| In the wake of current school reform efforts that focus on public-private partnerships, social workers have a key role. While research has shown that social workers can have positive impacts on students' school adjustment, evaluations of overall practice models continue to be limited (Bronstein & Kelly, 1998). Therefore, the purpose of this dissertation was to evaluate a community-school model of social work practice by examining improvements in student related behaviors, and reductions in student and family concerns identified by teachers and parents. Generally, parents and teachers reported improvements in students' interpersonal, intrapersonal, and academic functioning. Additionally, teachers and parents reported reductions in the intensity of individual student treatment concerns. Parents also reported decreased intensity in the concerns identified for their family. This evaluation served to extend research related to social work in schools, and provided further support for this specialized field of social work practice. Findings are discussed in the context of improved school adjustment. |
