essay on social service in school

• Our Mission

How Community Service Supports Students in Tough Times

Giving struggling middle and high school students opportunities to help others may ease some of the stress they’re feeing this year.

The pandemic has revealed, and in some cases exacerbated, mental health issues that many students deal with on a daily basis. As students have moved from complete isolation to sporadic interactions, the social and emotional implications surrounding the pandemic have led educators to think of creative ways to help students reacclimate to school and the community as a whole.

There are some students who have been completely isolated and attended school remotely since last March. Others have had little to no contact with their peers outside of school as well. This isolation—albeit necessary for safety—can have negative short- and long-term impacts for students of all ages. A recent study found a rise in anxiety and depression in children and adolescents during and after isolation .

Signs of Strain

There are many signs and symptoms of students struggling with mental health issues, including poor grades, poor attendance, facial expressions, body language, and substance abuse. Unfortunately, due to the pandemic and distance learning, some of these signs cannot be observed by educators as easily as they would otherwise. In some cases, students don’t turn on their cameras or are reluctant to participate in the remote setting. So the question many educators have been trying to answer is: What can we do to help our students struggling with mental health issues?

Educators have been finding creative ways to help students deal with the trauma that the pandemic has brought with it . Some of these strategies include weaving in social and emotional wellness as a daily part of lesson planning, and providing safe spaces in the buildings for those students who are reluctant to come back and reintegrate into their classrooms due to increased anxiety. Others have provided extended counseling sessions, one-on-one or in small groups. All of these strategies help those in need, but educators still need other avenues to help students who may be reluctant to return to in-person learning.

One successful method for helping students in need during the pandemic has been giving students opportunities to help others. Community service can provide many benefits that are often overlooked. According to the Mayo Clinic, community service :

• Decreases the risk of depression,
• Gives a sense of purpose and teaches valuable skills,
• Helps people stay physically and mentally active,
• Reduces stress levels, and
• Helps people meet other people and build relationships.

Supporting Students With Community Service

Community service can sometimes be the catalyst for getting students out of their homes and back into the school buildings. This very important first step can often be hard for students who have been physically and/or emotionally isolated for close to a year now. At my school, we’ve developed some ways for students to help others that are safe from the risk of spreading Covid.

We host a monthly community service session where students make sandwiches for a local food kitchen that serves those in need. Students get together, socially distanced, and help members of their community who are struggling. We play music and talk during the sessions, so there is a social component to the event.

Students are chosen for a variety of reasons to participate, but the groups remain small on purpose. The small size gives students a chance to talk to each other and get to know each other. The students also know that the sandwiches they make are immediately used by the local food kitchen.

Another opportunity we facilitated was to have students spend time with the elderly from local nursing homes on virtual platforms. We arranged the meetings, which typically lasted about a half an hour, and the students spent time talking with those who have also been negatively impacted by the pandemic and are often in isolation themselves from their families and visitors. This can either be done in the school building as a group or from a student’s home individually or in pairs online. This was another win-win opportunity for our struggling students to find purpose where purpose may not have previously existed and for the elderly to have the companionship of another human being. These relationships can be single serving, or they can be ongoing and developed over monthly or every other month meetings.

Lastly, another opportunity that we’ve presented students is packaging collected and donated food for local families. Just like the previous two, this is safe for students to do at school and provides a much needed sense of purpose by helping others. These activities can be done periodically around the holidays or on an ongoing basis every other week.

By offering these opportunities to students who are struggling, we have found that some have come back to our building to help. This has sometimes translated into those students attending more classes and returning to school and integrating back with their peers. And while the community service efforts weren’t the secret for all kids, some students did find themselves more engaged in classes or even returning in person after a few sessions. This endeavor is still in its infancy, so this is merely observational data. However, my gut is telling me that this will be an important tool moving forward to help kids deal with the adverse effects of the pandemic.

Regardless of the activity, giving students opportunities to help other people can be a great starting place for struggling students. It can be the first or final step in getting a student to reacclimate to the school community and feel good about themselves.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• Springer Nature - PMC COVID-19 Collection
• PMC10187493

Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000–June 2022

1 Steve Hicks School of Social Work, The University of Texas at Austin, 1925 San Jacinto Blvd 3.112, Austin, TX 78712 USA

Estilla Lightfoot

2 School of Social Work, Western New Mexico University, Silver City, NM USA

Ruth Berkowitz

3 School of Social Work, University of Haifa, Haifa, Israel

Samantha Guz

4 Crown Family School of Social Work, Policy, and Practice, University of Chicago, Chicago, IL USA

Cynthia Franklin

Diana m. dinitto.

School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. This scoping review analyzed and synthesized the focuses and functions of school social workers and the state-of-the-art social and mental/behavioral health services they provide. Findings showed that in the past two decades, school social workers in different parts of the world shared a common understanding of practice models and interests. Most school social work interventions and services targeted high-needs students to improve their social, mental/behavioral health, and academic outcomes, followed by primary and secondary prevention activities to promote school climate, school culture, teacher, student, and parent interactions, and parents’ wellbeing. The synthesis also supports the multiple roles of school social workers and their collaborative, cross-systems approach to serving students, families, and staff in education settings. Implications and directions for future school social work research are discussed.

Introduction

This scoping review examines the literature on school social work services provided to address children, youth, and families’ mental/behavioral health and social service-related needs to help students thrive in educational contexts. School social work is a specialty of the social work profession that is growing rapidly worldwide (Huxtable, 2022 ). They are prominent mental/behavioral health professionals that play a crucial role in supporting students’ well-being and meeting their learning needs. Although the operational modes of school social work services vary, for instance, operating within an interdisciplinary team as part of the school service system, or through non-governmental agencies or collaboration between welfare agencies and the school system (Andersson et al., 2002 ; Chiu & Wong, 2002 ; Beck, 2017 ), the roles and activities of school social work are alike across different parts of the world (Allen-Meares et al., 2013 ; International Network for School Social Work, 2016, as cited in Huxtable, 2022 ). School social workers are known for their functions to evaluate students’ needs and provide interventions across the ecological systems to remove students’ learning barriers and promote healthy sociopsychological outcomes in the USA and internationally (Huxtable, 2022 ). In the past two decades, school social work literature placed great emphasis on evidence-based practice (Huxtable, 2013; 2016, as cited in Huxtable, 2022 ); however, more research is still needed in the continuous development of the school social work practice model and areas such as interventions, training, licensure, and interprofessional collaboration (Huxtable, 2022 ).

The school social work practice in the USA has great influence both domestically and overseas. Several core journals in the field (e.g., the International Journal of School Social Work, Children & Schools ) and numerous textbooks have been translated into different languages originated in the USA (Huxtable, 2022 ). In the USA, school social workers have been providing mental health-oriented services under the nationwide endorsement of multi-tiered systems of support (MTSS) (Avant & Lindsey, 2015 ; Barrett et al., 2020 ). In the past two decades, efforts at developing a school social work practice model recommended that school social workers have a master’s degree, embrace MTSS and use evidence-based practices (EBP) (Frey et al., 2012 ). Similar licensure requirements have been reported in other parts of the world (International Network for School Social Work, 2016, as cited in Huxtable, 2022 ), but the current state of research on MTSS and EBP applications in other countries is limited (Huxtable, 2022 ). Furthermore, although previous literature indicated more school social workers applied EBP to primary prevention, including trauma-informed care, social–emotional learning, and restorative justice programs in school mental health services (Crutchfield et al., 2020 ; Elswick et al., 2019 ; Gherardi, 2017 ), little research has been done to review and analyzed the legitimacy of the existing school social work practice model and its influence in the changing context of school social work services. The changing conditions and demands of social work services in schools require an update on the functions of school social workers and the efficacy of their state-of-the-art practices.

Previous Reviews on School Social Work Practice and Outcomes

Over the past twenty years, a few reviews of school social work services have been conducted. They include outcome reviews, systematic reviews, and one meta-analysis on interventions, but none have examined studies from a perspective that looks inclusively and comprehensively at evaluations of school social work services. Early and Vonk ( 2001 ), for example, reviewed and critiqued 21 controlled (e.g., randomized controlled trial [RCT] and quasi-experimental) outcome studies of school social work practice from a risk and resilience perspective and found that the interventions are overall effective in helping children and youth gain problem-solving skills and improve peer relations and intrapersonal functioning. However, the quality of the included studies was mixed, demographic information on students who received the intervention, such as race/ethnicity, socioeconomic status, and special education enrollment were missing, and the practices were less relevant to the guidelines in the school social work practice model (National Association of Social Workers [NASW], 2012 ). Later, Franklin et al. ( 2009 ) updated previous reviews by using meta-analytic techniques to synthesize the results of interventions delivered by social workers within schools. They found that these interventions had small to medium treatment effects for internalizing and externalizing problems but showed mixed results in academic or school-related outcomes. Franklin et al. ( 2009 ) approached the empirical evidence from an intervention lens and did not focus on the traits and characteristics of school social workers and their broad roles in implementing interventions; additionally, demographic information, symptoms, and conditions of those who received school social work services were lacking. Allen-Meares et al. ( 2013 ) built on Franklin and colleagues’ ( 2009 ) meta-analysis on school social work practice outcomes across nations by conducting a systematic review with a particular interest in identifying tier 1 and tier 2 (i.e., universal prevention and targeted early intervention) practices. School social workers reported services in a variety of areas (e.g., sexual health, aggression, school attendance, self-esteem, depression), and half of the included interventions were tier 1 (Allen-Meares et al., 2013 ). Although effect sizes were calculated (ranging from 0.01–2.75), the outcomes of the interventions were not articulated nor comparable across the 18 included studies due to the heterogeneity of metrics.

Therefore, previous reviews of school social work practice and its effectiveness addressed some aspects of these interventions and their outcomes but did not examine school social workers’ characteristics (e.g., school social workers’ credentials) or related functions (e.g., interdisciplinary collaboration with teachers and other support personnel, such as school counselors and psychologists). Further, various details of the psychosocial interventions (e.g., service type, program fidelity, target population, practice modality), and demographics, conditions, or symptoms of those who received the interventions provided by school social workers were under-researched from previous reviews. An updated review of the literature that includes these missing features and examines the influence of current school social work practice is needed.

Guiding Framework for the Scoping Review

The multi-tiered systems of support model allows school social workers to maximize their time and resources to support students’ needs accordingly by following a consecutive order of prevention. MTSS generally consists of three tiers of increasing levels of preventive and responsive behavioral and academic support that operate under the overarching principles of capacity-building, evidence-based practices, and data-driven decision-making (Kelly et al., 2010a ). Tier 1 interventions consist of whole-school/classroom initiatives (NASW, 2012 ), including universal positive behavior interventions and supports (PBIS) (Clonan et al., 2007 ) and restorative justice practices (Lustick et al., 2020 ). Tier 2 consists of targeted small-group interventions meant to support students at risk of academic or behavioral difficulties who do not respond to Tier 1 interventions (National Association of Social Workers, 2012 ). Finally, tier 3 interventions are intensive individual interventions, including special education services, meant to support students who do not benefit sufficiently from Tier 1 or Tier 2 interventions.

The current school social work practice model in the USA (NASW, 2012 ) consists of three main aspects: (1) delivering evidence-based practices to address behavioral and mental health concerns; (2) fostering a positive school culture and climate that promotes excellence in learning and teaching; (3) enhancing the availability of resources to students within both the school and the local community. Similar expectations from job descriptions have been reported in other countries around the world (Huxtable, 2022 ).

Moreover, school social workers are specifically trained to practice using the ecological systems framework, which aims to connect different tiers of services from a person-in-environment perspective and to activate supports and bridge gaps between systems (Huxtable, 2022 ; Keller & Grumbach, 2022 ; SSWAA, n.d.). This means that school social workers approach problem-solving through systemic interactions, which allows them to provide timely interventions and activate resources at the individual, classroom, schoolwide, home, and community levels as needs demand.

Hence, the present scoping review explores and analyzes essential characteristics of school social workers and their practices that have been missed in previous reviews under a guiding framework that consists of the school social work practice model, MTSS, and an ecological systems perspective.

This scoping review built upon previous reviews and analyzed the current school social work practices while taking into account the characteristics of school social workers, different types of services they deliver, as well as the target populations they serve in schools. Seven overarching questions guided this review: (1) What are the study characteristics of the school social work outcome studies (e.g., countries of origin, journal information, quality, research design, fidelity control) in the past two decades? (2) What are the characteristics (e.g., demographics, conditions, symptoms) of those who received school social work interventions or services? (3) What are the overall measurements (e.g., reduction in depression, anxiety, or posttraumatic stress disorder [PTSD], improvement in parent–child relationships, or school climate) reported in these studies? (4) What types of interventions and services were provided? (5) Who are the social work practitioners (i.e., collaborators/credential/licensure) delivering social work services in schools? (6) Does the use of school social work services support the promotion of preventive care within the MTSS? (7) What are the main outcomes of the diverse school social work interventions and services?

To the authors’ knowledge, this is the first scoping review to examine these aspects of school social work practices under the guidance of the existing school social work practice model, MTSS, and an ecological systems perspective.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension guidelines for completing a scoping review (Tricco et al., 2018 ) were followed for planning, conducting, and reporting the results of this review. The PRISMA scoping review checklist includes 20 essential items and two optional items. Together with the 20 essential items, the optional two items related to critical appraisal of included sources of evidence were also followed to assure transparency, replication, and comprehensive reporting for scoping reviews.

Search Strategy

The studies included in this review were published between 2000 and June 2022. These studies describe the content, design, target population, target concerns, delivery methods, and outcomes of services, practices, and interventions conducted or co-led by school social workers. This time frame was selected since it coincides with the completion of the early review of characteristics of school social work outcomes studies (Early & Vonk, 2001 ); furthermore, scientific approaches and evidence-based practice were written in the education law for school-based services since the early 2000s in the USA, which greatly impacted school social work practice (Wilde, 2004 ), and was reflected in the trend of peer-reviewed research in school practice journals (Huxtable, 2022 ).

Following consultation with an academic librarian, the authors systematically searched relevant articles in seven academic databases (APA PsycINFO, Education Source, ERIC, Academic Search Complete, SocINDEX, CINAHL Plus, and MEDLINE) between January 2000 and June 2022. These databases were selected due to the relevance of the outcomes and the broad range of relevant disciplines they cover. When built-in search filters were available, the search included only peer-reviewed journal articles or dissertations written in English and published between 2000 and 2022. The search terms were adapted from previous review studies with a similar purpose (Franklin et al., 2009 ). The rationale for adapting the search terms from a previous meta-analysis (Franklin et al., 2009 ) was to collect outcomes studies and if feasible (pending on the quality of the outcome data and enough effect sizes available) to do a meta-analysis of outcomes. Each database was searched using the search terms: (“school social work*”) AND (“effective*” OR “outcome*” OR “evaluat*” OR “measure*”). The first author did the initial search and also manually searched reference lists of relevant articles to identify additional publications. All references of included studies were combined and deduplicated for screening after completion of the manual search.

Eligibility Criteria

The same inclusion and exclusion criteria were used at all stages of the review process. Studies were included if they: (1) were original research studies, (2) were published in peer-reviewed scientific journals or were dissertations, (3) were published between 2000 and 2022, (4) described school social work services or identified school social workers as the practitioners, and (5) reported at least one outcome measure of the efficacy or effectiveness of social work services. Studies could be conducted in any country and were included for full-text review if they were published in English. The authors excluded: (1) qualitative studies, (2) method or conceptual papers, (3) interventions/services not led by school social workers, and (4) research papers that focused only on sample demographics (not on outcomes). Qualitative studies were excluded because though they often capture themes or ideas, experiences, and opinions, they rely on non-numeric data and do not quantify the outcomes of interventions, which is the focus of the present review. If some conditions of qualification were uncertain based on the review of the full text, verification emails were sent to the first author of the paper to confirm. Studies of school social workers as the sample population and those with non-accessible content were also excluded. If two or more articles (e.g., dissertation and journal articles) were identified with the same population and research aim, only the most recent journal publication was selected to avoid duplication. The protocol of the present scoping review can be retrieved from the Open Science Framework at  https://osf.io/4y6xp/?view_only=9a6b6b4ff0b84af09da1125e7de875fb .

A total of 1,619 records were initially identified. After removing duplicates, 834 remained. The first and the fourth author conducted title and abstract screening independently on Rayyan, an online platform for systematic reviews (Ouzzani et al., 2016 ). Another 760 records were removed from the title and abstract screening because they did not focus on school social work practice, were theory papers, or did not include any measures or outcomes, leaving 68 full-text articles to be screened for eligibility. Of these, 16 articles were selected for data analysis. An updated search conducted in June 2022 identified two additional studies. The combined searches resulted in a total of 18 articles that met the inclusion criteria. The first and the fourth author convened bi-weekly meetings to resolve disagreements on decisions. Reasons and number for exclusion at full-text review were reported in the reasons for exclusion in the PRISMA chart. The PRISMA literature search results are presented in Fig.  1 .

