discussion

RESOURCES FOR PRACTICE

Collaboration as an Essential School Social Work Skill

Clara D’Agostino

Essential collaboration skills are introducedin the formal academic training that MSWstudents receive and are a cornerstone of social work practice (Graham & Barter, 1999). For the purposes of this article, collaboration is defined as “a relational system in which two or more stake- holders pool together resources in order to meet objectives that neither could meet individually” (Graham & Barter, 1999, p. 7). As a way to high- light joint decision making, interprofessional col- laboration emphasizes the collective value of coordinated student support services as it relates to student outcomes, teacher support, and commu- nity engagement that reduces barriers to learning. Collaboration is essential to identifying and priori- tizing unmet needs and determining evidence- based strategies to implement. Although collaboration has been a common word in school-based and other types of social work, changing realities in funding, legislation, and conceptual frameworks for optimal educational learning environments have created a new emphasis on this skill.

Collaboration involves all key stakeholders in the school community, including, but not limited to, students, parents, teachers, administrators, commu- nity members, and community organizations. Cross- system collaboration requires effectively engaging parents and community members as well as estab- lishing partnerships with local service providers, including community mental health agencies. “Arguably, social workers are uniquely prepared to augment their important clinical roles and responsi- bilities with macro-level practice involving other school-serving agencies, families, and communities” (Anderson-Butcher et al., 2010, p. 161).

Collaboration emphasizes the collective effective- ness of professionals from different training pro- grams, creates a mutual respect for fellow professions and professionals, and recognizes the worth of each

member of the intervention team. Building collabo- ration skills with individuals can be generalized to collaboration with larger groups (Bronstein, 2003) such as school board members and other educa- tional administrators.

School social workers practicing from a collabo- rative and culturally competent perspective actively seek parent involvement and teacher assistance (Teasley, Canifield, Archuleta, Crutchfield, & Chavis, 2012). They also create stronger collabora- tive relationships with teachers, training them to detect the early warning signs of depression and suicide risk, and codevelop protocols and strategies to address crises and mental health concerns.

Partnering locally with school social work peers, statewide with school social work associations, and nationally through professional social work organi- zations helps school social workers create a collabo- rative network of support and information that can potentially lead to broadened knowledge of fund- ing sources to sustain or enhance their services. Those who are practicing in remote areas with lit- tle opportunity to have face-to-face contact with a school social work community can benefit from new methods of collaboration through technol- ogy. They can seek consultation assistance via vir- tual conferencing, engage in distance learning, and access online resources.

FUNDING REALITIES Increased social problems combined with decreased resources make collaboration essential for efficient practice (Bronstein, 2003). Recent trends in reduc- tions of school funding magnify the need for improved student support. In 2008, school districts began receiving less public funding than they had received in previous years. According to the Cen- ter on Budget and Policy Priorities (Oliff, Mai, & Leachman, 2012), elementary and high schools in

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26 U.S. states received less funding in the 2012– 2013 school year than they did in the previous year, and 35 states’ school funding is currently below 2008 levels. Economic changes resulted in funding cuts to schools and heavier demands on school social workers who retained their positions (Issurdatt, 2009).

Funding sources largely define how the day-to-day practice of any school social worker is carried out. In the past, school social workers were funded in very generic ways; currently, many social workers are funded by specific “siloed” categorical funding, which generally restricts the practice of the school social worker (personal communication with M. Pennekamp, retired adjunct professor, Humboldt State University, August 23, 2013). Soft monies such as grant funding can complement existing programs but often cannot be relied on as a long-term funding source. Therefore, school social workers should leverage their collaborative partnerships to educate themselves on various funding streams that could be used to create a broad base of support. School social workers should use their skills as collaborators and organize teams at their schools to seek federal funding opportunities (Dube & Orpinas, 2009; personal communication with M. Mandlawitz, government relations director, School Social Work Association of America [SSWAA], July 19, 2013).

PROFESSIONAL COLLABORATION “Collaboration among individual professionals is a first step in developing collaborative relationships among community constituents, agencies, and professional groups” (Bronstein, 2003, p. 298). School social workers benefit by their affiliation with national associations such as the School Social Work Association of America, the American Council for School Social Work, the International School Social Work Association, and the National Association of Social Workers. Membership in these organizations represents an opportunity to strengthen networking, enhance knowledge of evidence-based practices, heighten awareness of funding trends, and promote advocacy for essential student support services.

Collaboration with other social work profes- sionals through local, state, and national affiliations should lead school social workers to engage more with legislators on new legislation that improves the lives of families and school children. It also

emphasizes the importance of the school social work role in the education environment.

School social workers need to be establishing and maintaining relationships with their mem- bers of Congress, . . . and inviting members of Congress and staff to their schools to see the suc- cesses they are having, as well as the challenges they face as staff is cut and school social workers are responsible for more and more students. (personal communication with M. Mandlawitz, government relations director, SSWAA, July 19, 2013)

It is imperative to stay engaged in advocacy efforts that promote both funding and access to needed comprehensive student support services.

COLLABORATING WITH HIGHER EDUCATION There are several tangible benefits to the local edu- cational agency that partners with universities. One such mutually beneficial partnership is the creation of intern training programs. Establishing a social work intern training program can potentially lead to increased direct and indirect services to stu- dents. Social work interns are often infused with new ideas that energize a work environment, pro- vide much-needed prevention and early interven- tion services to students in need, and assist with longer term projects such as grant writing, estab- lishing collaborations with community partners, and engaging families. Through micro, mezzo, and macro interactions offered in school settings, social work interns will develop stronger collaboration skills as they work side by side with teachers, administrators, students, community members, and parents (Bronstein, 2003). Interns should also ben- efit from this partnership through personal and professional development, résumé building, and professional contacts (Handy & Mook, 2011).

