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The Domains and Demands of School Social Work PracticeA Guide to Working Effectively with Students, Families, and Schools$
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Michael S Kelly

Print publication date: 2008

Print ISBN-13: 9780195343304

Published to Oxford Scholarship Online: January 2009

DOI: 10.1093/acprof:oso/9780195343304.001.0001

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Where to Intervene, and How? The Debate Over the Best Treatment Options for School Social Workers to Use

Where to Intervene, and How? The Debate Over the Best Treatment Options for School Social Workers to Use

Chapter:
(p.55) 4 Where to Intervene, and How? The Debate Over the Best Treatment Options for School Social Workers to Use
Source:
The Domains and Demands of School Social Work Practice
Author(s):

Michael S. Kelly

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195343304.003.0004

Recent school social work articles have called for practitioners to adopt a multilevel approach to school-based intervention. A version of this multilevel approach — summarized by Frey and Dupper (2005) — calls on practitioners to be able to decide whether the individual student, family, classroom, or even whole school needs to be the starting point for a particular intervention. This chapter shows that many school social workers are choosing to focus on individual students and their psychopathology, even when the empirical evidence shows that intervening at a family or classroom level might be more effective. The longstanding debate about choosing the right intervention in schools is summarized, with the new wrinkle of EBP and the clinical quadrant framework added to the mix as a possible method for school social workers to choose the best level in which to deliver their interventions.

Keywords:   effectiveness, school social work, multilevel approach, clinical quadrant, individual interventions, EBP

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