Lauren Akers, M.P.P, is a research analyst at Mathematica Policy Research, Inc. Her research and public policy interests include early childhood intervention and education, as well as K-12 education.

Sally Atkins-Burnett, Ph.D., is a Senior Researcher at Mathematica Policy Research, Inc. Her research interests include assessment, early childhood development, dual language learners, and children with disabilities. Her background in teaching children with disabilities and in teacher preparation of special educators, as well as per personal experience as a parent to individuals with disabilities, informs her writing and research.

Ron Avi Astor, Ph.D., is the Richard M. and Ann L. Thor Professor in Urban Social Development. He holds appointments in the schools of Social Work and Education at the University of Southern California. His professional interests include children's understanding of violence, large-scale, city-wide youth empowerment monitoring systems, and school violence interventions, and he has authored over 100 scientific publications and has numerous research projects on school violence.

Rami Benbenishty, Ph.D., is a professor at Bar Ilan School of Social Work in Israel. His work focuses on child welfare and children at risk. He partners with the Israeli Ministry of Education to develop monitoring and intervention systems to improve school climate and prevent school violence in Israel.

Gary L. Bowen, Ph.D., MSW, is a William R. Kenan Distinguished Professor in the School of Social Work at The University of North Carolina at Chapel Hill. He co-directs the School Success Profile project. Dr. Bowen is Past President (2009-2011) of the National Council on Family Relations.

Cynthia Franklin, Ph.D., LCSW, is Stiernberg/Spencer Family Professor in Mental Health and Coordinator of the Clinical Concentration at The University of Texas at Austin, School of Social Work. Dr. Franklin is an imminent researcher and expert in school social work and school mental health practice, with over 125 publications. Some of her most notable contributions include re-search on school social work, the effectiveness of solution-focused brief therapy in schools, and dropout prevention.

Mary Beth Harris, Ph.D., LCSW, is a Clinical Associate Professor and Director of the San Die-go Academic Center Campus at the University of Southern California. She has conducted numerous clinical studies and authored a number of seminal publications on adolescent mothers in the school environment. Dr. Harris was a family therapist and administrator in family and school-based services for more than two decades.

Sandra Kopels, J.D., MSW, is a Professor at the University of Illinois at Urbana-Champaign School of Social Work, where her primary teaching assignment is teaching social work students about the law. Her research generally focuses on the law’s impact on the rights of vulnerable clients and the responsibilities of social workers to practice ethically and legally. Her specific focus pertains to the confidentiality of client communications and the disclosure of information in child abuse and duty to warn situations.

Katherine L. Montgomery, Ph.D., MSSW, is an NIMH-funded (T32MH019960) postdoctoral fellow in the Brown School of Social Work at Washington University in Saint Louis. Her re-search coalesces around dissemination and implementation of empirically supported school-based interventions and the treatment and prevention of juvenile delinquency.

Ronald O. Pitne r, Ph.D., ACSW, is an Assistant Professor in the College of Social Work, and is in the Faculty Excellence Initiative (FEI) position for African American Health and Social Dis-parities. His current research examines the effects that community-based civic engagement has on residents' perceptions of community ownership, community safety, and positive community development. Dr. Pitner holds a Ph.D. in Social Work and Psychology from the University of Michigan.

Tara Powell, MSW, MPH, is a Ph.D. candidate at The University of Texas School of social work. Her concentration is in school-based mental health, policy, and long-term disaster response. Her research interests include school-based psycho-educational programs for children after disasters, violence prevention, and community mental health. John W. Sipple, PhD, is an Associate Professor in the Department of Development Sociology. His research focuses on the implementation of public policy and the interrelationship between school and community vitality. He directs the Community and Regional Development Institute at Cornell and the New York State Center for Rural Schools.

Danielle C. Swick, Ph.D, MSW, is a Research Assistant Professor at the University of North Carolina at Chapel Hill. Her areas of interest include evidence-based practice, school-based interventions, child and adolescent mental health, and community-engaged research.