Due to an increase in Web-based graduate social work programs, establishing an intern training pro- gram is increasingly more viable now that there is no need to be in close geographic proximity to an MSW program. Schools and agencies across the nation can partner with an accredited MSW pro- gram to place social work interns directly at school sites. These programs that “promote positive collaborative experiences in field placements” (Bronstein, 2003, p. 304) can also lead to additional partnerships with higher education, including joint

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research initiatives, consultation opportunities, establishment of pathways to college for K–12 stu- dents, support of community-based programming, and other creative collaborations.

STUDENT, FAMILY, AND SCHOOL COLLABORATION Research has shown that multilevel collaboration addressing student behavior through positive behav- ior intervention supports (PBIS) and youth develop- ment has positive outcomes for students (Greenberg et al., 2003; Minke & Anderson, 2005). Multitiered systems of support, often referred to as response to intervention, have heightened the importance of interprofessional collaboration by emphasizing the contributions of all support team members. This collaborative prevention and early intervention approach from all school personnel can improve school climate and reduce barriers to learning; it is also enhanced when families are included as collabo- rative partners (Dimmitt, Carey, & Hatch, 2007).

School social workers are skilled at recognizing the family as expert, “developing solid patterns of collaboration [while] keeping the whole child and family at the core of all . . . activities” (Pennekamp, 1992, p. 129). Including the student and the family in the student success team is a prime example of using families as collaborative partners in the solution-focused approach to addressing student needs. “Family-based interventions are an effective way to support student learning, and there is con- siderable research that family involvement in schools promotes student achievement” (Dimmitt et al., 2007, p. 64).

School social workers, their interns, other support professionals, and contracted agency professionals can play a strong role in ensuring that students feel connected to school through direct student contact, educating teachers to provide trauma-informed classroom interactions, and emphasizing the impor- tant role teachers play when they engage in caring relationships with students (Search Institute, n.d.-a). School social workers can also provide in-service trainings to teachers on the importance of their con- nections with families of students and how those connections contribute to schoolwide efforts to improve school climate and academic achievement. It is within this safe, positive school environment that students can begin to grow emotionally, estab- lish bonds within the school community and, subse- quently, excel academically.

COMMUNICATING RESULTS Clearly communicating to stakeholders the efficacy of school social work services is vital for sustainabil- ity. School social workers should consider reporting data publicly through school newsletters, during presentations at school events, or at school board meetings. These communications are intended “to paint a picture that demonstrates the many ways [they] are supporting student success” (Dimmitt et al., p. 164). M. Mandlawitz, government relations director for SSWAA, has suggested that school social workers provide outcome data to local legislators and invite them to visit and support a program with proven positive outcomes (personal communica- tion, July 19, 2013).

Systematic evaluation of school social work services . . . can be a way to help modify and improve social work services and programs and can help provide evidence to stakeholders of the value of the services [social workers] per- form.” (Allen-Meares, 2010, p. 358)

RECOMMENDATIONS AND CONCLUSION Declining resources during times of heightened social problems make collaboration essential for efficient school social work practice and require school social workers to take a proactive approach to coordinated student support services. Children and their families will benefit from interprofes- sional collaboration that leads to improved treat- ment planning, intervention fidelity, and team decision making. Cross-system collaboration with community partners is essential for accessing a wide range of services for students.

Connecting with other school social workers through professional organization affiliation will help practitioners obtain both leadership and advo- cacy skills. School social workers should expand their collaborations to involve legislators, broaden their knowledge of current legislation, and ulti- mately parlay those partnerships into authoring new legislation and advocating for increased student sup- port services.

Establishing and maintaining professional and collaborative relationships will help create an envi- ronment of mutuality in which the integrated stu- dent support team works together to meet the needs of all students. Intern programs should also be fully explored to advance interagency collabora- tion with university partners, thus creating a

250 Children & Schools Volume 35, Number 4 October 2013

training environment in which collaboration skills can be developed and modeled for another genera- tion of school social workers.

Collaboration is one important skill for school social workers to ensure that students are receiving appropriate, comprehensive, and coordinated ser- vices. Collaboration and communication should occur at all levels with key stakeholders, including student, family, school staff, district personnel, community agencies, and state and national policy- makers. These partnerships have the collective potential to decrease barriers to learning, improve school climate, achieve higher graduation rates, increase academic achievement, and help moti- vated youths realize their future as successful, con- tributing adult members of society (Blonsky, Cox, & Pennekamp, 2007; Search Institute, n.d.-b.)

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Teasley, M., Canifield, J. P., Archuleta, A. J., Crutchfield, J., & Chavis, A. M. (2012). Perceived barriers and facilita- tors to school social work practice: A mixed-methods study. Children & Schools, 34, 145–153.

Clara D’Agostino, MSW, LCSW, is adjunct field faculty member, School of Social Work, University of Southern Califor- nia, Los Angeles; e-mail: [email protected].

Original manuscript received September 19, 2013 Accepted September 23, 2013 Advance Access Publication October 9, 2013

D’Agostino / Collaboration as an Essential School Social Work Skill 251

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