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Importance of Being a Social Worker

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Bringing The Meaning in Life: Why I Want to Be a Social Worker

Ethical dilemmas in social work: solution to address the situation, the importance for a social worker to properly assess child development, analysis of the concept of "social work", get a personalized essay in under 3 hours.

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Career Profile Research Assignment: a Career of Social Worker

Applications of statistics in social work research, reflection on my placement in ingle farm primary school, the lessons i've learned as a social worker with an occupational therapist and nurses, a study on the social impact of jane addams, life and legacy of jane addams, documentation of previous learning experience: social worker, analysis of the dead goldfinch by george elgar hicks in relation to social work, jane addams and her contributions to social work, a study on jane addams’ philanthropic nature, how technology assisted social work aids various social work roles, systemic problems in the social services on the example of kyla and david, the sssc codes of practice for social workers, meeting with a social worker: a radical change of life, social work field education: self-assessment, social functioning in social work, social work application, my intrinsic motivation - that's why i want to be a social worker, social work internship experience: a reflection, attachment theory in social work practice: exploring the potential.

Social work is an academic discipline and practice-based profession concerned with meeting the basic needs of individuals, families, groups, communities, and society as a whole to enhance their individual and collective well-being.

Females account for around 83% of all social workers. Healthcare social workers and family, child, and school social workers are the highest paying social work jobs. Social workers helped decrease the number of juvenile arrests by 68% between 1996 and 2015. Social workers provide over 60% of mental health services.

Mahatma Gandhi, Jane Addams, Alfred Neumann, Frances Feldman, Ida B. Wells, Harriett Rinaldo, etc.

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Reflection on the Job of a School Social Worker Essay

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The range of responsibilities of human services workers is vast: consulting, defending the rights and dignity of people, overcoming disagreements, and changing psychological attitudes. Generally speaking, each role helps solve all types of human problems, from psychological to material.

As for me, I developed a particular interest in the job of a school social worker, whose professional role seems to be the most relevant and significant. It is a specialist who works with children with mental challenges. This profession combines pedagogical activity with the provision of psychological assistance to children violating generally accepted norms of behavior. According to Sosa et al. (2017), this specialist’s main task is to identify and prevent psychological problems in children and possible negative consequences of a child’s psychological trauma. It is crucial to raise children correctly and help them overcome any psychological issues because the future depends on the younger generation. Thus, I think this role is absolutely suitable for me.

As a result of studying human services professional practitioner roles, I would completely change my professional identity. Before, I could not decide what career I would like to associate my life with. Now I clearly understand that providing psychological assistance to children is my role and my vocation. Due to the knowledge gained during the course, I understand that it is essential to recognize inclination to a particular profession and, accordingly, to master the set of abilities characteristic of this job. Only by forming a holistic professional identity, you can become a helpful employee. Additionally, I diligently work on my feelings of pity, because during the course I made the conclusion that I cannot help children to socialize by feeling compassion for them.

Sosa, L. V., Alvarez, M., & Cox, T. (2017) School social work: national perspectives on practice in schools. Oxford University Press.

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Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000–June 2022

1 Steve Hicks School of Social Work, The University of Texas at Austin, 1925 San Jacinto Blvd 3.112, Austin, TX 78712 USA

Estilla Lightfoot

2 School of Social Work, Western New Mexico University, Silver City, NM USA

Ruth Berkowitz

3 School of Social Work, University of Haifa, Haifa, Israel

Samantha Guz

4 Crown Family School of Social Work, Policy, and Practice, University of Chicago, Chicago, IL USA

Cynthia Franklin

Diana m. dinitto.

School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. This scoping review analyzed and synthesized the focuses and functions of school social workers and the state-of-the-art social and mental/behavioral health services they provide. Findings showed that in the past two decades, school social workers in different parts of the world shared a common understanding of practice models and interests. Most school social work interventions and services targeted high-needs students to improve their social, mental/behavioral health, and academic outcomes, followed by primary and secondary prevention activities to promote school climate, school culture, teacher, student, and parent interactions, and parents’ wellbeing. The synthesis also supports the multiple roles of school social workers and their collaborative, cross-systems approach to serving students, families, and staff in education settings. Implications and directions for future school social work research are discussed.

Introduction

This scoping review examines the literature on school social work services provided to address children, youth, and families’ mental/behavioral health and social service-related needs to help students thrive in educational contexts. School social work is a specialty of the social work profession that is growing rapidly worldwide (Huxtable, 2022 ). They are prominent mental/behavioral health professionals that play a crucial role in supporting students’ well-being and meeting their learning needs. Although the operational modes of school social work services vary, for instance, operating within an interdisciplinary team as part of the school service system, or through non-governmental agencies or collaboration between welfare agencies and the school system (Andersson et al., 2002 ; Chiu & Wong, 2002 ; Beck, 2017 ), the roles and activities of school social work are alike across different parts of the world (Allen-Meares et al., 2013 ; International Network for School Social Work, 2016, as cited in Huxtable, 2022 ). School social workers are known for their functions to evaluate students’ needs and provide interventions across the ecological systems to remove students’ learning barriers and promote healthy sociopsychological outcomes in the USA and internationally (Huxtable, 2022 ). In the past two decades, school social work literature placed great emphasis on evidence-based practice (Huxtable, 2013; 2016, as cited in Huxtable, 2022 ); however, more research is still needed in the continuous development of the school social work practice model and areas such as interventions, training, licensure, and interprofessional collaboration (Huxtable, 2022 ).

The school social work practice in the USA has great influence both domestically and overseas. Several core journals in the field (e.g., the International Journal of School Social Work, Children & Schools ) and numerous textbooks have been translated into different languages originated in the USA (Huxtable, 2022 ). In the USA, school social workers have been providing mental health-oriented services under the nationwide endorsement of multi-tiered systems of support (MTSS) (Avant & Lindsey, 2015 ; Barrett et al., 2020 ). In the past two decades, efforts at developing a school social work practice model recommended that school social workers have a master’s degree, embrace MTSS and use evidence-based practices (EBP) (Frey et al., 2012 ). Similar licensure requirements have been reported in other parts of the world (International Network for School Social Work, 2016, as cited in Huxtable, 2022 ), but the current state of research on MTSS and EBP applications in other countries is limited (Huxtable, 2022 ). Furthermore, although previous literature indicated more school social workers applied EBP to primary prevention, including trauma-informed care, social–emotional learning, and restorative justice programs in school mental health services (Crutchfield et al., 2020 ; Elswick et al., 2019 ; Gherardi, 2017 ), little research has been done to review and analyzed the legitimacy of the existing school social work practice model and its influence in the changing context of school social work services. The changing conditions and demands of social work services in schools require an update on the functions of school social workers and the efficacy of their state-of-the-art practices.

Previous Reviews on School Social Work Practice and Outcomes

Over the past twenty years, a few reviews of school social work services have been conducted. They include outcome reviews, systematic reviews, and one meta-analysis on interventions, but none have examined studies from a perspective that looks inclusively and comprehensively at evaluations of school social work services. Early and Vonk ( 2001 ), for example, reviewed and critiqued 21 controlled (e.g., randomized controlled trial [RCT] and quasi-experimental) outcome studies of school social work practice from a risk and resilience perspective and found that the interventions are overall effective in helping children and youth gain problem-solving skills and improve peer relations and intrapersonal functioning. However, the quality of the included studies was mixed, demographic information on students who received the intervention, such as race/ethnicity, socioeconomic status, and special education enrollment were missing, and the practices were less relevant to the guidelines in the school social work practice model (National Association of Social Workers [NASW], 2012 ). Later, Franklin et al. ( 2009 ) updated previous reviews by using meta-analytic techniques to synthesize the results of interventions delivered by social workers within schools. They found that these interventions had small to medium treatment effects for internalizing and externalizing problems but showed mixed results in academic or school-related outcomes. Franklin et al. ( 2009 ) approached the empirical evidence from an intervention lens and did not focus on the traits and characteristics of school social workers and their broad roles in implementing interventions; additionally, demographic information, symptoms, and conditions of those who received school social work services were lacking. Allen-Meares et al. ( 2013 ) built on Franklin and colleagues’ ( 2009 ) meta-analysis on school social work practice outcomes across nations by conducting a systematic review with a particular interest in identifying tier 1 and tier 2 (i.e., universal prevention and targeted early intervention) practices. School social workers reported services in a variety of areas (e.g., sexual health, aggression, school attendance, self-esteem, depression), and half of the included interventions were tier 1 (Allen-Meares et al., 2013 ). Although effect sizes were calculated (ranging from 0.01–2.75), the outcomes of the interventions were not articulated nor comparable across the 18 included studies due to the heterogeneity of metrics.

Therefore, previous reviews of school social work practice and its effectiveness addressed some aspects of these interventions and their outcomes but did not examine school social workers’ characteristics (e.g., school social workers’ credentials) or related functions (e.g., interdisciplinary collaboration with teachers and other support personnel, such as school counselors and psychologists). Further, various details of the psychosocial interventions (e.g., service type, program fidelity, target population, practice modality), and demographics, conditions, or symptoms of those who received the interventions provided by school social workers were under-researched from previous reviews. An updated review of the literature that includes these missing features and examines the influence of current school social work practice is needed.

Guiding Framework for the Scoping Review

The multi-tiered systems of support model allows school social workers to maximize their time and resources to support students’ needs accordingly by following a consecutive order of prevention. MTSS generally consists of three tiers of increasing levels of preventive and responsive behavioral and academic support that operate under the overarching principles of capacity-building, evidence-based practices, and data-driven decision-making (Kelly et al., 2010a ). Tier 1 interventions consist of whole-school/classroom initiatives (NASW, 2012 ), including universal positive behavior interventions and supports (PBIS) (Clonan et al., 2007 ) and restorative justice practices (Lustick et al., 2020 ). Tier 2 consists of targeted small-group interventions meant to support students at risk of academic or behavioral difficulties who do not respond to Tier 1 interventions (National Association of Social Workers, 2012 ). Finally, tier 3 interventions are intensive individual interventions, including special education services, meant to support students who do not benefit sufficiently from Tier 1 or Tier 2 interventions.

The current school social work practice model in the USA (NASW, 2012 ) consists of three main aspects: (1) delivering evidence-based practices to address behavioral and mental health concerns; (2) fostering a positive school culture and climate that promotes excellence in learning and teaching; (3) enhancing the availability of resources to students within both the school and the local community. Similar expectations from job descriptions have been reported in other countries around the world (Huxtable, 2022 ).

Moreover, school social workers are specifically trained to practice using the ecological systems framework, which aims to connect different tiers of services from a person-in-environment perspective and to activate supports and bridge gaps between systems (Huxtable, 2022 ; Keller & Grumbach, 2022 ; SSWAA, n.d.). This means that school social workers approach problem-solving through systemic interactions, which allows them to provide timely interventions and activate resources at the individual, classroom, schoolwide, home, and community levels as needs demand.

Hence, the present scoping review explores and analyzes essential characteristics of school social workers and their practices that have been missed in previous reviews under a guiding framework that consists of the school social work practice model, MTSS, and an ecological systems perspective.

