School Social Work Leadership: Essential Knowledge, Skills, and Practices for the Profession

• Published in: School social work journal Vol. 42; no. 2; pp. 57 - 73
• Main Authors: Elswick, Susan E., Cuellar, Matthew, Williams, Mallory, Albert, Wendi, Norfleet, Treshain, Carlson, Sally, Fleming, Grace, Lieg, Nancy, Shine, Judie
• Format: Journal Article
• Language: English
• Published: Chicago Illinois Association of School Social Workers 01.05.2018; David Follmer Group; The Follmer Group, Inc
• Subjects: Academic Achievement; Advocacy; Best Practices; Crisis Intervention; Education; Emotional Development; Evidence Based Practice; Family Involvement; Identification; Intervention; Leadership; Leadership Domains; Leadership Qualities; Learning; Prevention; Professional Continuing Education; Professionals; Qualitative research; Research methodology; School Social Work; School Social Workers; Schools; Scoring Rubrics; Skills; Social Justice; Social Work; Social workers; State Departments of Education; Students
• ISSN: 0161-5653

School social work is an integral part of the social work profession. This specialty area within the field of social work often focuses on direct service delivery with the student, sometimes in a more macro level form of intervention; however, it is evident that leadership skills in the field of school social work practice are valuable and needed. In order to increase effective change within the multisystemic model in which school-based social work programming is embedded, the school social work practitioner must be well equipped with leadership skills for micro, mezzo, and macro practice. School social workers must enhance and strengthen their leadership skills in order to better advocate for their clients, schools, and direct profession. This article aims to review and analyze current state-specific department of education standards for school social work in an attempt to provide the profession with a guide to developing leadership standards for practice. A qualitative research methodology was utilized to identify possible categories for school social work practice domains and leadership-specific practice behaviors as a starting point for future development.