PRISMA Literature Search Record

Data Extraction

A data extraction template was created to aid in the review process. The information collected from each reference consists of three parts: publication information, program features, and practice characteristics and outcomes. Five references were randomly selected to pilot-test the template, and revisions were made accordingly. To assess the quality of the publication and determine the audiences these studies reached, information on the publications was gathered. The publication information included author names, publication year, country/region, publication type, journal name, impact factor, and the number of articles included. The journal information and impact factors came from the Journal Citation Reports generated by Clarivate Analytics Web of Science (n.d.). An impact factor rating is a proxy for the relative influence of a journal in academia and is computed by dividing the number of citations for all articles by the total number of articles published in the two previous years (Garfield, 2006 ). Publication information is presented in Table ​ Table1. 1 . Program name, targeted population, sample size, demographics, targeted issues, treatment characteristics, MTSS level, and main findings (i.e., outcomes) are included in Table ​ Table2. 2 . Finally, intervention features consisting of study aim and design, manualization, practitioners’ credential, fidelity control, type of intervention, quality assessment, and outcome measurement are presented in Table ​ Table3. 3 . Tables ​ Tables2 2 and ​ and3 3 are published as open access for review and downloaded in the Texas Data Repository (Ding, 2023 ).

Journals Reviewed, Impact Factor, and Number of Articles Selected for Review

* The definition of impact factor (IF) is from Journal Citation Reports produced by Clarivate Analytics. IF is calculated based on a two-year period by dividing the number of citations in the JCR year by the total number of articles published in the two previous years

General Information on the Included School Social Work Practices

Note. Bx behavior, ed education, yo years old, yr = year. tx treatment, w  with, T treatment group, C control group, INT intervention, CON control, FRPL Free/Reduced prices lunch, IEP Individualized education program, CBT cognitive behavior therapy, BST Behavior skill training, HADS-A Hospital anxiety and depression scale

Characteristics of the Included Research Studies

Note. NR Not reported, NA Not applicable, h hours, tx treatment, wk week, SSW School social work, IOA Interobserver agreement, SS single subject, AB baseline and intervention, SBC Student behavior checklist, GPA Grade point average, SRAS-C-R School refusal assessment scale-children-revised, SRAS-P-R School refusal assessment scale-parent-revised, CD-RISC Connor-davidson resilience scale, FAD-GFS McMaster family assessment device general functioning scale, PSS Perceived stress scale, PTSD Post-traumatic stress disorder, PC-PTSD Primary care post-traumatic stress disorder screen, RYDM Resilience youth development module, CHKS The California healthy kids survey, CPSS Child PTSD symptom scale, CDI Children depression inventory, TRF Teacher report form, BRIC Behavior rating index for children, HPC  Problem checklist, BERS The behavioral and emotional rating scale, SSRS The social skills rating system. SSP The school success profile, BDI Beck depression inventory. DAS Dysfunctional attitudes scale, PGIS-II Personal growth initiative scale II, GHQ-12 Chinese general health questionnaire-12, Q-LES-Q-18 Abbreviated quality of life enjoyment and satisfaction questionnaire, PSI Parenting stress index- parent domain, PSOC Parenting sense of competence scale- efficacy subscale

The 18 extracted records were coded based on the data extraction sheet. The first and the fourth authors acted as the first and the second coder for the review. An inter-rater reliability of 98.29% was reached after the two coders independently completed the coding process.

Quality Assessment

The quality of the eligible studies (e.g., methodological rigor, intervention consistency) was assessed using the Quality Assessment Tool for Quantitative Studies (Evans et al., 2015 ). Specifically, each included study was assessed for selection bias, study design, confounders, blinding, data collection method, dropouts or withdrawals, intervention integrity, and analyses. The first and fourth authors rated each category independently, aggregated ratings, and came to a consensus to assign an overall quality rating of strong, moderate, or weak for each of the 18 studies.

Data Analysis

Due to the heterogeneity of the interventions, study purposes, methods, and measurements of the selected studies, and the lack of outcome data to calculate effect sizes, a meta-analysis was not feasible. Hence, the authors emphasized the scoping nature of this review, data were narratively synthesized, and descriptive statistics (frequencies, percentage, mode, minimum, maximum, and range) were reported. Characteristics of included studies include topics, settings, participants, practice information (e.g., type of services, practitioner credential, MTSS modality, and other characteristics), and program efficacy. Within each reported category of interest, consistency and differences regarding the selected studies were synthesized. Unique features and reasons for some particular results were explained using analysis evidence according to the characteristics of the study.

Overall Description of Included Studies

Of the 18 included studies, 16 were reported in articles that appeared in 11 different peer-reviewed journals, and two were dissertations (Magnano, 2009 ; Phillips, 2004 ). Information on each of the 11 journals was hand-searched to insure thoroughness. Of the 11 journals, seven were in the field of social work, with one journal covering social work as it relates to public health; one was a school psychology journal; one a medical journal covering pediatric psychiatry; and one journal focused on child, adolescent, and family psychology. The most frequently appearing journal was Children & Schools , a quarterly journal covering direct social work services for children (Oxford University Press, 2022 ). An impact factor (IF) was identified for six of the 11 journals. Of the six journals with an IF rating, four were social work journals. The IF of journals in which the included studies were published ranged from 1.128 to 12.113 (Clarivate Analytics, n.d.). Of the 18 studies, 5 studies (28%) were rated as methodologically strong, 8 studies were rated as moderate (44%), and 5 studies were rated as weak (28%).

The studies were conducted in five different geographical areas of the world. One study was conducted in the Middle East (5.56%), one in north Africa (5.56%), one in Eastern Europe (5.56%), two in East Asia (11.11%), and the rest (13 studies) in the USA (72.22%).

Research Design and Fidelity Control

Concerning research design, most included studies used a pre-posttest design without a comparison group ( n  = 10, 61.11%), one used a single case baseline intervention design (5.56%), six (33.33%) used a quasi-experimental design, and one (5.56%) used an experimental design. For the control or comparison group, the experimental design study and four of the six quasi-experimental design studies used a waitlist or no treatment control/comparison group; one quasi-experimental design study offered delayed treatment, and one quasi-experimental design study offered treatment as usual. Nine studies (50%) reported that training was provided to the practitioners prior to the study to preserve fidelity of the intervention, four studies (22.22%) reported offering both training and ongoing supervision to the practitioners, and one study (5.56%) reported providing supervision only.

Study Sample Characteristics

Across the 18 included studies, the total number of participants was 1,194. In three studies, the participant group (sample) was no more than ten, while in nine studies, the intervention group was more than 40. Overall, there was a balance in terms of students’ sex, with boys comprising an average of 55.51% of the total participants in all studies. There were slightly more studies of middle school or high school students ( n  = 8) than pre-K or elementary school students ( n  = 5). Across the eight studies that reported students’ race or ethnicity, 13.33% of the students were Black, 18.41% were White, 54.60% were Latinx, 12.38% were Asian, and 1.27% were categorized as “other.” Although the studies reviewed were not restricted to the USA, the large number of Latinx participants from two studies (Acuna et al., 2018 ; Kataoka et al., 2003 ) might have skewed the overall proportions of the race/ethnicity composition of the study samples. As an indicator of socioeconomic status, eight studies reported information on free/reduced-price lunches (FRPL). The percentage of students who received interventions that qualified for FRPL varied from 53.3 to 87.9%. Five studies reported the percentage of students enrolled in an Individualized Education Program (IEP) or special education, ranging from 15.4% to 100%.

Variation in School Social Work Services

The services carried out or co-led by school social workers varied greatly. They included services focused on students’ mental health/behavioral health; academic performance; school environment; student development and functioning in school, classroom, and home settings; and parenting. More specifically, these interventions targeted students’ depression and anxiety (Kataoka et al., 2003 ; Phillips, 2004 ; Wong et al., 2018a ), social, emotional, and behavioral skills development (Acuna et al., 2018 ;Chupp & Boes, 2012 ; Ervin et al., 2018 ; Magnano, 2009 ; Newsome, 2005 ; Thompson & Webber, 2010 ), school refusal and truancy (Elsherbiny et al., 2017 ; Newsome et al., 2008 ; Young et al., 2020 ), trauma/PTSD prevention, community violence, and students’ resilience (Al-Rasheed et al., 2021 ;Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Wong et al., 2018a ), homework completion and grade-point average improvement (Chupp & Boes, 2012 ; Magnano, 2009 ; Newsomoe, 2005 ), parental stress (Fein et al., 2021 ; Wong et al., 2018b ), family functioning (Fein et al., 2021 ), and parenting competence and resilience (Wong et al., 2018b ). All of the studies were school-based (100%), and the most common setting for providing school social work services was public schools.

Diverse Interventions to Promote Psychosocial Outcomes

Services can be grouped into six categories: evidence-based programs or curriculums (EBP), general school social work services, case management, short-term psychosocial interventions, long-term psychosocial intervention, and pilot program. Seven studies (38.89%) were EBPs, and four (57.14%) of the seven EPBs were fully manualized (Acuna et al., 2018 ; Al-Rasheed et al., 2021 ; Fein et al., 2021 ; Thompson & Webber, 2010 ). Two EBPs (28.57%) were partially manualized (Ijadi-Maghsoodi et al., 2017 ; Kelly & Bluestone-Miller, 2009 ), one did not report on manualization (Chupp & Boes, 2012 ), and one is a pilot study trying to build the program’s evidence base (Young et al., 2020 ). The second-largest category was short-term psychosocial interventions reported in six (33.33%) of the studies; they included cognitive behavioral therapy (CBT), solution-focused brief therapy (SFBT), and social/emotional skills training. One study reported on a long-term psychosocial intervention (Elsherbiny et al., 2017 ), and one was a case management program (Magnano, 2009 ). Two studies included general school social work services (e.g., one-on-one interventions with children and youth, group counseling, phone calls, official and informal conversations with teachers and parents, check-ins with students at school, and collaboration with outside agencies) (Newsome et al., 2008 ; Sadzaglishvili et al., 2020 ).

Program Population

Of the 18 interventions, seven (38.89%) involved students only (Al-Rasheed et al., 2021 ;Chupp & Boes, 2012 ; Ervin et al., 2018 ; Newsome, 2005 ; Phillips, 2004 ; Wong et al., 2018a ; Young et al., 2020 ). One program (5.56%) worked with parent–child dyads (Acuna et al., 2018 ), and two (11.11%) worked directly with students’ parents (Fein et al., 2021 ; Wong et al., 2018b ). Four interventions (22.22%) involved students, parents, and teachers (Elsherbiny et al., 2017 ; Kataoka et al., 2003 ; Magnano, 2009 ), two (11.11%) were with students and their teachers (Kelly & Bluestone-Miller, 2009 ; Thompson & Webber, 2010 ), and two (11.11%) were more wholistically targeted at students, parents, and their families as service units (Newsome et al., 2008 ; Sadzaglishvili et al., 2020 ).

Practitioners and Credentials

School social workers often collaborate with school counselors, psychologists, and schoolteachers in their daily practice. As for the titles and credentials of those providing the interventions, twelve interventions were conducted solely by school social workers (Acuna et al., 2018 ; Fein et al., 2021 ; Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Kelly & Bluestone-Miller, 2009 ; Magnano, 2009 ; Newsome, 2005 ; Newsome et al., 2008 ; Phillips et al., 2004 ; Sadzaglishvili et al., 2020 ; Wong et al., 2018a , 2018b ). Four social service programs were co-led by school social workers, school counselors and school psychologists (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Elsherbiny et al., 2017 ; Young et al., 2020 ). School social workers and schoolteachers collaborated in two interventions (Ervin et al., 2018 ; Thompson & Webber, 2010 ).

The most common credential of school social workers in the included studies was master’s-level licensed school social worker/trainee, which accounted for 62.50% of the studies (Acuna et al., 2018 ; Fein et al., 2021 ; Kataoka et al., 2003 ; Newsome, 2005 ; Phillips, 2004 ). Two studies did not specify level of education but noted that the practitioners’ credential was licensed school social worker (Ijadi-Maghsoodi et al., 2017 ; Wong et al., 2018a ). One intervention was conducted by both master’s and bachelor’s level social work trainees; however, the first author confirmed that they were all registered school social workers with the Hong Kong Social Work Registration Board (Wong et al., 2018b ).

Services by Tier

The predominant level of school social work services was tier 2 interventions (55.56%), with 10 interventions or services offered by school social workers falling into this category (Acuna et al., 2018 ; Elsherbiny et al., 2017 ; Ervin et al., 2018 ; Fein et al., 2021 ; Kataoka et al., 2003 ; Newsome, 2005 ; Phillips, 2004 ; Thompson & Webber, 2010 ; Wong et al., 2018a , 2018b ). The second largest category was tier 1 interventions, with five studies (27.78%) falling into this category (Al-Rasheed et al., 2021 ;Chupp & Boes, 2012 ; Ijadi-Maghsoodi et al., 2017 ; Kelly & Bluestone-Miller, 2009 ; Sadzaglishvili et al., 2020 ). Only three (16.67%) were tier 3 services (Magnano, 2009 ; Newsome et al., 2008 ; Young et al., 2020 ).

Intervention Modality and Duration under MTSS

Most services ( n  = 15, 83.33%) were small-group based or classroom-wide interventions (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Elsherbiny et al., 2017 ; Ervin et al., 2018 ; Fein et al., 2021 ; Ijadi-Maghsoodi et al., 2017 ; Kataoka et al., 2003 ; Kelly & Bluestone-Miller, 2009 ; Newsome, 2005 ; Phillips, 2004 ; Sadzaglishvili et al., 2020 ; Thompson & Webber, 2010 ; Wong et al., 2018a , 2018b ). One tier 2 intervention was carried out in both individual and group format (Acuna et al., 2018 ). Of the three tier 3 intervention studies, one reported using case management to serve individual students (Magnano, 2009 ), and two included both individual intervention, group counseling, and case management (Newsom et al., 2008 ; Young et al., 2020 ).

Intervention length and frequency varied substantially across studies. Services were designed to last from 6 weeks to more than 13 months. There were as short as a 5- to 10-min student–school social worker conferences (Thompson & Webber, 2010 ), or as long as a three-hour cognitive behavioral group therapy session (Wong et al., 2018b ).

Social Behavioral and Academic Outcomes

Most of the interventions focused on improving students’ social, behavioral, and academic outcomes, including child behavior correction/reinforcement, social–emotional learning (SEL), school attendance, grades, and learning attitudes. Ervin and colleagues ( 2018 ) implemented a short-term psychosocial intervention to reduce students’ disruptive behaviors, and Magnano ( 2009 ) used intensive case management to manage students’ antisocial and aggressive behaviors. Both interventions were found to be effective, i.e., there were statistically significant improvements at the end of treatment, with Ervin et al. ( 2018 ) reporting a large effect size using Cohen’s d. The SEL programs were designed to foster students’ resilience, promote self-esteem, respect, empathy, and social support, and teach negotiation, conflict resolution, anger management, and goal setting at a whole-school or whole-class level (Al-Rasheed et al., 2021 ; Chupp & Boes, 2012 ; Ijadi-Maghsooodi et al., 2017 ; Newsome, 2005 ). Students in all SEL interventions showed significant improvement at the end of treatment, and one study reported medium to small effect sizes (Cohen’s d) for problem-solving and overall internal assets, such as empathy, self-efficacy, problem-solving, and self-awareness (Ijadi-Maghsooodi et al., 2017 ).

Four studies measured the intervention’s impact on students’ academic performance. Magnano and colleagues ( 2009 ) reported that at the completion of the school social work case management intervention, academic skills were improved among both the intervention group students and the cross-over (control) group students who received the intervention at a later time. One study specifically addressed students’ school refusal behaviors and attitudes and found improvement in the treatment group at posttest and six-month follow-up (Elsherbiny et al., 2017 ). Two studies that addressed students’ absenteeism and truancy exhibited efficacy. School social work services significantly reduced risk factors related to truant behaviors (Newsome et al., 2008 ), and attendance increased post-program participation and was maintained after one, two, and three months (Young et al., 2020 ).

Students’ Psychological Distress

The studies that addressed students’ mental health focused on psychological distress, especially adolescents’ depression and anxiety. In three studies, school social workers conducted short-term psychosocial interventions, all using group-based CBT (Kataoka et al., 2003 ; Phillips, 2004 ; Wong et al., 2018a ). Kataoka and colleagues ( 2003 ) reported that bilingual, bicultural school social workers delivered group CBT in Spanish to help immigrant students cope with depressive symptoms due to violence exposure. Similarly, Wong and colleagues ( 2018a ) delivered group CBT in Chinese schools using their native language to address teenagers’ anxiety disorders. In the Kataoka et al. ( 2003 ) study, all student participants were reported to have made improvements at the end of the intervention, although there was no statistically significant difference between the intervention group and waitlisted comparison group. Phillips ( 2004 ) reported an eta-squared of 0.148 for cognitive-behavioral social skills training, indicating a small treatment effect. One study used a resilience classroom curriculum to relieve trauma exposure and observed lower odds of positive PTSD scores at posttest, but the change was not statistically significant (Ijadi-Maghsoodi et al., 2017 ).

