MAY, 2004

From Separation in Pre-K to Adjustment in High School

Editor's Note:   Professional social workers who work in the New York City public schools face daunting challenges on a daily basis as they strive to meet the needs of students.   We spoke with a number of those social workers and asked them to write about their jobs, the needs they addressed, and the ways they intervened in the students' lives. Excerpts from their stories follow.

Marilyn King, MSW, a pre-kindergarten school social worker, describes some of her interventions with young children and their families.  

The pre-kindergarten program utilizes a team approach in helping each child's transition from home to school. The teachers, educational assistants and parents work together with a family assistant and the social workers to help the families and children ease into the educational experience.

The social worker is key in assisting the school adjust to the new students entering school usually for the very first time.   Each class has approximately eighteen children, and each pre-kindergarten social worker may have five or more classes to work with.

In actuality we work with the families of the pre-K students, the siblings and even relatives and babysitters. At times we meet individually with the parents of children who display difficulties in adjusting to school. We meet with teachers to discuss some of the individual problems of the day.

Some children start out with crying episodes, some children may be having tantrums, some children exhibit academic or medical concerns.   We work with children displaying behavioral issues and at times we need to set up educational evaluations for the at-risk child. Some concerns can be alleviated by crisis counseling.

At times we also work with the parents to assist them with developmental issues; discipline suggestions; as well as more traumatic issues including loss of a family member, divorce, child abuse, domestic abuse, and alcoholism. We also network with community organizations to bring in speakers on issues of asthma and other medical issues and concerns of our parents and children's population.

Ann Englesbe, CSW, an elementary and intermediate school social worker, offers a story of her intervention with Joseph (not his real name) over the years.

“I want help and I want it NOW”, was the plaintive cry that began my professional relationship with Joseph, who was 6 at the time. Joseph was in the 1 st grade and had been under continuous supervision since kindergarten because of his disruptive and occasionally dangerous behavior. Joseph was in constant motion: out of his seat, over and under the furniture, running in the hall and, occasionally, running out of the building.   Joseph's parents were in denial regarding the severity of the problem and they disagreed with each other about   how   to handle his behavior.

In spite of the behavioral issues, it was clear that Joseph was a bright boy with a genuine desire to please and to do the right thing. He was frustrated and upset by his inability to do so, as were all of the adults around him . With a great deal of patience and discussion, I was able to convince Joseph's parents to have him evaluated by a pediatric neurologist on staff at a local agency.

Joseph's evaluation results were positive for Attention Deficit/Hyperactivity Disorder; he then had to begin the difficult process of regulating his medication. Joseph was bright and capable of doing above average schoolwork.   As a result, the School Based Support Team recommended that he should have an individual crisis management para-professional.   I met with Joseph for weekly individual counseling, and I worked closely with the para to develop a structure for Joseph that would maximize his academic and social functioning in general education.

The private agency began family and social therapy and they placed Joseph in a social skills group. I worked closely with the private agency as well.   Joseph also received Department of Education occupational therapy to address his fine motor and handwriting problems, and I was able to obtain assistive technology for him.   Joseph received a word processor, which he used to take class notes and to do his homework.   The family moved to a different town, but I was able to facilitate a variance for Joseph to continue to attend intermediate school in the same area as the elementary school. This provided Joseph with the continuity that he needed in order to help him with a program of 8 different classes and teachers.

Joseph is now in the appropriate grade with a 90 average, and preparing to go to high school. He plays clarinet in the band and he is a member of a peer leadership group. My next task will be to terminate with him and introduce him to the social worker at the next level, who will help him to prepare for the next phase of his life.

Maureen Curran, MSW, a high school social worker, described the job of the NYC school social worker. She says that they prevent unnecessary referrals to special education.   Her annual caseload includes over 100 students who are deemed to be “At Risk.” She refers many of them for outside services. They are often referred back to her to be evaluated for special education, thus completing a “circle” that she believes should be clarified by the educational and mental health systems.

She describes how she works with students in the following way:

…I am working closely with a Resource Room teacher to offer assistance for students, who are in need of extra support. Our target group is students who cut classes and have trouble with organization and focus. They are bright youngsters, who cannot get to class.   Many are typical of Attention Deficit Disorder students, who go un served because they do not fit into any of the service models offered.   As they are not learning disabled according to traditional definitions, they are often overlooked in the Special Education system.   We proposed using an existing curriculum, “Overcoming Obstacles” as a tool to teach communication and decision making skills.

As a social worker, I don't usually have the time to see each student every day.   Using this approach, the fourteen youngsters in the class are getting extra support, ongoing contact, learning strategies, and, hopefully, the motivation to succeed in school.    The combination of the special education teacher's educational expertise, my social work skills and existing relationships with students, have resulted in a significant improvement in these students over time.   We have been able to address their emotional needs, their group conflicts, and provide hope that they will catch up and get on track.

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