JESSA SUGAR C.

GARCIA

BSSW-3

STRAT 2 SEMI FINAL EXAM

I.

SCHOOL SOCIAL WORK (US Setting but applicable as

well in Philippine Setting)

1. What is school social work and what has school social work
profession consistently focused?
The school social work profession has consistently focused
coordinating the effects of families, and communities towards
helping students improves their academic achievements and
social, emotional, and behavioral competence by using its
unique perspective of viewing the person in his or her
environment.
2. What are the guiding principles of social work services to meet
the needs of school social workers, the client they serve, and
local education agencies?
a) Educational School Reform- it is important that social
workers be proactive to address the pressure and advocate for
resources.
b) Social Justice- equal educational opportunity continues to be
an elusive goal as indicated by discrepancies in standardized
measures of achievement, graduation rates, and the
percentage of students attending college across population
subgroups.
c) Multitier Interventions- the multitier model includes three
tiers relating to prevention and intervention.
3. Give are the three Tier (multi-tiers) interventions relating to
prevention and intervention as functions of school social work.

a) Tier 1 - refers to evidence-informed, school wide prevention

programs and practices that each positive behavior, promote
social emotional development, and ensure a school climate
conductive to learning.
b) Tier 2 - refers to use f evidence-informed, small group, and
short-term interventions focused on improving early
academic and social-emotional engagement to reduce
problem behavior.
c) Tier 3 refers to use of evidence-informed individual and
long-term interventions focused on interventions are
provided to students who have serious academic, behavioral,
or social-emotional problems that constitute a chronic
condition that has not responded to data-driven tier 1 or tier 2
interventions.
4. What are the goals and the specific goals of the standards for
school social work profession?
a) Goals of the Standards the standard are designed to
enhance awareness of the skills, knowledge, values, methods
and sensitivity school social workers need to work effectively
within school systems. Ideally, these standards will stimulate
the development of clear guidelines, goals, and objectives
related to school social work services in social work practice,
research, policy, and education.
The specific goals of the standards are:
1. To establish expectations for school social work
practices and service.
2. To ensure that school social work services are guided
by the NASW code of ethics.
3. To ensure the highest quality of social work services
will be provided to students and families.
4. To provide a basis for advocating for clients rights to be
treated with respect and dignity, confidentiality, access
to supportive services, and appropriate inclusion in
decision making.

5. To provide a basis for the preparation of social workers

and the development of continuing education materials
and programs related to school social work services
and,
6. To encourage school social workers to participate in the
development and refinement of public policy, at the
local, state, and federal levels, to support school
success.
5. Enumerate the aspects of the standard set for social work
profession.
a) Standard 1: ethics and values
b) Standard 2: Qualification
c) Standard 3: Assessment
d) Standard 4: Intervention
e) Standard 5: Decision Making and Practice Evaluation
f) Standard 6: Record Keeping
g) Standard 7: Workload Management
h) Standard 8: Professional Development
i) Standard 9: Interdisciplinary Leadership and Collaboration
j) Standard 10: Advocacy
II.

PROMOTING REFLECTIVE PRACTICE WITH OLDER

PEOPLE: LEARNING AND TEACHING STRATEGIES
1. Describe older people or old age.
Older people is characterized as low status and dominated by
medicalized constructions of old age. Consequently there is a
need for educational responses that address students negative
attitudes toward older people and enable the development of
practice skills in this area. And old age is constructed as a
physical decline and frailty is emphasized through the
surveillance of health can providers.
2. Describe reflective practice and reflective learning.
Reflective practice and reflective learning are interrelated
concepts, commonly associated with application to social

work of the ideas pf schon (1983), as well as on

Dewey(1933)on experiential learning and kolb 91984) on the
cycle of experiential learning, which includes a key stage of
reflective observation. Reflective practice is sometimes
positioned against a more technical approach to practice
which competence emerges from the application of predetermined rules and procedures.
3. What are the learning outcomes expected in reflective learning
for older people?
a) Developed an awareness of different theoretical approaches
to ageing, including social gerontology perspectives.
b) Examined concepts that reflect and influences societys view
of ageing and older people.
c) Developed skills in observation in aged care service settings.
d) Examined the potential of reflective practice with older
people.
III. AFFIRMING DIVERSITY IN THE CLASSROOM
1. Explain the diversity in the society as applicable in the
classroom.