This scoping review built upon previous reviews and analyzed the current school social work practices while taking into account the characteristics of school social workers, different types of services they deliver, as well as the target populations they serve in schools. Seven overarching questions guided this review: (1) What are the study characteristics of the school social work outcome studies (e.g., countries of origin, journal information, quality, research design, fidelity control) in the past two decades? (2) What are the characteristics (e.g., demographics, conditions, symptoms) of those who received school social work interventions or services? (3) What are the overall measurements (e.g., reduction in depression, anxiety, or posttraumatic stress disorder [PTSD], improvement in parent–child relationships, or school climate) reported in these studies? (4) What types of interventions and services were provided? (5) Who are the social work practitioners (i.e., collaborators/credential/licensure) delivering social work services in schools? (6) Does the use of school social work services support the promotion of preventive care within the MTSS? (7) What are the main outcomes of the diverse school social work interventions and services?

To the authors’ knowledge, this is the first scoping review to examine these aspects of school social work practices under the guidance of the existing school social work practice model, MTSS, and an ecological systems perspective.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension guidelines for completing a scoping review (Tricco et al., 2018 ) were followed for planning, conducting, and reporting the results of this review. The PRISMA scoping review checklist includes 20 essential items and two optional items. Together with the 20 essential items, the optional two items related to critical appraisal of included sources of evidence were also followed to assure transparency, replication, and comprehensive reporting for scoping reviews.

Search Strategy

The studies included in this review were published between 2000 and June 2022. These studies describe the content, design, target population, target concerns, delivery methods, and outcomes of services, practices, and interventions conducted or co-led by school social workers. This time frame was selected since it coincides with the completion of the early review of characteristics of school social work outcomes studies (Early & Vonk, 2001 ); furthermore, scientific approaches and evidence-based practice were written in the education law for school-based services since the early 2000s in the USA, which greatly impacted school social work practice (Wilde, 2004 ), and was reflected in the trend of peer-reviewed research in school practice journals (Huxtable, 2022 ).

Following consultation with an academic librarian, the authors systematically searched relevant articles in seven academic databases (APA PsycINFO, Education Source, ERIC, Academic Search Complete, SocINDEX, CINAHL Plus, and MEDLINE) between January 2000 and June 2022. These databases were selected due to the relevance of the outcomes and the broad range of relevant disciplines they cover. When built-in search filters were available, the search included only peer-reviewed journal articles or dissertations written in English and published between 2000 and 2022. The search terms were adapted from previous review studies with a similar purpose (Franklin et al., 2009 ). The rationale for adapting the search terms from a previous meta-analysis (Franklin et al., 2009 ) was to collect outcomes studies and if feasible (pending on the quality of the outcome data and enough effect sizes available) to do a meta-analysis of outcomes. Each database was searched using the search terms: (“school social work*”) AND (“effective*” OR “outcome*” OR “evaluat*” OR “measure*”). The first author did the initial search and also manually searched reference lists of relevant articles to identify additional publications. All references of included studies were combined and deduplicated for screening after completion of the manual search.

Eligibility Criteria

The same inclusion and exclusion criteria were used at all stages of the review process. Studies were included if they: (1) were original research studies, (2) were published in peer-reviewed scientific journals or were dissertations, (3) were published between 2000 and 2022, (4) described school social work services or identified school social workers as the practitioners, and (5) reported at least one outcome measure of the efficacy or effectiveness of social work services. Studies could be conducted in any country and were included for full-text review if they were published in English. The authors excluded: (1) qualitative studies, (2) method or conceptual papers, (3) interventions/services not led by school social workers, and (4) research papers that focused only on sample demographics (not on outcomes). Qualitative studies were excluded because though they often capture themes or ideas, experiences, and opinions, they rely on non-numeric data and do not quantify the outcomes of interventions, which is the focus of the present review. If some conditions of qualification were uncertain based on the review of the full text, verification emails were sent to the first author of the paper to confirm. Studies of school social workers as the sample population and those with non-accessible content were also excluded. If two or more articles (e.g., dissertation and journal articles) were identified with the same population and research aim, only the most recent journal publication was selected to avoid duplication. The protocol of the present scoping review can be retrieved from the Open Science Framework at  https://osf.io/4y6xp/?view_only=9a6b6b4ff0b84af09da1125e7de875fb .

A total of 1,619 records were initially identified. After removing duplicates, 834 remained. The first and the fourth author conducted title and abstract screening independently on Rayyan, an online platform for systematic reviews (Ouzzani et al., 2016 ). Another 760 records were removed from the title and abstract screening because they did not focus on school social work practice, were theory papers, or did not include any measures or outcomes, leaving 68 full-text articles to be screened for eligibility. Of these, 16 articles were selected for data analysis. An updated search conducted in June 2022 identified two additional studies. The combined searches resulted in a total of 18 articles that met the inclusion criteria. The first and the fourth author convened bi-weekly meetings to resolve disagreements on decisions. Reasons and number for exclusion at full-text review were reported in the reasons for exclusion in the PRISMA chart. The PRISMA literature search results are presented in Fig.  1 .

PRISMA Literature Search Record

Data Extraction

A data extraction template was created to aid in the review process. The information collected from each reference consists of three parts: publication information, program features, and practice characteristics and outcomes. Five references were randomly selected to pilot-test the template, and revisions were made accordingly. To assess the quality of the publication and determine the audiences these studies reached, information on the publications was gathered. The publication information included author names, publication year, country/region, publication type, journal name, impact factor, and the number of articles included. The journal information and impact factors came from the Journal Citation Reports generated by Clarivate Analytics Web of Science (n.d.). An impact factor rating is a proxy for the relative influence of a journal in academia and is computed by dividing the number of citations for all articles by the total number of articles published in the two previous years (Garfield, 2006 ). Publication information is presented in Table ​ Table1. 1 . Program name, targeted population, sample size, demographics, targeted issues, treatment characteristics, MTSS level, and main findings (i.e., outcomes) are included in Table ​ Table2. 2 . Finally, intervention features consisting of study aim and design, manualization, practitioners’ credential, fidelity control, type of intervention, quality assessment, and outcome measurement are presented in Table ​ Table3. 3 . Tables ​ Tables2 2 and ​ and3 3 are published as open access for review and downloaded in the Texas Data Repository (Ding, 2023 ).

Journals Reviewed, Impact Factor, and Number of Articles Selected for Review

* The definition of impact factor (IF) is from Journal Citation Reports produced by Clarivate Analytics. IF is calculated based on a two-year period by dividing the number of citations in the JCR year by the total number of articles published in the two previous years

General Information on the Included School Social Work Practices

Note. Bx behavior, ed education, yo years old, yr = year. tx treatment, w  with, T treatment group, C control group, INT intervention, CON control, FRPL Free/Reduced prices lunch, IEP Individualized education program, CBT cognitive behavior therapy, BST Behavior skill training, HADS-A Hospital anxiety and depression scale

Characteristics of the Included Research Studies

Note. NR Not reported, NA Not applicable, h hours, tx treatment, wk week, SSW School social work, IOA Interobserver agreement, SS single subject, AB baseline and intervention, SBC Student behavior checklist, GPA Grade point average, SRAS-C-R School refusal assessment scale-children-revised, SRAS-P-R School refusal assessment scale-parent-revised, CD-RISC Connor-davidson resilience scale, FAD-GFS McMaster family assessment device general functioning scale, PSS Perceived stress scale, PTSD Post-traumatic stress disorder, PC-PTSD Primary care post-traumatic stress disorder screen, RYDM Resilience youth development module, CHKS The California healthy kids survey, CPSS Child PTSD symptom scale, CDI Children depression inventory, TRF Teacher report form, BRIC Behavior rating index for children, HPC  Problem checklist, BERS The behavioral and emotional rating scale, SSRS The social skills rating system. SSP The school success profile, BDI Beck depression inventory. DAS Dysfunctional attitudes scale, PGIS-II Personal growth initiative scale II, GHQ-12 Chinese general health questionnaire-12, Q-LES-Q-18 Abbreviated quality of life enjoyment and satisfaction questionnaire, PSI Parenting stress index- parent domain, PSOC Parenting sense of competence scale- efficacy subscale

The 18 extracted records were coded based on the data extraction sheet. The first and the fourth authors acted as the first and the second coder for the review. An inter-rater reliability of 98.29% was reached after the two coders independently completed the coding process.

Quality Assessment

The quality of the eligible studies (e.g., methodological rigor, intervention consistency) was assessed using the Quality Assessment Tool for Quantitative Studies (Evans et al., 2015 ). Specifically, each included study was assessed for selection bias, study design, confounders, blinding, data collection method, dropouts or withdrawals, intervention integrity, and analyses. The first and fourth authors rated each category independently, aggregated ratings, and came to a consensus to assign an overall quality rating of strong, moderate, or weak for each of the 18 studies.

Data Analysis

Due to the heterogeneity of the interventions, study purposes, methods, and measurements of the selected studies, and the lack of outcome data to calculate effect sizes, a meta-analysis was not feasible. Hence, the authors emphasized the scoping nature of this review, data were narratively synthesized, and descriptive statistics (frequencies, percentage, mode, minimum, maximum, and range) were reported. Characteristics of included studies include topics, settings, participants, practice information (e.g., type of services, practitioner credential, MTSS modality, and other characteristics), and program efficacy. Within each reported category of interest, consistency and differences regarding the selected studies were synthesized. Unique features and reasons for some particular results were explained using analysis evidence according to the characteristics of the study.

Overall Description of Included Studies

Of the 18 included studies, 16 were reported in articles that appeared in 11 different peer-reviewed journals, and two were dissertations (Magnano, 2009 ; Phillips, 2004 ). Information on each of the 11 journals was hand-searched to insure thoroughness. Of the 11 journals, seven were in the field of social work, with one journal covering social work as it relates to public health; one was a school psychology journal; one a medical journal covering pediatric psychiatry; and one journal focused on child, adolescent, and family psychology. The most frequently appearing journal was Children & Schools , a quarterly journal covering direct social work services for children (Oxford University Press, 2022 ). An impact factor (IF) was identified for six of the 11 journals. Of the six journals with an IF rating, four were social work journals. The IF of journals in which the included studies were published ranged from 1.128 to 12.113 (Clarivate Analytics, n.d.). Of the 18 studies, 5 studies (28%) were rated as methodologically strong, 8 studies were rated as moderate (44%), and 5 studies were rated as weak (28%).

The studies were conducted in five different geographical areas of the world. One study was conducted in the Middle East (5.56%), one in north Africa (5.56%), one in Eastern Europe (5.56%), two in East Asia (11.11%), and the rest (13 studies) in the USA (72.22%).

Research Design and Fidelity Control

Concerning research design, most included studies used a pre-posttest design without a comparison group ( n  = 10, 61.11%), one used a single case baseline intervention design (5.56%), six (33.33%) used a quasi-experimental design, and one (5.56%) used an experimental design. For the control or comparison group, the experimental design study and four of the six quasi-experimental design studies used a waitlist or no treatment control/comparison group; one quasi-experimental design study offered delayed treatment, and one quasi-experimental design study offered treatment as usual. Nine studies (50%) reported that training was provided to the practitioners prior to the study to preserve fidelity of the intervention, four studies (22.22%) reported offering both training and ongoing supervision to the practitioners, and one study (5.56%) reported providing supervision only.

