Thesis advisor: Mary E. Walsh / Non-academic factors significantly impact the achievement of students living in poverty (Ladd, 2012; Rothstein, 2010), with experts arguing for a systemic approach to address the complex factors associated with the growing opportunity gap (Bryk et al., 2010; Walsh & Murphy, 2003). In response, the integrated student support (ISS) model has emerged as one effective school-based method (Moore et al., 2017). Notably, both school social workers (SSWs) and school counselors are uniquely positioned to implement ISS models (Olsen, 2016; Teasley & Richard, 2017). School social work reflects a history of working primarily within the family and mental health domains, utilizing community partnerships to deliver intensive interventions to individual, at-risk students (Kelly et al., 2015a). Meanwhile, school counseling reflects a history of emphasizing the academic and social-emotional domains, utilizing individual, whole-school prevention and early intervention (Galassi & Akos, 2012). There is, however, little research on how these distinct professional histories influence systemic intervention implementation. Sequential explanatory mixed methods analyses examined how SSWs and school counselors implemented one systemic ISS model, City Connects, in high-poverty urban schools. Quantitative analyses examined the developmental domain (academic, mental health, family), intensity level (prevention/early, intensive intervention), and provider (school, community, Coordinator) of service referrals to determine differences depending on profession, while controlling for years of practice with City Connects and number of students served. Qualitative analyses bolstered quantitative findings. Post-hoc quantitative analyses further explored outcomes. Findings revealed no differences between school social workers’ and school counselors’ referrals across developmental domains, intensity levels, and service providers, irrespective of the number of years of practice and number of students served. Both professions believed the City Connects model increased the range of their responsibilities, impact on students, and satisfaction compared to their previous, more traditional roles. SSWs reported spending more time supporting families than school counselors in post-hoc analyses. Codified models of practice, like City Connects, may reduce potential practice differences associated with profession, develop and shift professional dispositions, encourage mindset shifts, and increase perceptions of increased impact and satisfaction. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Syftet med denna uppsats är att undersöka skolkuratorers upplevelse av att arbeta inom skolan som tvärprofessionell verksamhet samt deras upplevda möjlighet att utföra sitt arbete. Skolkuratorn är en minoritet i verksamheten samt har ett annat perspektiv än de andra professionerna vilket gör det intressant att studera. Syftet undersöks genom att titta på kuratorns relationer till andra yrkesgrupper i skolan samt vad de anser är kännetecknande för yrkesrollen. Analysen utgår från en fenomenologisk ansats och Bourdieus teoretiska begrepp fält, habitus och kapital. Studien har utförts genom kvalitativa intervjuer med skolkuratorer och sedan analyserats genom en tematisk analys. Resultatet visar på att kuratorn är i underläge i skolans fält på grund av ett annat habitus än pedagogerna, samtidigt som de ses som experter inom sitt perspektiv och ofta rådfrågas. Det som är betydande för kuratorns position i fältet är relationen till ledningen och lärarna samt att få förtroende från dessa genom att ha ett högt värderat kunskapskapital. Skolkuratorerna lyfter även elevhälsoteamet som väldigt viktig för dem då de har en grupp de känner starkare tillhörighet till och blir mindre ensamma. Nätverk med andra kuratorer framstår också som betydande då det ger möjlighet att diskutera med andra socionomer samt ger en känsla av delaktighet. Kuratorsrollen beskrivs i övrigt som mångfacetterad, ensam, splittrad, otydlig och värdefull. Kuratorernas möjlighet att utföra sitt arbete påverkas till stor del av vilka förutsättningar som finns, exempelvis hur mycket tid de har till sitt befogande i relation till arbetsbördan.

The diploma thesis deals with the possibilities of implementation of school social work to the elementary schools in the Czech Republic. In the introduction, the thesis focuses on general inside of issues of school social work and the role of school social worker is characterized here. It also focuses on possible problems with implementation of school social work. In the next part, the diploma thesis deals with the practice of school social work in foreign countries and also with the current state of school counseling in the Czech Republic. Diploma thesis also focuses on legislative system and it suggests the possible future form of school social work in the Czech Republic. The conclusion outlines the proposal of specialized education program for school social workers in the Czech Republic.

