SOCIAL WORKER AS A MEMBER OF A MULTIDISCIPLINARY TEAM IN A SCHOOL SETTING

Yıl 2019, Cilt: 2 Sayı: 1, 56 - 64, 27.06.2019

Adem Dağ

Öz

Schools are
the systems that are open to society. It is impossible to solve the problems of
students in school setting with reference to only students. It is clear that
most of these problems are based on external factors such as family system and
peer groups. School social service appeared in the US in 1906. One can see
plenty of problems necessitating social service at schools, which are
migration, child workers, the handicaps for the access to education and etc.
School social service, which appeared as a result of a social need, adapts
ecological theoretical view and empowerment approach as theoretical framework.
School social service involves the interventions carried out in school setting.
The organization and processes of each school are different. In this regard,
the problems causing educational inequality in relation to the type of school,
climate and culture will be different and school social service interventions
will not be homogeneous. A school social service worker works as a part of a multidisciplinary
team consisting of the principal, deputy principal, teachers, nurses, clerks
and etc. Also, school social workers work under the principal at schools and they
are supposed to apply 20-60-20 theory of school change so as to increase students’
academic success. With the efforts of school social service workers, the
climate and academic culture of a school will improve in a positive way.
Revealing school social service workers’ affairs with the other workers and
laying out their duties and responsibilities together with their ethical rules
are the main purposes of the current paper. In order to realize the
aforementioned purposes, both international and local literature related to
social work were reviewed. Today, school social service workers have not been
assigned to work at schools in Turkey yet. There is a need for school social
workers to minimize the internal, external and social behavioral problems of
students. Education as a social equalizer undertakes important tasks. To this
end, the tasks of school social service workers are crucial in order students
to have equal opportunities at schools. 

