Date of Award

5-8-1997

Document Type

Open Access Thesis

Degree Name

Master of Social Work (MSW)

Department

Social Work

First Advisor

Sharon K. Patten, Ph.D.

Second Advisor

Glenda Dewberry Rooney, Ph.D.

Third Advisor

Michael F. McGrane, LICSW

Abstract

Across the country, educational outcomes of children are increasingly compromised by a number of non-school factors such as insufficient health care, poor nutrition and stressful family situations. Communities are recognizing that educating children requires resources and commitment from the whole community, not only from schools. The community school model is one approach to help increase educational outcomes. It brings parents, schools, government and community agencies together to ensure that students are emotionally and physically prepared to learn. This study examines the responses from school social workers in the Saint Paul School District relative to the definition and concept of a community school and perceived barriers to implementing services that promote educational outcomes. Using the Q-sort method, seventy-four school social workers were asked to prioritize key services and factors of a community school model. The Q-sorted factors were analyzed and categorized by level of importance. This research showed strong support for the idea that the school facility be the place for an array of student, family and community services.

Identifier

SC 11.MSW.1997.Muenzhub.JI

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