Mich. Admin. Code R. 340.1014 - Competencies of school social worker
Current through Vol. 22-05, April 1, 2022
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Rule 4. (1) A candidate seeking school social worker approval shall possess all of the following competencies:
(a) Knowledge of theoretical foundations and history of the school social work profession and service delivery.
(b) Knowledge of legal and ethical standards necessary for social work practice in school settings.
(c) Knowledge of federal and state special education laws and other legal aspects of the role of the school social worker.
(d) Knowledge of organizational components and structural dynamics of public school agencies at local, state, and national levels, as well as identification of methods useful to analyze and influence these in order to maximize student success.
(e) Knowledge of other professional educational roles to promote successful collaboration.
(f) Knowledge of a broad range of experiences, personal characteristics, and background variables that influence student learning and development, including the reciprocal and diverse influences of home, school, and community.
(g) Knowledge and skills for identifying factors that enhance strengths, resilience, and protection from adversity, and that diminish educational and developmental risks.
(h) Knowledge and skills to provide crisis prevention, planning, and intervention services, and the impact of trauma on development, learning, and
(i) Knowledge and skills to promote positive behavior supports for individuals and schoolwide programs.
(j) Knowledge and skills in development of behavior intervention plans collaboratively with family members, educational staff, and outside resources, personnel, and agencies.
(k) Knowledge and skills in mediation, conflict resolution, and collaborative problem-solving models.
(l) Knowledge and skills in comprehensive and systematic assessment and evaluation.
(m) Knowledge and skills in effective written communication of the assessment and evaluation results that include educationally relevant recommendations and, where appropriate, measurable goals and anticipated outcomes from service delivery.
(n) Knowledge of normative expectations for infant, child, adolescent, and young adult emotional, behavioral, social, cultural, communicative, cognitive, learning, and physical development.
(o) Knowledge regarding similarities and differences between clinically- based definitions of psychiatric disorders and educational disabilities.
(p) Knowledge and skills to evaluate effectiveness of programs and services and modify these based upon individual student need.
(q) Knowledge and skills for locating, selecting, and applying empirically- supported, evidence-based prevention and intervention methods appropriate for use with individuals, groups, families, school personnel, and communities to enhance student learning, development, and school success.
(r) Knowledge and skills to facilitate and coordinate student access to medical, health, mental health, social services, and other community resources, and to promote collaboration among school personnel and other community agencies.
(s) Ability to verbally communicate in terms understandable to students, parents, school staff, and agencies.
(t) Awareness of curriculum, teaching theories, and methodologies.
History: 1979 AC; 2011 AACS.