M.A. / This study was conducted within five high schools in the Thohoyandou district in the northern province. The study involved 20 teachers, 32 grade 10’s, 35 grade 11’s and 37 grade12’s. The aim of this study was to conduct a need assessment of high school pupils in the Thohoyandou district schools regarding their needs for school social work services in the school environment. The believes of pupils and teachers on the needs for school social work were explored. Questionnaires were used as a method for data collection. The exploratory-descriptive design was used. The findings of the study showed that both teachers and pupils agree that there is a significant occurrence of personal problems experienced by pupils, although teachers believe that some problems are not significant. Further there is a consensus from both teachers and pupils that most pupil’s problems are rooted in their families. They believe that there is a need for school social work in the schools, which will attend to pupil’s problems in relation to teachers, the home and the community. Recommendations were made, generally to introduce school social work in the high schools of the northern province with the aim of making maximum use of the learning process. / Dr.W. Roestenburg

M.A. / 1. Motivering vir die studie Die studie is ingelei met ‘n beskrywing van die historiese ontwikkeling van skool maatskaplike werk in onderwys. Daar was bevind dat die doelwitte en die karakter van skool maatskaplike groepwerk gerig is op terapie, en daarop gemik is om probleme te eliminieer wat skoliere moontlik kan kortwiek in hul skool werk. Groepwerk in die verband is ook daarop gerig om die individu in te sluit in ‘n groep sodat hy deel kan voel van die gemeenskap. In Suid Afrikaanse konteks is daar reeds geweldige vooruitgang gemaak in die geskiedenis van die Opvoedkunde, maar skool maatskaplike werk figureer steeds nie in die ontwikkelinge nie. Sommige privaat skole in Suid Afrika het hul eie residensiële maatskaplike werkers. Skole tans steun steeds meestal op die Voorligting onderwyser/es om leerlinge by te staan deur moeilike tye en om hulle toe te rus met die nodige vaardighede vir die toekoms. Tog blyk dit dat meeste van die onderwysers nie oor die nodige vaardighede beskik om leerlinge te help deur hulle toe te rus met die nodige vaardighede om moeilike tye te oorkom nie. Verder blyk dit dat programme wat tans aangebied word, nie in die behoeftes van die leerlinge voldoen nie. In die verlede was Voorligting geïgnoreer as skoolvak. Lewensvaardighede was selde aangebied in skole, en het nie deel gevorm van die skoolkurrikulum nie. Die aanleer van lewensvaardighede was oorgelaat aan toeval. Ervaringsleer is baie suksesvol in groepwerk konteks. Alle lewensvaardigheids klasse is gebaseer op die groepwerk metode. Leerlinge het ervaring daarvan om deel van ‘n groep te wees in een of ander vorm, en daarom is die maatskaplike werk metode iets waarmee leerlinge hulself kan vereenselwig. 