and Congressman will have his very own NASW representative to keep him aware of our concerns and legislative positions.

8

I :1

ELAN is two volunteer Social Worker Co-team Leaders in each congressional district across the country, and two working with each U.s. Senator. Co-team Leaders are supported by a volunteer team (the ELAN team) that has specific knowledge of Social Work fields of practice. The ELAN system will be composed of over 1,000 informed volunteer lohbyists when fullv completed. The latest Washington information is continually sent to our ELAN people in each chapter, political education seminars are also given in local chapters for maximum effectiveness of our ELAN political force. Developing Legislation NASW has and will continue to take part in efforts to develop legislation to guarantee better social services for all citizens. The Association has drafted its own federal legislation and joined others in drafting legislation now pending on Capitol Hill. NASW members are concerned with all the issues that affect people. To insure that people are always treated properly, that their needs are adequately served, we must maintain a constant vigilance over the status and substance of the notion's social services legislation.

9

OUR SERVICES

OUR FINANCES

ARE SOUND •••

ARE FIRM ••• helping people

helping people NA5W's services to members are designed to serve a dual purpose - to satisfy personal and professional needs. Travel Plus For example, OUr travel plans offer great low-cost rates to the world's most exciting vacation spots, but each tour also includes side trips to local social service

programs or is held in conjunction tional conference

with an interna-

On Social Work. In other

project grants that we receive from government and private sources. Our Leadership Training Project for mental health is one example of the kind of program we develop

words, we

mix business and pleasure to give the member the best buy as a person and as a professional.

with outside

money.

More than $1 million of the overall membership dues annual total is returned to chapters for local action. In other words, we balance our programming and financial controls to succeed most effectively

Insurance for the Future One of our most important services is our group insurance program, which offers substantially reduced rates on four insurance plans _ life) hospital indemnity, disability income protection, and major medical - truly the best insurance a Social Worker can buy. For the past several years, our Insurance

NASW keeps a balanced rein on finances because we want to protect our members' dues, which go to pay for the bulk of our programs and activities around the country. The remainder of Association income is derived from publication sales and special

Trust

with our efforts.

The dues our members pay are one example of their continuing commitment to their profession and to programs that will improve Social Work practice and social services.

(all

Social Worker volunteers) has given our subscribers premium reductions Or bonus increases in three of [he four plans. And We are introducing protect our members.

other coverages

to

Job Information One of the mainstays in our membership services program is Personnel Information, an outstanding feature of our monthly newspaper. PI, as it is abbreviated, contains the largest listing of employment ads available for professional Social Workers. This has become a fundamental source for important highlevel jobs in both the private and public sectors. NASW also provides

other employment

10

assistance.

11

•

OUR MEMBERS TAKE PART ••• helping people Social Workers join NASW through many sources. They can obtain an application at a local Chapter or at their School of Social Work (NASW has also graduate and undergraduate membership), or they can write directiy to the National Office. All Social Workers are eligible for membership, beginning with undergraduate students, so we maintain a strict professionalization

ladder to assure the development

of

highly trained professionals in the field. Education is a Key Overwhelmingly, our members hold a master of

Social Work degree, commonly known as MSW. All our membership categories are designed to provide a positive sense of awareness of the value of education

and the constant need for upgrading and improving professional skills and knowledge. Delegated

Democracy

After acceptance into the Association, new members are assigned to local chapters near where they

programs. The assembly is where the Association's democratic structure is displayed at its best. But the Delegate Assembly isn't the only word. Members also have the national Board of Directors and a number of specialized Cabinets and Committees - which they elect in national referenda - to protect their interests with finances, programs, priorities, policies, and a host of other concerns. The Board is elected from candidates that represent the major ethnic, geographic and practice groupings in the association. This "equality in action" continues to highlight the efficacy of equal opportunity for all. Besides relying on our National Offices and leadership, our members are active in their own locales organizing their own professional development p;ograms, including workshops and training sessions, and they work on many fronts to inform the public and other professionals of problems and issues affecting social services. Some of our more active Chapters have joined hands with other organizations to organize programs to help the local community.

live or work. We have chapters located throughout the U.S. and in Puerto

Rico,

Europe and the

Virgin Islands. Chapters are the local focus of national program, the point from which we develop

national leadership to handle our larger policy decisions and program planning. Chapters also provide elected representatives for our biennial Delegate Assembly, the Association's highest policy-making body. Delegates attend the assembly armed with their chapter positions on our broad platform statements, our membership and dues policies, our finances, our