School Climate and School Culture

Regarding school social workers’ interest in school climate and school culture, Kelly and Bluestone-Miller ( 2009 ) and Sadzaglishvili and colleagues ( 2020 ) specifically focused on creating a positive learning environment and promoting healthy school culture and class climate. Kelly and Bluestone-Miller ( 2009 ) used Working on What Works (WOWW), a program grounded in the SFBT approach to intervene in a natural classroom setting to build respectful learning. Students were allowed to choose how to respond to expectations regarding their classroom performance (e.g., students list the concrete small goals to work upon in order to create a better learning environment), and teachers were coached to facilitate, ask the right questions, and provide encouragement and appropriate timely feedback. Sadzaglishvili and colleagues ( 2020 ) used intensive school social work services (e.g., case management, task-centered practice, advocacy, etc.) to support students’ learning, whole-person development, and improve school culture. At the end of the services, both studies reported a more positive school and class climate that benefited students’ behaviors and performance at school.

Teacher, Parent, and Student Interaction

Four studies addressed interactions among teachers, parents, and students to achieve desired outcomes. For instance, two studies provided a mesosystem intervention (e.g., a parent’s meeting with the teacher at the public school the child attended, which encompasses both the home and school settings). Acuna and colleagues ( 2018 ) provided a school-based parent–child interaction intervention to improve children’s behaviors at school and home, boost attendance, and improve academic outcomes. Similarly, Thompson and Webber ( 2010 ) intervened in the teacher–student relationship to realign students’ and teachers’ perceptions of school and classroom norms and improve students’ behaviors. Additionally, two interventions targeted the exosystem (e.g., positive environmental change to improve students’ stability, in order to promote school behaviors and academic performance). Kelly and Bluestone-Miller ( 2009 ) modeled solution-focused approaches as a philosophy undergirding classroom interactions between teachers and students. The positive learning environment further improved students’ class performance. Magnano and colleagues ( 2009 ) used a case management model by linking parents, teachers, and outside school resources to increase students’ support and achieve improvements in academic skills and children’s externalizing behaviors.

Parents’ Wellbeing

Most school counselors or school psychologists focus solely on serving students, while school social workers may also serve students’ parents. Two studies reported working directly and only with parents to improve parents’ psychological outcomes (Fein et al., 2021 ; Wong et al., 2018b ). Fein and colleagues ( 2021 ) reported a school-based trauma-informed resilience curriculum specifically adapted for school social workers to deliver to racial/ethnic minority urban parents of children attending public schools. At curriculum completion, parents’ overall resilience improved, but significance was attained in only one resilience item (“I am able to adapt when changes occur”) with a small effect size using Cohen’s d. Wong et al. ( 2018b ) studied school-based culturally attuned group-based CBT for parents of children with attention deficit/hyperactivity disorder (ADHD); significantly greater improvements in the CBT parent group were found in distress symptoms, quality of life, parenting stress, competence, and dysfunctional beliefs post-intervention and at three-month follow-up .

This scoping review examined school social work practice by systematically analyzing the services school social workers delivered based on 18 outcome studies published between 2000 and 2022. The programs, interventions, or services studied were conducted by school social workers in five different countries/regions. These studies captured the essence of school social workers’ roles in mental health/behavioral health and social services in education settings provided to children, youth, families, and schoolteachers, and the evidence on practice outcomes/efficacy was presented.

Although using EBP, promoting a healthy school climate and culture, and maximizing community resources are important aspects of the existing school social work practice model in the USA (NASW, 2012 ), this review revealed and validated that school social workers in other countries used similar practices and shared a common understanding of what benefits the students, families, and the schools they serve (Huxtable, 2022 ). The findings also support the broad roles of school social workers and the collaborative ways they provide social and mental health services in schools. The review discussed school social workers’ functions in (1) helping children, youth, families, and teachers address mental health and behavioral health problems, (2) improving social–emotional learning, (3) promoting a positive learning environment, and (4) maximizing students’ and families’ access to school and community resources. Furthermore, although previous researchers argued that the lack of clarity about school social worker’s roles contributed to confusion and underutilization of school social work services (Altshuler & Webb, 2009 ; Kelly et al., 2010a ), this study revealed that in the past two decades, school social workers are fulfilling their roles as mental/behavioral health providers and case managers, guided by a multi-tiered, ecological systems approach. For example, in more than 80% of the studies, the services provided were preventive group work at tier 1 or 2 levels and operated from a systems perspective. Additionally, the findings suggest that while school social workers often provide services at the individual level, they frequently work across systems and intervene at meso- and exo-systems levels to attain positive improvements for individual students and families.

Evidence-based School Social Work Practice and MTSS

The present review supported school social workers’ use of evidence-based programs and valid psychosocial interventions such as CBT, SFBT, and social–emotional learning to foster a positive learning environment and meet students’ needs. Most of the included EBPs (85.71%) were either fully or partially manualized, and findings from the current review added evidence to sustain the common elements of general school social work practice, such as doing case management, one-on-one individual and group counseling, collaborations with teachers, parents, and community agencies. One pilot study examined the effectiveness of a school social worker-developed program (Young et al., 2020 ), which provided a helpful example for future research practice collaboration to build evidence base for school social work practice. However, although school social workers often work with Black, Indigenous, and People of Color (BIPOC) student populations facing multiple risk factors, demographic information on race/ethnicity, special education enrollment, and socioeconomic status were missing in many included studies, which obstructed examination of the degree of match between the target population’s needs and evidence-based services or interventions provided.

Previous school social work national surveys conducted in the USA (Kelly et al., 2010a , 2015 ) found a discrepancy between the actual and ideal time expense on tier 1, tier 2, and tier 3 school social work activities. Even though school social workers would like to spend most of their time on primary prevention, they actually spent twice their time on secondary and tertiary prevention than on primary prevention (Kelly et al., 2010a ). However, the present review found that most interventions or evidence-based programs conducted by school social workers were tier 1 and tier 2, especially tier 2 targeted interventions delivered in a group modality. This discrepancy could be due to the focus of this review’s limited services to those provided by professionals with a school social worker title/credential both in the USA and internationally, and tier 2 and 3 activities were grouped together as one category called secondary and tertiary prevention in the school social work survey (Kelly et al., 2010a ). Our review highlights that tier 2 preventive interventions are a significant offering in school social worker-led, school-based mental health practice. Unlike tier 1 interventions that are designed to promote protective factors and prevent potential threats for all students, or intensive tier 3 interventions that demand tremendous amounts of time and energy from practitioners and often involve community agencies (Eber et al., 2002 ), tier 2 interventions are targeted to groups of students exhibiting certain risk factors and are more feasible and flexible in addressing their academic and behavioral needs. Moreover, considering the discrepancy between the high demand for services on campuses and the limited number of school social workers, using group-based tier 2 interventions that have been rigorously examined can potentially relieve practitioners’ caseload burdens while targeting students’ needs more effectively and efficiently.

School Social Work Credential

Recent research on school social workers’ practice choices showed that school social workers who endorsed primary prevention in MTSS and ecologically informed practice are more likely to have a graduate degree, be regulated by certification standards, and have less than ten years of work experience (Thompson et al., 2019 ). Globally, although data are limited, having a bachelor's or master’s degree to practice school social work has been reported in countries in North America, Europe, and the Middle East (Huxtable, 2022 ). Even though all practitioners in the present review held the title of “school social worker,” and the majority had a master’s degree, we suggest future research to evaluate school social work practitioners’ credentials by reporting their education, certificate/licensure status, and years of work experience in the education system, as these factors may be essential in understanding school social workers’ functioning.

Interdisciplinary Collaboration

School social workers are an integral part of the school mental health workforce in education settings and often work in interdisciplinary teams that include schoolteachers, administrators, school counselors, and school psychologists (Huxtable, 2022 ). This scoping review found that one-third of interventions school social workers conducted were either co-led or delivered in collaboration with school counselors, school psychologists, or schoolteachers. Future research examining characteristics and outcomes of school social work practice should consider school social workers’ efforts in grounding themselves in ecological systems by working on interdisciplinary teams to address parent–child interactions, realign teacher–student classroom perceptions, or student–teacher–classroom culture to improve students’ mental health and promote better school performance.

Study Limitations and Directions for Future Research

A scoping review is a valuable method for exploring a field that has not yet been extensively reviewed or is heterogeneous. Thus, a scoping review was chosen as the research method to examine school social work practice outcomes for this study. Although scoping reviews are generally considered rigorous, transparent, and replicable, the present study has several limitations. First, only published dissertations and journal articles published between 2000 and 2022 that were included in the seven aforementioned databases were reviewed. Government reports and other gray literature excluded from the present review might generate more results requiring critical evaluation and discussion. Second, although school social work practice is ecological system-centered, all studies analyzed in the present scoping review were school-based programs. The search terms did not include possible alternative settings. More extensive searches might identify additional results by specifying home or community settings. Third, this paper focused on the outcomes and efficacy of the most current school social work practices so that qualitative studies or studies that focus on practitioners’ demographics were excluded even though they might provide additional information on the characteristics of social workers. Last, evidence to support school social work interventions was based primarily on pre-posttest designs without the use of a control group, and some of the identified evidence-based programs or brief psychosocial interventions lacked sufficient information on participants’ characteristics (e.g., demographics, changes in means in outcomes), which are important in calculating practice effect sizes and potential moderators for meta-analysis to examine school social workers’ roles and effectiveness in carrying out these interventions.

The present scoping review found significant variation in school social work services in the US and other countries where school social work services have been studied. Social workers are a significant part of the mental health and social services workforce. Using schools as a natural hub, school social workers offer primary preventive groups or early interventions to students, parents, and staff. Their interests include but are not restricted to social behavioral and academic outcomes; psychological distress; school climate and culture; teacher, parent, and student interactions; and parental wellbeing. Future school mental health researchers who are interested in the role of school social work services in helping children, youth, and families should consider the changing education landscape and the response to intervention after the COVID-19 pandemic/endemic (Capp et al., 2021 ; Kelly et al., 2021 ; Watson et al., 2022 ). Researchers are also encouraged to collaborate with school social work practitioners to identify early mental health risk factors, recognize appropriate tier 2 EBPs, or pilot-test well-designed programs to increase students’ success.

Declarations

We have no conflicts of interest to disclose.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

References marked with an asterisk indicate studies included in the scoping review.

• Acuña MA, Martinez JI. Pilot evaluation of the back to basics parenting training in urban schools. School Social Work Journal. 2018; 42 (2):39–56. [ Google Scholar ]
• Allen-Meares P, Montgomery KL, Kim JS. School-based social work interventions: A cross-national systematic review. Social Work. 2013; 58 (3):253–262. doi: 10.1093/sw/swt022. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• *Al-Rasheed, M. (2021). Resilience-based intervention for youth: An initial investigation of school social work program in Kuwait.  International Social Work , 00208728211018729.
• Altshuler SJ, Webb JR. School social work: Increasing the legitimacy of the profession. Children and Schools. 2009; 31 :207–218. doi: 10.1093/cs/31.4.207. [ CrossRef ] [ Google Scholar ]
• Anderson G, Pösö P, Väisänen E, Wallin A. School social work in Finland and other Nordic countries: Cooperative professionalism in schools. In: Huxtable M, Blyth E, editors. School social work worldwide. NASW Press; 2002. [ Google Scholar ]
• Avant DW, Lindsey BC. School social workers as response to intervention change champions. Advances in Social Work. 2015; 16 (2):276–291. doi: 10.18060/16428. [ CrossRef ] [ Google Scholar ]
• Barrett S., Eber L., Weist M. (2020). Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support. OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports.
• Beck K. The diversity of school social work in Germany: A systematic review of the literature. International Journal of School Social Work. 2017; 2 (1):1. doi: 10.4148/2161-4148.1021. [ CrossRef ] [ Google Scholar ]
• Capp G, Watson K, Astor RA, Kelly MS, Benbenishty R. School social worker voice during COVID-19 school disruptions: A national qualitative analysis. Children and Schools. 2021; 43 (2):79–88. doi: 10.1093/cs/cdab007. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Chiu S, Wong V. School social work in Hong Kong: Constraints and challenges for the special administrative region. In: Huxtable M, Blyth E, editors. School social work worldwide. NASW Press; 2002. [ Google Scholar ]
• Chupp AI, Boes SR. Effectiveness of small group social skills lessons with elementary students. Georgia School Counselors Association Journal. 2012; 19 (1):92–111. [ Google Scholar ]
• Clonan SM, McDougal JL, Clark K, Davison S. Use of office discipline referrals in school-wide decision making: A practical example. Psychology in the Schools. 2007; 44 :19–27. doi: 10.1002/pits.20202. [ CrossRef ] [ Google Scholar ]
• Clarivate Analytics. (n.d.). Journal Citation Reports. https://mjl.clarivate.com/search-results
• Crutchfield J, Phillippo KL, Frey A. Structural racism in schools: A view through the lens of the national school social work practice model. Children & Schools. 2020; 42 (3):187–193. doi: 10.1093/cs/cdaa015. [ CrossRef ] [ Google Scholar ]
• Ding, X. (2023). "Characteristics and Outcomes of school social work services: a scoping review of published evidence 2000–2022", 10.18738/T8/7WQNJX, Texas Data Repository, V1
• Early TJ, Vonk ME. Effectiveness of school social work from a risk and resilience perspective. Children & Schools. 2001; 23 (1):9–31. doi: 10.1093/cs/23.1.9. [ CrossRef ] [ Google Scholar ]
• Eber L, Sugai G, Smith CR, Scott TM. Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders. 2002; 10 (3):171–180. doi: 10.1177/10634266020100030501. [ CrossRef ] [ Google Scholar ]
• Elsherbiny MM. Using a preventive social work program for reducing school refusal. Children & Schools. 2017; 39 (2):81–88. doi: 10.1093/cs/cdx005. [ CrossRef ] [ Google Scholar ]
• Elswick SE, Cuellar MJ, Mason SE. Leadership and school social work in the USA: A qualitative assessment. School Mental Health. 2019; 11 (3):535–548. doi: 10.1007/s12310-018-9298-8. [ CrossRef ] [ Google Scholar ]
• Ervin T, Wilson AN, Maynard BR, Bramblett T. Determining the effectiveness of behavior skills training and observational learning on classroom behaviors: A case study. Social Work Research. 2018; 42 (2):106–117. doi: 10.1093/swr/svy005. [ CrossRef ] [ Google Scholar ]
• Evans, N., Lasen, M., & Tsey, K. (2015). Appendix A: effective public health practice project (EPHPP) quality assessment tool for quantitative studies. A systematic review of rural development research: characteristics, design quality and engagement with sustainability. USA: Springer , 45–63.
• Fein EH, Kataoka S, Aralis H, Lester P, Marlotte L, Morgan R, Ijadi-Maghsoodi R. Implementing a school-based, trauma-informed resilience curriculum for parents. Social Work in Public Health. 2021; 36 (7–8):795–805. doi: 10.1080/19371918.2021.1958116. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Franklin C, Kim JS, Tripodi SJ. A meta-analysis of published school social work practice studies: 1980–2007. Research on Social Work Practice. 2009; 19 (6):667–677. doi: 10.1177/1049731508330224. [ CrossRef ] [ Google Scholar ]
• Frey AJ, Alvarez ME, Sabatino CA, Lindsey BC, Dupper DR, Raines JC, Norris MP. The development of a national school social work practice model. Children and Schools. 2012; 34 (3):131–134. doi: 10.1093/cs/cds025. [ CrossRef ] [ Google Scholar ]
• Garfield E. The history and meaning of the journal impact factor. JAMA. 2006; 295 (1):90–93. doi: 10.1001/jama.295.1.90. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Gherardi SA. Policy windows in school social work: History, practice implications, and new directions. School Social Work Journal. 2017; 42 (1):37–54. [ Google Scholar ]
• Huxtable, M. (2022). A global picture of school social work in 2021.  Online Submission 7 (1).
• Ijadi-Maghsoodi R, Marlotte L, Garcia E, Aralis H, Lester P, Escudero P, Kataoka S. Adapting and implementing a school-based resilience-building curriculum among low-income racial and ethnic minority students. Contemporary School Psychology. 2017; 21 (3):223–239. doi: 10.1007/s40688-017-0134-1. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Kataoka SH, Stein BD, Jaycox LH, Wong M, Escudero P, Tu W, Fink A. A school-based mental health program for traumatized Latino immigrant children. Journal of the American Academy of Child and Adolescent Psychiatry. 2003; 42 (3):311–318. doi: 10.1097/00004583-200303000-00011. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Keller J, Grumbach G. School social work: A skills-based competency approach. London: Springer Publishing Company; 2022. [ Google Scholar ]
• Kelly MS, Benbenishty R, Capp G, Watson K, Astor R. Practice in a pandemic: School social workers’ adaptations and experiences during the 2020 COVID-19 school disruptions. Families in Society. 2021; 102 (3):400–413. doi: 10.1177/10443894211009863. [ CrossRef ] [ Google Scholar ]
• Kelly MS, Berzin SC, Frey A, Alvarez M, Shaffer G, O’brien K. The state of school social work: Findings from the national school social work survey. School Mental Health. 2010; 2 (3):132–141. doi: 10.1007/s12310-010-9034-5. [ CrossRef ] [ Google Scholar ]
• Kelly MS, Bluestone-Miller R. Working on what works (WOWW): Coaching teachers to do more of what’s working. Children & Schools. 2009; 31 (1):35–38. doi: 10.1093/cs/31.1.35. [ CrossRef ] [ Google Scholar ]
• Kelly MS, Frey AJ, Alvarez M, Berzin SC, Shaffer G, O'Brien K. School social work practice and response to intervention. Children and Schools. 2010; 32 (4):201–209. doi: 10.1093/cs/32.4.201. [ CrossRef ] [ Google Scholar ]
• Kelly MS, Frey A, Thompson A, Klemp H, Alvarez M, Berzin SC. Assessing the national school social work practice model: Findings from the second national school social work survey. Social Work. 2015; 61 (1):17–28. doi: 10.1093/sw/swv044. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Lustick H, Norton C, Lopez SR, Greene-Rooks JH. Restorative practices for empowerment: A social work lens. Children & Schools. 2020; 42 (2):89–98. doi: 10.1093/cs/cdaa006. [ CrossRef ] [ Google Scholar ]
• Magnano J. A social work intervention for children with emotional and behavioral disabilities. Albany: State University of New York; 2009. [ Google Scholar ]
• National Association of Social Workers. (2012). NASW standards for school social work services. https://www.socialworkers.org/LinkClick.aspx?fileticket=1Ze4-9-Os7E%3D&portalid=0
• Newsome WS. The impact of solution-focused brief therapy with at-risk junior high school students. Children and Schools. 2005; 27 (2):83–90. doi: 10.1093/cs/27.2.83. [ CrossRef ] [ Google Scholar ]
• Newsome WS, Anderson-Butcher D, Fink J, Hall L, Huffer J. The impact of school social work services on student absenteeism and risk factors related to school truancy. School Social Work Journal. 2008; 32 (2):21–38. [ Google Scholar ]
• Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan: A web and mobile app for systematic reviews. Systematic Reviews. 2016; 5 :1–10. doi: 10.1186/s13643-016-0384-4. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Oxford University Press. (2022). Children & Schools. https://academic.oup.com/cs
• Phillippo KL, Blosser A. Specialty practice or interstitial practice? A reconsideration of school social work's past and present. Children & Schools. 2013; 35 (1):19–31. doi: 10.1093/cs/cds039. [ CrossRef ] [ Google Scholar ]
• Phillips JH. An evaluation of school-based cognitive-behavioral social skills training groups with adolescents at risk for depression. Arlington: The University of Texas; 2004. [ Google Scholar ]
• Sadzaglishvili S, Akobia N, Shatberashvili N, Gigineishvili K. A social work intervention’s effects on the improvement of school culture1. ERIS Journal-Winter. 2020; 2020 :45. [ Google Scholar ]
• School Social Work Association of America [SSWAA]. (n.d.). School social work practice model overview: Improving academic and behavioral outcomes. https://www.sswaa.org/_files/ugd/486e55_47e9e7e084a84e5cbd7287e681f91961.pdf
• Thompson AM, Frey AJ, Kelly MS. Factors influencing school social work practice: A latent profile analysis. School Mental Health. 2019; 11 (1):129–140. doi: 10.1007/s12310-018-9279-y. [ CrossRef ] [ Google Scholar ]
• Thompson AM, Webber KC. Realigning student and teacher perceptions of school rules: A behavior management strategy for students with challenging behaviors. Children and Schools. 2010; 32 (2):71–79. doi: 10.1093/cs/32.2.71. [ CrossRef ] [ Google Scholar ]
• Tricco AC, Lillie E, Zarin W, O'Brien KK, Colquhoun H, Levac D, Straus SE. PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine. 2018; 169 (7):467–473. doi: 10.7326/M18-0850. [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Watson KR, Capp G, Astor RA, Kelly MS, Benbenishty R. We need to address the trauma: School social workers′ views about student and staff mental health during COVID-19. School Mental Health. 2022; 14 :1–16. doi: 10.1007/s12310-022-09512-7. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
• Wilde, J. (2004). Definitions for the no child left behind act of 2001: Scientifically-based research. National Clearinghouse for English Language Acquisition and Language Instruction NCELA .
• Wong DF, Kwok SY, Low YT, Man KW, Ip PS. Evaluating effectiveness of cognitive–behavior therapy for Hong Kong adolescents with anxiety problems. Research on Social Work Practice. 2018; 28 (5):585–594. doi: 10.1177/1049731516658351. [ CrossRef ] [ Google Scholar ]
• Wong DF, Ng TK, Ip PS, Chung ML, Choi J. Evaluating the effectiveness of a group CBT for parents of ADHD children. Journal of Child and Family Studies. 2018; 27 (1):227–239. doi: 10.1007/s10826-017-0868-4. [ CrossRef ] [ Google Scholar ]
• Young S, Connolly Sollose L, Carey JP. Addressing chronic absenteeism in middle school: A cost-effective approach. Children and Schools. 2020; 42 (2):131–138. doi: 10.1093/cs/cdaa009. [ CrossRef ] [ Google Scholar ]