Study Sample Characteristics

Across the 18 included studies, the total number of participants was 1,194. In three studies, the participant group (sample) was no more than ten, while in nine studies, the intervention group was more than 40. Overall, there was a balance in terms of students’ sex, with boys comprising an average of 55.51% of the total participants in all studies. There were slightly more studies of middle school or high school students ( n  = 8) than pre-K or elementary school students ( n  = 5). Across the eight studies that reported students’ race or ethnicity, 13.33% of the students were Black, 18.41% were White, 54.60% were Latinx, 12.38% were Asian, and 1.27% were categorized as “other.” Although the studies reviewed were not restricted to the USA, the large number of Latinx participants from two studies (Acuna et al., 2018 ; Kataoka et al., 2003 ) might have skewed the overall proportions of the race/ethnicity composition of the study samples. As an indicator of socioeconomic status, eight studies reported information on free/reduced-price lunches (FRPL). The percentage of students who received interventions that qualified for FRPL varied from 53.3 to 87.9%. Five studies reported the percentage of students enrolled in an Individualized Education Program (IEP) or special education, ranging from 15.4% to 100%.

Variation in School Social Work Services

The services carried out or co-led by school social workers varied greatly. They included services focused on students’ mental health/behavioral health; academic performance; school environment; student development and functioning in school, classroom, and home settings; and parenting. More specifically, these interventions targeted students’ depression and anxiety (Kataoka et al., 2003 ; Phillips, 2004 ; Wong et al., 2018a ), social, emotional, and behavioral skills development (Acuna et al., 2018 ;Chupp & Boes, 2012 ; Ervin et al., 2018 ; Magnano, 2009 ; Newsome, 2005 ; Thompson & Webber, 2010 ), school refusal and truancy (Elsherbiny et al., 2017 ; Newsome et al., 2008 ; Young et al., 2020 ), trauma/PTSD prevention, community violence, and students’ resilience (Al-Rasheed et al., 2021 ;Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Wong et al., 2018a ), homework completion and grade-point average improvement (Chupp & Boes, 2012 ; Magnano, 2009 ; Newsomoe, 2005 ), parental stress (Fein et al., 2021 ; Wong et al., 2018b ), family functioning (Fein et al., 2021 ), and parenting competence and resilience (Wong et al., 2018b ). All of the studies were school-based (100%), and the most common setting for providing school social work services was public schools.

Diverse Interventions to Promote Psychosocial Outcomes

Services can be grouped into six categories: evidence-based programs or curriculums (EBP), general school social work services, case management, short-term psychosocial interventions, long-term psychosocial intervention, and pilot program. Seven studies (38.89%) were EBPs, and four (57.14%) of the seven EPBs were fully manualized (Acuna et al., 2018 ; Al-Rasheed et al., 2021 ; Fein et al., 2021 ; Thompson & Webber, 2010 ). Two EBPs (28.57%) were partially manualized (Ijadi-Maghsoodi et al., 2017 ; Kelly & Bluestone-Miller, 2009 ), one did not report on manualization (Chupp & Boes, 2012 ), and one is a pilot study trying to build the program’s evidence base (Young et al., 2020 ). The second-largest category was short-term psychosocial interventions reported in six (33.33%) of the studies; they included cognitive behavioral therapy (CBT), solution-focused brief therapy (SFBT), and social/emotional skills training. One study reported on a long-term psychosocial intervention (Elsherbiny et al., 2017 ), and one was a case management program (Magnano, 2009 ). Two studies included general school social work services (e.g., one-on-one interventions with children and youth, group counseling, phone calls, official and informal conversations with teachers and parents, check-ins with students at school, and collaboration with outside agencies) (Newsome et al., 2008 ; Sadzaglishvili et al., 2020 ).

Program Population

Of the 18 interventions, seven (38.89%) involved students only (Al-Rasheed et al., 2021 ;Chupp & Boes, 2012 ; Ervin et al., 2018 ; Newsome, 2005 ; Phillips, 2004 ; Wong et al., 2018a ; Young et al., 2020 ). One program (5.56%) worked with parent–child dyads (Acuna et al., 2018 ), and two (11.11%) worked directly with students’ parents (Fein et al., 2021 ; Wong et al., 2018b ). Four interventions (22.22%) involved students, parents, and teachers (Elsherbiny et al., 2017 ; Kataoka et al., 2003 ; Magnano, 2009 ), two (11.11%) were with students and their teachers (Kelly & Bluestone-Miller, 2009 ; Thompson & Webber, 2010 ), and two (11.11%) were more wholistically targeted at students, parents, and their families as service units (Newsome et al., 2008 ; Sadzaglishvili et al., 2020 ).

Practitioners and Credentials

School social workers often collaborate with school counselors, psychologists, and schoolteachers in their daily practice. As for the titles and credentials of those providing the interventions, twelve interventions were conducted solely by school social workers (Acuna et al., 2018 ; Fein et al., 2021 ; Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Kelly & Bluestone-Miller, 2009 ; Magnano, 2009 ; Newsome, 2005 ; Newsome et al., 2008 ; Phillips et al., 2004 ; Sadzaglishvili et al., 2020 ; Wong et al., 2018a , 2018b ). Four social service programs were co-led by school social workers, school counselors and school psychologists (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Elsherbiny et al., 2017 ; Young et al., 2020 ). School social workers and schoolteachers collaborated in two interventions (Ervin et al., 2018 ; Thompson & Webber, 2010 ).

The most common credential of school social workers in the included studies was master’s-level licensed school social worker/trainee, which accounted for 62.50% of the studies (Acuna et al., 2018 ; Fein et al., 2021 ; Kataoka et al., 2003 ; Newsome, 2005 ; Phillips, 2004 ). Two studies did not specify level of education but noted that the practitioners’ credential was licensed school social worker (Ijadi-Maghsoodi et al., 2017 ; Wong et al., 2018a ). One intervention was conducted by both master’s and bachelor’s level social work trainees; however, the first author confirmed that they were all registered school social workers with the Hong Kong Social Work Registration Board (Wong et al., 2018b ).

Services by Tier

The predominant level of school social work services was tier 2 interventions (55.56%), with 10 interventions or services offered by school social workers falling into this category (Acuna et al., 2018 ; Elsherbiny et al., 2017 ; Ervin et al., 2018 ; Fein et al., 2021 ; Kataoka et al., 2003 ; Newsome, 2005 ; Phillips, 2004 ; Thompson & Webber, 2010 ; Wong et al., 2018a , 2018b ). The second largest category was tier 1 interventions, with five studies (27.78%) falling into this category (Al-Rasheed et al., 2021 ;Chupp & Boes, 2012 ; Ijadi-Maghsoodi et al., 2017 ; Kelly & Bluestone-Miller, 2009 ; Sadzaglishvili et al., 2020 ). Only three (16.67%) were tier 3 services (Magnano, 2009 ; Newsome et al., 2008 ; Young et al., 2020 ).

Intervention Modality and Duration under MTSS

Most services ( n  = 15, 83.33%) were small-group based or classroom-wide interventions (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Elsherbiny et al., 2017 ; Ervin et al., 2018 ; Fein et al., 2021 ; Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Kelly & Bluestone-Miller, 2009 ; Newsome, 2005 ; Phillips, 2004 ; Sadzaglishvili et al., 2020 ; Thompson & Webber, 2010 ; Wong et al., 2018a , 2018b ). One tier 2 intervention was carried out in both individual and group format (Acuna et al., 2018 ). Of the three tier 3 intervention studies, one reported using case management to serve individual students (Magnano, 2009 ), and two included both individual intervention, group counseling, and case management (Newsom et al., 2008 ; Young et al., 2020 ).

Intervention length and frequency varied substantially across studies. Services were designed to last from 6 weeks to more than 13 months. There were as short as a 5- to 10-min student–school social worker conferences (Thompson & Webber, 2010 ), or as long as a three-hour cognitive behavioral group therapy session (Wong et al., 2018b ).

Social Behavioral and Academic Outcomes

Most of the interventions focused on improving students’ social, behavioral, and academic outcomes, including child behavior correction/reinforcement, social–emotional learning (SEL), school attendance, grades, and learning attitudes. Ervin and colleagues ( 2018 ) implemented a short-term psychosocial intervention to reduce students’ disruptive behaviors, and Magnano ( 2009 ) used intensive case management to manage students’ antisocial and aggressive behaviors. Both interventions were found to be effective, i.e., there were statistically significant improvements at the end of treatment, with Ervin et al. ( 2018 ) reporting a large effect size using Cohen’s d. The SEL programs were designed to foster students’ resilience, promote self-esteem, respect, empathy, and social support, and teach negotiation, conflict resolution, anger management, and goal setting at a whole-school or whole-class level (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Ijadi-Maghsooodi et al., 2017 ; Newsome, 2005 ). Students in all SEL interventions showed significant improvement at the end of treatment, and one study reported medium to small effect sizes (Cohen’s d) for problem-solving and overall internal assets, such as empathy, self-efficacy, problem-solving, and self-awareness (Ijadi-Maghsooodi et al., 2017 ).

Four studies measured the intervention’s impact on students’ academic performance. Magnano and colleagues ( 2009 ) reported that at the completion of the school social work case management intervention, academic skills were improved among both the intervention group students and the cross-over (control) group students who received the intervention at a later time. One study specifically addressed students’ school refusal behaviors and attitudes and found improvement in the treatment group at posttest and six-month follow-up (Elsherbiny et al., 2017 ). Two studies that addressed students’ absenteeism and truancy exhibited efficacy. School social work services significantly reduced risk factors related to truant behaviors (Newsome et al., 2008 ), and attendance increased post-program participation and was maintained after one, two, and three months (Young et al., 2020 ).

Students’ Psychological Distress

The studies that addressed students’ mental health focused on psychological distress, especially adolescents’ depression and anxiety. In three studies, school social workers conducted short-term psychosocial interventions, all using group-based CBT (Kataoka et al., 2003 ; Phillips, 2004 ; Wong et al., 2018a ). Kataoka and colleagues ( 2003 ) reported that bilingual, bicultural school social workers delivered group CBT in Spanish to help immigrant students cope with depressive symptoms due to violence exposure. Similarly, Wong and colleagues ( 2018a ) delivered group CBT in Chinese schools using their native language to address teenagers’ anxiety disorders. In the Kataoka et al. ( 2003 ) study, all student participants were reported to have made improvements at the end of the intervention, although there was no statistically significant difference between the intervention group and waitlisted comparison group. Phillips ( 2004 ) reported an eta-squared of 0.148 for cognitive-behavioral social skills training, indicating a small treatment effect. One study used a resilience classroom curriculum to relieve trauma exposure and observed lower odds of positive PTSD scores at posttest, but the change was not statistically significant (Ijadi-Maghsoodi et al., 2017 ).

School Climate and School Culture

Regarding school social workers’ interest in school climate and school culture, Kelly and Bluestone-Miller ( 2009 ) and Sadzaglishvili and colleagues ( 2020 ) specifically focused on creating a positive learning environment and promoting healthy school culture and class climate. Kelly and Bluestone-Miller ( 2009 ) used Working on What Works (WOWW), a program grounded in the SFBT approach to intervene in a natural classroom setting to build respectful learning. Students were allowed to choose how to respond to expectations regarding their classroom performance (e.g., students list the concrete small goals to work upon in order to create a better learning environment), and teachers were coached to facilitate, ask the right questions, and provide encouragement and appropriate timely feedback. Sadzaglishvili and colleagues ( 2020 ) used intensive school social work services (e.g., case management, task-centered practice, advocacy, etc.) to support students’ learning, whole-person development, and improve school culture. At the end of the services, both studies reported a more positive school and class climate that benefited students’ behaviors and performance at school.