12

13

OUR FUTURE IS FOREVER ••• helping people For Social Workers, tomorrow will be much brighter and we will continue to work positively and professionally. The same problems will persist. The same "enemies" of human progress will continue their assault - racism, poverty, mental illness, old age, disease, physical handicap, you name it. But that only means that the work to improve people's lives will continue with even more force; that Social Workers will persist in their fight to bring more hope to individuals, groups, communities, and society at large. With all the problems that lie ahead, NASW will become

more important

as an organization

who hel p people. OUf members

-

of people

and Social Workers

in general - are turning increasingly to the Association for greater assistance with their professional needs - information, practice standards, licensing, continuing

education,

social action,

INFORMATION •.. On NASW and Social Work in General National

Association

of Social Workers

1425 H Streets N.W. Washington, D.C. 20005

On Social Work Education Council

on Social Work Education

345 East 46th Street New York, N. Y. 10017 On Social Work Careers Social Work Careers Information National

Association

books, journals, knowledge

force organized

1425 H Streets N.W. Washington, D.C. 20005

all the items

and resources

and designed for the

purpose of helping its members to help others. Already

we have initiated

these needs. Our Manpower 1971,

new programs to meet Data Bank, established

will become a push button

qualifications

of our members

handle their professional research department

in

research base on the

and their needs to

responsibilities.

will be expanded

Our new

to meet the

growing cry for facts to fight problems with, to answer the questions of legislators, and others involved everything

public officials

in the social services. And in

we do, we will continue

to inform

the

public about our progress and our concerns.

NA5W's programs are tied to priorities and our priorities are tied to the national life.

14

Service

of Social Workers

legal defense, job development,

legislation,

that require the combined of a National

FOR FURTHER

15

•

"Social Work is the profession which concerns itself with the facilitating and strengthening of basic social relationships between individuals, groups, and social institutions." NASW Goals of Public Social Policy

,

•

A School Social Worker is qualified for the. position by: 1. Obtaining a Master of Social Work degree 2. Being certified by the State Department of Education 3.

Participating

in professional

organizations

TACOMA PUBLIC SCHOOLS School Social Work Department Pupil Personnel Services

Department of Special Education P. O. Box 1357 Tacoma, Washington 9840 I Angelo Giaudrone,

Superintendent

BOARD OF DIRECTORS Frank J. Gillihan John H. Anderson 1. L. Boze Michael J. Sterbick David R. Tuell, Jr.

When the child is able to use his learning opportunities and get along with others, the Social Worker is no longer needed. Sincere thanks to the Tacoma Public Schools parents who gave consent for their children to be our models. Social

Worker

School Telephone Schedule'

_ _ _ _

The Tacoma schools want to make it possible for every child to have a good school life. Some children are not able to use the learning opportunities provided by the school; thus, they become troubled by their failure.

Children show their troubles in many ways: "Nobody likes me," "I can't," "I won't," "You can't make me,"

Troubles make it difficult to learn.

The help of the Social Worker is needed if problems continue to interfere with the child's learning and social growth.

The Social Worker talks with the parents to learn more about the child and ways the school and family can work together.

BAL T1MORE

CITY PUBLIC

SCHOOLS

SCHOOL SOCIAL WORK SERVICES

COMMUNITY

SCHOOLS

I Professional social work ... Advancing the quality of life To find out more about Social Work Services, call the Educational Specialist for School Social Work Services at 396-6725.

William Donald Schaefer, Mayor 0 Board of School Commissioners 0 David C. Daneker,President 0 Dr. Beryl W. Williams, Vice-President 0 Milton A. Dugger,Jr. 0 Ann Jackson Howard E. Marshall 0 Dr. Monroe R. Saunders,Sr. 0 Ruth F. Silverstone 0 Joseph Lee Smith 0 Robert L. Walker Tawanda Clay. Student Commissioner 0 Rita Yates, Student Commissioner 0 Dr. John L. Crew, Sr .• Superintendent of Public Instruction 0 Dr. Virginia Roeder, Deputy Superintendent of Public Instruction 0 Dr. Anne O. Emery. Assisrant Superintendent, Office of Public Information and Com-

munication

The Baltimore City Public: Schools offer equal employment and educational opportunities in accordance with all federal, state, and local laws against discrimination on the basis of race, sex, or handicapping condition 0 Processed and Printed by Publications Office, Baltimore City Public Schools, an Agency of the City Government 0 1982

1HI@lllpOrl\l' Y@I!IJ

"GI@l~ Y@1IIJ1f~@~ lr@,@l~Ilil@lIf" ~1hl(f@I!IJ,h J'@@o@11W@lfll« J'@lffVH@@l,f Hill! J'@lhl@@~,f

Office of Social and Psychological Services Division of Pupil Services and Development 2300 North Charles Street Baltimore, Maryland 21218

STUDENTS Do you feel alone in dealing with your problem(s)?