Social Work Services in a School Environment Essay

In a school environment, educational goals are achieved through the social support of the students, parents and staff members. This is because they need each other so that they can deliver services.

The school and the entire community should have a binding relationship with the pupils. Social workers need to have a new approach to their duties so that they can offer social support and services to the society. In this attempt they will offer counseling to the children, their family members and to the school. The specific needs of the children would vary because of their family background and problems, physical inability as well as social needs that children require to coup with situations in life. Their problem-solving capabilities and their confidence in interacting with others need to be nurtured to ensure that they grow and develop into responsible adults.

The major responsibility of school social workers is to provide good and quality education, counseling and more often, they should discuss on use of available resource to improve the lives of the members of the society.

Delivery of services is very crucial and will depend on various factors which would promote or undermine the efforts of social workers. In a survey conducted by state association, various commissions, workers and employers identified different variables to effective service delivery. Among those sampled were members from NASW, American Federation of Teachers and from other associations. It was noted that majority of them had multiple membership. The rating factors that were used to identify the key factors to effective learning were discussed. (Charkin, 1985)

It was found that it was necessary to show a degree of professionalism by providing good leadership strategies and being of benefit to the community. It was necessary that children be counseled from time to time on matters concerning issues of life such as education and social interactions.

It is necessary that parents are involved in decision making. These will enhance participation, or involvement in the education processes. These contributions through offering of suggestions and opinions can go along way in improving the success and education standards of a school.

The size of the school, the geographical position as well as the community are determining factors of good leadership and policy making in the administrative duties.

The performance of school social workers was found to be on collaborative attachments on community agencies, in having special concern on some children in the class activities and guidance. They preferred to improve the teachers-parents relationships through discussions and meetings that help the teachers to appreciate the diversity of parents and to meet their needs. The social workers also attempt to have in-service training for teachers to set up new programs which address issues of developing professionalism and good relationship with the administrators.

It is found that interrelation between the different professionals in an organization can bring harmony and unity which will lead to meeting objectives of the institution. The social workers, supervisors, administrators, professional teachers and the parents need to have common goals that support the continuity in education.

In this survey, the quality of education needed to be upgraded through recruitment of competent personnel. This was necessary as it would address the problems of dropouts, suicide cases, inter-personal conflicts, and the crisis in the society and in schools.

Social development studies were necessary as they could reduce the social conflicts among peer groups, parents, social workers, school administration and the children at school. Furthermore the effects of working conditions, pressure from administrators, the workload, and high performance expectation are some of the pressures that can interrupt quality service delivery. As a result, good leadership qualities are needed so that they can address these issues with great concern.

Liberty at work is a motivating factor to all the social workers. It should be supported through continued training on social services, competence and professionalism. It would also involve acquiring social skills and interpersonal relationships. Different approaches to problem solving on the part of the teachers, social workers, parents, children and administrators need social competence so that these groups can be integrated to work as a team.

Charkin, N. (1985). School Social Work Practice: A re-appraisal: Social work in Education, 8, 3-13.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, August 24). Social Work Services in a School Environment. https://ivypanda.com/essays/social-work-services-in-a-school-environment/

"Social Work Services in a School Environment." IvyPanda , 24 Aug. 2021, ivypanda.com/essays/social-work-services-in-a-school-environment/.

IvyPanda . (2021) 'Social Work Services in a School Environment'. 24 August.

IvyPanda . 2021. "Social Work Services in a School Environment." August 24, 2021. https://ivypanda.com/essays/social-work-services-in-a-school-environment/.

1. IvyPanda . "Social Work Services in a School Environment." August 24, 2021. https://ivypanda.com/essays/social-work-services-in-a-school-environment/.

Bibliography

IvyPanda . "Social Work Services in a School Environment." August 24, 2021. https://ivypanda.com/essays/social-work-services-in-a-school-environment/.

• The Essence of Professionalism
• Professionalism: A Pharmacist Perspective
• Professionalism in the Teaching Profession
• Professionalism and Attendance in Healthcare
• Professionalism in the Health Care Industry
• Positive Workplace Behaviors and Professionalism
• Lack of Professionalism in the Workplace and the Detrimental Effects on Clients
• Professionalism in Nursing and Role of Education
• The Concept of Professionalism
• Professionalism and Ethics in Public Administration
• Transitional Living Program Design for Homeless Adolescents
• Social Work and Human Service-Learning Experience
• Human Services and Needs Assessment of Homeless
• Human Services Coalition's Mission Statement and Goals
• Homeless Population's Needs and Human Services

Choose Your Test

Sat / act prep online guides and tips, how to write a great community service essay.

College Admissions , Extracurriculars

Are you applying to a college or a scholarship that requires a community service essay? Do you know how to write an essay that will impress readers and clearly show the impact your work had on yourself and others?

Read on to learn step-by-step instructions for writing a great community service essay that will help you stand out and be memorable.

What Is a Community Service Essay? Why Do You Need One?

A community service essay is an essay that describes the volunteer work you did and the impact it had on you and your community. Community service essays can vary widely depending on specific requirements listed in the application, but, in general, they describe the work you did, why you found the work important, and how it benefited people around you.

Community service essays are typically needed for two reasons:

#1: To Apply to College

• Some colleges require students to write community service essays as part of their application or to be eligible for certain scholarships.
• You may also choose to highlight your community service work in your personal statement.

#2: To Apply for Scholarships

• Some scholarships are specifically awarded to students with exceptional community service experiences, and many use community service essays to help choose scholarship recipients.
• Green Mountain College offers one of the most famous of these scholarships. Their "Make a Difference Scholarship" offers full tuition, room, and board to students who have demonstrated a significant, positive impact through their community service

Getting Started With Your Essay

In the following sections, I'll go over each step of how to plan and write your essay. I'll also include sample excerpts for you to look through so you can get a better idea of what readers are looking for when they review your essay.

Step 1: Know the Essay Requirements

Before your start writing a single word, you should be familiar with the essay prompt. Each college or scholarship will have different requirements for their essay, so make sure you read these carefully and understand them.

Specific things to pay attention to include:

• Length requirement
• Application deadline
• The main purpose or focus of the essay
• If the essay should follow a specific structure

Below are three real community service essay prompts. Read through them and notice how much they vary in terms of length, detail, and what information the writer should include.

From the Equitable Excellence Scholarship:

"Describe your outstanding achievement in depth and provide the specific planning, training, goals, and steps taken to make the accomplishment successful. Include details about your role and highlight leadership you provided. Your essay must be a minimum of 350 words but not more than 600 words."

From the Laura W. Bush Traveling Scholarship:

"Essay (up to 500 words, double spaced) explaining your interest in being considered for the award and how your proposed project reflects or is related to both UNESCO's mandate and U.S. interests in promoting peace by sharing advances in education, science, culture, and communications."

From the LULAC National Scholarship Fund:

"Please type or print an essay of 300 words (maximum) on how your academic studies will contribute to your personal & professional goals. In addition, please discuss any community service or extracurricular activities you have been involved in that relate to your goals."

Step 2: Brainstorm Ideas

Even after you understand what the essay should be about, it can still be difficult to begin writing. Answer the following questions to help brainstorm essay ideas. You may be able to incorporate your answers into your essay.

• What community service activity that you've participated in has meant the most to you?
• What is your favorite memory from performing community service?
• Why did you decide to begin community service?
• What made you decide to volunteer where you did?
• How has your community service changed you?
• How has your community service helped others?
• How has your community service affected your plans for the future?

You don't need to answer all the questions, but if you find you have a lot of ideas for one of two of them, those may be things you want to include in your essay.

Writing Your Essay

How you structure your essay will depend on the requirements of the scholarship or school you are applying to. You may give an overview of all the work you did as a volunteer, or highlight a particularly memorable experience. You may focus on your personal growth or how your community benefited.

Regardless of the specific structure requested, follow the guidelines below to make sure your community service essay is memorable and clearly shows the impact of your work.

Samples of mediocre and excellent essays are included below to give you a better idea of how you should draft your own essay.

Step 1: Hook Your Reader In

You want the person reading your essay to be interested, so your first sentence should hook them in and entice them to read more. A good way to do this is to start in the middle of the action. Your first sentence could describe you helping build a house, releasing a rescued animal back to the wild, watching a student you tutored read a book on their own, or something else that quickly gets the reader interested. This will help set your essay apart and make it more memorable.

Compare these two opening sentences:

"I have volunteered at the Wishbone Pet Shelter for three years."

"The moment I saw the starving, mud-splattered puppy brought into the shelter with its tail between its legs, I knew I'd do whatever I could to save it."

The first sentence is a very general, bland statement. The majority of community service essays probably begin a lot like it, but it gives the reader little information and does nothing to draw them in. On the other hand, the second sentence begins immediately with action and helps persuade the reader to keep reading so they can learn what happened to the dog.

Step 2: Discuss the Work You Did

Once you've hooked your reader in with your first sentence, tell them about your community service experiences. State where you work, when you began working, how much time you've spent there, and what your main duties include. This will help the reader quickly put the rest of the essay in context and understand the basics of your community service work.

Not including basic details about your community service could leave your reader confused.

Step 3: Include Specific Details

It's the details of your community service that make your experience unique and memorable, so go into the specifics of what you did.

For example, don't just say you volunteered at a nursing home; talk about reading Mrs. Johnson her favorite book, watching Mr. Scott win at bingo, and seeing the residents play games with their grandchildren at the family day you organized. Try to include specific activities, moments, and people in your essay. Having details like these let the readers really understand what work you did and how it differs from other volunteer experiences.

Compare these two passages:

"For my volunteer work, I tutored children at a local elementary school. I helped them improve their math skills and become more confident students."

"As a volunteer at York Elementary School, I worked one-on-one with second and third graders who struggled with their math skills, particularly addition, subtraction, and fractions. As part of my work, I would create practice problems and quizzes and try to connect math to the students' interests. One of my favorite memories was when Sara, a student I had been working with for several weeks, told me that she enjoyed the math problems I had created about a girl buying and selling horses so much that she asked to help me create math problems for other students."

The first passage only gives basic information about the work done by the volunteer; there is very little detail included, and no evidence is given to support her claims. How did she help students improve their math skills? How did she know they were becoming more confident?

The second passage is much more detailed. It recounts a specific story and explains more fully what kind of work the volunteer did, as well as a specific instance of a student becoming more confident with her math skills. Providing more detail in your essay helps support your claims as well as make your essay more memorable and unique.

Step 4: Show Your Personality

It would be very hard to get a scholarship or place at a school if none of your readers felt like they knew much about you after finishing your essay, so make sure that your essay shows your personality. The way to do this is to state your personal strengths, then provide examples to support your claims. Take some time to think about which parts of your personality you would like your essay to highlight, then write about specific examples to show this.

• If you want to show that you're a motivated leader, describe a time when you organized an event or supervised other volunteers.
• If you want to show your teamwork skills, write about a time you helped a group of people work together better.
• If you want to show that you're a compassionate animal lover, write about taking care of neglected shelter animals and helping each of them find homes.

Step 5: State What You Accomplished

After you have described your community service and given specific examples of your work, you want to begin to wrap your essay up by stating your accomplishments. What was the impact of your community service? Did you build a house for a family to move into? Help students improve their reading skills? Clean up a local park? Make sure the impact of your work is clear; don't be worried about bragging here.

If you can include specific numbers, that will also strengthen your essay. Saying "I delivered meals to 24 home-bound senior citizens" is a stronger example than just saying "I delivered meals to lots of senior citizens."

