Prevention is Difficult, But Possible: A Multiple Case Study Examining The Integration of Prevention Activities in School Social Work Practice in an Urban Centre in Saskatchewan

Date
2020-03
Authors
Beveridge, Markus Marquardt
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Faculty of Graduate Studies and Research, University of Regina
Abstract

This study, which focuses on school social work practice, responds to recent research findings that prevention is a minority focus in many areas of social work. A qualitative multiple case study of school social workers in an urban centre in Saskatchewan was employed to gain insight into the topic by examining their level and types of practice, and their experiences and perceptions of integrating prevention activities in their work. A review of relevant literature identified several major gaps: inconsistent definitions of prevention with little insight into how practitioners themselves understand prevention; reactive, incident-driven interventions being prioritized over prevention approaches; lack of school social work studies, especially in Canada; lack of understanding of what exactly school social workers do and how they do it; and a need for qualitative methodologies to be employed to more fully examine the practice choices and barriers that they face. The study began with a quantitative survey, which indicated that respondents (n = 11) engage primarily at the Tier 3 level (e.g., individual counseling and crisis intervention), but would like a better balance, doing less work at the Tier 3 level and engaging in much more prevention work at the Tier 1 level (e.g., increasing family involvement and community engagement). The major barriers to respondents accomplishing that desire were the high number of students/schools they serve, the limits of their prescribed role, and the crisis-oriented nature of the work. These survey findings were mirrored and expanded upon in the subsequent case study interviews. Case study participants (n = 3) were chosen through purposeful sampling to gather a range of contexts, perspectives, and experiences in relation to the topic area. Analysis of the interviews revealed that the role of a school social worker is broad and unpredictable. However, prevention is important to them, and despite the notable difficulties—including limited access to resources, significant budget cuts, and a focus on short-term clinical interventions—it is indeed possible to integrate prevention activities in school social work practice. Examples of how participants are currently engaging in prevention activities revolve primarily around taking a holistic perspective in their work. This includes operating across the school-family-community network by engaging in teamwork and delivering education to various clients and stakeholders. Recommendations on how to best enhance and promote prevention are outlined for school social workers, administrators, and future researchers. School social workers and administrators could enhance prevention in schools by: focusing on early identification and support for children at risk of developing issues later on; providing a greater abundance and diversity of prevention-related programming throughout elementary and high school; and working in collaboration with key stakeholders and integrating services in schools. Future researchers are encouraged to build upon the knowledge base regarding school social work, especially in Canada. This could include examining the potential of creating a national or provincial school social work professional association. Researchers are also encouraged to engage in further prevention-focused research in school social work in general, as well as other areas of the greater social work profession. Given the crucial role that prevention plays in the well-being of individuals, it is an ideal worth striving for.

Description
A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Social Work in Social Work*, University of Regina. ix, 141 p.
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