Bruce Thyer, Ph.D., MSW, received his MSW from the University of Georgia in 1978 and his Ph.D. in social work and psychology from the University of Michigan in 1982. He is the founding and continuing Editor of the bimonthly journal "Research on Social Work Practice" is a member of the Social Work Academy of the National Academies of Practice. He is a current LCSW and a Board Certified Behavior Analyst.

I) Brief Detailed Table of Contents

II) Detailed Table of Contents

I) Brief Detailed Table of Contents

Chapter 1. School Social Work: A Historical and Contemporary View

Chapter 2. Major Issues in American Schools

Chapter 3. Perspectives in School Social Work Services

Chapter 4. The Design of Social Work Services: School Environment

Chapter 5. The Design of Social Work Services: Addressing Student Needs  

Chapter 6. The Design of Social Work Services: Responding to Needs of Culture, Race, Gender, and Sexual Orientation

Chapter 7. The Delivery of School Social Work Services   

Chapter 8. Familiarizing Oneself with Key Groups of Children and Adolescents  

Chapter 9. Children with Special Needs   

Chapter 10. Student Rights and Control of Behavior   

Chapter 11. Violence in Schools

Chapter 12. Evaluating School Social Work     

II) Detailed Table of Contents

Chapter 1. School Social Work: A Historical and Contemporary View

The Profession of Social Work

The Establishment of Social Work

Chapter 2. Major Issues in American Schools

Purposes of Public Education

School Reform

The School as Community Hub

Finance

Chapter 3. Perspectives in School Social Work Services

An Ecosystems Perspective

Ecological Theory

General Systems Theory

Chapter 4. The Design of Social Work Services: School Environment

Working within A School

Political Dimensions in the Organization

The Effects of School Culture and Collaboration

Services Evaluation and Reporting

Chapter 5. The Design of Social Work Services: Addressing Student Needs  

Socioeconomic Patterns

Mental Health, Behavioral, and Learning Difficulties

Assessment as the Initial Process in Designing Services

Assessing and Engaging the Family

Policies Affecting Services to Individual Students and Families

Collaborating with the Community

Chapter 6. The Design of Social Work Services: Responding to Needs of Culture, Race, Gender, and Sexual Orientation

Culturally Grounded Assessment

Designing Empirically Supported Culturally Grounded Interventions

Bilingual and Bicultural Education

Gender in Education

Sexual Orientation and School-Based Social Work

Empirically Supported Interventions that Work

Chapter 7. The Delivery of School Social Work Services   

Emerging Roles of School Social Workers within Expanded School Mental Health and School-Linked Services

Evidence-Based Practice and Empirically Supported Interventions

Current Intervention Roles

Specialized Intervention Roles

Chapter 8. Familiarizing Oneself with Key Groups of Children and Adolescents  

Enrollment and Staffing

The Concept of Pupil Life Tasks

Pupil Life Tasks

Academic and Social Challenges

Children with Challenges at Home

Children Facing Abuse

Adolescents, Sex, and Sexuality

Chapter 9. Children with Special Needs   

Key Legislation Supporting Students with Special Needs

No Child Left Behind Act of 2001

Jacob Javits Gifted and Talented Education Act

Issues in Implementation: Renewed Attention to the Primary of Emotional Development

Chapter 10. Student Rights and Control of Behavior   

Sources of School Districts’ Authority

Basic Constitutional Rights

Discipline in the Schools

School Attendance

Chapter 11. Violence in Schools

Major Trends and Issues

Types of Interventions

Common Types of Interventions that Schools and School Social Workers are Using

Empirically-Supported Prevention and Intervention Programs

Chapter 12. Evaluating School Social Work   

Designing and Implementing Evaluation Studies

Selected Types of Single-System Designs Useful in Evaluating School Social Work Services

Selected Group Research Designs for Evaluating School Social Work Practice

Ethical and Human Subjects Issues in Evaluation

Annotated Bibliography of Evaluation Resources

Appendix I    An Example of Rural Practice

Appendix II  An Example of Urban Practice       

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