2. Doel van die studie Voortvloeiend uit die motivering, is die navorsingsdoel van die studie die ontwikkeling en die evalueering van ‘n lewensvaardigheidsopleidingsprogram. Die opleidingsprogram is bedoel vir graad agt seuns, en die program behoort deel van die totale skool kurrikulum uit te maak. 3. Die geïntegreerde ontwikkelings- en evalueeringsmodel Om uitvoering aan die doelstellings van die studie te gee, is ‘n geïntegreerde teoretiese ontwikkelingsnavorsings- en evalueeringsmodel gekonseptualiseer (Nel en Nel 1993; Nel 1992). Die model bestaan in hoofsaak uit Thomas (1984) se vierfase model, waarin ‘n analise-, ontwerp-, ontwikkeling- en evalueeringsfase figureer. In elkeen van die fases word ‘n aantal materiële voorvereistes gestel, asook metodologieë deur middel waarvan daar aan die voorvereistes voldoen kan word. Aangesien ‘n program as deel van die totale skoolkurrikulum daargestel moes word, is daar in die ontwerpfase van Thomas (1984) se metodologieë afgewyk en hoofsaaklik op opleidingsmodelle in die Bedryfsielkunde asook kurrikuleringsnavorsing in die Opvoedkunde gesteun. De Vos (1991) se Geïntegreerde Model van Programevaluering is vir die evalueeringsfase geselekteer. 4. Die analisefase In die eerste fase is ‘n ontleding van die opleidingsprobleem onderneem, die stand van bestaande programme is ondersoek en ‘n uitvoerbaarheidstudie is onderneem en op grond waarvan daarna besluit is om met die ontwerpfase voort te gaan. 5. Die Ontwerpfase In hierdie fase is daar aan die volgende materiële voorvereistes voldoen, te wete doelstellings en doelwitte is vir die program geformuleer, ‘n praktykmodel is opgestel, ‘n tentatiewe voorstelling van die innovasie is gemaak, en die innovasieprosedures is bepaal. Wat die praktykmodel betref, is ‘n geïntegreerde praktykmodel gekonseptualiseer wat as verklaringsmodel gedien het waarbinne die inhoude van die laboratotiumprogram verantwoord kon word. Uit die praktykmodel is kritieke rolbeskrywings afgelei, asook ‘n vaardigheidsrepertoire is opgestel wat in die program aangespreek work. Gedurende die ontwerpfase was dit ook nodig om die bepaling van programinhoude, die spesifisering van onderigstrategieë en onderigbronne te doen. 6. Die ontwikkelingsfase Nadat ‘n ontwikkelingsplan geformuleer is, het daar ‘n operasionele voorbereiding ten opsigte van die beplande loodsgebruik en ontwikkelingstoetsing plaasgevind. Met implementering van die program het dit geblyk dat sekere verstellings nodig is. Insluitend in die ontwikkelingsfase is daar hoofsaaklik gekonsentreer op programmoniteringevalueering (kwalitatiewe ondersoek) en impakevalueering (kwantitatiewe ondersoek). Vir hierdie doeleindes is ‘n kwasi-eksperimentele navorsingsontwerp benut, waarin voorsiening gemaak is vir ‘n voor- en nameting. Die kontrolegroep het bestaan uit graad agt seuns van King Edward VII School. Die evalueringsinstrument waarvan gebruik gemaak was gedurende die impakevalueringsfase het die Psigo-sosiale Funksionerings Inventaris ingesluit, wat bestaan uit ‘n pen en papier selfevalueringsmetode wat gebruik work om sosiale funksionering te meet. Toepaslike hipoteses is geformuleer en die parametriese hipotese vir twee steekproewe gemiddelde toets: onafhanklike steekproewe is gebruik. 7. Hoofbevinding Daar is in hoofsaak bevind dat ‘n lewensvaardigheidsopleidingsprogram daargestel kon word wat in die navorsingsdoel beantwood het. Wat die programdoelstellings en –doelwitte betref, is bevind dat die program oor die algemeen aan die programdoelstellings en doelwitte beantwoord het / Prof. J.B.S Nel

It is the purpose of this study to examine the work of visiting teachers or school-social workers in various places which have employed this service for a number of years and to determine some of the contributions which such service makes to the over-all program of the elementary school from the standpoint of services to the child, to his family, and to the teachers.