Also be sure to explain why your work matters. Why is what you did important? Did it provide more parks for kids to play in? Help students get better grades? Give people medical care who would otherwise not have gotten it? This is an important part of your essay, so make sure to go into enough detail that your readers will know exactly what you accomplished and how it helped your community.

"My biggest accomplishment during my community service was helping to organize a family event at the retirement home. The children and grandchildren of many residents attended, and they all enjoyed playing games and watching movies together."

"The community service accomplishment that I'm most proud of is the work I did to help organize the First Annual Family Fun Day at the retirement home. My job was to design and organize fun activities that senior citizens and their younger relatives could enjoy. The event lasted eight hours and included ten different games, two performances, and a movie screening with popcorn. Almost 200 residents and family members attended throughout the day. This event was important because it provided an opportunity for senior citizens to connect with their family members in a way they aren't often able to. It also made the retirement home seem more fun and enjoyable to children, and we have seen an increase in the number of kids coming to visit their grandparents since the event."

The second passage is stronger for a variety of reasons. First, it goes into much more detail about the work the volunteer did. The first passage only states that she helped "organize a family event." That really doesn't tell readers much about her work or what her responsibilities were. The second passage is much clearer; her job was to "design and organize fun activities."

The second passage also explains the event in more depth. A family day can be many things; remember that your readers are likely not familiar with what you're talking about, so details help them get a clearer picture.

Lastly, the second passage makes the importance of the event clear: it helped residents connect with younger family members, and it helped retirement homes seem less intimidating to children, so now some residents see their grand kids more often.

Step 6: Discuss What You Learned

One of the final things to include in your essay should be the impact that your community service had on you. You can discuss skills you learned, such as carpentry, public speaking, animal care, or another skill.

You can also talk about how you changed personally. Are you more patient now? More understanding of others? Do you have a better idea of the type of career you want? Go into depth about this, but be honest. Don't say your community service changed your life if it didn't because trite statements won't impress readers.

In order to support your statements, provide more examples. If you say you're more patient now, how do you know this? Do you get less frustrated while playing with your younger siblings? Are you more willing to help group partners who are struggling with their part of the work? You've probably noticed by now that including specific examples and details is one of the best ways to create a strong and believable essay .

"As a result of my community service, I learned a lot about building houses and became a more mature person."

"As a result of my community service, I gained hands-on experience in construction. I learned how to read blueprints, use a hammer and nails, and begin constructing the foundation of a two-bedroom house. Working on the house could be challenging at times, but it taught me to appreciate the value of hard work and be more willing to pitch in when I see someone needs help. My dad has just started building a shed in our backyard, and I offered to help him with it because I know from my community service how much work it is. I also appreciate my own house more, and I know how lucky I am to have a roof over my head."

The second passage is more impressive and memorable because it describes the skills the writer learned in more detail and recounts a specific story that supports her claim that her community service changed her and made her more helpful.

Step 7: Finish Strong

Just as you started your essay in a way that would grab readers' attention, you want to finish your essay on a strong note as well. A good way to end your essay is to state again the impact your work had on you, your community, or both. Reiterate how you changed as a result of your community service, why you found the work important, or how it helped others.

Compare these two concluding statements:

"In conclusion, I learned a lot from my community service at my local museum, and I hope to keep volunteering and learning more about history."

"To conclude, volunteering at my city's American History Museum has been a great experience. By leading tours and participating in special events, I became better at public speaking and am now more comfortable starting conversations with people. In return, I was able to get more community members interested in history and our local museum. My interest in history has deepened, and I look forward to studying the subject in college and hopefully continuing my volunteer work at my university's own museum."

The second passage takes each point made in the first passage and expands upon it. In a few sentences, the second passage is able to clearly convey what work the volunteer did, how she changed, and how her volunteer work benefited her community.

The author of the second passage also ends her essay discussing her future and how she'd like to continue her community service, which is a good way to wrap things up because it shows your readers that you are committed to community service for the long-term.

What's Next?

Are you applying to a community service scholarship or thinking about it? We have a complete list of all the community service scholarships available to help get your search started!

Do you need a community service letter as well? We have a step-by-step guide that will tell you how to get a great reference letter from your community service supervisor.

Thinking about doing community service abroad? Before you sign up, read our guide on some of the hazards of international volunteer trips and how to know if it's the right choice for you.

Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Social Service In Public Schools

The Merriam-Webster dictionary defines social service as “an activity to promote social well-being; specifically: organized philanthropic assistance (as of the disabled or disadvantaged)” (Social Service). In addition, most social service agencies’ are categorized as a 501(c)(3), which suggests “that a particular nonprofit organization has been approved by the Internal Revenue Service (commonly known as the IRS) as a tax-exempt, charitable organization. ‘Charitable’ is broadly defined as being established for purposes that are religious, educational, charitable, scientific, literary, testing for public safety, fostering of national or international amateur sports, or prevention of cruelty to animals and children”(What does it mean..?). Shadow …show more content…

Long why she did not try the local Special Olympics working with the school district, as her son could have participated in team sports that way. I learned Alvin ISD’s Special Olympics activities’ is “at least an hour away” and this travel time made it harder for parents to take their children to and from activities. In addition, the program has bias towards middle and high school students and the only sports the district currently sponsor are track, swimming, bowling, and basketball, only one of which is a team sport. “I want my son and others like him, when talking to children without disabilities, to recall somewhat the same experiences when they talk about their childhood, or right now, their weekends”, was Mrs. Long’s explanation as to why she wanted to prioritize team sports for children ages four to fifteen when she first started SCML (Long, Sam). The rest of the staff and the board consist of “dear friends” of Mrs. Long who “understand the special needs community more than” her and “have a better understanding of its financial and legal aspects” are Ms. April Svetlik, VP and Volunteer Coordinator and Ms. Katie Robe-Torres, Administrative Director. According to Mrs. Long, Ms. Svetlik, as an occupational therapist, made the perfect candidate for volunteer coordinator. “Her medical background means she has a better understanding on what to expect from each child in the spectrum of disabilities, and is better able to explain and convey to volunteer ‘buddies’ …show more content…

This program is a partnership between SCML and a local high school club called Opportunity Smiles; the program also encourages the organization’s goal to develop social skills and self-esteem within the special needs youth. To accomplish these goals, funds are needed; Shadow Creek Miracle League gets most funds from individuals in the surrounding community who supports their cause. These monetary funds are used to buy all the sports equipment, which includes players’ uniforms and safety gear, and the certificates, trophies and food at each end of season

A Brief Note On Raleigh County Special Olympics

The second Level I fieldwork was a very enjoyable experience. Over the span of three months I was able to acquire various amounts of information from the individuals with Raleigh County Special Olympics. I was able to collaborate with the coaches, parents, and athletes to find out what technique worked best for each child with special needs. Upon my arrival, I had no idea how much fun I would have volunteering for Special Olympics basketball skills. Throughout the time I was there, I was able to see different diagnoses previously discussed in class. This experience was very eye-opening and informative. I personally learned a variety of things from the children that will better benefit me out in the field.

Special Olympics Research Paper

Special Olympics transforms lives through the joy of sports, every day, everywhere. They are the world’s largest sports organization for people with intellectual disabilities. It reaches more than 4.5 million athletes in 170 countries, along with millions of volunteers and supporters. Every day, Special Olympics inspires hope, confidence, and courage. Not only do they change the lives of our athletes, but also the lives of our coaches, families, volunteers and others who have the opportunity to take part. Having sport in common is just one more way that preconceptions and false ideas are swept away. Unified sports is all about social inclusion and that’s why we started the Patrick Henry UniPHied Track Team. Patrick Henry UniPHied Track Team

Frank Hayden's Special Olympics

The chance to make someone feel equal and wanted is one of the most accomplishing things that you can do as an individual. Having the opportunity to touch the lives of other kids that have some sort of disability is something that you will cherish forever. It is indescribable, unless you have the chance to do it yourself. Special Olympics is a worldwide organization that is meant for one goal and one goal only, to touch the lives of the disabled in any way, shape, or form. The amount of volunteers, money, and hours invested into the lives of these kids and into this organization will blow your mind. It is almost like you can’t describe this event over a paper; it has to be something that you experience for yourself. When I

My Career Goals And Philosophy Statement

"ALEX, YOU GOT TO START GOING, GO GET EM, GO GET EM." I yell at my oldest son as he hits the last quarter mile of his cross country meet. I love watching and cheering all my kids on as they participate in all kinds of sports and physical activities. Sports are the love of my life. I live for participating and watching my kids play. No imagine that you have a physical disability and you are unable to participate in sports. You are unable to have normal physical activity. This is the life of my other "kids". This is the life of my students. My career goal is to provide sports and physical education to disabled students.

School Social Work Case Study

1. Maria is a 12-year old female of Mexican-American descent. She currently is in the fifth grade at Eaton Elementary School. She was presented to the School Social Worker for an assessment based on teacher recommendations and other psychological testing. She appears disheveled and socially withdrawn. After fully interviewing Maria’s teachers and parents, and observing Maria at a minimum of three times, along with a record review, we will be able to determine what other assistance, if any Maria needs to be successful in school.

Special Education Field Experience Essay

In the beginning of the school year, I demonstrated leadership by participating in a Special Education Field Day. Students aged from kindergarten to twelfth grade with mental disabilities came from all over West Texas to have a fun-filled day of running, jumping, cycling, and games.

Social Work Application Essay

“Where do you see yourself in ten years?” This is a question that comes up frequently in many different situations that life throws at us; job interviews, college applications, and just in general conversation. For a lot of high school seniors, this might be a difficult question, but I like to think that I have a pretty good idea. I started out volunteering as a girl scout at a very young age, and throughout my youth my passion for helping people has grown tremendously. Social work was always something I had considered, but I was also thinking about a few other career fields. It wasn’t until the summer before my senior year when I went on a mission trip and worked in a daycare on a reservation that I knew that this was my calling. In addition, this class has really shown me the expanse of options that come with social work. The one that has stood out to me the most would be child protection, or child, family, and school social work. A person’s childhood plays a huge part in how

School Social Worker: Article Analysis

In the journal “Bringing Technology to School: A Online Resource Guide for the School Social Worker” provides insight how social workers can increase their professional knowledge and skills through the internet. The internet provides knowledgeable information to social workers that may be potentially beneficial to their clients and themselves. (Giffords, 2003) Throughout the journal, it provides school social workers with links to resources that be influenced into practice by presenting specific websites. For example, some current websites address school and gang violence, special needs students, drop out students, teen pregnancy, eating disorders, and many other current issues within the schools. A social workers professional is designed to

Role Of A School Social Worker

This paper defines the role of a school social worker and also explains social problems, roles, important trends and national organizations. School social workers help students succeed academically and have also learned to take into account the student life at home. With research within previous years and current years I am able to determine how the social work field will grow even more because of the high demand of well academically disciplined professionals.

Community Involvement Paper

In order to meet the foundation's service requirements, I plan to join an organization at Arizona State University known as Project Sunshine. This is a student-led organization that provides free educational, recreational, and social programs to children with medical challenges. Therefore, I will volunteer during the week at the Phoenix Children’s Hospital interacting with these children by creating a safe and cheerful environment through engaging games. I am confident that volunteering at the hospital will allow me to accumulate more than the required hours needed to give back to the Shawn Carter Foundation. However, I will also continue to be apart of the Best Buddies organization, which is where I will be a mentor to students who have disabilities.

My Leadership Experience In La Crosse

I grew up playing on the court since I was in second grade. I also love working with people with disabilities, particularly those with Down syndrome. As a result, I felt like providing my knowledge and assistance to the Special Olympics in Team Basketball would be a great benefit to the team and to myself. Even though I had the extra push because I needed to complete hours for a class, I went beyond the hours required. If I were to be asked to volunteer again, I wouldn’t hesitate. In fact, I plan to volunteer or coach again this winter. I know I could bring the athletes from point A to point B because of my previous learning experience and I am determined to create personal goals for everyone to strive for. I also would never let an athlete slip through the cracks, because I want everyone to come together as a team and inspire each other to work

ESO Personal Statement

Once interested in studying special needs education, I was enthralled when I discovered that one of the upperclassmen founded Educational Services Organization (ESO), a club aimed to help children with special needs. Unlike my anticipation to explore that field further, the founder and then-president graduated without any attempts to engage in activities that serve the club’s purpose. Disheartened, I voluntarily took charge as club’s president before the beginning of senior year and could recruit forty-three students to join. During my term as president, one of my goals was for ESO to volunteer at the Special Needs Holiday Party, the largest event for children with special needs in the state of Alabama, hosted by a local special needs charity in early December. I started to arrange collaboration with this local charity the July before school started, knowing that early involvement would allow ESO to play a significant role in organizing the Holiday Party.

Social Work In Public Schools

Social workers can act as consultants while helping educators enhance academic achievement in public schools. Social workers can inform school staff about the educational needs of Black and Hispanic families. They can also teach educators how to work with the families using a strength base perspective. School staff can be taught to view families, institutions and individual situations from a strengths base perspective that is inherent in the person in-environment context. Social workers can instruct families on the importance of education as a mechanism to enhance self-worth and develop empowerment skills. As community advocates, social workers can encourage parents to become involved in students’ academic progress. Neighborhood based organizations

The School Social Worker

The School Social Work branch is incredibly unique. The social workers often have dual responsibilities, helping as a social worker and as a therapist of sorts. School social workers are also the liaison, helping parents, the school board, and the administration work together and work better for the students. Schools are constantly changing and updating lessons, where the money goes, and school social workers are the ones to help the school board and administration be the best and decide what is best for the children.

Understanding Down Syndrome And Other Disabilities

for the members of my sorority. Miracle league is a baseball league for kids with special needs in

Related Topics

• Internal Revenue Service
• IRS tax forms
• Alvin Independent School District

• Student And Social Service Essay

Student and Social Service Essay

500+ words student and social service essay.

Schools provide a formative experience for children. The images of crayons, brightly painted halls, and bulletin boards can create joy in a child. The competencies of students can be used in social services, such as educating street children or making people aware of issues like pollution, environmental problems and various diseases. With the help of this student and social service essay, students learn how they can contribute to social service and what its benefits are. Moreover, they must also check out the list of CBSE Essays , which contains essays on different topics. Going through them will help in improving their essay writing skills.

How Students Can Contribute to Social Service

Students have some responsibilities towards society and the nation. They must contribute towards that in every way they can. Social service is one way for students to contribute to their society. Being humans, it is our responsibility to help each other in need.

Students can contribute to social service either in groups, organisations or as an individual. To serve in a group, students can join any of the social service organisations like the National Service Scheme (NSS) or NGOs that work in the social service sector. These groups organise various kinds of social work. Students can join them as a volunteer at their schools, colleges and universities. Many organisations also provide certificates which give much value and pride to a student.

Students can also do social service on their own and contribute to society as an individual. They can educate the people and society about the alarming situations which are creating hurdles for human life. Some of these issues are environmental pollution, poverty, deforestation, increasing air pollution in cities, lack of access to education, water scarcity, the COVID-19 pandemic and many more. They can do these things by organising rallies, hosting webinars & seminars, organising roadshows, etc.

Students can also make their own volunteer groups with the help of friends. Then, they can also arrange Christmas celebrations in orphanages and visit old-age homes and such places to help these people. They can also share some clothes and food with the street children and beggars.

Making these people happy and being the reason behind their smiles will give positive energy to students.

Students can provide self-defence workshops for women and children. They can run awareness campaigns, depression and stress relief sessions, provide food to the people in the COVID situation, etc.

Benefits of Social Service in Students’ Life

Engaging themselves in social service keeps students on the right path in a critical period of their lives. It develops love and sympathy towards the needy. In the future, if students want, they can also build their careers in this field. Many job providers give preference to those who have a volunteer certificate. Through social services, students get the opportunity to know the problems faced by poor and needy people. This may develop a zeal to solve such problems, and thus it develops the ability of problem-solving and leadership skills. This quality will help them to become the entrepreneurs of tomorrow. By doing social service, students will also earn the goodwill of the poor and the needy and learn to think more inclusively in the future – something that would be very vital in their character formation.

Students must have found “Student and Social Service Essay” useful for improving their essay writing skills. Visit BYJU’S website to get the latest updates and study material on CBSE/ICSE/State Board/Competitive Exams at BYJU’S.

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

• Share Share

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

Counselling

Essay on Student and Social Service

Students are often asked to write an essay on Student and Social Service in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Student and Social Service

Introduction.

Students play a vital role in society. They are the future leaders, and their actions can significantly impact the community.

Role of Students in Social Service

Students can actively participate in social services. They can volunteer in community activities, help the needy, and spread awareness about important issues.

Benefits of Social Service

Social service helps students develop empathy and understanding. It provides them with real-world experiences, fostering personal growth and civic responsibility.

In conclusion, students’ involvement in social service is beneficial for both the individual and society. It shapes them into responsible citizens and promotes a healthier community.

250 Words Essay on Student and Social Service

The role of students in social service.

Students, the future torchbearers of society, have a crucial role in social service. Their energetic, innovative minds and untapped potentials can significantly contribute to community development.

