A School Social Worker's Role & Formal Education
They're Not Found in Every State
Not every state employs school social workers. States that do use social workers in schools also differ where some districts employ social workers from an outside agency while other districts employ them as district employees.
Their Roles and Responsibilities Vary from District to District
Some districts use school social workers (SSW) as resource liaisons, finding resources for the disadvantaged students. Other districts use them in a more holistic, more progressive, and more clinical way, as they are given the responsibility to oversee the mental health of the students on their caseload (SPED students) and even the general education population via MTSS/PBIS alongside the school counselor.
During SPED initials some districts allow the school social worker to perform a variety of SEL and adaptive and behavior assessments (BASC-3, Vineland, ABAS, Conner's, SDQ, SSIS etc.). This latter approach uses the school social worker as more than a resource bridge for poor and abused students - the school social worker becomes an SEL and behavior specialist of some sorts. Now, this can greatly overlap with the responsibilities of traditionally given to the school psychologist, where it can create some controversy ("Stay In Your Lane"). The amount of counseling a SSW does varies greatly on how the district uses the role. It is safe to say that the usage is not consistent. Any SSW who wants to be used in a more holistic and progressive way are made to seek districts who see them more as "the poor students advocate" (more on that below).
Call to Reform the MSW with School Concentration
I would argue that being a resource liaison does not require an MSW. It is BSW work. With that out of the way, I will propose that the MSW should reform itself and model itself into a specialist degree - become an Ed.S. like many school psychologist tracks are. It is said that school social workers have less advanced education when compared to school psychologists. This is true mainly due to the nature of how the MSW is set up. If you have a BSW you're put into the advance track of an MSW program, only completing one year regardless of your concentration (e.g. health, welfare, schools, medical). The two-year MSW track is made for the non-BSW holders, with the first year of the MSW being the core generalist classes (similar to the two-year MBA track). Non-BSW pay for what the BSW holders learned during their undergraduate tenure. This leaves the school social worker having anywhere between 1-2 years of schooling for whatever concentration versus the 3 year track of a school psychologist regardless if the applicant has a BA/BS in psychology. The same should hold true for school social worker. UPenn's GSE has combined an M.Ed. and MSW (3-year dual degree), though rare as the combination is. Entrance to the new MSW for standardized tests are as follows:
An increase in standards and years should lend more credulity to the school social work position and to this subspecialty.
Below is just a rough draft of the proposed 3 year curriculum of a School Social Worker (MSW vs MSW+, Ed.S.):
Year 1: Attainment of M.Ed.
The Ed.S. for School Psychology makes their first years earn an M.Ed. that will eventually lead to an Ed.S. I would argue that a solid foundation in education and child development would be immensely beneficial for school social workers as it is to school psychologists who are Ed.S. holders. In the States, stand alone one-year master's in (general) education tend to be a waste unless the degree is obtained from, say, Harvard GSE (even then it's argued that the stand alone 1-year degree is relatively useless). If we look across the pond to the United Kingdom, the 1-year education degree is also looked at as useless unless it comes from places like Cambridge (1-year master's in psychology and education) and Oxford (1-year masters in education with specializations like child development). I propose to model the first year of the new MSW+ after the Cambridge and Oxford 1-year degrees.
Summer 1: Foundations of Social Work
Two courses should be taught in regards to social work foundations and resource liaison.
Year 2: Internship + Psychotherapy + MTSS + Assessments
Year two should divide 1st and 2nd semester focusing psychotherapy modalities (S1: intro; S2 intermediate), MTSS concept and execution, and two semesters on SEL, adaptive and behavior assessments used for SPED eligibility. Internships would be three days a week at a public or charter school assisting with assessments (S2: caseload for counseling).
Summer 2: 8-12 week Internship at Schools or Psychotherapy Practice for Summer Break
School social work interns should be paired up with LSW/LCSW social workers to work on summer eligibility, practicing assessments and reviewing MTSS for the upcoming district school year. If at a psychotherapy practice, should work on psychotherapy modalities.
Year 3: Full Year Internship + SPED Law
Final year of the new MSW+ (Ed.S.) has student at the assigned sites for 4 days out of five with practice of SPED assessments, counseling skills, and wider school reach within the MTSS concept. Crisis intervention and resource liaison are a given responsibility. SPED Law is also taught for two semesters.
The MSW becomes an Ed.S. Instead of 1-2 years, hopeful school social workers must now complete 3 years of formal education.
Further training in play therapy, art therapy, applied behavior analysis, psychotherapy, and other forms relating to mental health within schools are encouraged to be sought out once employed in the field.