Detta examensarbete syftar till att genom kvalitativa intervjuer undersöka skolkuratorers uppfattningar om och erfarenheter av skolsocialt arbete med suicidalitet hos elever. Två frågor har ställts. Den första frågan handlar om skolkuratorers uppfattningar och erfarenheter av suicidalitet hos elever. Resultatet visar att suicidalitet uppfattas vara ovanligt förekommande bland de elever skolkuratorerna har kontakt med, trots att erfarenheter av självmordstankar, självmordsförsök och självmord finns. Stress, psykisk ohälsa och svåra livssituationer ses vara bidragande orsaker till suicidalitet hos elever. Den andra frågan handlar om hur skolkuratorer beskriver det praktiska arbetet med suicidalitet hos elever. Resultatet visar att även om det i arbetet finns möjligheter att upptäcka och arbeta med suicidala elever är dessa möjligheter begränsade. Skolkuratorerna saknar i hög utsträckning suicidpreventiva instrument för att upptäcka och arbeta med suicidalitet i skolan. Istället beskrivs relationer med elever, samt internt samarbete med andra personalgrupper i skolan, utgöra grunden för arbetet med suicidalitet. / This study aims to examine school social workers perceptions and experiences of school social work with suicidality among students. To fulfill this purpose, six qualitative interviews have been made and two questions have been asked. The first question we asked was what kind of perceptions and experiences school social workers have when it comes to suicidality among adolescents in school. The second question we asked was how school social workers describe their practical work with students who are suicidal. The result shows that even though there are experiences of students who have suicidal thoughts, students who have made suicide attempts and students who have committed suicide, suicidality among students is something that is perceived as rare among the school social workers. Stress, mental health problems and difficult life situations is seen to be contributing causes of this phenomena. The result also shows, that school social workers in some ways have the ability to discover and work with students who are suffering from suicidality. However, these possibilities are also limited. School social workers experience a lack of instruments to detect suicide and to be able to work with suicidality in school. Instead, school social workers describes relationships and collaboration with both students and with other groups of staff in school as the primary basis for their work with suicidality among students.

The purpose of the study has been to examine school social workers´ professional practice in order to create an understanding of the opportunities and obstacles that exist for school social workers in their work against cyberbullying. This study has been based on a qualitative method where eight semi-structured interviews with school social workers from different municipalities in Sweden. The empirical data has been analyzed on the basis of previous research and the theoretical framework: professional theory and discretion. The results show that the school social worker´s professional role is characterized by overall job descriptions and a responsibility for adolesecents´ well-being. Cyberbullying appears to be complex and difficult to access, while at the same time it is important to prevent. The school social worker pursues prevention through collaboration with teachers and guardians and through class exercises. Factors that affect the school social worker's opportunities to work preventively are time and school management.

Latest research on the mental health status of children indicates that schools are key providers of mental health services (U.S. Department of Health and Human Services, 2003). The push for school mental health services has only increased as stakeholders have begun to recognize the significance of sound mental health as an essential part of academic success (Adelman & Taylor, 2002). However, while schools are recognized as playing an important role in the delivery of mental health services, it is not well understood about the types of mental health services provided, qualifications of providers, and the link to student outcomes (United States Department of Health and Human Services, 2003). The present study examined Florida school mental health service providers' perceptions about the types of mental health services provided in schools and school mental health service providers' qualifications to provide such services. Additionally, the study investigated the agreement about providers' qualifications to provide mental health services between providers, supervisors, and directors. Finally, this study investigated the perceptions of providers regarding the impact of mental health services on student outcomes. Results revealed that school mental health service providers considered several services, such as family counseling and mental health consultation, to be school mental health services. Services typically not viewed as mental health services were assessments, consultation improving academic concerns, early-intervention, universal screenings, and specialized intervention. School psychologists were the only mental health professional to receive a unanimous agreement from school mental health providers that they were most qualified of the three professionals to deliver a service (e.g., assessment). Additionally, with the exception of school psychologists, there was no consistency reported between administrators and school mental health service providers about providers' qualifications to deliver services. The following variables moderated perceptions about the qualifications of school mental health service providers: school level, SES status of school, and degree level. Lastly, school level and SES status of the school did not moderate perceptions about the impact of mental health services on academic and behavioral outcomes.