Why Students?

Students are often more open-minded, adaptable, and willing to learn. They are at an age where their experiences shape their understanding of the world. Engaging in social service not only broadens their perspective but also instills a sense of responsibility towards their community.

Areas of Involvement

Students can participate in various social services. They can volunteer in healthcare initiatives, environmental conservation, education for underprivileged children, and many more. These activities help them understand societal issues, encouraging empathy and compassion.

Impact of Social Service on Students

Participation in social service allows students to develop essential skills such as leadership, teamwork, problem-solving, and communication. It also helps them understand the practical implications of their academic knowledge.

Challenges and Solutions

While students’ involvement in social services is beneficial, it is not without challenges. Balancing academic responsibilities with social service can be demanding. However, proper time management and support from educational institutions can alleviate these issues.

In conclusion, students’ involvement in social service is a win-win situation. It benefits society while providing students with invaluable experiences and skills. By encouraging and facilitating students’ engagement in social service, we can ensure a more empathetic and responsible future generation.

500 Words Essay on Student and Social Service

The role and responsibility of students in social service.

The role of students in social service is a topic of great significance in the context of societal development. Students, being the young and energetic stratum of society, are the most potent force to bring about social change. They are the ones who possess the vigor and the vision to steer the society towards a better future.

Students as Catalysts for Social Change

Students have an inherent potential to act as catalysts for social change. Their fresh perspectives, untainted by prejudice or bias, can be instrumental in challenging the status quo and bringing about progressive changes. They can act as the impetus for social reform by raising awareness about social issues and advocating for change. For instance, students have been at the forefront of movements against climate change, racial discrimination, and gender inequality, proving their pivotal role in societal change.

The Importance of Social Service in Education

Incorporating social service into the curriculum can be an effective way of instilling empathy, compassion, and a sense of responsibility among students. Participating in social service not only helps students understand the challenges faced by different sections of society but also enables them to develop practical solutions for the same. This hands-on experience can be a valuable addition to their theoretical knowledge, thus making their education more holistic and relevant.

Students’ Initiatives in Social Service

Students can engage in a variety of social service activities depending on their interests and capabilities. They can volunteer at local charities, participate in community clean-up drives, organize awareness campaigns on critical issues, or even start their initiatives to address specific social problems. Such initiatives not only contribute to societal betterment but also provide students with opportunities to develop leadership skills, teamwork, and problem-solving abilities.

While the potential of students in social service is immense, there are also challenges that need to be addressed. Students often struggle to balance their academic responsibilities with their social service commitments. Moreover, they may lack the necessary resources or guidance to effectively contribute to social service.

Educational institutions can play a crucial role in overcoming these challenges. They can provide the necessary support and resources for students to engage in social service. Flexible academic schedules, credit-based social service programs, and mentorship opportunities can encourage students to participate in social service without compromising their academic commitments.

In conclusion, students hold a significant position in the sphere of social service. Their enthusiasm, innovative thinking, and commitment can drive social change and contribute to the betterment of society. However, for their potential to be fully realized, it is essential to provide them with the necessary support and encouragement. The future of society depends on the actions of its young members, and students, with their social service, can indeed make a significant difference.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on My Responsibility as a Student
• Essay on Importance of Sports for Students
• Essay on College Students

Apart from these, you can look at all the essays by clicking here .

Happy studying!

One Comment

Thanks for your help It is right for me

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

Tips for Writing a Standout Community Service Essay

←6 Diversity College Essay Examples

How to Write the “Why This Major” College Essay→

Through your college applications process, you’re likely to come across the term “community service” many times. In fact, you may be asked to write an essay about it. This post will cover the specifics of a community service essay and how to go about writing one, including what to cover and common mistakes to avoid. 

What is a Community Service Essay?

You may encounter the community service essay as you’re writing your supplemental essays for college. These are school-specific prompts that only go to the college that requests them, unlike the personal statement , which goes to every school you apply to. Not all schools require community service essays, but several do. It’s also a common requirement for scholarship applications, especially if it’s a school-specific merit scholarship. 

The community service essay is an essay that describes the initiatives you have taken outside of the classroom to benefit your community. In a 2018 survey of 264 admissions leaders across the US, 58% said that community service is a tie-breaker between students who are otherwise equally qualified. The community service essay offers you the opportunity to shine light on the work you have done to make an impact on the world and people around you, and is an additional way to help you stand out among other applicants. 

Approaching the Community Service Essay 

Understand the essay requirements  .

As with any essay, it’s important to first understand what is expected of your essay. For a start, elements to pay attention to include: 

• Length requirements
• Focus or subject of the essay prompt 
• Organization of the essay 

Although all community service essays ultimately have the same purpose of having you describe your local service activities, they can come with different types of prompts. Below are three sample prompts. Note the differences in topic specificity, length requirements, and breadth of the prompt. 

From the CGCS – Bernard Harris Scholarship Program: 

Please describe a meaningful volunteer or community service experience, including what you learned from participating.

From the University of California Application :

What have you done to make your school or your community a better place? (350 words).

From the Equitable Excellence Scholarship:

Describe your outstanding achievement in depth and provide the specific planning, training, goals, and steps taken to make the accomplishment successful. Include details about your role and highlight leadership you provided. Your essay must be a minimum of 350 words but not more than 600 words.

Brainstorming for your community service essay 

Once you have an understanding of what is required of the specific you are to write, the next step is to brainstorm ideas for a specific topic. If you have various community-engaged service experiences under your belt, consider the following before you finalize your decision. 

The best topics:

Are substantial in length and scope. It’s better to cover a long-term commitment than a one-off afternoon at the food pantry or animal shelter. 

Are transformative or inspiring. Although community service is “others”-oriented, colleges are looking to learn more about you. The ideal community service essay topic should be an experience that changed or challenged your perspective, and was ultimately fulfilling. 

Illustrate personal qualities or passions that you want to highlight. Given the specific prompt, and taking the rest of your application into consideration, which personal interests do you want to highlight? Which activity illuminates the personal quality that you want to bring attention to? 

These are all elements to consider before you begin writing your essay. 

Tips for Writing Your Community Service Essay 

1. include anecdotes.

Anecdotes are a great way to begin your essay, not only as a way to grab your reader’s attention, but by launching right into the experience of your service activity. You can start with a line about a particularly busy afternoon at the orphanage, or a morning cleaning up the streets after a storm, or the sense of accomplishment you felt when you watched a dog under your care at the animal shelter get adopted. 

2. Show, don’t tell 

We’re sure you’ve heard this axiom of general writing before, but it applies to college essays just as much as with any other piece of writing. Opt for evocative examples over plain explaining whenever possible. Take this sentence: “There was a lot of food waste at our school cafeteria.” It’s not nearly as powerful as this description: “I peered into the tall, gray trash cans to inspect the mountain of Styrofoam trays and discarded food. There were countless pizza crusts, globs of green beans, and unopened cartons of milk.” 

Anyone could write the first sentence, and it’s not a unique experience. In the second description, we’re shown the scene of the writer’s lunchroom. We get a peek into their perspective and life, which makes the writing more vivid and relatable. Aim to bring your reader into your world as much as possible.

3. Share your responsibilities and accomplishments.

The more tangible your community service activities feel to the reader, the more powerful your essay will be. Concretize your work by stating the basic details of what kind of work you did and what your duties involved, where it was based, when you began working, and the amount of time you spent working. 

Be sure to quantify your work and accomplishments when possible; it’s better to say your fundraiser yielded 125 books than “a large number” of books. It’s important to also elaborate on why the work you did matters. Why was it important? Did the books you collected or purchased after the fundraiser expand the library of the local orphanage that they already had, or did it offer the children easy access to books that wasn’t available previously? Be specific and detailed.  

4. Highlight what you learned and how you’ll use those lessons moving forward. 

Towards the end of your essay, you’ll want to share how you benefited from the community service work you did. This is an important part of the essay, because it shows how you are able to distill your experiences to applicable lessons in your own life. 

Think of this section in two potential parts: skills you learned, and personal development. Did you gain any hard skills, such as public speaking, poster design, or funds management? Then think about how you developed as an individual. Are you more empathetic or patient now? 

Things to Avoid in Your Community Service Essay 

1. don’t list out everything that happened..

You want to keep your essay well-structured and concise. This isn’t a résumé, or a play-by-play of the entire experience. Stick to the most telling details and anecdotes from your experience. 

2. Avoid using a pretentious or privileged tone.

Humility goes a long way, and entitlement can be smelled from afar. The purpose of this essay is not to paint yourself as a savior of any kind, but rather to show what’s important to you in your non-academic life, and how you approach solving real-world and interpersonal problems. 

3. Avoid clichés.

It may be tempting to quote famous people, but doing so can easily seem like a shortcut, plus it shows little of who you are. Try also to steer clear of trite and vague life lesson lines such as “I learned that people can be happy with so little,” or “I learned the importance of giving back.” Not only do they carry a tone of privilege, they are also sweeping general conclusions and don’t convey anything specific of what you learned. 

Community service is only a part of the college application process, which can be daunting and confusing. CollegeVine will help you navigate each step of the process, from building a college list, to calculating your chances at each school using our chancing engine. Create your free account and get started now !

Related CollegeVine Blog Posts

Essays About Community Service: Top 5 Examples Plus Prompts

If you are looking for your next writing topic, discover top examples of essays about community service and helpful writing prompts in our guide.

Community service refers to an individual or a group’s volunteer work dedicated to improving the community and its people. In America, Benjamin Franklin introduced community service in the 18th century by developing the idea of ​​the first volunteer firehouse in Philadelphia . Since then, stepping up has become a norm, with more people encouraged to participate.

Volunteering helps individuals gain experience, improve self-esteem, expand knowledge, and promote healthy goals. In addition, choosing community service as a topic in your essay allows you to explain its significance to entice your readers to get involved. To give you an idea of ​​how to write essays about community service, here are five examples that will help you.

5 Top Examples On Essays About Community Service

1. essay on community service and its importance by joni kim, 2. community service experience: essay on what i learned by anonymous on gradesfixer.com, 3. why is community service important by perry mullins, 4. concept of the community services in modern society essay by anonymous on ivypanda.com, 5. community service experience essay by writer molly, 1. community service vs. volunteering, 2. community service: then and now, 3. why we should volunteer, 4. community service in schools: mandatory or voluntary, 5. community service and its influences, 6. types of community service, 7. my community service experience, 8. donation or service: what’s better to give.

“The service helps the group of people in need, for example, senior citizens, children, people with disability and the likes. Sometimes community service is geared towards solving problems related to the needs of community members, especially low-income earners.”

Kim explains that community service is a voluntary action done through various means. It includes health and child care services, education, housing, and other improvements to aid and support the community members who need the most assistance. Then, Kim focuses on its importance to individuals, the community, and the country. The essay showcases how community service improves social, interpersonal, and decision-making skills. It also allows students to explore and find their interests. Ultimately, Kim believes that the real-life experience of volunteering assists in determining one’s career path, providing advantages when applying for a job.

“This experience has helped me to cherish my ability to influence and impact others in a positive way, and it helped me to look at community service as a benefit for myself, instead of just another obligation to fit into my schedule.”

In this essay, the writer reflects on their community service experience, sharing the gains they reaped from the program. They discuss how their undying love for animals and tight-knit communities made them realize the gravity of sharing. They also had the opportunity to strengthen and develop a new set of talents and skills from the encounter. However, the author also mentions that when the desire to do good morphs into a forced responsibility, it leads to failure. The writer says they often receive more benefits than the people and animals they help, as the experience makes them more patient, flexible, and responsible.

“True volunteering lies in an individual’s will and drives to help other and enforcing it eliminates that drive.”

Mullins focuses his essay on explaining why it should not be mandatory for students to do community service. For him, mandatory volunteering takes away the true meaning of volunteerism. Students only view it as additional work – an obligatory criterion they must check off their list to graduate. He claims that students will gain nothing but stress instead of new skills and knowledge when compulsory community services are in place.

“As for me, I consider community work as a good opportunity to get the main idea of some particular services, still, I would not have the same great desire to participate in social life if the services would become obligatory for graduation.”

In modern society, volunteering is becoming a necessary factor in many organizations. People with experience in community service have more opportunities to get a job. The author delves into community service’s importance but also criticizes that making it a requisite takes away its value. With various arguments from professionals like Alina Tugend , the essay further argues that no one would want to receive help from people who consider it an obligation.

“The community service project is different from other school educations the community service can teach us how to love others and how to fulfill our heart with joy.”

Molly dislikes homeless people because of their appearance and smell, but this all changes when cleaning and selling preloved items to homeless people becomes the best experience of her life. Community service taught her that the homeless are no different from her. She also learned to be thankful for her situation. She concludes that after the program, she became more respectful, responsible, and caring to other people.

Do you want to secure that A+ Grade? Check out our round-up of the best essay writing apps for students and academics.

8 Helpful Prompts on Essays About Community Service

If you’re still confused about the topic and can’t choose what to talk about, you can use the prompts below:

To write this prompt, the first part of your essay should discuss the meaning of community service and volunteering. Next, identify and examine the different characteristics of a community service worker and volunteer to clearly explain their similarities and differences. Then finish your essay with your opinion on the matter or look for more information you can expound on in your own words. 

This prompt shows how people’s definitions, processes, and perceptions of community service changed over time. Research and write down how community service started in your country or area to make it more relatable. Include examples of community services that made a big difference for the community and consider how these services impacted people’s lives.

Explain to your readers what voluntary work means and why exposure to it is crucial. Next, write the advantages and disadvantages of volunteering and what they should expect if they decide to be a volunteer. Finally, share your experience to clarify your comments, suggestions, and other points.

The decision to make community service mandatory in every school is still up for debate. First, pen your opinion on this topic and whether or not you agree with compulsory community service. Then, discuss your reasons and provide examples or factual evidence to support your arguments.

Identify and scrutinize the positive and negative effects of community service. Find news articles where one type of community service impacted its volunteers, community, and people differently. Write down how the organizer dealt with different situations and if it affected the program’s outcome.

There are three kinds of community service: direct, indirect, and advocacy. First, discuss and give examples for each one. Then, explain how these services differ from programs under service-learning. For example, direct community service includes directly serving homeless people food and clothes, while in service-learning, volunteers will teach people to garden and earn income. 

Use this prompt to share your memorable experience while doing community service and what you learned from it. It doesn’t matter if it’s a short program at your school, work, or organization. The important thing is that you have experience in community service. Include your initial reaction and if it changed over time while you were doing the service.

Some choose to donate money to various organizations that perform community service. Others join the program and personally help other people. In this prompt, share your opinion on the topic and whether you consider donating as community service. To make your essay more intriguing, look for prominent personalities who consistently contribute or engage in community service versus those who only present monetary assistance. 

AI grammar checkers are powerful resources that can help you improve your writing. See our guide on how to use an AI grammar checker. For help with this topic, read our guide explaining what is persuasive writing ?

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

View all posts

Why is Social Service Important for Students? Essay on Social Service in School.

Back to: Sociological Foundation of Education Unit 2

Why is Social Service Important for Students? Essay on Social Service in School

Social services means to do something good for the society and the people in it. It is the duty of every citizen to be responsible towards their society. Educational institutions should inculcate the habit of doing social service in children from a young age. Social services teach students to be responsible citizens of the society. It makes students understand the value of serving others and helps them develop self-discipline and critical thinking skills. Participating in social services makes children good citizens and provides an opportunity to build relationships with others in the community. Volunteering in community service will make the students ready for their future by developing real-world skills that will help them succeed in school and beyond. Students will understand that their positive efforts will make a real impact in the world and encourage others to do so too. 

Benefits of  Community Service   in School 

By getting involved in community service, students can benefit in many ways:

• i. Students will be socially responsible from a young age. 
• ii. They will learn to help others in need and understand the importance of giving back. 
• iii. Gives an opportunity to use class learnings in real life. 
• iv. Improves lifelong communication, interpersonal, and critical thinking skills.
• v. Helps students to figure out their passions and interests. 

Impact of Social Ser vices in a Student’s Life

• i. It will give the students a feeling of satisfaction when participating in social services. They will grow up in becoming caring and helpful citizens. 
• ii. The time of students will be utilised wisely and efficiently rather than getting wasted in unnecessary things. 
• iii. It will give a sense of motivation to students. They will have trust in their capabilities more and believe they can make an impactful change. 
• iv. Social services develop enthusiasm in students to do more for the society and country. It inspires the students to keep doing more and better for the society and themselves. 

Students are future of the country and should know how to care for their society. The future lies in the hands of the younger generation. They will work towards the development and betterment of the country in future. Therefore, students should know how to interact sociallyand have social responsibility. This can be done by introducing social services in schools and encouraging students to participate from a young age.

How To Write A Community Service Essay That Gets You Accepted

Are you struggling to showcase your community service in your college admissions essay ? This step-by-step guide will help you understand the importance of community service, choose meaningful experiences, and highlight your leadership roles.

