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School Social Workers' Experiences W...

Stokes, Jamie L.

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School Social Workers' Experiences Working with Students Questioning Their Gender Identity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	School Social Workers' Experiences Working with Students Questioning Their Gender Identity./
Author:	Stokes, Jamie L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	117 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Social work. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30526608
ISBN:	9798379706715

School Social Workers' Experiences Working with Students Questioning Their Gender Identity.
Stokes, Jamie L.

School Social Workers' Experiences Working with Students Questioning Their Gender Identity. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 117 p.

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (D.S.W.)--Capella University, 2023.

This item must not be sold to any third party vendors.

This action research study explored school social workers' knowledge and experiences working with students questioning their gender identity in a school setting. By gaining school social workers' perspectives on their knowledge and experience working with this population, this research will contribute to the efforts to inform the clinical and advocacy-related decision-making processes for school social workers who are supporting students questioning their gender identity in a school setting. The study consisted of ten participants currently employed as either school social workers or school social work supervisors and had at least one experience working with a student questioning their gender identity. Data were collected using semi-structured interviews focused on the participants' experiences providing services to students on the micro-, mezzo-, and macro-levels. Using thematic analysis, themes were categorized into micro-level social work skills, mezzo-level strategies, and macro-level opportunities. The results of the study revealed a profession that has not adopted consistent strategies across all system levels of practice. School social workers reported varying levels of training and knowledge of gender-related topics. Even though school social workers reported a consistent collaboration with school staff, participants felt that their schools could be doing more to support this group of students. Results of the study found that school policy differed in their coverage of gender-related issues. Therefore, as a result of these findings, it is recommended that school social workers must seek additional training on gender-affirming practices that will increase the level of competency and level of comfort in serving this group of students. Another recommendation based on these findings is for school social workers to work with school administration to create school-wide safety initiatives and visible pride displays to increase a sense of belonging and acceptance in schools.

ISBN: 9798379706715Subjects--Topical Terms:

644197
Social work.
Subjects--Index Terms:

Gender identity

School Social Workers' Experiences Working with Students Questioning Their Gender Identity.
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520 $a This action research study explored school social workers' knowledge and experiences working with students questioning their gender identity in a school setting. By gaining school social workers' perspectives on their knowledge and experience working with this population, this research will contribute to the efforts to inform the clinical and advocacy-related decision-making processes for school social workers who are supporting students questioning their gender identity in a school setting. The study consisted of ten participants currently employed as either school social workers or school social work supervisors and had at least one experience working with a student questioning their gender identity. Data were collected using semi-structured interviews focused on the participants' experiences providing services to students on the micro-, mezzo-, and macro-levels. Using thematic analysis, themes were categorized into micro-level social work skills, mezzo-level strategies, and macro-level opportunities. The results of the study revealed a profession that has not adopted consistent strategies across all system levels of practice. School social workers reported varying levels of training and knowledge of gender-related topics. Even though school social workers reported a consistent collaboration with school staff, participants felt that their schools could be doing more to support this group of students. Results of the study found that school policy differed in their coverage of gender-related issues. Therefore, as a result of these findings, it is recommended that school social workers must seek additional training on gender-affirming practices that will increase the level of competency and level of comfort in serving this group of students. Another recommendation based on these findings is for school social workers to work with school administration to create school-wide safety initiatives and visible pride displays to increase a sense of belonging and acceptance in schools.
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