Teacher, Parent, and Student Interaction

Four studies addressed interactions among teachers, parents, and students to achieve desired outcomes. For instance, two studies provided a mesosystem intervention (e.g., a parent’s meeting with the teacher at the public school the child attended, which encompasses both the home and school settings). Acuna and colleagues ( 2018 ) provided a school-based parent–child interaction intervention to improve children’s behaviors at school and home, boost attendance, and improve academic outcomes. Similarly, Thompson and Webber ( 2010 ) intervened in the teacher–student relationship to realign students’ and teachers’ perceptions of school and classroom norms and improve students’ behaviors. Additionally, two interventions targeted the exosystem (e.g., positive environmental change to improve students’ stability, in order to promote school behaviors and academic performance). Kelly and Bluestone-Miller ( 2009 ) modeled solution-focused approaches as a philosophy undergirding classroom interactions between teachers and students. The positive learning environment further improved students’ class performance. Magnano and colleagues ( 2009 ) used a case management model by linking parents, teachers, and outside school resources to increase students’ support and achieve improvements in academic skills and children’s externalizing behaviors.

Parents’ Wellbeing

Most school counselors or school psychologists focus solely on serving students, while school social workers may also serve students’ parents. Two studies reported working directly and only with parents to improve parents’ psychological outcomes (Fein et al., 2021 ; Wong et al., 2018b ). Fein and colleagues ( 2021 ) reported a school-based trauma-informed resilience curriculum specifically adapted for school social workers to deliver to racial/ethnic minority urban parents of children attending public schools. At curriculum completion, parents’ overall resilience improved, but significance was attained in only one resilience item (“I am able to adapt when changes occur”) with a small effect size using Cohen’s d. Wong et al. ( 2018b ) studied school-based culturally attuned group-based CBT for parents of children with attention deficit/hyperactivity disorder (ADHD); significantly greater improvements in the CBT parent group were found in distress symptoms, quality of life, parenting stress, competence, and dysfunctional beliefs post-intervention and at three-month follow-up .

This scoping review examined school social work practice by systematically analyzing the services school social workers delivered based on 18 outcome studies published between 2000 and 2022. The programs, interventions, or services studied were conducted by school social workers in five different countries/regions. These studies captured the essence of school social workers’ roles in mental health/behavioral health and social services in education settings provided to children, youth, families, and schoolteachers, and the evidence on practice outcomes/efficacy was presented.

Although using EBP, promoting a healthy school climate and culture, and maximizing community resources are important aspects of the existing school social work practice model in the USA (NASW, 2012 ), this review revealed and validated that school social workers in other countries used similar practices and shared a common understanding of what benefits the students, families, and the schools they serve (Huxtable, 2022 ). The findings also support the broad roles of school social workers and the collaborative ways they provide social and mental health services in schools. The review discussed school social workers’ functions in (1) helping children, youth, families, and teachers address mental health and behavioral health problems, (2) improving social–emotional learning, (3) promoting a positive learning environment, and (4) maximizing students’ and families’ access to school and community resources. Furthermore, although previous researchers argued that the lack of clarity about school social worker’s roles contributed to confusion and underutilization of school social work services (Altshuler & Webb, 2009 ; Kelly et al., 2010a ), this study revealed that in the past two decades, school social workers are fulfilling their roles as mental/behavioral health providers and case managers, guided by a multi-tiered, ecological systems approach. For example, in more than 80% of the studies, the services provided were preventive group work at tier 1 or 2 levels and operated from a systems perspective. Additionally, the findings suggest that while school social workers often provide services at the individual level, they frequently work across systems and intervene at meso- and exo-systems levels to attain positive improvements for individual students and families.

Evidence-based School Social Work Practice and MTSS

The present review supported school social workers’ use of evidence-based programs and valid psychosocial interventions such as CBT, SFBT, and social–emotional learning to foster a positive learning environment and meet students’ needs. Most of the included EBPs (85.71%) were either fully or partially manualized, and findings from the current review added evidence to sustain the common elements of general school social work practice, such as doing case management, one-on-one individual and group counseling, collaborations with teachers, parents, and community agencies. One pilot study examined the effectiveness of a school social worker-developed program (Young et al., 2020 ), which provided a helpful example for future research practice collaboration to build evidence base for school social work practice. However, although school social workers often work with Black, Indigenous, and People of Color (BIPOC) student populations facing multiple risk factors, demographic information on race/ethnicity, special education enrollment, and socioeconomic status were missing in many included studies, which obstructed examination of the degree of match between the target population’s needs and evidence-based services or interventions provided.

Previous school social work national surveys conducted in the USA (Kelly et al., 2010a , 2015 ) found a discrepancy between the actual and ideal time expense on tier 1, tier 2, and tier 3 school social work activities. Even though school social workers would like to spend most of their time on primary prevention, they actually spent twice their time on secondary and tertiary prevention than on primary prevention (Kelly et al., 2010a ). However, the present review found that most interventions or evidence-based programs conducted by school social workers were tier 1 and tier 2, especially tier 2 targeted interventions delivered in a group modality. This discrepancy could be due to the focus of this review’s limited services to those provided by professionals with a school social worker title/credential both in the USA and internationally, and tier 2 and 3 activities were grouped together as one category called secondary and tertiary prevention in the school social work survey (Kelly et al., 2010a ). Our review highlights that tier 2 preventive interventions are a significant offering in school social worker-led, school-based mental health practice. Unlike tier 1 interventions that are designed to promote protective factors and prevent potential threats for all students, or intensive tier 3 interventions that demand tremendous amounts of time and energy from practitioners and often involve community agencies (Eber et al., 2002 ), tier 2 interventions are targeted to groups of students exhibiting certain risk factors and are more feasible and flexible in addressing their academic and behavioral needs. Moreover, considering the discrepancy between the high demand for services on campuses and the limited number of school social workers, using group-based tier 2 interventions that have been rigorously examined can potentially relieve practitioners’ caseload burdens while targeting students’ needs more effectively and efficiently.

School Social Work Credential

Recent research on school social workers’ practice choices showed that school social workers who endorsed primary prevention in MTSS and ecologically informed practice are more likely to have a graduate degree, be regulated by certification standards, and have less than ten years of work experience (Thompson et al., 2019 ). Globally, although data are limited, having a bachelor's or master’s degree to practice school social work has been reported in countries in North America, Europe, and the Middle East (Huxtable, 2022 ). Even though all practitioners in the present review held the title of “school social worker,” and the majority had a master’s degree, we suggest future research to evaluate school social work practitioners’ credentials by reporting their education, certificate/licensure status, and years of work experience in the education system, as these factors may be essential in understanding school social workers’ functioning.

Interdisciplinary Collaboration

School social workers are an integral part of the school mental health workforce in education settings and often work in interdisciplinary teams that include schoolteachers, administrators, school counselors, and school psychologists (Huxtable, 2022 ). This scoping review found that one-third of interventions school social workers conducted were either co-led or delivered in collaboration with school counselors, school psychologists, or schoolteachers. Future research examining characteristics and outcomes of school social work practice should consider school social workers’ efforts in grounding themselves in ecological systems by working on interdisciplinary teams to address parent–child interactions, realign teacher–student classroom perceptions, or student–teacher–classroom culture to improve students’ mental health and promote better school performance.

Study Limitations and Directions for Future Research

A scoping review is a valuable method for exploring a field that has not yet been extensively reviewed or is heterogeneous. Thus, a scoping review was chosen as the research method to examine school social work practice outcomes for this study. Although scoping reviews are generally considered rigorous, transparent, and replicable, the present study has several limitations. First, only published dissertations and journal articles published between 2000 and 2022 that were included in the seven aforementioned databases were reviewed. Government reports and other gray literature excluded from the present review might generate more results requiring critical evaluation and discussion. Second, although school social work practice is ecological system-centered, all studies analyzed in the present scoping review were school-based programs. The search terms did not include possible alternative settings. More extensive searches might identify additional results by specifying home or community settings. Third, this paper focused on the outcomes and efficacy of the most current school social work practices so that qualitative studies or studies that focus on practitioners’ demographics were excluded even though they might provide additional information on the characteristics of social workers. Last, evidence to support school social work interventions was based primarily on pre-posttest designs without the use of a control group, and some of the identified evidence-based programs or brief psychosocial interventions lacked sufficient information on participants’ characteristics (e.g., demographics, changes in means in outcomes), which are important in calculating practice effect sizes and potential moderators for meta-analysis to examine school social workers’ roles and effectiveness in carrying out these interventions.

The present scoping review found significant variation in school social work services in the US and other countries where school social work services have been studied. Social workers are a significant part of the mental health and social services workforce. Using schools as a natural hub, school social workers offer primary preventive groups or early interventions to students, parents, and staff. Their interests include but are not restricted to social behavioral and academic outcomes; psychological distress; school climate and culture; teacher, parent, and student interactions; and parental wellbeing. Future school mental health researchers who are interested in the role of school social work services in helping children, youth, and families should consider the changing education landscape and the response to intervention after the COVID-19 pandemic/endemic (Capp et al., 2021 ; Kelly et al., 2021 ; Watson et al., 2022 ). Researchers are also encouraged to collaborate with school social work practitioners to identify early mental health risk factors, recognize appropriate tier 2 EBPs, or pilot-test well-designed programs to increase students’ success.

Declarations

We have no conflicts of interest to disclose.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

References marked with an asterisk indicate studies included in the scoping review.

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Why I Want to Be a Social Worker Essay Tips

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A student contacted me recently wanting tips on how to write on the topic; ‘why I want to be a social worker’. I explained the great benefits of being a social worker . I also embedded myself in this task and wrote with my own experiences and views on why I became a social worker in an essay format.

Picture a world where compassion and empathy are the guiding forces, where individuals facing adversity are met with unwavering support, and where social justice prevails.

It is within this vision of a better society that my passion for becoming a social worker takes root.

As I reflect on my journey and the experiences that have shaped my aspirations, I am filled with an unwavering determination to advocate for positive change in people’s lives.

In this essay, I invite you to explore the reasons behind my deep-seated desire to embrace the role of a social worker—a profession that allows me to make a tangible difference in the lives of others, one person at a time (in reality though it varies between 10 – 30 people at a time!).

From a young age, I have been a keen observer of the world around me, attuned to the struggles and injustices that often go unnoticed. Growing up in a close-knit community, I witnessed firsthand the transformative power of a helping hand extended to those in need.

As I saw individuals and families facing various challenges, it became clear that their burdens were not solely theirs to bear. The seed of empathy took root within me, and I realised I possessed a burning desire to make a positive impact in the lives of those who require help the most.

Through personal experiences, I have come to understand that the journey of life is not always a smooth one. It is a tapestry woven with threads of joy and sorrow, triumphs and setbacks. Yet, for some, these setbacks can be overwhelming, leaving them feeling lost, hopeless, and overlooked by society.

