Emerging Trends in School Social Work Practice : Responding to Rapid Change in Educational Ecosystems

Emerging Trends in School Social Work Practice focuses on the challenges and opportunities facing school social workers. After the first chapter introduces emerging trends in society, education, social work, and school social work, the remaining 13 chapters describe the school social work trends through the lenses of 50 school social work practitioners and academic scholars working in partnership. The book's editors, former school social workers and current social work scholars, worked with a national team of authors to write about the new landscape for this micro-mezzo-macro career. The information in this text will help school social workers prepare, plan, and develop their existing knowledge into accelerated skills needed to meet these emerging trends.

Tory Cox is the Assistant CA Title IV-E Project Coordinator for the CSULB School of Social Work, manages the Title IV-E grant budget, teaches practicum education, and oversees the school's distance education program. He is interim Co-Editor for the International Journal of School Social Work and Coordinator of the school-based program "Strengthening Youth Resilience." He is lead editor for Emerging Trends in School Social Work and was lead editor for The Art of Becoming Indispensable: What School Social Workers Need to Know in Their First Three Years of Practice, which won the 2022 SSWAA National Book Award.

Annette Clayton has thirty years of school social work practice experience and recently retired from full time academic work as a tenured Associate Professor of Social Work. She is a self-described semi-retired practitioner-scholar who teaches, consults, conducts research, and writes about school social work practice. Her scholarship to date has focused on school social work practice, the overarching issue of practice efficacy, and the influence of risk and protective factors on adolescents' educational outcomes. In addition to presenting at numerous state and national conferences, Dr. Clayton has published manuscripts in Children & Schools, Affilia: Journal of Women and Social Work, and the Journal of African American Studies.

Sarah Caliboso-Soto is the Assistant Director of Community and Clinical Programs and an Associate Professor in Practicum Education at the USC Suzanne Dworak-Peck School of Social Work. Dr. Caliboso-Soto has taught practicum, research, policy, and diversity courses on campus and virtually and has worked as an LCSW in Los Angeles for the past 20 years. She also led the development and implementation of a 0-5 assessment and intervention program and an intensive community-based program working with chronically mentally ill and transitional-aged youth. As a school social worker, she provided virtual mental health services for elementary, middle, and high school students.

Lisa Wobbe-Veit has spent over 25 years promoting resiliency among youth and families, particularly those impacted by trauma. Her commitment to trauma-exposed populations spans roles as a Medical Social Worker, Therapist and School Social Worker. A Parkland resident, she serves as a Recovery Consultant, providing ongoing support to the school community and families profoundly impacted by the Marjory Stoneman Douglas High School tragedy. She is a Professor of Social Work Practicum Education at the USC Suzanne Dworak Peck School of Social Work, as well as a Curriculum Developer and Trainer for the Center for Safe and Resilient Schools and Workplaces.