00 you feel nobody likes you? Are you worried about passing? Is your family getting on your nerves? Do you feel pressured by others to do things you may not want to do? 00 you feel you are being treated unfairly in school? Do you have troubles or concerns that are difficult for you to talk about?

If you answered "yes" to one or more of the above questions, visit your school social worker. Your school social worker is trained to work with

the student who has personal problems or school, family. or community

problems that interfere with

learning by

o o

o

o

Listening. Identifying the problernls]. Helping the student understand

feelings and be-

havior.

Helping the student put his/her problems in perspective. o Helping the student decide what he/she wants to do. D Keeping information private that both agree does not need to be shared with others.

PARENTS Are you receiving calls from the school regarding your child? Do you feel alone in handling your problems? Are your kids getting on your nerves or "out of control"? Has an unexpected change in your family's situation caused serious distress? Are you feeling unable to cope with your child's situation? Factors causing stress in the home may affect your child's ability to concentrate on school work. They may also lead to discipline problems at home and in school.

The professional school social worker can assist you in working out a satisfactory plan for dealing with the problemfs) facing you and your child. There is no charge for services and your confidentiality is respected.

SERVICES School social workers are available for the following services: Individual, group, and family counseling Crisis intervention Consultation with teachers, administrators, and other school staff Referrals within the Baltimore City Public Schools and to community agencies Coordination/liaison with community resources

RESOURCES Resources used frequently within the Baltimore City Public Schools by school social workers Home and Hospital Teaching Guidance and Placement Services Psychological Services School Screening Services Speech and Hearing Services Court Consultant Special Services for Teenagers CHIP/SCAP Resources used frequently within the community by school social workers Department of Social Services Community Mental Health Centers Juvenile Services Administration Baltimore City Health Department Department of Housing and Community Development Health Maintenance Organizations Churches and Community Organizations Division of Vocational Rehabilitation Hospitals and Clinics Department of Recreation Mayor's Office of Manpower Resources Maryland Educational Opportunity Center Family and Children's Agencies Urban Services Agencies

school name and no.

school social worker

telephone no.

Social WorkclS HclpPeoplc

Justlikc You.

M

aybe not now. Maybe not next year. But chances are good that sometime in your life you'll need the help of a professional to cope with a problem that seriously affects your sense of well-being. How do you know if you need help? Sometimes problems enter your life so abruptly and are accompanied by so much distress that there is no mistaking the need for help. Often. however, they develop gradually and stress builds up over long periods of time to levels that may affect your personal relationships or your job. They may be ca used by psychological factors, by the

behavior of others around you, or even by quite natural reactions to job or family situations over which you have little control. Who can you turn to? There are a number of different kinds of mental health professionals qualified to provide help, but social workers provide mental health services to more people in this country than any other group.

S

ocial workers won't prescribe a "cure" for you.

Their aim is to help you help yourself. They are trained to assist you in acquiring the tools to cope with whatever is troubling you. • Is your marriage or other intimate relationship "on the rocks?" • Are you losing touch with your children? • Are you having difficulty managing the financial and emotional strain of caring for a disabled family member? • Are you consistently bored or disinterested in your work or social life? • Are you drinking or taking drugs in order to escape from a problem? • Are sleepless nights affecting your health, job performance, or the quality of your personal relationships? • Are you suffering from a social or financial condition that seems to offer no respite?

• Are you consistently "running into a brick wall" when trying to make institutions such as schools, hospitals, or government agencies more

responsive to your needs? • Is your child having problems in school? If you answered "Yes" to any of these questions, you should consider seeing a social worker. Social workers can help you with such problems as depression, anxiety, family discord, social dysfunction, physical disabilities, and mental illness. They can help make "the system" work for you instead of against you. They are there to help you, and you will find them throughout the community, in hospitals, on the job, in schools, in social service agencies, in nursing homes, in government offices, in community mental health centers, and in their own private practice.

National Association of Social Workers 7981 Eastern Avenue Silver Spring, Maryland 20910 (301) 565-0333 ®~3

Make sure you go to a professional.