Sammanfattning Syftet med föreliggande studie är att undersöka skolkuratorns roll och hur skolkuratorns professionella kompetens synliggörs i samverkan med andra yrkesgrupper inom skolor med endast en anställd kurator. Studien fokuserar särskilt på vad skolkuratorerna själva ser som utmärkande för sin kompetens och möjlighet till kom2petensutveckling, samt hur skolkuratorns roll uppfattas på skolan. En skolkurator är vanligen ensam om sin profession på en eller flera skolor och det finns inte någon omfattande forskning kring det sociala arbetet inom skolan. I studien genomförs fem semistrukturerade intervjuer med skolkuratorer inom svenska grundskolan. Intervjuerna analyseras utifrån professionsteori, rollteori och ett samverkansperspektiv. Studiens resultat visar att skolkuratorns kompetens utmärker sig genom deras kunskaper om det psykosociala perspektivet. I studien dras slutsatsen att skolkuratorerna inte får tillräcklig möjlighet till fortbildning i den omfattning som respondenterna själva skulle vilja ha. Resultatet visar också på att arbetsgivare inte har någon långsiktig planering för fortbildningen för skolkuratorn. Studien visar också på att samverkan med andra professioner på skolan fungerar bra men det framgår också att skolkuratorernas roll på skolorna upplevs otydlig och varierande.

This thesis examines the attitudes of secondary teachers toward school social workers.

Indiana University-Purdue University Indianapolis (IUPUI) / Educational neuroscience (EN) is a transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum. Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students. The potential integration of EN practices into school settings affects educators and school social workers who promote positive school climates and address barriers to learning. Despite the ascension of scholarly discourse proposing the integration of neuroscience knowledge with education practices, a shared conceptual framework remains elusive for the emergent discipline, and the translation of EN into education practices is unexamined. A constructivist grounded theory study was conducted to investigate the emerging conceptualization of EN practices and implications for promoting a positive classroom climate. Data collection included semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations from three different fourth and fifth grade classrooms in a US Midwest city. The data analyses generated a conceptual model that revealed how EN practices unfolded in the classroom to facilitate the co-creation of a positive classroom climate. The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process. Five themes emerged that characterized EN practices: teaching neuroanatomy, reflecting on emotions, selfregulating, adapting classroom boundaries, and honoring the whole student. Interactions resulting from these practices aligned with four established climate dimensions: teaching and learning, structure of the learning environment, safety, and relationships. The resulting classroom climate contributed to students’ resiliency, as observed by reduced office referrals, readiness to learn, empowered decision-making, greater empathy, and enhanced social connectedness. Findings from this study support a conceptual model for the application of EN practices in elementary classrooms and align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success. The results of this study will inform future translational EN inquiry as well as educators and school social workers who seek to co-create positive classroom climates using transdisciplinary EN practices.

No description available.