2. Explain the role of self-awareness in this diversity in No. 1.

3. Explain the following aspects in studying/enrolling Social

Work:
a. Race, Ethnicity & Culture (though not very much applicable
in Philippine setting);
b. Sexual Orientation and Gender Expression;
c. Disabilities;
d. Ages.
4. What are the requirements of the students, teachers and in
teaching the content in the aspects stated in No. 3 above?

a) STUDENTS - one persistent in social work education has

been recruiting and retaining students from traditionally
underrepresented groups in BSW and MSW programs.
b) TEACHERS - just as there are fewer students from
traditionally underrepresented racial/ethnic groups enrolled in
social work programs than is desirable, there also are fewer,
faculty members from these groups than is needed.
c)
IV. SOCIAL EMOTIONAL TEACHING STRATEGY (PART
2) Reporters: Ginalyn B. Miguela and Marilyn B. Decena
1. Explain Turtle technique in controlling anger and impulse.
2. Why it is important to teach young children effective ways to
control and impulse in conflict situations?
V.

SOCIAL EMOTIONAL TEACHING STRATEGY (PART

3)
1. Discuss the following emotion teaching strategies:
a) Arrival - assign a child to be the greeter who greets the
children by name as they arrive; find a buddy to walk with
from the bus.
b) Small group - plan cooperative art projects, teach children to
play board games (examples: Barnyard Bingo, Candy Land,
Dont Spill the Beans).
c) Good bye Circle - have a compliment circle (children have a
chance to give each other a compliment as they pass around the
compliment bear); one child can pass out back packs; one child
can say good-bye to each child as he or she leaves.
d) Transition - during center time instead of transitioning to a new
center transition to a new friend, children can hold hands going
from one activity to another.

2. What is Emotional Literacy?

Emotional literacy is made up of the ability to identify, understand
and express emotions in a way.

3. Describe children with a strong foundation of emotional

literacy;
a)
b)
c)
d)
e)
f)
g)
h)

Tolerate frustration better

Get into fewer rights
Engage in less destructive behavior
Are healthier
Are less lonely
Are less impulsive
Are more focused
Have greater academic achievement

4. Give the task for enhancing childrens emotional literacy.

Explain each.
1. Direct teaching - involves planning specific activities/opportunities
for children to increase their emotional vocabulary as well as to
start to discriminate what different facial expressions/emotions
might look like
2. Indirect Teaching - would be when a teacher provides emotion
labels youre happy or youre frustrated as children
experience various affective states. Use the example on the slide
and note how the teacher describes what the two children are
doing that helped her figure out how they were feeling
3. Use of songs and games - which shows an example of a favorite
song (if youre happy and you know it...) that has been changed
to use feeling words. There are also many commercial CDs that
have fun songs about emotions. An example would be Jim Gills
Im so Mad I Could Growl song.
4. Play How would you feel if - have children role play typical
situations that happen when they are together and then talk about
how would you feel if this happened to you.
5. Check in- each morning by putting their name by a feeling face
picture that best depicts their affective state. Children can been
courage to change their feeling faces throughout the day as their
feelings change. Adults should also participate by putting their
name by a feeling face and changing it throughout the day. They
can talk about how their feelings change as they change their

feeling face to help children understand that feelings can change

many times during the day.
6. Feeling dice and feeling wheel - Fake Feeling Dice by covering
milk cartons with paper and drawing different feeling faces on
each side. Children can toss dice; label the feeling face and
describe a time they felt that way.
7. Use of childrens literature explain that books are a great and
engaging way to teach about emotions. Many books are written
explicitly about feelings and contain numerous feeling words.
Most of us already have books in our settings so this is an easy
and fun way to be more intentional about supporting childrens
social emotional development

VI. INSTRUCTIONAL STARTEGIES

1. Discuss/distinguish the following instructional strategies:
a) Direct - instruction is a way of teaching which is aimed at helping
students acquire some basic skills and procedural knowledge. It is
described as straightforward and is done in a step-by-step manner.

b) Indirect c) Experiential d) Independent e) Interactive 2. Give two (2) examples of each.