U

nfortunately, many public servants who are called social workers are not. As dedicated as they might be to their jobs, many lack professional social work credentials. There may also be a small number in private practice who call themselves social workers, but who, again, are not professionally trained. Fortunately, it is not too hard to find out who is a professional social worker and who is not.

Here are some questions you can ask to make sure you've found somebody who can help you:

People who seek the help of a social worker will find that: Social workers are not limited by their training to examination of psychological problems, but recognize and can help you negotiate situations in the environment that may be contributing to your stress. o Social workers more than any other mental health professionals are trained to locate community resources that may provide a key to the problem you are trying to solve. For instance, a social worker. while trained to recognize the personal frustration or anxiety of someone who is having trouble providing for a disabled family member, also knows where to find

o

home bealth services and where to go to get financial assistance. Once this is accomplished. the person's anxiety might be relieved without reliance on psychotherapy. o Social workers who are in private practice often charge lower fees than others providing similar services.

o Does the person have a degree in social work from a school accredited by the Council on Social Work Education? o Is the person licensed or certified in your state?

Not all states offer such a credential, but most do and more are being added to the list every year. ols the person a member of the National Association of Social Workers? o Can the person provide references? o If the person is offering clinical or psychotherapeutic services, does he or she have a graduate social work degree plus two years' post-graduate experience? Also look for membership in the Academy of Certified Social Workers (ACSW). a credentialing program operated by the National Association of Social Workers, or for a listing in theNASW Register of Clinical Social Workers.

How much will your visit cost? These are not essential, but do offer proof that the social worker has the proper training and experience.

Now that you know who to find, how do you make the first contact? ne way to locate a social worker is by looking in the Yellow Pages under "Social Worker" or "Social Service Agencies or Organizations."The local United Way and United Fund offices can also provide assistance. Or call the local chapter of the National Association of Social Workers. If you cannot locate the chapter in your state, contact the NASW national office to obtain the number and address of the NASW office nearest you.

O

I

n many public and private agencies, fees are based on ability to pay. Considerations include income, the number of dependents, and other financial obligations. Social workers in private practice set their fees in accordance with the customary hourly rate for the local area. Many health insurance plans will reimburse part of the cost of mental health services provided by a clinical social worker. And, in some instances, fees not reimbursed may be claimed as a taxdeductible medical expense.

Points to remember: • You may not need a social worker now. But someone you know may, and chances are that sometime in your life you may need some help with a problem. • Social workers practice in many different settings. including hospitals. the workplace, schools. nursing homes. government agencies. community mental health centers. and private practice.

• Social workers are prepared to help you not only With personal psychological problems, but also

with those related to your environment.

• Make sure the person you choose is a qualified professional social worker.

F

or more information on

social workers and how they can help you. contact the National Association of Social Workers chapter in your state.

Healthy, happy children who are ready and eager to learn and who are able to adjust to others become contributing members of their homes and of society. The School Social Worker, along with other staff members, works with children and their parents to bring about satisfactory learning and adjustment. There are many kinds of feelings and pressures which may interfere with a child's liking school or I wanting to learn. The School Social Worker is especially trained to help eliminate, or at least to ease, these pressures. Whena child is referred to a School Social Worker, an effort is made to find out why the child is not learning or getting along with other children and adults. The Worker then assists the child in overcoming whatever is causing him difficulty. The School Social Worker, in helping the child, confers with him both alone and in group situations and enlists the cooperation of his parents, the school staff, and appropriate community agencies

BALTIMORECITY PUBLIC SCHOOLS BALTIMORE, MARYLAND 21218

The School Social Worker, in analyzing the child's behavior, frequently finds one or more of these causes for poor adjustment. physical defects visual auditory dental mental retardation slow rate of maturity need for affection infantile pattern of speech and action slow development of social adjustment

Through the efforts of all A ray of light is shed A seed is planted A twig bent A door opened

Processed in the Bureau of Publications Baltimore City Public Schools

The School Social Worker, in cooperation with other staff members, • Helps identify the material, physical, and psychological needs of the individual child • Offers direct help to the child about his difficulty in relating to the school program Involves his parents in evaluating, understanding, and taking steps to resolve the child's difficulties • Assists parents in finding and in using appropriate resources to aid their child • Secures assistance for parents who have been unable to re solve the child I s difficulty • Keeps other staff members informed of what is being done to aid the child Makes provision for ongoing help to the child

, 8 !.J

The School Social Worker is trained to help children whose behavior is not satisfactory. Such children may