Not every state employs school social workers. States that do use social workers in schools also differ where some districts employ social workers from an outside agency while other districts employ them as district employees.
Their Roles and Responsibilities Vary from District to District
Some districts use school social workers (SSW) as resource liaisons, finding resources for the disadvantaged students. Other districts use them in a more holistic, more progressive, and more clinical way, as they are given the responsibility to oversee the mental health of the students on their caseload (SPED students) and even the general education population via MTSS/PBIS alongside the school counselor.
During SPED initials some districts allow the school social worker to perform a variety of SEL and adaptive and behavior assessments (BASC-3, Vineland, ABAS, Conner's, SDQ, SSIS etc.). This latter approach uses the school social worker as more than a resource bridge for poor and abused students - the school social worker becomes an SEL and behavior specialist of some sorts. Now, this can greatly overlap with the responsibilities of traditionally given to the school psychologist, where it can create some controversy ("Stay In Your Lane"). The amount of counseling a SSW does varies greatly on how the district uses the role. It is safe to say that the usage is not consistent. Any SSW who wants to be used in a more holistic and progressive way are made to seek districts who see them more as "the poor students advocate" (more on that below).
Call to Reform the MSW with School Concentration
I would argue that being a resource liaison does not require an MSW. It is BSW work. With that out of the way, I will propose that the MSW should reform itself and model itself into a specialist degree - become an Ed.S. like many school psychologist tracks are. It is said that school social workers have less advanced education when compared to school psychologists. This is true mainly due to the nature of how the MSW is set up. If you have a BSW you're put into the advance track of an MSW program, only completing one year regardless of your concentration (e.g. health, welfare, schools, medical). The two-year MSW track is made for the non-BSW holders, with the first year of the MSW being the core generalist classes (similar to the two-year MBA track). Non-BSW pay for what the BSW holders learned during their undergraduate tenure. This leaves the school social worker having anywhere between 1-2 years of schooling for whatever concentration versus the 3 year track of a school psychologist regardless if the applicant has a BA/BS in psychology. The same should hold true for school social worker. UPenn's GSE has combined an M.Ed. and MSW (3-year dual degree), though rare as the combination is. Entrance to the new MSW for standardized tests are as follows:
- The GRE should not be used as entry for the degree, but a passing grade of B in statistics and College Algebra is needed and
- Passing grade on the ACT (raised to a 25) or TAP
An increase in standards and years should lend more credulity to the school social work position and to this subspecialty.
Below is just a rough draft of the proposed 3 year curriculum of a School Social Worker (MSW vs MSW+, Ed.S.):
Year 1: Attainment of M.Ed.
The Ed.S. for School Psychology makes their first years earn an M.Ed. that will eventually lead to an Ed.S. I would argue that a solid foundation in education and child development would be immensely beneficial for school social workers as it is to school psychologists who are Ed.S. holders. In the States, stand alone one-year master's in (general) education tend to be a waste unless the degree is obtained from, say, Harvard GSE (even then it's argued that the stand alone 1-year degree is relatively useless). If we look across the pond to the United Kingdom, the 1-year education degree is also looked at as useless unless it comes from places like Cambridge (1-year master's in psychology and education) and Oxford (1-year masters in education with specializations like child development). I propose to model the first year of the new MSW+ after the Cambridge and Oxford 1-year degrees.
Summer 1: Foundations of Social Work
Two courses should be taught in regards to social work foundations and resource liaison.
Year 2: Internship + Psychotherapy + MTSS + Assessments
Year two should divide 1st and 2nd semester focusing psychotherapy modalities (S1: intro; S2 intermediate), MTSS concept and execution, and two semesters on SEL, adaptive and behavior assessments used for SPED eligibility. Internships would be three days a week at a public or charter school assisting with assessments (S2: caseload for counseling).
Summer 2: 8-12 week Internship at Schools or Psychotherapy Practice for Summer Break
School social work interns should be paired up with LSW/LCSW social workers to work on summer eligibility, practicing assessments and reviewing MTSS for the upcoming district school year. If at a psychotherapy practice, should work on psychotherapy modalities.
Year 3: Full Year Internship + SPED Law
Final year of the new MSW+ (Ed.S.) has student at the assigned sites for 4 days out of five with practice of SPED assessments, counseling skills, and wider school reach within the MTSS concept. Crisis intervention and resource liaison are a given responsibility. SPED Law is also taught for two semesters.
The MSW becomes an Ed.S. Instead of 1-2 years, hopeful school social workers must now complete 3 years of formal education.
Further training in play therapy, art therapy, applied behavior analysis, psychotherapy, and other forms relating to mental health within schools are encouraged to be sought out once employed in the field.
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