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Dissertation
School social work interventions: perceptions of clinicians of color
Doctor of Education (Ed.D.), Drexel University
Jun 2025
DOI:
https://doi.org/10.17918/00010972
Abstract
The purpose of this phenomenological study was to explore the perceptions and lived experiences of school social workers of color to examine the role of race in their interactions with students, including interventions in a school-based setting. This research sought to provide pathways for school leaders to inform and influence the need for school-based clinicians of color within our educational institutions. School social workers are vital, providing support for trauma-impacted students, students with mental health diagnoses, and students impacted by the pandemic lock down and subsequent reopening. Social workers are trained to be aware of their own lenses and to think about each client paradigm. Bringing this perspective to their practice is critical to school social workers, particularly when students have diverse and multiple intersecting identities. The guiding research questions read: RQ 1: How do social workers of color experience the role of race in their interactions with students and subsequently, RQ 2: How do other components of an individual's intersectionality (ethnicity, culture, class, gender, religion, immigration status, etc.) prescribe how race plays a factor in intervention delivery/success in school based social work? Four streams of the research literature helped to frame this study: 1) understanding the school social work paradigm, 2) cultural literacy, 3) social workers of color as interventionists, and 4) school social worker interventions and the intersection of race/ethnicity. The phenomenological study used a qualitative design to inform the research. The researcher collected data using semi-structured interviews and a member focus group. This research worked to collect the perceptions and perspectives of social workers of color. The findings revealed that school social workers of color have saved precious time with intervention delivery and success, practiced their art with cultural competency to make appropriate and meaningful gains, and have given back to the school community and others, both formally and informally.
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Details
- Title
- School social work interventions
- Creators
- Jessica Naugle McAtamney
- Contributors
- Joy C. Phillips (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 96 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022057538804721