The purpose of this study was to examine social workers' perceptions, best practices, and knowledge/skills regarding the academic achievement of foster children. Thirty-three children's social workers participated in this quantitative study. The data were gathered through a self-administered questionnaire created by the researcher.
The results indicated no significant associations between perceptions, best practices, and knowledge/skills. Most respondents agreed that many children they have worked with demonstrate poor academic performance and exhibit emotional and/or behavioral problems in the school setting. Most respondents used best practices when dealing directly with foster children and/or foster parents/parents and less when dealing directly with the school. Most respondents felt that they had a good knowledge base about the educational system to effectively advocate for foster children; however, few had attended training within the last 12 months. The findings suggest a need for ongoing training to enhance social workers' knowledge on the education of foster children.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 47/06M, Masters Abstracts International|
|Subjects:||Educational sociology, Behavioral psychology, Social work|
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