/

/

/

Be afraid to come to school Be unusually tardy, frequently absent without acceptable excuse • Be withdrawn- shy, daydreamers, loners Be aggressive-use physical attack onothers: pinching, hitting, spitting, pushing, or taking the possessions of others (stealing) Be overdependent-require undue attention, reassurance, praise, bodily contact with others Be hyperactive- overactive physically, extremely restless Have short attention span - lose interest quickly; not complete assignments Have temper outbursts; be extremely impatient; be unable to endure restrictions Talk only in a few words; have speech defects (stuttering, etc.) Show physical distress such as listlessness; complaints of headaches, nausea, shortness of breath; frequent use of lavatory; excessive hunger, thir st; etc. Showexcessive interest in or curiosity about sex React stubbornly or negatively to directions and requests

Division of Special Services to Pupils

DIVISIONAL RESPONSIBILITIES

Baltimore - Working in support of the Superintendent's

goals

- Coordinating the system-wide development and operation of Pupil Services - Functioning as resource persons to school, region,and central office staff; parents and students; business, labor, and industry; and the general community - Planning and conducting professional development activities for school and regional staff - Planning, implementing, and evaluating programs and procedures mandated by federal law, state law, and School Board policy in areas that relate to Pupil Services - Providing supervision, training, and technical assistance in cooperation with school, region and other central office supervisory personnel

May 1979

Outline of Services

City Public Schools

GUIDANCE AND PLACEMENT SERVICES Second Floor 396-6619

OFFICE OF THE ASSISTANT SUPERINTENDENT Third Floor 396-6718 -

Leadership Coordination Budget National Alliance of Business State Department of Education

-

Voluntary Council Consultant Workshops Operational Cabinet Ombudsman

-

Counselors Work Study Associates Job Opportunities Post Secondary Opportuni ties - Decision-Making Skills - Project Go - Human Relations

-

Vocational Guidance Placement Services Peer Facilitators Career Education Graduate Follow-Up Value Clarification Educational and Occupational Information

SOCIAL AND PSYCHOLOGICAL SERVICES Third Floor 396-6730 -

School Social Workers Senior School Psychologists School Psychologists Consulting Psychiatrist

-

Child Abuse IEP'S Central Screening Residential Treatment Facilities - Interaction with

DEC

SPECIAL SERVICES FOR TEEJN-AGERS Third Floor 396-6615 - Supportive Services For Pregnant, Postpartum, And AtRisk Students - Located In Five High Schools - Federally Funded - Social Workers - Health Care

- Counseling - Referrals Educational Options - Pregnancy Prevention - Parenting Skills - Family Relationships

STUDENT RELATIONS OFFICE First Floor 396-6852 - Associated Student Councils of Bal timors City - Maryland Association of School Councils

- City-Wide Student Activities - National Association of School Councils

SPECIAL PUPIL SERVICES First Floor 396-6722 - Court Consul tan t - Immunization - Drug Suspension Counselors - Foreign Students - Tuition Waivers

- Disciplinary Removal and Suspension Procedures - Attendance Programs - Student Records - Health Department

Annual

Cumulative

Report

CGC No.

I.

REAS01\

D ,\,TE

GRADE _

SCHOOL _

OF

DATE

REFERRED_

DATE

REOPENED

I.Q.:

BIRTH

_

BINET _

GROl;P

FOR REFEUR H,

l. Aggressive behavior __

2. Poor attendance 3. Educational

-

maladjustment

4. Sex

5. Home problem

____

f..

_

6. Economic prohlem _ 7. Withdrawing

behavior

8. Other reasons

II.

CHIEF

CAUSATIYE

1. Environmental

}i"',\CTORS FOlJ~D

AFTER

STUDY

difficulties

2. Personality difficulties 3. Phvsical difficulties., .1. Educational maladjustment 5. Parent-child relationship 6. Other factors

III.

TRE.,nIENT

1. Interview, etc,

_

2. Educational adjustment 3. Agencies active during study (Star the agencies active without our referral)

4. Juvenile court 5. Placement 6. Withdrawn or excluded (date and reason) __ 7. Other reasons for closing

IV.

CONDITION STATUS (I·hlPROn~G;

Ist report

__

U.UNCIIANGED;

D-DETElUORATlNG)

3rd report-

2nd report Del',IS)

V.

l\A:UE OF VIElTIl'G

TEACHER

(Mar. IS)

ASS1Gl\ED TO Gn'E

SER'ICE.

_ (June 30)