It is precisely this realisation that has fueled my unwavering dedication to becoming a social worker. I believe that every individual, regardless of their circumstances, deserves a chance to thrive, to be heard, and to receive the support necessary to rebuild their lives.

The desire to advocate for positive change and address social inequities has become an integral part of my core values and beliefs. I am driven by an unyielding passion for human rights and social justice, recognising the urgent need to challenge the systemic barriers that perpetuate inequality.

I firmly believe that social workers hold a unique position, standing at the forefront of change and embodying the spirit of compassion, empathy, and resilience. They possess the ability to challenge social norms, dismantle discriminatory practices, and create a more inclusive and just society.

As I embark on this transformative journey, I am committed to adopting a strength-based approach—one that recognises and nurtures the inherent potential within each individual. By empowering them to harness their strengths and overcome obstacles, I aim to be a catalyst for their personal growth and positive transformation.

Social work is not merely a profession; it is a profound calling that embraces the multifaceted nature of human existence, embracing the diversity of experiences and backgrounds that shape our world.

Over the years, I have realised the many facets of my passion for social work, exploring the intersections of personal experience, advocacy, interdisciplinary collaboration, and lifelong learning.

I continue to embark on this journey of understanding the profound impact that social workers can make in the lives of others, and the unwavering commitment to creating a brighter and more just future for all.

The following example can help you start with your own ‘why I want to be a social worker essay’

Introduction to an essay titled ‘why i want to be a social worker’.

Every individual’s life is a journey filled with unique challenges, triumphs, and experiences. Some people, unfortunately, face obstacles that make their path more difficult to navigate. It is this realisation, coupled with my inherent passion for helping others, that has ignited my desire to become a social worker.

In this essay, I will delve into the reasons behind my career choice and explain why I am committed to advocating for positive change in people’s lives.

I. Personal Experience and Empathy

Growing up in a close-knit community, I witnessed firsthand the struggles faced by many individuals and families. My family, too, encountered hardships that exposed me to the profound impact social workers can have. These experiences cultivated within me a deep sense of empathy, as I realised the immense value of someone who listens, understands, and supports those in need.

II. Desire to Make a Difference

In a world marked by inequality, injustice, and systemic issues, social workers play a vital role in advocating for marginalised populations. The desire to create positive change and contribute to the betterment of society is a driving force behind my aspiration to become a social worker. By addressing social problems, empowering individuals, and promoting social justice, I aim to help build a fairer and more fair world.

III. Passion for Human Rights and Social Justice

Human rights and social justice are at the core of my values and beliefs. As a social worker, I will be able to actively engage in combating discrimination, oppression, and inequality.

By working directly with individuals and communities, I can contribute to the fight for equal access to resources, opportunities, and services. I am determined to challenge societal norms that perpetuate systemic disadvantages and work towards building an inclusive society for all.

IV. Strength-Based Approach

One of the key aspects of being a social worker is adopting a strength-based approach. I firmly believe in recognising and harnessing the inherent strengths and resilience present within every individual.

Through my work, I aspire to empower people, helping them recognise their potential and overcome obstacles. By focusing on their strengths, I can assist individuals in achieving positive change and personal growth.

V. Multifaceted Nature of Social Work

Social work encompasses a wide range of roles and responsibilities, making it an appealing and versatile profession.

From direct client interaction to policy advocacy, social workers can make an impact at various levels. Whether it involves providing counseling, facilitating community programs, or engaging in research and policy development, the multifaceted nature of social work ensures that each day brings new challenges and opportunities to effect meaningful change.

VI. Interdisciplinary Collaboration

Social work is a field that thrives on collaboration and partnership with other professionals. From psychologists and educators to healthcare providers and policymakers, social workers collaborate with a diverse range of experts to address the multifaceted needs of individuals and communities.

This interdisciplinary approach allows for a holistic and comprehensive understanding of the challenges people face, leading to more effective interventions and support systems.

VII. Advocacy for Vulnerable Populations

One of the primary responsibilities of a social worker is to advocate for the rights and well-being of vulnerable populations.

This can include children and youth in foster care, individuals experiencing homelessness, survivors of domestic violence, older adults facing neglect, and many others.

By amplifying their voices, social workers become agents of change, challenging societal structures and policies that perpetuate their marginalisation. Through advocacy, social workers strive to create a society that values the dignity and worth of every individual.

VIII. Impacting Community Development

Social workers play a crucial role in community development, working hand-in-hand with residents, organisations, and local government agencies to address community needs and promote social cohesion.

By conducting needs assessments, organising community programs, and facilitating partnerships, social workers contribute to enhancing the overall well-being and quality of life within communities.

Their efforts focus on building community capacity, fostering resilience, and empowering individuals to take an active role in shaping their own futures.

If you are looking for more social work related content, check out the following articles:

• Why You Should Actively Listen as a Social Worker
• Social Work Values & Respect

Professionalism in Social Work

• Sample Letter of Recommendation for Social Worker
• Benefits of Being a Social Worker
• Psychologist vs Social Worker

IX. Cultural Competence and Diversity

In a globalized world marked by diversity, social workers must possess cultural competence to effectively engage with individuals from various backgrounds.

Cultural competence encompasses understanding and respecting different cultural values, norms, and beliefs, and ensuring that services are delivered in a culturally sensitive manner.

By embracing diversity, social workers can create inclusive spaces where individuals feel understood, valued, and empowered to access the support they need.

X. Lifelong Learning and Professional Growth

The field of social work is dynamic and ever-evolving, requiring professionals to engage in continuous learning and professional development. Social workers are committed to staying updated on best practices, research findings, and emerging trends in the field.

This dedication to lifelong learning enables them to provide the highest level of service and adapt to the evolving needs of individuals, communities, and the broader society. Through ongoing training, workshops, and advanced education, social workers enhance their knowledge and skills, positioning themselves as effective agents of change.

Conclusion on why I want to be a social worker

The decision to become a social worker is not one that is made lightly. It is a commitment to improving the lives of individuals, families, and communities, driven by a passion for social justice and a desire to advocate for positive change.

By embracing interdisciplinary collaboration, advocating for vulnerable populations, impacting community development, valuing cultural competence, and engaging in lifelong learning, social workers have the power to create meaningful and lasting impact.

As I embark on this journey, I am excited to contribute my skills, knowledge, and compassion to the field of social work, knowing that together we can build a more just and equitable society for all.

Becoming a social worker is not merely a career choice for me; it is a calling rooted in compassion, empathy, and a genuine desire to uplift others. My personal experiences, coupled with a passion for human rights and social justice, have shaped my determination to advocate for positive change in people’s lives.

By embracing a strength-based approach and engaging in multifaceted work, I aspire to empower individuals, contribute to building a more equitable society, and inspire lasting transformation. As I embark on this journey, I am prepared to face the challenges that lie ahead and dedicate myself to the noble pursuit of social work, knowing that the impact I can make is immeasurable.

After providing these tips, I asked my student the following questions;

Why did you choose to be a social worker.

I chose to be a social worker because of my passion for helping others and my commitment to promote social justice. From an early age, I have been inspired to make a difference in people’s lives by creating positive change and fostering growth.

As a social worker, I can strive towards these goals while working across various levels—from direct client interactions to policy advocacy. I am excited to use my skills, knowledge, and passion to contribute to the field of social work and to create a meaningful impact in the lives of individuals, families, and communities.

What it means to me to be a social worker?

To me, being a social worker means taking action to promote justice and equity by challenging existing power dynamics and advocating for the rights of those who are marginalised.

This also includes engaging in interdisciplinary collaboration, creating inclusive spaces, building community capacity, and responding to the ever-evolving needs of individuals and communities.

As a social worker, I am committed to upholding the principles of social work and being a catalyst for positive change. I understand that this journey will involve many challenges, but also great rewards, and I look forward to making a lasting impact through my work.

What do you hope to accomplish as a social worker?

As a social worker, I hope to create meaningful and lasting impact in the lives of individuals, families, and communities. I want to work with vulnerable populations to provide them with the support and resources they need to lead healthy and empowered lives.

I aim to advocate for policy reform that will benefit those who are marginalised and disadvantaged. Through my work, I also hope to foster resilience in vulnerable communities by providing help during difficult times and offering opportunities for growth.

My goal is to have a positive, lasting impact on the communities I serve and create a more fair and just society for all.

What are the ambitions of a social worker?

The ambitions of a social worker are to create positive change through their work and advocate for the rights and dignity of all individuals. This includes upholding the core values of social work, such as self-determination, integrity, and respect for diversity.

What do you like best about being a social worker?

I am interested in the social work role because it offers me the opportunity to make a positive difference in people’s lives while also advocating for social justice. I appreciate the holistic approach of social work that considers both individual and community level concerns.

What I like best about being a social worker is the ability to use my knowledge, skills, and experience to create a meaningful impact in the lives of individuals, families, and communities. I also enjoy the challenge of working with a variety of people and adapting to different contexts.

Finally, I am passionate about promoting social justice through advocacy and direct service work, which is why I chose this career path. As a social worker, I can make a real difference in people’s lives.

The ambition that drives me as a social worker is to create meaningful and lasting impact in the lives of individuals, families, and communities. I am committed to advocating for social justice and uplifting those who are marginalised and disadvantaged.

By embracing interdisciplinary collaboration, valuing cultural competence, and engaging in lifelong learning, I aspire to be an effective agent of change and contribute to building a more just and equitable society for all.

I am excited to embark on this journey and dedicate myself to the noble pursuit of social work, knowing that the impact I can make is immeasurable.

 Socialworkhaven.com Useful Resources

• Social Work Burnout

51 Effective Ways to Fight Social Work Burnout helps practitioners explore 51 effective ways to fight Social Work Burnout. Social work burnout can affect the way we execute our role. It can cause social work stress, and a stressed social worker cannot perform their role effectively.

• Active Listening in Social Work

Why You Should Actively Listen as a Social Worker raises awareness of active listening in social work. Social work active listening involves the listener paying close attention to the speaker, making sure not to interrupt, and reflecting on what they have heard. This helps the speaker feel heard and validated, and it can also help them clarify their thoughts and feelings.

• Social Work Humour

Social Work Humour for the End of a Long Day This article explains when social work humour is important. Essential social work skills include empathy, authenticity, resilience and respect. These skills help us cope with situations and meet the needs of service users or clients. However, the best coping mechanism in social work is definitely humour.

• Social Work CV Writing

Social Work CV Writing This article is a must read – whether you are a student, newly qualified, or an experienced social worker, and looking for a new company to work for, you will find these 13 fundamental tips useful if you want to create the perfect Social Work CV/resume that will make you outshine others and get noticed.

• Social Work Values & Respect in Social Work

Social Work Values & Respect in Social Work Social work values include respect, dignity and worth of individuals, pursuit of social justice, integrity and competence. This article explores what ‘respect’ means in social work. Social work values are the beliefs and principles of social workers, which guide their practice and help them to determine the right course of action when making decisions.

• Generalist Intervention Model: Complete Guide

Generalist Intervention Model: Complete Guide The Generalist Intervention Model (GIM) is an approach to working with individuals, families, and communities that is based on a recognition of the interconnections of human systems. It emphasises building partnerships with clients and utilising their strengths to address problems and create solutions.

