Abstract
Foster children are at grave risk for academic failure. The psychological problems that can accompany maltreatment and foster care status may result in rejection by and isolation from both peers and adults. This article describes the sources and manifestations of these risks and outlines a role for school social workers. Comprehensive services for this vulnerable population include assessments for learning disabilities; mediation and advocacy with teachers and administrators; and collaboration with other key actors, including biological parents, foster parents, and child welfare workers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 224-235 |
| Number of pages | 12 |
| Journal | Children and Schools |
| Volume | 13 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jul 1 1991 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Health(social science)
- Education
Cite this
The school ond the maltreated child in foster core : A role for the school social worker. / Gustavsson, Nora S.
In: Children and Schools, Vol. 13, No. 4, 01.07.1991, p. 224-235.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The school ond the maltreated child in foster core
T2 - A role for the school social worker
AU - Gustavsson, Nora S.
PY - 1991/7/1
Y1 - 1991/7/1
N2 - Foster children are at grave risk for academic failure. The psychological problems that can accompany maltreatment and foster care status may result in rejection by and isolation from both peers and adults. This article describes the sources and manifestations of these risks and outlines a role for school social workers. Comprehensive services for this vulnerable population include assessments for learning disabilities; mediation and advocacy with teachers and administrators; and collaboration with other key actors, including biological parents, foster parents, and child welfare workers.
AB - Foster children are at grave risk for academic failure. The psychological problems that can accompany maltreatment and foster care status may result in rejection by and isolation from both peers and adults. This article describes the sources and manifestations of these risks and outlines a role for school social workers. Comprehensive services for this vulnerable population include assessments for learning disabilities; mediation and advocacy with teachers and administrators; and collaboration with other key actors, including biological parents, foster parents, and child welfare workers.
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U2 - 10.1093/cs/13.4.224
DO - 10.1093/cs/13.4.224
M3 - Article
AN - SCOPUS:84963032037
VL - 13
SP - 224
EP - 235
JO - Children and Schools
JF - Children and Schools
SN - 1532-8759
IS - 4
ER -