This thesis focuses on the education of secondary school pupils who are socially disadvantaged. It presents the phenomenon of social disadvantage in the context of education and current legislation. It also describes the current situation and the causes of social disadvantage, particularly the role of the family, and also focuses on pupils and their families from socially excluded localities. A significant amount of space is dedicated to descriptions of the manifestations of social disadvantage in school, the diagnosis of social disadvantage, and the specific education of socially disadvantaged pupils, especially the principles of such education. The goals of this thesis are to demonstrate the effect of social disadvantage on secondary school pupils and to highlight possible solutions to this phenomenon within the education system, the possibilities for support in education, and the role of the school social worker in eliminating the impacts of social disadvantage in education. The thesis also contains case histories of socially disadvantaged female pupils as a demonstration of the professional and important work of the school social worker. KEYWORDS education, social disadvantage, socially disadvantaged pupils, secondary school, social exclusion, school social worker

<p>The aim of the thesis is to describe and analyse the organization, resources and practice of pupil welfare work in municipal compulsory schools. In one study, telephone interviews with head masters from a random sample of 100 municipal compulsory schools have been carried out. A second study is based on material from two case studies, where the work of the pupil welfare team members and the everyday organizing of pupil welfare, are scrutinized.</p><p>The distribution of special pupil welfare resources varied considerably. Almost one-third of the variation could be explained by organizational and structural variables included in a regression analysis. Practically all schools in the sample had a school nurse, while school social workers and in particular school psychologists, were available to a lesser extent. Regarding the latter two professions, the results indicate that these resources are allocated to pupils of different age groups. The involvement of different kinds of municipal service in pupil welfare work is becoming a common form of organization. The case studies show that these service units can become influential actors in the organizing of local pupil welfare work. </p><p>School nurses appear to be an institutionalized resource, with regard to their presence in schools and the content of their work. The school social worker lacks a specific technology of her own that distinguishes her work from other professions. School social work is performed by several professions and for some tasks domain conflicts can arouse. These conflicts can to a certain degree be rooted in the enhanced consultative role of the pupil welfare specialists, which affects the division of labour between the actors. The pupil welfare meetings studied in the case studies where characterized by asymmetrical relationships, where little space were given for pupils and their parents to be actively involved in the decision-making process. </p>

The aim of the thesis is to describe and analyse the organization, resources and practice of pupil welfare work in municipal compulsory schools. In one study, telephone interviews with head masters from a random sample of 100 municipal compulsory schools have been carried out. A second study is based on material from two case studies, where the work of the pupil welfare team members and the everyday organizing of pupil welfare, are scrutinized. The distribution of special pupil welfare resources varied considerably. Almost one-third of the variation could be explained by organizational and structural variables included in a regression analysis. Practically all schools in the sample had a school nurse, while school social workers and in particular school psychologists, were available to a lesser extent. Regarding the latter two professions, the results indicate that these resources are allocated to pupils of different age groups. The involvement of different kinds of municipal service in pupil welfare work is becoming a common form of organization. The case studies show that these service units can become influential actors in the organizing of local pupil welfare work. School nurses appear to be an institutionalized resource, with regard to their presence in schools and the content of their work. The school social worker lacks a specific technology of her own that distinguishes her work from other professions. School social work is performed by several professions and for some tasks domain conflicts can arouse. These conflicts can to a certain degree be rooted in the enhanced consultative role of the pupil welfare specialists, which affects the division of labour between the actors. The pupil welfare meetings studied in the case studies where characterized by asymmetrical relationships, where little space were given for pupils and their parents to be actively involved in the decision-making process.

Collaboration between different professions within the school is important for promoting students' health and knowledge goals. Research in the school area shows both promoting and hindering factors for interprofessional teams to work with health promotion and prevention work. It appears that collaboration between school social workers and other professionals is influenced by different knowledge backgrounds and approaches to definitions as well as solutions to problems, which have an impact on the collaboration work. The purpose of this study was to examine, from the perspective of school social workers, what the collaboration process within compulsory school looks like and how different professional perspectives emerge between school staff. Furthermore, we wanted to know what the collaboration process means for the school curative work. This study has been based on a qualitative method where seven semi-structured interviews with school social workers in two medium-sized municipalities have been conducted. The result shows that collaboration varies between different schools and professions. Conditions and obstacles can be related to both organizational conditions, professional similarities and differences as well as individual factors. Collaboration is important for the school social worker’s professional role, just as the school social worker’s room for maneuver is important for working to promote health and prevention and for taking a holistic perspective.