Recurrent themes identified in the narratives of the research participants revealed their perceptions and experiences of the diverse forms of power in this setting, their understanding and interpretation of the meaning of empowerment, and the building of foundations for effective empowering practices. The research findings show how practitioners enhance their own reflexivity as well as those of service partners and users to create a favorable learning environment. They challenged the dominant discourses and produced alternative ones, thus enriching the meaning of education. They also engaged in different dimensions of empowerment, namely (1) the personal dimension as how service users recaptured a sense of competence to meet life challenges and fight for their own benefits; (2) the interpersonal dimension as how practitioners collaborated with school personnel to safeguard student rights and secure social justice; (3) the school and community dimensions as how practitioners initiated positive changes to school policies and mobilized community resources for student development; and (4) the institutional dimension as how practitioners played the advocacy role in the education sector. / The findings provide a knowledge base for an understanding of the significant aspects of power and empowerment in school social work service. The recommendations induced are put into policy, practice, and research categories. They serve as useful information for policy makers to revisit the existing school social work policy to improve the working conditions of practitioners. They give valuable reference materials for youth workers to apply the empowerment approach in actual practice. They also stimulate other intellectuals to explore future directions of social work research in general, as well as youth and school social work studies in particular. / The research findings suggest that empowerment can be generated through a number of ways and understood in terms of dialogical process, reflexive practice, discourse construction, localized actions, collective actions and multiple interventions. The synthesis of these domains opens up the possibility for developing a framework of empowerment-oriented school social work practice. This framework provides a "map" to guide practitioners to work with power in diverse, dynamic, creative, and contextual ways. / This thesis examines the field experiences of Hong Kong school social workers in encountering different forms of power and carrying out empowering practices. A critical social work perspective is adopted to theorize a conceptual framework to explicate the narratives collected through in-depth interviews with 15 frontline school social workers. These research participants were chosen with regard to their service experience, the agencies they belonged to, and the types of schools they served. Using discourse analysis as the research strategy adds a power and political dimension in analyzing their narratives in the Hong Kong context. It gives a comprehensive and detailed description of their reactions to the power relations, performances of flexible roles, generation of new discourses, and use of various strategies to initiate empowering practices. / To Su Ming. / "August 2006." / Adviser: Steven Sek-yum Ngai. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 1163. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 416-452). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

by Wong Siu Yin. / Bibliography: leaves [i]-vi / Thesis (M.S.W.)--Chinese University of Hong Kong, 1986

by Ming-fai Law. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 291-312). / Abstract and appendix in English and Chinese. / Title --- p.i / English extract --- p.ii / Chinese extract --- p.iv / Declaration --- p.v / Acknowledgement --- p.vi / Dedication --- p.viii / Table of contents --- p.ix / List of Exhibits --- p.xv / List of Appendices --- p.xvii / Desiderata --- p.xviii / Preface: The button --- p.xix / Chapter Section One: --- Introduction --- p.1 / Chapter Chapter One --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- The professional journey --- p.2 / Chapter 1.3 --- The view to students in a prevocational school --- p.4 / Chapter 1.4 --- Focus and objectives of the study --- p.5 / Chapter 1.5 --- Potential contributions of the study --- p.6 / Chapter 1.6 --- Chapter organization --- p.7 / Chapter Section Two: --- Literature review and theoretical framework --- p.8 / Chapter Chapter Two --- Literature review (Part 1): School social work in Hong Kong --- p.8 / Chapter 2.0 --- Introduction --- p.8 / Chapter 2.1 --- Background and