By connecting your involvement to personal growth and values, you can craft a compelling narrative that will leave a lasting impact on admissions officers.

Get ready to impress with your community service and take your college application essay to the next level!

Key Takeaways

Demonstrating community service showcases a commitment to making a positive impact and creating social change through volunteering.

Prioritizing meaningful community service experiences that align with passions and values is important for making a tangible impact and contributing skills and expertise.

Taking on leadership roles in community organizations highlights leadership skills, initiative, and responsibility, and provides specific examples of contributions and outcomes achieved.

Connecting community service to personal growth and values allows for a deeper understanding of oneself and the world, while also acquiring transferable skills for future pursuits and preparing for success in college and beyond.

Highlight Leadership Roles in Community Organizations

To effectively showcase your community service in college essays, emphasize your leadership roles in community organizations. Highlighting your leadership skills and community engagement can demonstrate your ability to make a positive impact and contribute to the betterment of your community. Admissions officers are looking for students who not only participate in community organizations but also take on leadership positions, as this shows initiative, responsibility, and the ability to inspire and motivate others.

When discussing your leadership roles, be sure to provide specific examples of how you have contributed to the organization and made a difference. Talk about the challenges you faced , the strategies you implemented, and the outcomes you achieved. This will help paint a clear picture of your leadership abilities and how you have used them to positively impact your community.

In addition to highlighting your leadership roles, it's also important to reflect on the skills you have developed through these experiences. Discuss how your involvement in community organizations has helped you develop important skills such as communication, problem-solving, teamwork, and organization.

Connect Community service to Personal Growth and Values

When writing about your community service in college essays, it's important to connect it to your personal development and ethical values. By doing so, you can effectively showcase how these personal experiences have shaped you as an individual and influenced your beliefs and values. Here are three ways to highlight this connection:

Self-reflection: Discuss how your community service has allowed you to gain a deeper understanding of yourself and your place in the world. Reflect on the personal growth you have experienced through these activities, such as developing leadership skills or cultivating empathy and compassion.

Values alignment: Demonstrate how your community service aligns with your ethical values. Explain how your participation in community service or volunteering has allowed you to live out your beliefs and make a positive impact on the world around you.

Transferable skills: Showcase the skills you have acquired through your community service that can be applied to your future academic and professional pursuits. Whether it's communication, problem-solving, or teamwork, emphasize how these experiences have prepared you for success in college and beyond.

Craft a Compelling Narrative Around Community Impact

One crucial step in showcasing your community service in college essays is crafting a compelling narrative that highlights the impact you have made. To effectively convey the value of your community work, it's important to tell a story that demonstrates your ability to create change and build relationships.

When crafting your narrative, focus on specific instances where you'd a direct impact on the community. Share stories of how your efforts made a difference and improved the lives of those around you. Highlight the relationships you built along the way, showcasing your ability to collaborate and work effectively with others.

To make your narrative more compelling, emphasize the challenges you faced and how you overcame them . Discuss the obstacles that stood in your way and the strategies you implemented to create meaningful change. This will demonstrate your resilience, determination, and problem-solving skills.

Additionally, use descriptive language to paint a vivid picture of your community service. Help the reader understand the context and environment in which you operated, allowing them to fully grasp the significance of your impact.

Understand the Importance of Community service

Understanding the significance of community service is crucial for college applicants. Not only does it demonstrate your commitment to making a positive impact, but it also showcases your ability to create social change through volunteering. By actively participating in community service, you have the opportunity to develop and enhance important skills that will benefit you in college and beyond.

Volunteering isn't just about giving back; it's about actively engaging with your community and working towards a common goal. Through volunteering, you can gain valuable experiences and insights that can shape your perspective on various social issues. This hands-on involvement allows you to understand the challenges faced by different communities and develop a sense of empathy and compassion.

Furthermore, community service provides you with the chance to create social change. By dedicating your time and effort to a cause, you can contribute to the betterment of society. Whether it's working with underprivileged youth, advocating for environmental sustainability, or supporting local nonprofits, your involvement can make a tangible difference.

Colleges value students who demonstrate a commitment to community service because it showcases your character, leadership skills, and ability to work collaboratively with others. It also highlights your dedication to making a positive impact on the world.

Choose Meaningful Community Service Experiences

When selecting meaningful community service experiences, prioritize those that align with your passions and allow you to make a tangible impact. Look for opportunities where you can contribute to a cause that resonates with you on a personal level. This won't only make the experience more fulfilling, but it will also demonstrate your genuine commitment to the cause in your college essays .

To make a meaningful impact, consider getting involved in projects or organizations that have a long-term commitment to the community. This shows your dedication and perseverance, as well as your ability to make a lasting difference. Look for opportunities where you can contribute your skills and expertise, whether it's through tutoring, mentoring, volunteering at a local shelter, or organizing fundraising events.

By choosing community service experiences that are meaningful and align with your passions, you're more likely to stay engaged and committed in the long run. This commitment will shine through in your college essays, showcasing your dedication to making a difference in your community. So, take the time to explore different opportunities and find the ones that truly speak to you.

how to add Community service in College Essays

Showcasing your community service in your college essays is crucial for demonstrating your character, values, and personal growth.

By choosing meaningful service experiences, highlighting leadership roles, and connecting your involvement to your own development, you can craft a compelling narrative that showcases your impact on the community.

Remember to use concise, informative, and persuasive language to effectively convey the importance of community service in your college application.

Are you trying to get into your dream college but feeling a bit lost? Don't worry, I’m here to help you make it happen! Let's work together to make your college dreams come true!

Enroll in my exclusive College Bound Online Course and unlock the insider secrets to make your dream college a reality.

Sign up now and pave your path to success! 🚀

Frequently Asked Questions

How long should my college essay be when discussing my community service.

Your community service essay should average between 350 and 600 words. Make sure you refer to the requirements for your essay before writing and submitting.

Should I Focus on One Specific Community Service Experience or Include Multiple Experiences in My Essay?

When discussing specific experiences in your college essay, it's best to include multiple community service experiences. This shows your varied involvement and dedication to making a difference in different areas.

Is It Better to Highlight My Leadership Roles in Community Organizations or Focus on the Impact of My Community service?

To make your college essay stand out, focus on highlighting your leadership roles and measuring the impact of your community service. Show how you have taken charge and made a difference.

How Can I Effectively Connect My Community service to My Personal Growth and Values in My College Essay?

To effectively connect your community service to your personal growth and values in your college essay, focus on the impact of your involvement and how it has shaped you. Show how your values align with the work you've done and how it has helped you grow.

The College Application Process - The Ultimate Guide

How to choose the perfect college program for your future goals.

• Homework Help
• Essay Examples
• Citation Generator
• Writing Guides
• Essay Title Generator
• Essay Topic Generator
• Essay Outline Generator
• Flashcard Generator
• Plagiarism Checker
• Paraphrasing Tool
• Conclusion Generator
• Thesis Statement Generator
• Introduction Generator
• Literature Review Generator
• Hypothesis Generator
• Social Services Essays

Social Services Essays (Examples)

1000+ documents containing “social services” .

Filter by Keywords:(add comma between each)

Social services.

Social Services and Child elfare in New Jersey The history of social services has its successes of children who as a result of child welfare intervention are removed from the grip of their abusers and find loving and nurturing homes. These are cases few and far between when one weighs them against those children who are moved from one foster care situation or group home to another. Then there are those who are moved into situations of greater detriment, the likes of which we know from Lisa Steinberg and Faheem illiams, most notably. The severity of these situations frustrates anyone who has taken an oath to protect or to serve a specific population. For police officers and firefighters this oath is inclusive of the general population; for social workers, however, this oath narrows to children under the age of 18, those who are considered minors in the eyes of the law. Child….

Works Cited

Gado, M. (2004). A child not breathing: the killing of Lisa Steinberg. Court TV's Crime Library. Retrieved 26 November, 2004, from http://www.crime library.com/notorious_murders/family/lisa_steinberg/1.html

N.J. STAT. ANN. [sections] 9:6-1 (West 1993 & Supp. 1998).

O'hagan, K. (1993). Emotional and psychological abuse of children.

Olsen, A.O. (17 June, 1996). Verdict in Abuse Case Threatens Safety of Children. Lancaster New Era: A14.

Social Service Solutions

Coffee-Town Problem Human Service Plan Coffee-Town is an area with great social service professionals that do a great job of service delivery to help the people of the community. However, even with the great performance there are some shortfalls and shortcomings that are under way whereby people are unable to get the full depth and breadth of the services that they need. In addition, the bureaucracy of all of the different social services and how they do (or do not) fit together is creating a headache and a substantial amount of time spent to get each of the individual services. To ameliorate this condition, there will be suggestions made to absolve the problem in addition to some other suggestions and pointers that will aid the overall progress. While there are challenges that can inhibit changing the status quo for the people that need services and the people that deliver them, these conditions….

Proposal for Social Services Entity

Social Services Entity Social work is a demanding field that warrants a closer examination as to the effectiveness of the social workers in the Child Protective Services Agency. With increased caseloads, social workers may not meet the needs of its constituents. Furthermore, decision-making and judgment may be impaired due to the associated level of stress experienced. In the field of social work, the goal is to make a difference in the lives of others. Over the last several years, the advocacy role of social workers has increased, thus creating additional stress and conflicting priorities. In part, society has placed a great deal of demands on this role. Hence, one must wonder as to the effectiveness of such a demanding roles. From helping others to manage their daily lives, understanding and adapting to illness, disability, and death, and obtaining social services, such as health care, government assistance, and legal aid, such a….

Bleakley, A. (2005). Stories as data. Medical Education, 39, 534 -- 540.

Child Maltreatment. (2009). HHS. Retrieved from:  http://www.acf.hhs.gov/programs/cb/pubs/cm09/cm09.pdf 

Comparative Analysis. (2011), Business dictionary. Retrieved from:  http://www.businessdictionary.com/definition/comparative-analysis.html 

Elliot, K. (2006). Ethnicity, culture, and child maltreatment. Journal of Social Issues, 62 (4), 787 -- 809.

Race in Social Services

ace" in Social Services ace in Social Services Children's Institute International (CII) is a private non-profit organization that improves the lives of Los Angeles' most vulnerable children by helping them directly and by strengthening the families and the communities in which they live. The organization is an equal opportunity employer and, therefore, race is not a factor that has any role to play in either recruitment or career planning. ace is also not an eligibility criterion for the organization's service programs that include the key areas of child and family assessment, sexual abuse treatment, domestic violence intervention, family treatment services, therapeutic day care, and long-term foster family care. Thus, it is evident that race has no role to play in CII. In fact, since CII's objective is to serve families and children all over Los Angeles country, its programs and services do not even specifically target a particular racial or ethnic population.….

Children's Institute International Web site. (2004). An Overview of CII; Employment;

Cultural Considerations in Relation to Child Abuse & Family Violence. Retrieved Oct. 25, 2004:  http://www.childrensinstitute.org/index.html

Supervisory Experience Social Service Setting

She was not afraid to share personal experiences, within levels of appropriate professional conduct. For example, when one Hispanic family with a son with a visual impairment expressed their frustration with dealing with their son's doctors, she took a special interest in their case. She referred them to appropriate agencies that could provide them with resources to deal with their son's condition and she also stressed the need to be an advocate within the school and medical systems. Ask questions, don't be afraid to repeat something if it isn't clear -- don't be ashamed if your English is not perfect, she counseled. She was sensitive enough to suggest when Hispanic families might need a translator, when dealing with legal or school administrators, if she knew that she or another Spanish-speaker would not be present during a meeting. Competencies Even for the supervisor I shadowed cultural barriers, such as cultural beliefs that….

Divorce is often a messy emotional as well as legal matter, and divorced women were often uncertain about the amount of time and energy they wanted to devote to securing child support payments. Women who had separated from abusive spouses were also uncertain as to how much time and energy they wished to devote to a relationship they wanted to forget, regardless of the possibilities of financial remuneration. Recent immigrants brought different cultural assumptions to the correct roles of different parents. Some women felt that they had failed as parents, because they were no longer living with their child's father. In the Hispanic community that made up much of the supervisor's work, very often women blamed themselves for their children's and their problems making ends 'meet.' They felt that their main role in life was to be a good mother, and if their lives did not live up to….

Department of Social Services

Audit of Organizational Effectiveness Department of Social Services Effectiveness audit: The Department of Health and Human Services Organization to be analyzed The Department of Health and Human Services is the umbrella organization within the U.S. government devoted to improving the welfare of citizens through various wellness promotional efforts. Its website proclaims that "the Department of Health and Human Services (HHS) is the United States government's principal agency for protecting the health of all Americans and providing essential human services, especially for those who are least able to help themselves" (About, 2013, HHS). The HHS focus is on the 'human' dimension of healthcare. This means that it has made a commitment to partnering with state and local offices to promote various health initiatives, such as disease containment and preventative medicine. This ensures that health needs can be met in an individualized manner, given that different groups and people have different health needs over their respective….

About. (2013). HHS. Retrieved from:

 http://www.hhs.gov/about/orgchart/ 

FDA and USDA scientists say U.S. food system needs strengthening; hundreds say corporations wield undue influence. (2010). Union of Concerned Scientists. Retrieved from:

 http://www.ucsusa.org/news/press_release/fda-and-usda-scientists-survey-0402.html

how to improve'social'services delivery

Applying Theories to egional Level Challenges ural New Mexico Challenge: Social services delivery and access in rural regions Nearly 20% of welfare recipients live outside of large metropolitan areas and are a critically underserved population (WKKF, 2004). The regional level challenges of working in rural and remote areas like those in New Mexico are both similar and different to the challenges of meeting social services needs in urban areas. The most important difference between rural versus urban service delivery is geographic and transportation constraints. Surveys of rural regions in New Mexico show that there are insufficient service access points for almost every aspect of social welfare including child care and public assistance (WKKF, 2004). Therefore, addressing these needs using a combination of public policy, planning, and technology implementation is important. Moreover, the costs for rural social services are in most cases greater than they are in urban centers because of the additional costs associated….

Jenkins, R., et al. (2011). Social, economic, human rights, and political challenges to global mental health. Mental Health in Family Medicine 8(2): 87-96.

Malai, R. (2012). Social workers face new challenges. NASW News. Retrieved online: https://www.socialworkers.org/pubs/news/2012/02/recession-social-workers2.asp?back=yes

McClure, K. (2016). 6 challenges of the human services worker. Relias. Retrieved online:  https://www.reliaslearning.com/blog/6-challenges-of-the-human-services-worker

Department of Social Services of Wilson Nc's Success in School Program

New Program Service Description Organization: New Service Description New service description: Partners for a Healthy Baby thru the Success in School Program The new program entitled Partners for a Healthy Baby will be administered through the Department of Social Services of Wilson, NC's Success in School Program. Success in Schools is designed to help at-risk pregnant teen mothers navigate their responsibilities to their new babies and to school to ensure that they graduate. Partners for a Healthy Baby is specifically designed to address the physical and medical challenges teens often face as well as the fact that babies born to pregnant teens often face more significant medical risks than those born to women in their twenties partially (although not exclusively) due to a lack of prenatal care. For example, one reason teenage mothers are at higher risk during their pregnancy is their greater likelihood of developing high blood pressure "called pregnancy-induced hypertension" ("Teenage pregnancy," 2015).….

Department of Social Services of Wilson, NC. (2015). Retrieved from:

http://www.wilson-co.com/264/Social-Services

Folic acid. (2014). Medline. Retrieved from:

 http://www.nlm.nih.gov/medlineplus/druginfo/natural/1017.html

Promoting a Social Services Event for Homeless Veterans

Communications Project Portfolio for a Veterans Day Stand Down During the Vietnam war, a stand down command meant that troops were allowed a period of rest following offensive hostilities. More recently, the stand down command has been applied to annual events in many American cities that are designed to help homeless veterans and other veterans in need of social services. Although tens of thousands of veterans remain homeless across the country today, their numbers have declined in recent years due in large part to these community-level stand-down events. To further these laudable objectives, this paper provides a situational analysis of five new communications that can be used to promote an operation stand-down event in a typical American city, followed by a discussion concerning lessons learned in this module and their applicability to real-world situations. Finally, a summary of the research and important findings concerning the foregoing issues are provided in the….

Costello, Margaret A. (2012, Winter). "Heroes or Hopeless? Homeless Veterans Caught in a Dysfunctional System," The Journal of Law in Society 13(2): 417-421. Print.

McMurray, Marsha. (2001). Homeless Veterans and Healthcare: A Resource Guide for Providers. Washington, DC: National Health Care for the Homeless Council. Print.

"Press releases." (2016). Gebbie Press. Web.

Stand Down. (2016). National Coalition for Homeless Veterans. Web.

