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Generalist Practice: A Task-Centered Approach, Second Edition resources

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task-centered and generalist practice 15 a teacher in a classroom together (Viggiani, Bailey-Dempsey, and Reid, in press). The model is particularly useful for classrooms that have a high number of children with academic, behavioral, or attendance dif- ficulties and in circumstances in which student social workers can serve as practitioners. Using task-centered methods, social workers intervene with behavioral and attendance issues, which permits teachers to focus their efforts on teaching. Weekly collaborative meetings facilitate on- going communication between the teachers and the social workers. SWTCC was tested using social work interns in two classrooms in an urban elementary school in Albany, New York. A quasi-experimental design that included the use of comparison classrooms indicated that SWTCC fostered appropriate classroom behavior, such as following rules, and had a positive effect on attendance problems. Social worker, teacher, student, and parent questionnaires revealed that the interven- tion was perceived positively. Task-centered case management in the schools. This variation, men- tioned briefly in the first edition, has been designed primarily to help chil- dren at risk of school failure with specific focus on problems of grades, attendance, and classroom behavior. In consultation with the family, the social worker forms a case management team that includes the worker as leader, the student, one or two of the student’s teachers or other school personnel, and the parents. Depending on the case, the team might also include such other members as a student peer, a member of the extend- ed family, or a community agency representative. Considerable weight is given to the student’s input in team member selection, especially the teacher(s) to be invited. In addition, the social worker sees the child and his or her parents in individual and family sessions. The main purpose of the case management team is to identify and work on school-related problems. All team members are involved in developing and carrying out tasks to solve the problems. For example, students might undertake tasks of completing homework assignments, making up detention time, and attending classes; parents’ tasks might include facilitating and monitoring homework and providing rein- forcers for successful school performance; teachers’ tasks might include providing students extra help and obtaining information about school resources or policies that might affect the student, as well as coordi- nating activities of team members; and social workers assume tasks to

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