development of the school social work service --- p.8 / Chapter 2.2 --- The school social work service delivery --- p.12 / Chapter 2.2.1 --- The expertise of school social work knowledge --- p.13 / Chapter 2.2.2 --- Existing service models --- p.14 / Chapter 2.2.3 --- Policy requirement --- p.15 / Chapter 2.2.4 --- "Preferred service delivery model and ""social work"" definition of school" --- p.17 / Chapter 2.3 --- The school casework service --- p.18 / Chapter 2.3.1 --- The significance of studying the school casework service --- p.18 / Chapter 2.3.2 --- The special features of the school casework service --- p.20 / Chapter 2.3.2.1 --- The statistics of casework problem natures --- p.21 / Chapter 2.3.2.2 --- Clients' impression towards school casework service --- p.23 / Chapter 2.3.2.3 --- Cooperation with school personnel --- p.26 / Chapter 2.3.2.4 --- Working with other helping professionals in the community --- p.28 / Chapter 2.4 --- Conclusion --- p.29 / Chapter Chapter Three --- Literature review (Part 2): The direct work (clinical work) with clients of the school casework service --- p.30 / Chapter 3.0 --- Introduction --- p.30 / Chapter 3.1 --- The current working paradigms of school casework service --- p.31 / Chapter 3.1.1 --- Review of the school social work case studies --- p.31 / Chapter 3.1.2 --- Preliminary study of school social workers --- p.33 / Chapter 3.2 --- Theories influencing the intervention of school casework service --- p.36 / Chapter 3.2.1 --- The biological theory --- p.37 / Chapter 3.2.2 --- The developmental theory --- p.37 / Chapter 3.2.3 --- Learning and social learning theories --- p.38 / Chapter 3.2.4 --- Cognitive theories --- p.39 / Chapter 3.2.5 --- Delinquency studies --- p.40 / Chapter 3.2.6 --- Family system therapy --- p.41 / Chapter 3.3 --- The cultural dimension - The Chinese values --- p.42 / Chapter 3.3.1 --- Basic conception of Chinese ethics --- p.42 / Chapter 3.3.2 --- The Chinese way of guiding young persons --- p.44 / Chapter 3.4 --- The epistemological position of the present study --- p.47 / Chapter 3.4.1 --- Comments about the literature review --- p.47 / Chapter 3.4.2 --- The tasks for the present study --- p.52 / Chapter 3.5 --- Conclusion --- p.54 / Chapter Chapter Four --- "Theoretical framework and research objectives: ""Narrative informed practice"" of school casework service" --- p.55 / Chapter 4.0 --- Introduction --- p.55 / Chapter 4.1 --- "The theoretical doctrine of ""narrative""" --- p.56 / Chapter 4.1.1 --- "The scope of a ""narrative""" --- p.56 / Chapter 4.1.2 --- Narrative reasoning and logico-scientific reasoning --- p.58 / Chapter 4.1.3 --- "The ""common"" features of a narrative" --- p.60 / Chapter 4.1.3.1 --- Time --- p.60 / Chapter 4.1.3.2 --- Intentionality --- p.61 / Chapter 4.1.3.3 --- Narrative form --- p.61 / Chapter 4.1.3.4 --- Meaning of a narrative --- p.63 / Chapter 4.1.3.5 --- Telling and retelling of a lived experience --- p.66 / Chapter 4.1.3.6 --- The dual landscape of a lived experience --- p.67 / Chapter 4.1.3.7 --- "The relationship between the ""part"" and the ""whole"" of a narrative" --- p.68 / Chapter 4.1.4 --- The narrative asymmetry --- p.69 / Chapter 4.1.5 --- Summing up for the theoretical doctrine --- p.72 / Chapter 4.2 --- Connecting the theoretical doctrine to the practice theory --- p.73 / Chapter 4.2.1 --- """Meaning"" revisited in “narrative informed practice""" --- p.73 / Chapter 4.2.2 --- "The meaning of a ""client""" --- p.74 / Chapter 4.2.3 --- Reasons for seeking the school casework service --- p.75 / Chapter 4.2.4 --- Theoretical linkage between narrative principles and the casework practice --- p.76 / Chapter 4.2.4.1 --- Time --- p.76 / Chapter 4.2.4.2 --- Intentionality --- p.76 / Chapter 4.2.4.3 --- Narrative form --- p.77 / Chapter 4.2.4.4 --- "Narrative activities within ""narrative informed practice""" --- p.78 / Chapter 4.2.5 --- "Differentiation of ""narrative informed practice"" with other related psychotherapies" --- p.80 / Chapter 4.3 --- """Narrative informed practice"" in action" --- p.83 / Chapter 4.3.1 --- """Narrative informed practice"" and