The model uses an ecological perspective to identify multiple levels of influence in client’s lives, including but not limited to: family, peers, school/work, community, and policy.

The Professional Capabilities Framework (PCF) sets capability statements of what is to be expected for all stages of a social worker’s career, from entry into training to the most advanced level of a social work practitioner. Professionalism is a  key capability under the PCF   and it requires upcoming, newly qualified and existing social workers to identify and behave as professional social workers committed to professional development.

45 Motivational Quotes You Need After a Bad Day

Motivational quotes for social workers highlight the need for social workers to believe in themselves, help one person at a time, and pursue their own goals and aspirations. 

Most Empowering Mental Health Quotes

Social work involves working with people who may feel low because of sudden changes in their lives. In addition, the social work role has been associated with burnout, depression, job related stress, poor work life balance resulting in a high turnover in the field.

Inspirational Mental Health Quotes

We all have times when we feel low and scared. But sometimes these feelings can subside when we read some positive quotes or inspirational mental health quotes.

• Mental Health Hashtags

Mental Health Hashtags You may be a blogger, or perhaps you provide content in one of these areas will find this article useful. As a mental health blogger, I have realised that using hashtags can encourage social media users to explore content that catches their eye.

• Good Morning Saturday Quotes

Good Morning Saturday Quotes – As a social worker, the week is usually very busy and full on. I look forward to my weekend, especially Saturdays, to help me unwind and catch up with some self care! I kick off the weekend with some  Saturday good morning inspirational quotes  to inspire, motivate me and kick-start my day in the right direction.

• Anger management for autistic children

Anger management for autistic children – Social work  aims to enhance the mental and emotional health of individuals and families by offering psychological services.

Learning basic anger management strategies for children with autism can be useful for both professionals and families to help address and manage instances of anger outbursts.

• SMART Goals and Social Work

SMART Goals and Social Work How many times have you made a list of all the things you wanted to achieve before the year ended, and by the end of the year, you went back to read that list and laughed out loud because you achieved one goal out of the ten goals you wrote?

Social Work Got You Losing Your Mind?

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Application Requirement:

The Garland School of Social Work application includes four short-answer essay prompts. The four essays focus on the following topics:

• Social work profession
• Advocating for others
• Diana R. Garland School of Social Work mission statement
• Societal issues

Application Advice:

Essays are a significant piece of the application to the MSW program at Baylor. This is how we get to know you as a future student and social work professional. We encourage all applicants to take their time, thoroughly think through a response, and engage in strong writing skills. Read through the information below for additional advice regarding application essays:

• Review, revise, and review again …grammar, punctuation, and editing matter. Be sure there are no typos or other errors that can distract readers.
• Answer the question . As a graduate student, you learn how to write in a concise manner. Use your application as a chance to highlight this skill by answering the question asked of you and avoid rambling.
• Read the mission statement . Knowing the mission of a program and highlighting how you identify with that mission can help reviewers understand what you would bring into the program.

The essay prompts are available on the GoGarland Application. These prompts are available for students to review and begin drafting essay responses. Students will submit responses to the application essay directly from the GoGarland Status Portal. As a reminder, students will have access to the GoGarland Status Portal immediately upon submission of their application.

Application essays are required as part of a complete application. Applicants will submit application essays directly from the GoGarland status page.

• Diana R. Garland School of Social Work

811 Washington Ave. Waco, TX 76701

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ROLE OF SCHOOL SOCIAL WORKER

School social work is a specialized area of practice within the broad field of the social work profession. School social workers bring unique knowledge and skills to the school system and the student services team. School Social Workers are trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, and administrators as well as provide individual and group counseling/therapy.  School social workers are instrumental in furthering the mission of the schools which is to provide a setting for teaching, learning, and for the attainment of competence and confidence. School social workers are hired by school districts to enhance the district's ability to meet its academic mission, especially where home, school and community collaboration is the key to achieving student success. ​

WHO are School Social Workers?

School Social Workers are trained  mental health professionals with a degree in

social work who provide services related to a person's social, emotional and life

adjustment to school and/or society.  School Social Workers  are the link between

the home, school and community in providing direct as well as indirect services to

students, families and school personnel to promote and support students' academic

and social success. 

School Social Work Services

RELATED SERVICES:

Participating in special education assessment meetings as well as individual Educational Planning Meetings

Working with those problems in a child's living situation that affect the child’s adjustment in school. (home, school, and community)

Preparing a social or developmental history on a child with a disability.

Counseling (group, individual and/or family)

Mobilizing family, school, and community resources to enable the child to learn as effectively as possible in his or her educational program

Assisting in developing positive behavioral intervention strategies.

SERVICES TO STUDENTS:

Providing crisis intervention.

Developing intervention strategies to increase academic success.

Assisting with conflict resolution and anger management.

Helping the child develop appropriate social interaction skills.

Assisting the child in understanding and accepting self and others.

SERVICES TO PARENT/FAMILIES:

Working with parents to facilitate their support in their children's school adjustment.

Alleviating family stress to enable the child to function more effectively in school &community.

Assisting parents to access programs available to students with special needs.

Assisting parents in accessing and utilizing school and community resources.

SERVICES TO SCHOOL PERSONNEL:

Providing staff with essential information to  better understand factors (cultural, societal, economic, familial, health, etc.) affecting a student’s performance and behavior.

Assessing students with mental health concerns.

Developing staff in-service training programs.

Assisting teachers with behavior management.

Providing direct support to staff.

SCHOOL-COMMUNITY LIAISON:

Obtaining and coordinating community resources to meet students' needs.

Helping school districts receive adequate support from social and mental health agencies.

Advocating for new and improved community/school service to meet the needs of students and families.

Helping the system respond effectively to each child's needs.

SERVICES TO DISTRICTS: 

Assist in developing and implementing educational programs for children for exceptional children.

Developing alternative programs for students with attendance concerns or involvement with the law.

Identifying and reporting child abuse and neglect.

Providing consultation regarding school law and school policy including IDEA and Section 504.

Providing case management for students and families requiring multiple resources.

Additional resources regarding the role of school social workers

Please feel free to download and use the following documents to assist with understanding the many services that school social workers are uniquely trained to provide. , school social workers' role in addressing students' mental health needs and increasing academic achievement.

Schools often are one of the first places where mental health issues are recognized and addressed.

Overlapping and Unique Roles of OH Specialized Pupil Services Personnel

Venn Diagram of SSW, School Psych and School Counseling Roles 

National Standards for School Social Work Services

(2012) Developed by the National Association of Social Workers.

A Framework for Safe and Successful Schools

In April, 2013 SSWAA joined the National Association of Secondary School Principals, National Association of Elementary School Principals, National Association of School Psychologists, American School Counselor's Association, National Association of School Resource Officers to develop  A Framework for Safe and Successful Schools  This document outlines the various roles that we each play in schools.

SSWAA Resolution Statements

Over the years, SSWAA has developed numerous Resolution Statements to address issues of importance to School Social Workers at the local, state and national levels.  

School Social Worker Essays

Interdisciplinary role play of a school social worker, career review paper: school social worker, popular essay topics.

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School Social Work: An Evidence-Informed Framework for Practice

Assistant Professor of Social Work

Associate Professor of Social Work

Associate Professor

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This book offers school social work students and veteran practitioners a new framework for choosing their interventions, based on the best available evidence. It synthesizes the evidence-based practice (EBP) process with recent conceptual frameworks of school social work clinical practice offered by leading scholars and policymakers. Many other books on EBP try to fit empirically validated treatments into practice contexts without considering the multiple barriers to implementing evidence-based practices in places as complicated and multi-faceted as schools. Additionally, there are vital questions in the literature about what the best levels for intervention are in school social work. Responding to the complexity of applying EBP in schools, this volume offers a conceptual framework that addresses the real-world concerns of practitioners as they work to provide the best services to their school clients. For each domain of school social work practice, the authors critically review interventions, presenting the current research with guidelines for addressing such implementation issues as cost, school culture, adaptations for special populations, and negotiating multiple arenas of practice. In addition, the chapters are grounded in the process of evidence-based practice, illustrating how school practitioners can pose useful questions, search for relevant evidence, appraise the evidence, apply it in keeping with client values, and monitor the results.

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What is social work .

Social work is a broad and diverse field dedicated to enhancing the well-being and quality of life of individuals, families, groups, and communities. It is grounded in principles of social justice, human rights, and a commitment to empowering vulnerable, marginalized, and oppressed populations. Social workers strive to address social issues, promote positive social change, and advocate for the rights of individuals and communities. At its core, social work is concerned with helping people overcome challenges, providing support, and facilitating access to resources and services.

What do Social Workers do?

  Social workers work to increase social justice and resource access for underrepresented communities. They may work with youth, families, older adults, individuals with disabilities, people seeking health or mental care, those in recovery from substance abuse, low-income individuals and families, refugees and immigrants, veterans and military families, the LGBTQ+ community, and those in the criminal justice system. 

Social workers work in various settings and roles to help these populations, including hospitals, schools, community organizations, government agencies, non-profit organizations, and private practice. They collaborate with individuals, families, and communities to assess their needs, develop intervention plans, and connect them with appropriate services and support systems.

What type of social worker will you be? Take the National Association of Social Workers (NASW) quiz to find out! 

TAKE THE QUIZ

Why choose Social Work? 

Further social and economic justice.  Majoring in social work offers a unique opportunity to make a meaningful impact on individuals and communities by addressing social inequalities and advocating for positive change. This field provides a fulfilling career path allowing you to live your passion for helping others navigate challenges, fostering resilience, and furthering social justice.

Diverse career choices. Professionals may transition between different areas of practice throughout their careers, depending on their interests, skills, and the needs of the populations they serve. Social work is one of the most versatile, rapidly growing careers in the United States.

Above average job growth .  Job growth in social work is greater than most other occupations in the U.S. Between 2022 - 2032, social work careers are projected to grow 7-11% compared to only 3% for all other occupations. (Bureau of Labor Statistics, U.S. Department of Labor)

Washington state salaries.  Washington is the second highest paying state for Social Workers in the U.S. with average salaries of $82,220! In the Seattle metro area, salaries are 44% higher than the national average, with an average annual salary of $84,950. (Bureau of Labor Statistics, U.S. Department of Labor)

Explore Academic Pathways in Social Work 

Ready to learn more? Explore our degree paths in social work! We offer bachelors, masters, and PhD degrees in social work and social welfare.

EXPLORE A BA IN SOCIAL WELFARE (BASW)

Our BASW program prepares entry-level baccalaureate social workers for generalist practice in a multicultural context that is rooted in knowledge and skills for understanding and solving complex social problems within the values of professional social work.

EXPLORE A MASTER OF SOCIAL WORK (MSW)

Live your passion for social change with our MSW program, offering diverse on-campus paths tailored to your interests, and ranked No. 2 nationally for preparing graduates to lead and innovate in the dynamic field of social work

EXPLORE A PHD IN SOCIAL WELFARE

Consider our Ph.D. in Social Welfare program, renowned for its focus on social justice, interdisciplinary excellence, expert faculty, and innovative scholarship.

CONNECT WITH ADMISSIONS

Ready to begin your pathway to social work? Connect with us in admissions! Book an advising appointment, follow us on social media, sign up for our email listserv, or send us an email!