Anahtar Kelimeler

School Social Service Worker, Multidisciplinary Team, Equality in Opportunities

Kaynakça

• REFERENCES
• Costable, R. (2008). The Role of the School Social Worker. Web: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.536.6620&rep=rep1&type=pdf 03.03.2019 Çalık, T. Kurt, T. (2010). Okul iklimi ölçeğinin (OİÖ) geliştirilmesi (Development of the School Climate Scale (SCS), Eğitim ve Bilim, 35, (157): 167-180. (In Turkish).
• Çalık, T. Kurt, T. Çalık C. (2011). Güvenli okulun oluşturulmasında okul iklimi: kavramsal bir çözümleme (School Climate in Creating Safe School: A conceptual Analysis), Pegem Eğitim ve Öğretim Dergisi, 1, (4): 73-84. (In Turkish).
• Dağ, A. (2017). Okul Sosyal Hizmeti, İstanbul. (In Turkish).
• Dağ, A. (2018). Akran Gruplarında Dışlanma Okul Sosyal Hizmeti & Sakarya Örneği, İstanbul. (In Turkish).
• Danış, M. Z. (2007). Sosyal Hizmet Mesleği ve Disiplininde Sosyal Politikanın Yeri ve Önemi (The Place and Importance of Social Policy in Social Work Discipline and Profession), Toplum ve Sosyal Hizmet, 18, (2): 51-64. (In Turkish).
• Demirtaş, Z. (2010). Okul Kültürü İle Öğrenci Başarısı Arasındaki İlişki (The Relationship between School Culture and Student Achievement), Eğitim ve Bilim, 35, (158): 3-13. (In Turkish).
• Doğan, İ. (2004). Eğitimde Değişim Yönetimi. Ankara. (In Turkish).
• Dupper, D. R. (2013). Okul Sosyal Hizmeti Etkin Uygulamalar İçin Beceri ve Müdahaleler (Türkçe’ye çeviren ve yayına hazırlayan: Yasemin Özkan ve Elif Gökçearslan Çifci). İstanbul. (In Turkish).
• Gül, İ. (2018). Türk Eğitim Sistemi ve Okul Yönetimi. Ankara. (In Turkish).
• Işıkhan, V. (2018). Sosyal Hizmet Uzmanlarının Stresle Başa Çıkma Yöntemleri (The Ways to Cope with Stress of Social Worker’s), Toplum ve Sosyal Hizmet, 29, (2): 10-33. (In Turkish).
• Karadağ, E. İşçi, S. Öztekin, Ö. Anar, S. (2016). Okul İklimi ve Akademik Başarı İlişkisi: Bir Meta-Analiz Çalışması (The Relationship Between School Climate and Students’ Academic Achievement: A Meta-Analysis Study), İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17 (2): 107-122. (In Turkish).
• Karadağ, N. Özdemir, S. (2015). Okul Kültürünün Oluşturulması ve Geliştirilmesine İlişkin Okul Müdürü Görüşleri (School Principals’ Opinions Regardıng Creation and Development of School Culture), International Journal of Science Culture and Sport (IntJSCS), Special Issue 4: 259-273. (In Turkish).
• Kılıç, E. Özkan, Y. (2015). Okul Temelli Aile Danışmanlığında Sosyal Hizmetin Rolü ve Önemi (The Social Work’s Role and Importance in School‐Based Family Counseling), Türkiye Sosyal Araştırmalar Dergisi (TSA), 19 (1): 175-78. (In Turkish).
• Openshaw, L. (2008). Social Work in Schools Principles and Practice. The Guilford Press, New York London
• Özbesler, C. Duyan, V. (2009). Okul Ortamlarında Sosyal Hizmet (Social Work in School Settings), Eğitim ve Bilim, 34 (154): 17-25. (In Turkish).
• Özdemir, A. (2006). Okul Kültürünün Oluşturulması ve Çevreye Tanıtılmasında Okul Müdürlerinden Beklenen ve Onlarda Gözlenen Davranışlar (Expected and Observed Behaviors of the School Principles in the Formation and Public Presentation of School Culture), Türk Eğitim Bilimleri Dergisi, 4(4): 411-433. (In Turkish).
• Poppy, Alexia A. (2012). The Role of a School Social Worker from an Administrator’s Perspective. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/74’ 03.03.2019
• Şahin-Fırat, N. (2010). Okul Müdürü ve Öğretmenlerin Okul Kültürü İle Değer Sistemlerine İlişkin Algıları (Principals’ and Teachers’ Perceptions about School Culture and Value Systems), Eğitim ve Bilim, 35 (156): 71-83. (In Turkish).
• Şenel, T. Buluç, B. (2016). İlkokullarda Okul İklimi İle Okul Etkililiği Arasındaki İlişki (The Relationship Between Organizational Climate and School Effectiveness in Primary Schools), TÜBAV Bilim, 9 (4): 1-12. (In Turkish).
• Şişman, M. (2012). Türk Eğitim Sistemi ve Okul Yönetimi. Ankara. (In Turkish).
• Terzi, Ç. (2011). Türk Eğitim Sistemi’nde Okulların Örgüt ve Yönetim Yapısı İle Yapılandırmacı Eğitim Yaklaşımı Arasındaki İlişkinin Çözümlenmesi (Analysis Of Relationships betweeen Organizational - Management Structure of Schools in Turkish Educational System and Constructivist Education Approach). Anadolu Journal of Educational Sciences International, 1(1): 75-82. (In Turkish).
• Uysal, Ş. (2015). Okullardaki Örgüt Kültürü ve Örgüt İklimi İlişkisine Dair İlişkisel Araştırmaların Değerlendirilmesi: Bir Meta Analiz Çalışması (Evaluation of the Relational Research Studies on Organizational Culture and Organizational Climate at Schools: A Meta-Analysis). Uluslararası Eğitim Bilimleri Dergisi / The Journal of International Education Science, 2 (5): 70-88. (In Turkish).
• Wettenstein, S. L. (2013). School social workers perceptions on multilevel practice : understanding, implementation, and barriers to engaement. Theses, Dissertations, and Projects. 965.
• Zastrow, C. (2014). Sosyal Hizmete Giriş (Edit. Durdu Baran Çiftci). Ankara. (In Turkish).