social work values" --- p.83 / Chapter 4.3.2 --- "Goals and objectives of ""narrative informed practice""" --- p.83 / Chapter 4.3.3 --- The roles of the school social worker during the practice --- p.84 / Chapter 4.3.4 --- The worker-client relationship --- p.85 / Chapter 4.3.5 --- "A word about ""emotion"" during the practice" --- p.85 / Chapter 4.3.6 --- "Tasks of the school social worker during the ""narrative informed practice""" --- p.86 / Chapter 4.3.7 --- "The advantages of the ""narrative informed practice""" --- p.88 / Chapter 4.4 --- Conclusion and the research objectives --- p.91 / Chapter Section Three: --- Methodology --- p.93 / Chapter Chapter Five --- Research design and methodology --- p.93 / Chapter 5.0 --- Overview --- p.93 / Chapter 5.1 --- Rationale in adopting a qualitative research --- p.94 / Chapter 5.2 --- The inquiry root - social constuctionism --- p.96 / Chapter 5.3 --- Research design --- p.98 / Chapter 5.3.1 --- Naturalistic casework research --- p.98 / Chapter 5.3.1.1 --- The research procedures of the naturalistic casework research --- p.100 / Chapter Step 1: --- Preparation for the research --- p.101 / Chapter Step 2: --- Personal experience method in reviewing the data --- p.104 / Chapter Step 3: --- Peer group meeting --- p.105 / Chapter Step 4: --- Interviewing the clients about the past casework experience --- p.107 / Chapter Step 5: --- Narrative analysis of the author cum researcher --- p.107 / Chapter Step 6: --- Writing the case study --- p.109 / Chapter Step 7: --- Member checking --- p.110 / Chapter 5.3.2 --- Clients' evaluation of the school casework service --- p.111 / Chapter 5.3.2.1 --- Locating the scope of evaluation --- p.111 / Chapter 5.3.2.2 --- Areas of evaluation --- p.112 / Chapter 5.3.2.3 --- Steps of evaluation --- p.113 / Chapter 5.4 --- Time-line of the research --- p.114 / Chapter 5.5 --- Conclusion --- p.114 / Chapter Section Four: --- Case studies and evaluation --- p.115 / Chapter Chapter Six --- Background study and the school setting --- p.115 / Chapter 6.0 --- Intro duction --- p.115 / Chapter 6.1 --- Prevocational school as the site of intervention --- p.115 / Chapter 6.2 --- Specific description of the site --- p.117 / Chapter 6.2.1 --- Structure of student affairs --- p.117 / Chapter 6.2.2 --- Student management --- p.117 / Chapter 6.3 --- Summary --- p.121 / Chapter Chapter Seven --- A story of floating --- p.122 / The first interview --- p.122 / The second interview --- p.127 / The third interview --- p.133 / The fourth interview --- p.137 / Latter interviews --- p.139 / Conclusion --- p.141 / Chapter Chapter Eight --- "“I don't want to go to school!""" --- p.142 / The referral --- p.142 / I was really worried that Wai-hung would be bad --- p.144 / I don't want to go to school! --- p.150 / The family interviews --- p.160 / Post-intervention scenario --- p.167 / Conclusion --- p.167 / Chapter Chapter Nine --- "Violence, tears, crisis and hope" --- p.169 / The referral --- p.169 / The meaning of being a triad member --- p.170 / The history of conduct and the liaison with teachers --- p.171 / The progress --- p.174 / One false accusation leading to one real accusation --- p.175 / The letter exchange --- p.176 / Personal reflection from May 1999 to July 1999 --- p.180 / "The ""new"" start and another hitting" --- p.181 / From an individual story to a story with the family and the school --- p.183 / Kwong-lung´ةs runaway from the family --- p.185 / Turn over a new leaf and the first court hearing --- p.188 / The second court hearing and the remand --- p.191 / 21days of remand --- p.193 / The verdict --- p.197 / The division of labor between the school social worker and the probation officer --- p.197 / Struggle with schooling and life-wrestle --- p.200 / Conclusion --- p.206 / Chapter Chapter Ten --- Transforming body mutilation to family loyalty --- p.208 / Presenting problem of Kaki --- p.208 / Family background of Kaki --- p.209 / Session one: Exploring the stress --- p.210 / Session two: Friends and love --- p.214 / Session three: Teacher's view on Kaki --- p.217 / Session four: A brief