Reference Examples

More than 100 reference examples and their corresponding in-text citations are presented in the seventh edition Publication Manual . Examples of the most common works that writers cite are provided on this page; additional examples are available in the Publication Manual .

To find the reference example you need, first select a category (e.g., periodicals) and then choose the appropriate type of work (e.g., journal article ) and follow the relevant example.

When selecting a category, use the webpages and websites category only when a work does not fit better within another category. For example, a report from a government website would use the reports category, whereas a page on a government website that is not a report or other work would use the webpages and websites category.

Also note that print and electronic references are largely the same. For example, to cite both print books and ebooks, use the books and reference works category and then choose the appropriate type of work (i.e., book ) and follow the relevant example (e.g., whole authored book ).

Examples on these pages illustrate the details of reference formats. We make every attempt to show examples that are in keeping with APA Style’s guiding principles of inclusivity and bias-free language. These examples are presented out of context only to demonstrate formatting issues (e.g., which elements to italicize, where punctuation is needed, placement of parentheses). References, including these examples, are not inherently endorsements for the ideas or content of the works themselves. An author may cite a work to support a statement or an idea, to critique that work, or for many other reasons. For more examples, see our sample papers .

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Social work students can get $30K to pursue master’s degree

• Updated: Jun. 05, 2024, 2:57 p.m. |
• Published: Jun. 05, 2024, 11:39 a.m.

The School of Social Work Building, 1080 S. University Ave. on the University of Michigan campus in Ann Arbor on Tuesday, Dec. 8, 2020. Jacob Hamilton/MLive.com

• Justin P. Hicks | [email protected]

Michigan students seeking a master’s degree in social work may be eligible for a $30,000 stipend from the state health department.

The Department of Health and Human Services (MDHHS) reported Tuesday, June 4, that it would provide 12 in-state universities with a total of $5 million in an effort to increase the state’s behavioral health workforce. Funding is available for up to 150 students.

More public interest

• Families of 3 killed by police demand justice at Michigan Capitol
• Tiny railcars rattle through Michigan backyards, towns this summer
• New animal tranquilizer tied to overdose deaths in Michigan
• Michigan aims to crack down on loud vehicles
• Outage-prone Michigan utilities could face $10M in annual fines

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Fy25 visiting committee members.

Goldie Alvis, MSSA ‘73 Georgia Anetzberger, MSSA ‘80, PhD ‘86 Paula Atwood, MSSA ‘73 Eugenia Cash, MSSA ‘92 Jane Daroff , MSSA ‘85 Beth Embrescia , MSSA ‘94  Bonnie Frankel, MSSA ‘79 Denise Gibson , MSSA ‘78, PhD Lilli Harris Stephen Hoffman Dianne Hunt, MSSA ‘67 Richard Jones, MSSA ‘75, PhD ‘81 Susan LaPine, MNO ‘97, Chair Marcia Levine, MSSA ‘66  Bruce Loessin Holley Martens , MSSA ‘07 Hedy Milgrom Jane A. Robertson, MSSA ‘95 Gail Schlang (GRS ‘63)  Susan Sternad-Basel , MSSA ‘81 Melody Stewart , PhD ‘08 Lori Stokes Ella Thomas, MSSA ‘71 Tony Thomas , MSSA ‘84 Sandra Turner , PhD ‘04, Immediate Past Chair Sharon Higley Watts Cynthia Webb, MSSA ‘95 Lisa Weitzman , MSSA ‘14 David Wittkowsky (WRC ‘85) Theodora Wolf , MSSA ‘84 John Yankey , PhD  

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Guest Essay

A Promise to Grads With ‘No Promise’

By Megan K. Stack

Contributing Opinion Writer

It’s high school graduation season. Time to cheer the teenage achievers (especially the overachievers) and send them off to campus adventures and incipient adulthood. This year, though, I want to talk about the other graduates. The ones without honor society stoles or academic medals or college plans. The ones who still don’t know what they could or should do, who taste a tinny dread when the band strikes up “Pomp and Circumstance.”

I’m talking about students who flailed academically, never discovered any particular talent, drifted unnoticed in the halls. The kids who got into trouble and now think of trouble as their natural habitat. The poor kids, the dwellers in volatile homes, the abusers of substances. The college rejects and even the high school dropouts.

If I could give all those kids a graduation gift, it would be this plain but important truth: Everything can still be fine. Not easy, necessarily, but fine . This is almost certainly true, no matter what seemingly hopeless mess they have made of their affairs or bleak vision they’ve developed of their own abilities and future. Virtually every American 18-year-old has more options and more time than they’ve been led to believe. A teenager’s biography (whether promising or ominous) should not be interpreted as dispositive proof of years to come.

This is clear to me now, having lived long enough to watch old friends rebound from seemingly ruined lives to happy, stable and prosperous adulthoods, and, on the other end, noticing that some of my most promising classmates fizzled out upon contact with the world beyond our little town. There are plenty of kids, of course, who turn out more or less the way you’d expect. But the whole process strikes me as infinitely less predictable than suggested by the mechanical churn and sort of the K-12 assembly line.

I’m not in denial. It’s a tough world. Turning things around — changing one’s trajectory — is difficult and daunting. Factors beyond our control, like economic class, race and lack of family support, can pile on extra disadvantages. Even the happiest endings are usually preceded by times when it all looks too hard and hopeless. And people do, tragically, fall through the cracks.

Still, young people should be told — and should believe — that their destiny is not shaped in high school. Their personalities are still coming together in the tissues of the brain; time is on their side, and (say what you want about Americans) we like underdogs, cheer come-from-behind wins and are generous with second chances.

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COVID-19: Long-term effects

Some people continue to experience health problems long after having COVID-19. Understand the possible symptoms and risk factors for post-COVID-19 syndrome.

Most people who get coronavirus disease 2019 (COVID-19) recover within a few weeks. But some people — even those who had mild versions of the disease — might have symptoms that last a long time afterward. These ongoing health problems are sometimes called post- COVID-19 syndrome, post- COVID conditions, long COVID-19 , long-haul COVID-19 , and post acute sequelae of SARS COV-2 infection (PASC).

What is post-COVID-19 syndrome and how common is it?

Post- COVID-19 syndrome involves a variety of new, returning or ongoing symptoms that people experience more than four weeks after getting COVID-19 . In some people, post- COVID-19 syndrome lasts months or years or causes disability.

Research suggests that between one month and one year after having COVID-19 , 1 in 5 people ages 18 to 64 has at least one medical condition that might be due to COVID-19 . Among people age 65 and older, 1 in 4 has at least one medical condition that might be due to COVID-19 .

What are the symptoms of post-COVID-19 syndrome?

The most commonly reported symptoms of post- COVID-19 syndrome include:

• Symptoms that get worse after physical or mental effort
• Lung (respiratory) symptoms, including difficulty breathing or shortness of breath and cough

Other possible symptoms include:

• Neurological symptoms or mental health conditions, including difficulty thinking or concentrating, headache, sleep problems, dizziness when you stand, pins-and-needles feeling, loss of smell or taste, and depression or anxiety
• Joint or muscle pain
• Heart symptoms or conditions, including chest pain and fast or pounding heartbeat
• Digestive symptoms, including diarrhea and stomach pain
• Blood clots and blood vessel (vascular) issues, including a blood clot that travels to the lungs from deep veins in the legs and blocks blood flow to the lungs (pulmonary embolism)
• Other symptoms, such as a rash and changes in the menstrual cycle

Keep in mind that it can be hard to tell if you are having symptoms due to COVID-19 or another cause, such as a preexisting medical condition.

It's also not clear if post- COVID-19 syndrome is new and unique to COVID-19 . Some symptoms are similar to those caused by chronic fatigue syndrome and other chronic illnesses that develop after infections. Chronic fatigue syndrome involves extreme fatigue that worsens with physical or mental activity, but doesn't improve with rest.

Why does COVID-19 cause ongoing health problems?

Organ damage could play a role. People who had severe illness with COVID-19 might experience organ damage affecting the heart, kidneys, skin and brain. Inflammation and problems with the immune system can also happen. It isn't clear how long these effects might last. The effects also could lead to the development of new conditions, such as diabetes or a heart or nervous system condition.

The experience of having severe COVID-19 might be another factor. People with severe symptoms of COVID-19 often need to be treated in a hospital intensive care unit. This can result in extreme weakness and post-traumatic stress disorder, a mental health condition triggered by a terrifying event.

What are the risk factors for post-COVID-19 syndrome?

You might be more likely to have post- COVID-19 syndrome if:

• You had severe illness with COVID-19 , especially if you were hospitalized or needed intensive care.
• You had certain medical conditions before getting the COVID-19 virus.
• You had a condition affecting your organs and tissues (multisystem inflammatory syndrome) while sick with COVID-19 or afterward.

Post- COVID-19 syndrome also appears to be more common in adults than in children and teens. However, anyone who gets COVID-19 can have long-term effects, including people with no symptoms or mild illness with COVID-19 .

What should you do if you have post-COVID-19 syndrome symptoms?

If you're having symptoms of post- COVID-19 syndrome, talk to your health care provider. To prepare for your appointment, write down:

• When your symptoms started
• What makes your symptoms worse
• How often you experience symptoms
• How your symptoms affect your activities

Your health care provider might do lab tests, such as a complete blood count or liver function test. You might have other tests or procedures, such as chest X-rays, based on your symptoms. The information you provide and any test results will help your health care provider come up with a treatment plan.

In addition, you might benefit from connecting with others in a support group and sharing resources.

• Long COVID or post-COVID conditions. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/long-term-effects.html. Accessed May 6, 2022.
• Post-COVID conditions: Overview for healthcare providers. Centers for Disease Control and Prevention. https://www.cdc.gov/coronavirus/2019-ncov/hcp/clinical-care/post-covid-conditions.html. Accessed May 6, 2022.
• Mikkelsen ME, et al. COVID-19: Evaluation and management of adults following acute viral illness. https://www.uptodate.com/contents/search. Accessed May 6, 2022.
• Saeed S, et al. Coronavirus disease 2019 and cardiovascular complications: Focused clinical review. Journal of Hypertension. 2021; doi:10.1097/HJH.0000000000002819.
• AskMayoExpert. Post-COVID-19 syndrome. Mayo Clinic; 2022.
• Multisystem inflammatory syndrome (MIS). Centers for Disease Control and Prevention. https://www.cdc.gov/mis/index.html. Accessed May 24, 2022.
• Patient tips: Healthcare provider appointments for post-COVID conditions. https://www.cdc.gov/coronavirus/2019-ncov/long-term-effects/post-covid-appointment/index.html. Accessed May 24, 2022.
• Bull-Otterson L, et al. Post-COVID conditions among adult COVID-19 survivors aged 18-64 and ≥ 65 years — United States, March 2020 — November 2021. MMWR Morbidity and Mortality Weekly Report. 2022; doi:10.15585/mmwr.mm7121e1.

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Serial Killer Quick Reference Guides

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Sergei Ryakhovsky

The balashikha ripper, the hippopotamus,   active for 6 years (1988-1993) in russia, confirmed victims, possible victims.

