Ecological School Social Work: The Reality and the Vision

Abstract

School social workers have been attempting to determine what is effective practice since the early 1900s. Over the course of the past decade, a unifying theoretical perspective, ecological theory, has evolved in school social work. Ecological theory defines effective practice as interventions that take place in microsystems, mesosystems, and macrosystems. This differs from the traditional approach to school social work that focused on the problems of the individual pupils. However, despite claims that ecological theory is the most effective for social work practice in schools, a lack of uniformity in practice among school social workers remains. This article analyzes the challenges of practicing ecological theory within school settings. It also describes an urban elementary school that has effectively put an ecological school social work model into practice.

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