N.M. Admin. Code § 6.63.7.11

Current through Register Vol. 35, No. 20, October 22, 2024

Section 6.63.7.11 - REFERENCED MATERIAL

Competencies for school social workers

A. Competencies for entry level school social workers

(1) The school social worker shall demonstrate professional knowledge and skills in dealing with social phenomena as they relate to students' functioning and achievement in school by:

(a) interpreting to school personnel the relationship between the student's social, emotional, or home problems, and the social workers academic performance;

(b) interpreting to school personnel the wide range of social, emotional, cultural, and economic differences among children, families, and communities;

(c) consulting with school personnel on current mental health practices and concepts;

(d) expanding knowledge through consultation with coordinators, specialists, psychologists, psychiatrists, and colleagues, as well as through reading, research, and course work; and

(e) keeping abreast of current community resources, and determining how their services may be beneficial to the student, their family, and the family's involvement in the academic process.

(2) The school social worker shall establish basic case management procedures for effective social work intervention by:

(a) opening a case as soon after referral as possible;

(b) prioritizing cases according to severity and seriousness of identified concerns;

(c) establishing routines for the assessment of case referrals;

(d) coordinating multidisciplinary efforts for the management of cases, when appropriate;

(e) consulting with and assisting school and community personnel regarding case management;

(f) participating in interdisciplinary team meetings relevant to the assessment and disposition of individual cases;

(g) presenting and interpreting social work assessment results and recommendations to school and community agency personnel; and

(h) employing the process of terminating and closing cases upon completion of social work services.

(3) The school social worker shall structure the method of social intervention by appropriate planning and preparation by:

(a) investigating all relevant information regarding a referred case;

(b) consulting with school personnel, community agencies or family members to assess the identified concerns;

(c) conducting an individualized social, emotional, and adaptive assessment of the student, the student's family, and the educational and social communities;

(d) formulating individual goals and objectives for the management of each case; and

(e) consulting with the social work supervisor, psychologist, or psychiatrist regarding individual cases as needed.

(4) The school social worker shall employ appropriate methods of practice which enables students and families to function adequately within their educational and community settings by:

(a) providing individual, group, and family counseling to students and families;

(b) providing intensive crisis intervention to remedy effects of abuse, neglect, or exploitation of children;

(c) preparing and interpreting social histories or assessments;

(d) participating in planning for student transitions to help ensure continuity of services appropriate to the unique needs of individual students leaving school or transferring between programs;

(e) helping ensure parents' understanding of decisions, procedures, and meetings affecting their children, particularly when cultural differences make communication between school staff and parents difficult;

(f) helping ensure participation of parents in school conferences which affect their children through home visits, telephone calls, correspondence, and other means;

(g) identifying school district and community services appropriate to the needs of students and families, executing referrals, and providing follow-up;

(h) serving as an advocate for parents to ensure that their wishes and concerns regarding their children are registered and considered by school personnel and agencies; and

(i) recognizing the need for, and actively seeking the supervision of, and independent school social worker or clinically supervising school psychologist when providing psychological counseling services for children with severe emotional disturbances and behavior disorders as designated by the student's individual education program.

(5) The school social worker shall demonstrate a professional and helpful demeanor in relationships with students, parents, and school personnel by:

(a) providing support and encouragement to students, parents, and staff in an atmosphere of mutual respect;

(b) developing a caring relationship with students and parents and showing consideration of their feelings;

(c) communicating openly with students and parents by listening and responding to their opinions and suggestions;

(d) promoting respect and positive interpersonal relationships among students and families;

(e) working cooperatively with fellow employees to develop and maintain effective interaction;

(f) promoting free and easy communication between home and school;

(g) communicating to parents the significance of school program; and

(h) emphasizing positive achievements of students.

(6) The school social worker shall utilize appropriate methods to continuously evaluate the student's services by:

(a) keeping a personal, confidential file on all cases;

(b) completing a social worker activity form which will be included in the student's permanent record;

(c) maintaining an up-to-date log, indicating types of referrals received, dates, and status of referral and referral sources;

(d) completing any written reports that may be required, such as family assessments, as promptly as possible; and

(e) assessing the effectiveness of and further need for social work services.

B. Competencies for level 3 independent school social workers

(1) The school social worker shall demonstrate professional knowledge and skills in dealing with social phenomena as they relate to students' functioning and achievement in school by:

(a) interpreting to school personnel the relationship between the student's social, emotional, and/or home problems, and the student's academic performance;