encounter --- p.219 / Session five: Peeling off the onion skins again --- p.219 / Session six: Visiting the past --- p.221 / Session seven: Paving the avenue for family interviews --- p.224 / Session eight: The first family interview without Kaki --- p.227 / "Session nine: The sister,the sister's boyfriend and Kaki" --- p.231 / Preparing the end of the school term --- p.233 / Session ten: Support work --- p.234 / Session eleven: Preparing the closure --- p.234 / Session twelve: The termination --- p.236 / Three months' later --- p.238 / Conclusion --- p.239 / Chapter Chapter Eleven --- Clients' post-hoc evaluations --- p.240 / Chapter 11.0 --- Introduction --- p.240 / Chapter 11.1 --- Evaluation data by individual case --- p.241 / Chapter 11.2 --- Significant findings --- p.246 / Chapter 11.2.1 --- Significant events --- p.246 / Chapter 11.2.2 --- The clients' subjective helpfulness of the service --- p.248 / Chapter 11.2.3 --- Intervention strategy --- p.249 / Chapter 11.2.3.1 --- Overall intervention --- p.249 / Chapter 11.2.3.2 --- Office interviews --- p.250 / Chapter 11.2.3.3 --- Letters Versus interviews --- p.252 / Chapter 11.2.3.4 --- Suggestions for improvements --- p.253 / Chapter 11.2.4 --- The qualities of a school social worker during the casework service --- p.254 / Chapter 11.2.5 --- Worker-client relationship --- p.255 / Chapter 11.2.6 --- Subjective usefulness of the casework service --- p.256 / Chapter 11.2.7 --- Usefulness of the evaluation --- p.257 / Chapter 11.3 --- Summary and conclusion --- p.257 / Chapter Section Five: --- Discussion and conclusion --- p.260 / Chapter Chapter Twelve --- Discussion and implications --- p.260 / Chapter 12.0 --- Introduction --- p.260 / Chapter 12.1 --- Limitations of the study --- p.260 / Chapter 12.2 --- Implications for the study --- p.263 / Chapter 12.2.1 --- Implications for the practice theory --- p.263 / Chapter 12.2.1.1 --- "Revisiting the goals and objectives of the ""narrative informed practice""" --- p.263 / Chapter 12.2.1.2 --- Revisiting the roles of a school social worker --- p.264 / Chapter 12.2.1.3 --- A discussion of the intervention of a school social worker --- p.265 / Chapter a. --- Overall intervention --- p.265 / Chapter b. --- Office interviews --- p.266 / Chapter 1. --- The use of metaphors --- p.267 / Chapter 2. --- To maximize the usefulness of interviews more than two persons --- p.268 / Chapter 3. --- Inclusion of different change agents in the interviews --- p.268 / Chapter 4. --- Clients' responsibility --- p.269 / Chapter c. --- Letter exchange --- p.269 / Chapter d. --- Revisiting the qualities of a school social worker during the casework practice --- p.270 / Chapter e. --- Revisiting the worker-client relationship --- p.270 / Chapter f. --- Working with school system --- p.271 / Chapter g. --- Working with other professionals --- p.273 / Chapter h. --- "The discussion of the advantages of the ""narrative informed practice" --- p.273 / Chapter 12.2.2 --- Implications for evaluation --- p.275 / Chapter 12.2.3 --- Methodological implications --- p.275 / Chapter 12.2.4 --- Research implications --- p.278 / Chapter 12.2.5 --- Implications for school casework service --- p.278 / Chapter 12.2.6 --- Recommendations for further research direction and strategy --- p.279 / Chapter 12.3 --- Conclusion --- p.281 / Chapter Chapter Thirteen --- Summary and recommendations --- p.282 / Chapter 13.1 --- "Implications for the practice theory of ""narrative informed practice""" --- p.282 / Chapter 13.2 --- Implications for evaluation --- p.284 / Chapter 13.3 --- Methodological implications --- p.285 / Chapter 13.4 --- Research implications --- p.285 / Chapter 13.5 --- Implications for the school casework service --- p.286 / Chapter 13.6 --- Limitations of this study --- p.286 / Chapter 13.7 --- Future research direction --- p.287 / Chapter Chapter Fourteen --- Epilogue --- p.288 / Chapter 14.1 --- The theoretical struggle --- p.288 / Chapter 14.2 --- The practice struggle --- p.389 / Chapter 14.3 --- The professional journey to a new territory --- p.290 / Reference --- p.291 / Appendices --- p.313