• Serial Killer Profile
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Sergei Ryakhovsky (Sergei Vasilyevich Ryakhovsky) a Soviet-Russian serial killer known as the Balashikha Ripper and The Hippopotamus. Ryakhovsky was convicted for the killing of nineteen people in the Moscow area between 1988 and 1993. Ryakhovsky's mainly stabbed or strangulated his victims, he mutilated some bodies, mainly in the genital area. Allegedly Ryakhovsky carried out necrophilic acts on his victims and stole their belongings. Ryakhovsky standing 6’5" tall and weighting 286 pounds, gaining him the nickname, The Hippo. Sergei Ryakhovsky died on January 21st 2005 from untreated tuberculosis while serving his life sentence in prison.

Sergei Ryakhovsky Serial Killer Profile

Serial Killer Sergei Ryakhovsky (aka) the Balashikha Ripper, The Hippopotamus, was active for 6 years between 1988-1993 , known to have ( 19 confirmed / 19 possible ) victims. This serial killer was active in the following countries: Russia

Sergei Ryakhovsky was born on December 29th 1962 in Balashikha, Moscow Oblast, Soviet Union. He had a physically defect. During his education he had academic, social or discipline problems including being teased or picked on.

Sergei Ryakhovsky a necrophile male citizen of Russia.

Prior to his spree he had killed, commited crimes, and served time in jail.

In 1988 (Age 25/26) Sergei Ryakhovsky started his killing spree, during his crimes as a serial killer he was known to rob, commit acts of necrophilia , torture , strangle , rape , mutilate, and murder his victims.

He was arrested on April 13th 1993 (Age 30), sentenced to death by firing squad at a maximum-security penal colony in Solikamsk, Perm Oblast, Russia. He was convicted on charges of murder and other possible charges during his lifetime.

Sergei Ryakhovsky died on January 21st 2005 (Age 42), cause of death: natural causes, untreated tuberculosis at a maximum-security penal colony in Solikamsk, Perm Oblast, Russia.

Profile Completeness: 62%

Sergei Ryakhovsky has been listed on Killer.Cloud since November of 2016 and was last updated 4 years ago.

Sergei Ryakhovsky a known:

( 651 killers ) serial killer.

The unlawful killing of two or more victims by the same offender(s), in separate events. Serial Killer as defined by the FBI at the 2005 symposium.

( 308 killers ) RAPIST

Rape is usually defined as having sexual intercourse with a person who does not want to, or cannot consent.

( 60 killers ) NECROPHILIAC

Necrophilia, also called thanatophilia, is a sexual attraction or sexual act involving corpses. Serial Killer Necrophiliacs have been known to have sex with the body of their victim(s).

( 89 killers ) TORTURER

Torture is when someone puts another person in pain. This pain may be physical or psychological. Tourturers touture their victims.

( 251 killers ) STRANGLER

Strangulation is death by compressing the neck until the supply of oxygen is cut off. Stranglers kill by Strangulation.

Sergei Ryakhovsky Serial Killer Profile:

Updated: 2019-06-30 collected by killer.cloud.

8 Timeline Events of Serial Killer Sergei Ryakhovsky

The 8 dates listed below represent a timeline of the life and crimes of serial killer Sergei Ryakhovsky. A complete collection of serial killer events can be found on our Serial Killer Timeline .

Back to top Serial Killers Active During

The following serial killers were active during the same time span as Sergei Ryakhovsky (1988-1993).

Jose Antonio Rodriguez Vega 16 Victims during 2 Years

Terry rasmussen 5 victims during 25 years, peter woodcock 4 victims during 36 years, arthur shawcross 14 victims during 18 years, serial killers by active year.

Books that Mention Sergei Ryakhovsky

Kevin Smith

Serial killer stranglers.

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Butterfly skin.

Geraldine Fagan

Believing in russia.

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Freedom of religion or belief. anti-sect move....

100 of the Most Famous Serial Killers of All...

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The new international dictionary of pentecost....

External References

• Sergei Ryakhovsky on en.wikipedia.org , Retrieved on Sep 18, 2018 .
• Juan Ignacio Blanco , Sergei Vasilyevich RYAKHOVSKY on murderpedia.org , Retrieved on Sep 18, 2018 .
• Q372816 on www.wikidata.org , Retrieved on Oct 9, 2018 .

Sergei Ryakhovsky is included in the following pages on Killer.Cloud the Serial Killer Database

• #3 of 45[ Page 1 ] of Serial Killers with birthdays in December
• #10 of 60[ Page 1 ] of Serial Killer Necrophiliacs sorted by Confirmed Victims
• #10 of 29[ Page 1 ] of Serial Killers active in Russia
• #10 of 55[ Page 1 ] of Capricorn Serial Killers sorted by Confirmed Victims
• #11 of 89[ Page 1 ] of Serial Killer Torturers sorted by Confirmed Victims
• #27 of 250[ Page 2 ] of Serial Killer Stranglers sorted by Confirmed Victims
• #35 of 307[ Page 3 ] of Serial Killer Rapist sorted by Confirmed Victims
• #63 of 651[ Page 5 ] of serial killers sorted by Confirmed Victims
• #264 of 651[ Page 18 ] of serial killers sorted by Years Active
• #381 of 651[ Page 26 ] of serial killers sorted by Profile Completeness
• #516 of 651[ Page 35 ] of the A-Z List of Serial Killers

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Specific features of the ecological functioning of urban soils in Moscow and Moscow region

Eurasian Soil Science

Urban soils (constructozems) were studied in Moscow and several cities (Dubna, Pushchino, and Serebryanye Prudy) of Moscow oblast. The soil sampling from the upper 10-cm-thick layer was performed in the industrial, residential, and recreational functional zones of these cities. The biological (the carbon of the microbial biomass carbon, Cmic and the microbial (basal) respiration, BR) and chemical (pHwater and the contents of Corg, heavy metals, and NPK) indices were determined in the samples. The ratios of BR to Cmic (the microbial respiration quotient, qCO2) and of Cmic to Corg were calculated. The Cmic varied from 120 to 738 μg C/g soil; the BR, from 0.39 to 1.94 μg CO2-C/g soil per hour; the Corg, from 2.52 to 5.67%; the qCO2, from 1.24 to 5.28 μg CO2-C/mg Cmic/g soil per h; and the Cmic/Corg, from 0.40 to 1.55%. Reliable positive correlations were found between the Cmic and BR, the Cmic and Cmic/Corg, and the Cmic and Corg values (r = 0.75, 0.95, and 0.61, respectively), as well...

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N.D. Ananyeva

Journal of Mining Institute

Alexey Alekseenko

Soils and plants of Saint Petersburg are under the constant technogenic stress caused by human activity in in-dustrial, residential, and recreational landscapes of the city. To assess the transformed landscapes of various functional zones, we studied utility, housing, and park districts with a total area of over 7,000 hectares in the southern part of the city during the summer seasons of 2016-2018. Throughout the fieldwork period, 796 individual pairs of soil and plant samples were collected. A complex of consequent laboratory studies performed in an accredited laboratory allowed the characterization of key biogeochemical patterns of urban regolith specimens and herbage samples of various grasses. Chemical analyses provided information on the concentrations of polluting metals in soils and plants of different land use zones. Data interpretation and calculation of element accumulation factors revealed areas with the most unfavorable environmental conditions. We believe that a high pollution level in southern city districts has led to a significant degree of physical, chemical, and biological degradation of the soil and vegetation cover. As of today, approximately 10 % of the Technosols in the study area have completely lost the ability to biological self-revitalization, which results in ecosystem malfunction and the urgent need for land remediation.

András Bidló

The main purpose of the present study was to monitor actual contamination levels and execute a comparative assessment of results in a mid-sized Hungarian city for two different years. The first citywide soil investigations were completed in 2011. In 2018, the most prominent properties (pH, CaCO3, texture, and trace metals Cd, Co, Cu, Ni, Pb, and Zn) were reanalyzed and were supplemented with mesofauna on selected sites. The available trace metal elements of urban soils showed the following tendency in 2011: Zn > Cu > Pb > Cd > Cr = Ni = Co. In 2018, the previous order changed to Zn > Pb > Cu > Cr > Cd = Ni = Co. Cd and Pb enrichments were found, especially near the M7 motorway. The comparison between 2011 and 2018 revealed soil contamination was, on average, higher in 2011. Soil microarthropod communities were sampled and assessed using abundance data and diversity measurements. Soil biological quality was evaluated with the help of the Soil Biological Qualit...

Mikhail Reshetnikov , Ngun Clement

A soil diagnosis of an urban territory Stepnoe (Saratov region) was conducted within the framework of soil research monitoring of inhabited localities with low levels of anthropogenic impact using chemical and microbiological analysis. Excess over maximum permissible concentration (MPC) of mobile forms of Cr, Zn and Cd were not observed within the researched territory. A universal excess over MPC of mobile forms of Ni, Cu and Pb was established which is most likely connected with anthropogenic contamination. It was discovered that, at the territory of the Stepnoe settlement, mobile forms of heavy metals compounds (HM) in most cases formed paragenetic associations with high correlation coefficient and despite this, an excess over MPC was not significant. This point to a common mineralogical origin of the elements inherited from the parent rock. The values of the total index of chemical contamination were not above 16, which puts the researched samples in a category with permissible contamination. The indices of the total number of heterotrophic bacteria, iron-oxidizing and hydrocarbon-oxidizing bacteria in most samples corresponded to normal indices for chestnut solonetsous and saline soils. In some samples, a deviation from the normal indices was observed justifying the impact of specific contaminants on the soil.

Soil Science Annual

Lidia Oktaba

The objective of the study was to determine properties of soils located within a city, and to assess the effect of anthropopressure on the accumulation of carbon and nitrogen in soils of Pruszków . a medium sized town in central Poland. Surface soil layers (0.20 cm) were collected at 36 sites. A total of 12 samples from lawns, 11 from allotment gardens, 9 from fields and 4 from fallow lands were subject to analysis. Lawns and allotment gardens were treated as central zone I . under strong pressure of anthropogenic factors, fields and fallow lands were treated as zone II . with potentially low level of anthropogenic influence. The statistical analysis showed significantly higher (p=0.008) amount of organic carbon (Corg) in lawns (mean 20.5 g·kg

For the first time, the quantitative geochemical data are given for urban soils of several groups of cities which differ in population. The content of chemical elements is considered as well as the specific ecological significance of soil contamination by these elements. The figures were established by authors on the base of average concentrations of chemical elements in the soils of more than 300 cities and settlements. The major part of data (sampling, analyses, and their statistical treatment) was obtained directly by authors as a result of special studies conducted for more than 15 years. The sufficiently numerous published materials of different researchers were also used. The greatest elements accumulation comparing with the Earth’s soils (tens of thousands of tons per 1 km2) is associated with an increase in the content of Ca and Mg. Considering the environmental significance of chemical elements accumulation in soils, we note the primary role of Pb and Zn in all groups of cities. Out from the rest pollutants it is necessary, first of all, to note As, Cu, and Cl, which are the main contaminants in four of six cities groups. In two groups of settlements, Cd and Co are important soil pollutants. In three groups, a considerable increase in the Ca content significantly modifies ecological–geochemical state of soils.

Richard Pouyat

Journal of Central European Agriculture

Marcos Francos

Soil Science

Heikki Setälä

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