Literacy Workshops: School Social Workers Enhancing Educational Connections between Educators, Early Childhood Students, and Families

Hunter, William C.; Elswick, Susan; Perkins, J. Helen; Heroux, Jodell; Harte, Helene Arbouet

doi:10.1093/cs/cdx009

Cited by 7 publications

(9 citation statements)

References 27 publications

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“…Other technical skills described include planning skills (Connell, 2010; Gladstone et al, 2014; Littell & Tajima, 2000); decision-making skills (Gladstone et al, 2012, 2014; Trotter, 2002); problem-solving (Gladstone et al, 2012, 2014; Trotter, 2002); offering flexible and nonprescriptive approach to delivery, in fact, flexibility and adaptability to service users’ needs (Littell & Tajima, 2000); engaging and working with other services (Cox, 2012; Hetherington & Baistow, 2001; Hunter et al, 2017; Wolfe, 2014); and time management and organizational skills (Gladstone et al, 2012, 2014; Hetherington & Baistow, 2001).…”

Section: Resultsmentioning

confidence: 99%

“…Likewise, regulatory and planning skills were studied, namely, planning skills (e.g., Gladstone et al, 2014), decision-making skills (e.g., Trotter, 2002), problem-solving (e.g., Gladstone et al, 2012), offering a flexible and nonprescriptive approach to delivery (Littell & Tajima, 2000), engaging and working with other services (e.g., Hunter et al, 2017), and time management and organizational skills (e.g., Hetherington & Baistow, 2001). Is seems professionals need to master regulatory and planning skills and using these skills effectively in their work with families.…”

Section: Discussionmentioning

confidence: 99%

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Workforce Skills in Family Support: A Systematic Review

Žegarac

Isakov

Nunes

et al. 2021

Research on Social Work Practice

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Purpose: Skills used in the practice of family support workforce are implemented in different settings and frameworks. The conceptual assumptions and epistemological frameworks of diversity are a challenge. Various paradigms of intervention, different sectors, and disciplinary involvement indicate the need to systematize and clarify knowledge in the field. Method: Using preferred reporting items for systematic reviews and meta-analyses guidelines, a systematic review was conducted, including qualitative, quantitative, and mixed-method studies on skills in the practice of family support. Results: The literature was collected in an exhaustive search of several databases, where a set of 8,489 papers was selected. The workforce skills described were the qualities of the professionals, technical skills, and specific knowledge. Discussion: Most of the studies were literature reviews, did not define specific skills, had very small samples, and had issues with bias. We discuss implications for practice in social work as well as the gaps to be covered in further research of family support.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Workforce Skills in Family Support: A Systematic Review

Žegarac

Isakov

Nunes

et al. 2021

Research on Social Work Practice

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“…The provision of counselling services reduces the effects of negative sociocultural tendencies such as discriminatory attitudes, superstitious beliefs and difficulty in accepting persons with disabilities together with their non-disabled counterparts in the same classroom. Furthermore, Hunter et al (2017) identified that school social workers have an essential role to play in interdisciplinary teams as they serve to be the link between the home and the school environment. They ensure that children with disabilities have healthy relationships not only at school but also at home.…”

Section: Provider Of Psychosocial Supportmentioning

confidence: 99%

“…They ensure that children with disabilities have healthy relationships not only at school but also at home. This is possible because of the social worker's understanding of family processes and dynamics and what resources may be useful for children with disabilities in dealing with challenges at home and school (Hunter et al, 2017).…”

Section: Provider Of Psychosocial Supportmentioning

confidence: 99%

A systematic review of the roles of social workers in inclusive education for children with disabilities

Asamoah

Tam

Cudjoe

2021

International Social Work

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International and local communities have made commitments to ensure that children with disabilities have equal opportunities in education, just like their non-disabled counterparts. Regardless of the increasing research about the development of inclusive education for children with disabilities, inclusive education is not achieved. This calls for a focus on what other professionals, like social workers, can contribute to the successful implementation of inclusive education. A systematic review yielding 11 studies revealed that social workers perform well-known generalist practitioner roles like advocacy, collaboration, education, facilitation and provider of psychosocial support which emphasises the need to involve social workers in inclusive schools.

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“…Noticeably, a small subfield exploring the literacy narratives of parents within the dis/ability community has taken shape. This scope of research features a wide array of topics but often focuses on parental roles in the literacy development of children with dis/abilities (Adams et al, 2015; Keilty & Galvin, 2006; Ricci, 2011; Robinson et al, 2019), strengthening the relationship between educators and parents within the dis/ability community (Hunter et al, 2017; Schoorman et al, 2011), and the construction of literate identities of children with dis/abilities and their parents (Compton‐Lilly, 2016; Kabuto, 2016; Skinner et al, 1999; Whitehouse & Colvin, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

“Just Bring Me Some Books to Read”: Exploring Parental Literacy Narratives Within the Dis/ability Community

Berglund¹

2021

J Adolescent & Adult Lit

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Parents of individuals with dis/abilities often grapple with their child’s dis/ability, as parents mediate their own experiences surrounding dis/ability. This research specifically investigates the literacy narratives in which parents reveal the literacy tools and practices they engaged with and in to aid in forming their own conceptions of dis/ability. Through narrative inquiry, three interviews with parents of children with dis/abilities were analyzed using postconventional perspectives of dis/ability to highlight the destabilization and multifaceted nature of dis/ability and the dis/ability experience. Findings drawn from parents’ literacy narratives suggest that parents have literacy experiences that stretch well beyond themselves and their immediate families and into the larger dis/ability community. Implications show that more pedagogical and communal resources are needed to support parents within the dis/ability community, as they search for ways to connect with others for emotional and educational purposes.

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Literacy Workshops: School Social Workers Enhancing Educational Connections between Educators, Early Childhood Students, and Families

Cited by 7 publications

References 27 publications

Workforce Skills in Family Support: A Systematic Review

Workforce Skills in Family Support: A Systematic Review

A systematic review of the roles of social workers in inclusive education for children with disabilities

“Just Bring Me Some Books to Read”: Exploring Parental Literacy Narratives Within the Dis/ability Community

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