An Audit of School Social Work Services: A Mechanism for Practice Model Development

Background:
If appropriately utilized, audit findings can inform the alignment of school social work services with a school division’s strategic priorities and accountability standards. They can also be used to improve the delivery of social work services and to inform the development of a practice model.

A comprehensive audit of the types and scope of services provided by school social workers in a rural school division in Virginia was completed during the 2012-2013 school year. The goals of the audit were to provide the school social work department and school administration stakeholders with recommendations to: (1) improve the delivery of school social work services, (2) align the provision of school social work services with the school division’s standards for accountability, and (3) inform the development of a practice model for the school social work department.

Methods: Quantitative and qualitative methods were used during each phase of the auditing process. The process began with semi-structured interviews of two key stakeholders, the school social worker department supervisor and central office administrator who requested the audit. Existing documents were reviewed (e.g. performance evaluation tools, the division’s strategic plan, data collection tools etc.) and three different questionnaires were developed. The first survey completed by the school social workers examined the scope of services they provided and was informed by the NASW Standards for School Social Work Services and key components of the School Social Work National Practice Model adopted by the School Social Work Association of America. All fifteen school social workers, three school based administrators, and four central office administrators were surveyed. Participants also completed semi-structured individual interviews.

Results: The Survey Findings and the Evaluation and Summary Report illuminated several findings that were used to inform the development of a school social work practice model. For example, existing staff had a high level of mental health and generalist practice expertise and were also very knowledgeable of community resources. However, much of their expertise was not being utilized at the school-level. Another finding was that school social work services could have a more tangible and significant impact on all four of the school division’s strategic priorities.

Implications: An audit is one mechanism that can be used by school social work departments and school divisions to better understand and evaluate the scope, types, and impact of services provided by their school social workers. When the process is informed by key components of the School Social Work Practice Model which encourages school social workers to simultaneously focus on: (1) providing scientifically supported education, behavior, and mental health services, (2) promoting school climate and culture conducive to learning, and (3) maximizing school-based and community resources and the NASW Standards for School Social Work Services the findings can inform the development of a practice model that considers the unique needs of their school division and their allocation of time, skills, and resources in response to the needs and priorities of the school division.