Do the Job Descriptions Used to Hire School Social Workers, Counselors, and Psychologist Align with the Professional Models?

Background/Purpose: Today, the goal for education is to improve academic success and learning for all students, which in the end can help to alleviate poverty and economic inequality. However, the changing landscape of public schools requires more professionals who can meet the growing needs of students to meet the overall goal. School social workers, counselors, and psychologists are the professionals that can meet these needs but there are wide spread misconceptions about the roles of these professionals, their distinct skill sets, and how to streamline the delivery of their services in a collaborative way. This study aims to: (1) identify the duties employers are expecting of school social workers, counselors, or psychologists; and 2) examine how these job duties align with their professional models.

Methods: The data include 240 job postings and descriptions for school social work, counseling, and psychology from 47 states and evenly distributed across 4 regions (Midwest, Northeast, South, and West). A random sample of 25% of the job descriptions were analyzed, totaling 60 postings. A content analysis of the job descriptions was conducted using the qualitative research software NVivo11 where nodes and node properties were created according to the professional models. Word querries ran by professional job description across regions to determine alignment to the professional models.

Findings:

School social workers, across regions the adherence to the SSWAA model are: Midwest (30.98%); Northeast (29.36%); South (28.48%); West (27.6%). Across all regions, the most frequently coded nodes are: Providing Evidence Based Education, Behavior, and Mental Health Services that Support Academic and Behavior Outcomes. Not addressed were: To Help Change Policies and Practices that Undermine Students; NASW Code of Ethics; SSWWA Ethical Guidelines, and SSW-Student Ratio 1:250.

School counselors, across regions the adherence to the ASCA model are: Midwest (25.49%); Northeast (25.07%); South (29.77%); West (25.58%). Across all regions, the most frequently coded node is: Direct Student Service Delivery as it relates to student achievement. The least address were: Measure Program for Career and College Readiness and Intervention Activities and Services.

School psychologist across regions the adherence to the NASP model are: Midwest (24.84 %); Northeast (26.73%); South (27.78%); West (29.78%). Across all regions, the most frequently coded node is: Data-based Decision Making and Accountability. The least addressed were: Interventions and Mental Health Service to Develop Social and Life Skills along with Diversity in Development and Learning.

Conclusion/Implications: Findings highlight that expected duties across professional roles are somewhat in alignment with their historical roots, which can assist school administrators with streamlining student support services. School social workers’ role is to link the home, school, and community and provide direct and indirect services. School counseling has focus on vocational guidance and employers want them to assist with student achievement and prepare students for college and career but school counselors are being asked to perform duties not listed on the ASCA model at the highest rate among these professionals. School psychologists are collecting and using assessment data to understand students’ problems and to implement instructional and mental health services.