Social Workers’ Perceived Barriers and Facilitators to Social Work Practice in Schools: A Scoping Review-Reference-Cited by-同舟云学术

Social Workers’ Perceived Barriers and Facilitators to Social Work Practice in Schools: A Scoping Review

Published:2024-04-02 Issue: Volume: Page:
ISSN:0045-3102
Container-title:The British Journal of Social Work
language:en
Short-container-title:

Author:

Binks Sarah¹²^ORCID,Hickey Lyndal¹,Heath Airin²,Bornemisza Anna¹,Goulding Lauren³,Parolini Arno¹

Affiliation:

1. Department of Social Work, The University of Melbourne, Parkville, Victoria, Australia

2. Independent Scholar , Melbourne, Victoria, Australia

3. School Social Worker and Independent Scholar , Peterborough, Ontario, Canada

Abstract

Abstract The aim of this scoping review was to establish the breadth of the academic literature regarding the barriers and facilitators to social work practice in schools as perceived by School Social Workers (SSWs). Following the PRISMA-ScR Scoping Review Framework, 42 articles were identified as meeting the inclusion criteria. Five interrelated themes related to the barriers and facilitators to SSW practice were identified: (1) Inadequacy of service delivery infrastructure; (2) SSWs’ role ambiguities and expectations; (3) SSWs’ competency, knowledge and support; (4) School climate and context; and (5) Cultivating relationships and engagement. This scoping review found that social workers perceive far greater barriers than facilitators when delivering services in school settings, with limited evidence related to the facilitators that enhance School Social Work (SSW) practice. Further research regarding the facilitators of SSW practice is needed, specifically in countries where research on this topic is emergent.

Funder

Australian Government Research Training Program

Publisher

Oxford University Press (OUP)

Link

https://academic.oup.com/bjsw/advance-article-pdf/doi/10.1093/bjsw/bcae046/57141390/bcae046.pdf

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