Progress Report Memo

Progress Memo TO: FROM: DATE: August 10, 2017 SUBJECT: PROGRESS ON THE CHILDREN AND FAMILY SERVICES Goals Delivered We are glad to inform you that in line with the agreed contract, we have made efforts towards making sure vulnerable children living within the county are fully protected. We have had talks with legal experts towards ensuring that the concerned children are able to access basic services and also that their rights as humans are protected. We are also employing legal methods and several others in searching for and reuniting these destitute children with their families. We have almost completed the searches for the families of the children available to us. This is quite important as the county can be free from the associated problems of hosting these kids. Reuniting these destitute children with their families will make sure that they get proper care, their educational pursuit is backed and their health is preserved. We are glad….

Social Service Parenting Issues

client that Martiza is concerned about. The woman in question needs building of parenting skills as well as self-efficacy skills. There will be two one-on-one sessions per week over a period of six months. Maritza desires to employ a single system research design so as to evaluate the effectiveness of this possible intervention before the intervention kicks off. While Martiza has her work cut out for her, she can and should be able to pull off good results so long as the person being intervened with is cooperative and wants to improve their life and self-image. The best overall research plan is to use results-based intervention, and that takes on two overall forms. First, one should look at the results that happen as the intervention goes on. No intervention or plan can be used in a cookie-fashion as no two situations are entirely alike. As such, regardless of what is….

Virginia Department of Social Service This Is

Virginia Department of ocial ervice This is a paper discussing policy in Virginia Department of ocial ervice, deals with diversity, ethics and privacy issues in the work place. It has 10 sources in Turabian style. Creativity, diversity and innovation define the health and wealth of a nation, a nation is of course not a single unit. It comprises of people of different races, the ideologies, the industries, companies and organizations which are run by intelligent people. In today's globalized world, the word nation has been deconstructed and internationalism is now a new nationalism. The mixing of races, ethnic groups, and nationalities at home and abroad is at a record level. In a world where technology has brought the people of far cultures to a global village, where individuals, organizations and entire countries draw strength and personality from places as near as their local neighborhood and as far away as a distant continent,….

VDSS "Virginia Department of Social Service" Official website, 2002 at  http://www.dss.state.va.us/geninfo/privacy.html 

Warner, Mark, 2002, Governor "Executive Order 2 COMMONWEALTH OF VIRGINIA OFFICE OF THE GOVERNOR, Equal Opportunity" available at http://www.governor.state.va.us/Press_Policy/Executive_Orders/html/EO_01.html

Cherrington, David J.; Middleton, Laura Zaugg, 06-01-1995, An introduction to global business issues. . Vol. 40, HR Magazine.

Fox, Jon Michael and Fox, Ronni Lea., 2000. Exploring the Nature of Creativity Dubuque, Iowa: Kendall/Hunt Pub. Co. 192pp

Social Work Under the California Child Abuse

Social Work Under the California Child Abuse and Neglect eporting Law, counselors, teachers, and other professionals are legally obliged to report suspected abuse or neglect. The legal obligation to report instances of child abuse or neglect to a local, state or federal social services agency is generally a good idea because it ensures reporting by teachers, counselors, and others who are in contact with the child. It is assumed that mandatory reporting means immediate and beneficial intervention. The reality is more complicated than this. Alerting child protective services can have unwanted detrimental effects on the child. As Lough (n.d.) points out, "nagging doubts about how the person suspected of abusing a child will react, what the outcome will be, and whether or not the report will put the child at greater risk" are what make the mandatory reporting laws controversial. Theoretically, with a legal obligation, the individual is more motivated to report.….

County of Riverside (2013). How do I report child abuse? Retrieved online: http://dpss.co.riverside.ca.us/childrens-services-division/child-abuse-reporting/how-to-report

Lough, P. (n.d.). California Department of Social Services Office of Child Abuse Prevention. The California Child Abuse and Neglect Reporting Law. Retrieved online:  http://www.dominican.edu/academics/resources/facultyresources/file/childabuselaw.pdf 

State of California Department of Social Services (2013). Report abuse. Retrieved online:  http://www.cdss.ca.gov/cdssweb/PG20.htm

Social Work Preparation Exercises

Social Work Exercises Preparing for 3 Clients Mrs. Nancy Cannon telephoned from her place of work ( the Capital nsurance Company -- phone [HDDEN] She sounded concerned. She said that on the previ-ous Saturday night, her 14-year-old daughter Amy had come home after her 9: 00 p. m. curfew, smelling of alcohol. She says that she " grounded" her daughter but now wants to talk with a social worker about the situation. Mrs. Cannon requested an appointment for herself alone, indicating that she wanted to sort things out with someone before she dealt further with her daughter. Mrs. C. reported that this was the first such incident. She said, " 've never had any trouble whatsoever from Amy. She's been a wonderful child." She stated that she had not sought pro-fessional help before and that this was her first contact with any social service or mental health agency. She indicated that her husband,….

I would have to take a moment to breathe and clear my head. My own frustration about the fact I id not get a raise should not interfere with the well being of my upcoming client. I would remind myself that I am in this field not for the monetary benefits, but for the joy of helping real people with real problems. I would tell myself that this is a testing moment; I either need to center myself and help those in need, or stop altogether.

The issue of handling this case is a very sensitive one. Unfortunately, "despite many changes that have occurred in the treatment of rape victims, there still exists in our society ignorance about, and ambivalence towards the rape victim, causing for many an additional stress" (South Eastern CASA, 2012). This is especially true for date rape victims, who are often stigmatized as having not been raped in a traditional sense. Many tend to falsely believe that the victim was either using an excuse after the fact, or simply lost control because of their own vices in regards to drugs or alcohol. This creates a scenario where there needs to be a certain degree of trust built within the empathy provided by the social worker. Thus, "given that the victim's trust in people has been betrayed by the rapist, it may make it more difficult for her to trust others. The counselor needs to indicate that she can empathize with the victim's feelings, that she can listen and acknowledge the intense emotions the victim has, and encourage rather than suppress discussions of these" (South Eastern CASA, 2012). It is crucial that the social worker provide a sense of trust and understanding in order to best help the victim at hand. This trust will help

Writing an essay on impact of immigration on UK Economy and need help.

Most of our example essays dealing on immigration and the economy focus on the United States, so we cannot point you towards a handy on-point example essay that will outline the format and give you a good idea of the type of content you should have.  However, we can still give you a great starting point for an essay about the interaction of immigration and the economy in the UK .  In your essay, you could look at several different factors that impact the economy.  These factors include the number of available workers,....

Help with essay on every secondary school student should be required to do community service as a condition for graduation

The most important thing about writing a persuasive essay is that you are not simply presenting information; you are trying to convince the reader to agree with your position.  It is also not an argumentative essay.  In a persuasive essay, it is not only permissible to use opinions and emotion, but in an argumentative essay the writer needs to rely solely on logic.  The idea that secondary or high school students should be required to do community service as a condition for graduation is one that many people have discussed.  People give many different reasons....

Can you explain the effects of trauma on children and young people outlining the similarities and differences between the two groups?

Trauma refers to any deeply distressing or disturbing event.  Trauma takes many shapes, from intentional abuse to unavoidable traumas like the death of a loved one.  Trauma can have long-lasting effects including impacts on both physical health and mental health .  Because of the differences in personality acquisition and perceived and real differences in helplessness and power, one might anticipate that trauma would impact children differently than it impacts young people. 

For example, children who experience trauma are more likely to experience learning problems.  Kids experiencing trauma may have lower grades and behavior problems in....

Could you suggest some essay topics related to Opioid Epidemic?

Topic 1: The Root Causes of the Opioid Epidemic Examine the complex interplay of factors contributing to the opioid epidemic, including the role of prescription practices, socioeconomic inequality, and the influence of pharmaceutical companies. Topic 2: The Socioeconomic Impact of the Opioid Epidemic Analyze the devastating consequences of the opioid epidemic on communities, including increased crime rates, poverty, and the strain on social services. Topic 3: The Role of Prescription Practices in Fueling the Epidemic Investigate the role of doctors, pharmacists, and the healthcare system in the overprescription of opioids and its impact on the epidemic. Topic 4: The Failure of Law Enforcement....

Social Services and Child elfare in New Jersey The history of social services has its successes of children who as a result of child welfare intervention are removed from the…

Family and Marriage

Coffee-Town Problem Human Service Plan Coffee-Town is an area with great social service professionals that do a great job of service delivery to help the people of the community. However, even…

Social Services Entity Social work is a demanding field that warrants a closer examination as to the effectiveness of the social workers in the Child Protective Services Agency. With…

ace" in Social Services ace in Social Services Children's Institute International (CII) is a private non-profit organization that improves the lives of Los Angeles' most vulnerable children by helping them…

She was not afraid to share personal experiences, within levels of appropriate professional conduct. For example, when one Hispanic family with a son with a visual impairment expressed…

Divorce is often a messy emotional as well as legal matter, and divorced women were often uncertain about the amount of time and energy they wanted to devote…

Research Paper

Audit of Organizational Effectiveness Department of Social Services Effectiveness audit: The Department of Health and Human Services Organization to be analyzed The Department of Health and Human Services is the umbrella organization within…

Sociology - Problems

Applying Theories to egional Level Challenges ural New Mexico Challenge: Social services delivery and access in rural regions Nearly 20% of welfare recipients live outside of large metropolitan areas and are a…

New Program Service Description Organization: New Service Description New service description: Partners for a Healthy Baby thru the Success in School Program The new program entitled Partners for a Healthy Baby will be…

Communication - Media

Communications Project Portfolio for a Veterans Day Stand Down During the Vietnam war, a stand down command meant that troops were allowed a period of rest following offensive hostilities. More…

Progress Memo TO: FROM: DATE: August 10, 2017 SUBJECT: PROGRESS ON THE CHILDREN AND FAMILY SERVICES Goals Delivered We are glad to inform you that in line with the agreed contract, we have made efforts…

client that Martiza is concerned about. The woman in question needs building of parenting skills as well as self-efficacy skills. There will be two one-on-one sessions per week…

Business - Management

Virginia Department of ocial ervice This is a paper discussing policy in Virginia Department of ocial ervice, deals with diversity, ethics and privacy issues in the work place. It has…

Social Work Under the California Child Abuse and Neglect eporting Law, counselors, teachers, and other professionals are legally obliged to report suspected abuse or neglect. The legal obligation to report…

Social Work Exercises Preparing for 3 Clients Mrs. Nancy Cannon telephoned from her place of work ( the Capital nsurance Company -- phone [HDDEN] She sounded concerned. She said that on…

Some people believe that free social service should be made compulsory for high school students. Do you agree or disagree?

Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Writing9 with appropriate and specific direction to the original content.

Fully explain your ideas

To get an excellent score in the IELTS Task 2 writing section, one of the easiest and most effective tips is structuring your writing in the most solid format. A great argument essay structure may be divided to four paragraphs, in which comprises of four sentences (excluding the conclusion paragraph, which comprises of three sentences).

For we to consider an essay structure a great one, it should be looking like this:

• Paragraph 1 - Introduction
• Sentence 1 - Background statement
• Sentence 2 - Detailed background statement
• Sentence 3 - Thesis
• Sentence 4 - Outline sentence
• Paragraph 2 - First supporting paragraph
• Sentence 1 - Topic sentence
• Sentence 2 - Example
• Sentence 3 - Discussion
• Sentence 4 - Conclusion
• Paragraph 3 - Second supporting paragraph
• Paragraph 4 - Conclusion
• Sentence 1 - Summary
• Sentence 2 - Restatement of thesis
• Sentence 3 - Prediction or recommendation

Our recommended essay structure above comprises of fifteen (15) sentences, which will make your essay approximately 250 to 275 words.

Discover more tips in The Ultimate Guide to Get a Target Band Score of 7+ » — a book that's free for 🚀 Premium users.

• Check your IELTS essay »
• Find essays with the same topic
• View collections of IELTS Writing Samples
• Show IELTS Writing Task 2 Topics

You share your room with another student in the college hostel. You find it very difficult to study there because he or She always has parties and friends visiting. write a letter to the hostel warden complaining about your displeasure with the roommate.

Overpopulation in many major urban centers around the world is a major problem. what are the causes of this how can this problem be solved, celebrities are usually famous for glamour and wealth rather than their achievements. some say taking them as an example can be dangerous for young people. to what extent do you agree or disagree, an increasing number of children are overweight which could result many problems when they grow older both in terms of their health and healtg care costs. why do you think so many children are overweight what could be done to solve this problem, the threat of nuclear weapons maintains world peace. nuclear power provides cheap and clean energy. the benefits of nuclear technology far outweigh the disadvantages. to what extent do you agree or disagree give reasons for your answer and include any relevant examples from your knowledge or experience..

Essay on Community Service

Here we have shared the Essay on Community Service in detail so you can use it in your exam or assignment of 150, 300, 500, or 1000 words.

You can use this Essay on Community Service in any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams. 

Topics covered in this article.

Essay on Community Service in 150 words

Essay on community service in 250-300 words.

• Essay on Community Service in 500-1000 words

Community service is a voluntary act where individuals contribute their time and effort to benefit their community. It plays a vital role in strengthening communities, promoting personal growth, and addressing societal needs. Through community service, people come together to work towards common goals, fostering unity and cooperation.

Volunteers develop new skills, gain valuable experiences, and broaden their perspectives, leading to personal growth and self-improvement. Furthermore, community service addresses various social, environmental, and economic needs within a community, such as poverty, homelessness, and environmental sustainability. It provides essential services and resources to those in need, creating a positive impact on the overall well-being of the community.

Community service also promotes civic engagement and active citizenship, encouraging individuals to participate in local governance and advocate for positive change. By engaging in community service, individuals create a ripple effect of kindness, inspiring others to get involved and contribute to building a stronger and more compassionate society.

Community Service: A Pathway to Social Change

Community service is a powerful force that brings individuals together to make a positive impact on society. It involves volunteering one’s time, skills, and resources to benefit others and improve the well-being of the community. Through community service, individuals have the opportunity to contribute, learn, grow, and foster a sense of belonging.

Engaging in community service plays a pivotal role in building stronger communities. When people come together with a shared purpose, they create a sense of unity and cooperation. By working collaboratively, community members can address local challenges, build resilience, and forge lasting bonds.

Community service also promotes personal development and growth. Volunteers gain valuable experiences and develop skills such as leadership, communication, and problem-solving. They broaden their perspectives by interacting with diverse groups of people, promoting empathy, tolerance, and understanding. Moreover, community service nurtures a sense of purpose and fulfillment as individuals witness the positive impact they can have on the lives of others.

Addressing community needs is another crucial aspect of community service. It provides a platform to tackle social, environmental, and economic issues. Volunteers contribute their time and effort to support vulnerable populations, combat homelessness, alleviate poverty, promote education, and enhance environmental sustainability. By actively engaging in community service, individuals play an instrumental role in creating a more equitable and inclusive society.

Furthermore, community service fosters civic engagement and active citizenship. By participating in community projects, individuals become more aware of societal challenges and the importance of democratic values. They gain firsthand experience in advocacy, community organizing, and local governance, empowering them to become agents of change.

In conclusion, community service is a pathway to social change. It brings people together, promotes personal growth, addresses community needs, and fosters civic engagement. By volunteering our time and skills, we contribute to building stronger, more compassionate communities and creating a brighter future for all. As Mahatma Gandhi once said, “The best way to find yourself is to lose yourself in the service of others.”

Essay on Community Service in 500 words

Community Service: Empowering Individuals, Strengthening Communities

Introduction

Community service is a powerful and transformative force that involves individuals dedicating their time, skills, and resources to serve others and improve their communities. It plays a crucial role in fostering social responsibility, promoting personal growth, addressing community needs, and building stronger and more inclusive societies.

Importance of Community Service

Community service is essential for the well-being and progress of society. It brings people together, fostering a sense of unity and cooperation among community members. It promotes personal development by providing opportunities to acquire new skills, gain valuable experiences, and broaden perspectives. Moreover, community service addresses various social, environmental, and economic needs within a community, making a positive impact on the lives of those in need.

Benefits for Volunteers

Engaging in community service offers numerous benefits for volunteers. Firstly, it provides an avenue for personal growth, self-reflection, and self-improvement. Volunteers develop skills such as communication, leadership, teamwork, and problem-solving. They gain valuable experiences and broaden their understanding of diverse cultures, lifestyles, and perspectives. Furthermore, community service boosts self-esteem and a sense of fulfillment, as volunteers witness the positive impact they have on the lives of others. It also provides an opportunity for networking and building social connections, creating a stronger support system.

Benefits for the Community

Community service plays a vital role in addressing community needs and creating positive change. Volunteers contribute their time and efforts to support marginalized groups, combat poverty, provide educational opportunities, improve healthcare access, and enhance environmental sustainability. Community service initiatives create a safety net for those in need, fostering a more equitable and inclusive society. Moreover, community service projects inspire others to get involved and create a ripple effect of kindness, leading to greater community engagement and collective action. By addressing local challenges, community service strengthens the fabric of the community and enhances its resilience.

Promoting Civic Engagement

Community service is closely tied to civic engagement and active citizenship. When individuals actively participate in their communities, they develop a stronger sense of civic responsibility and a deeper understanding of democratic values. Through community service, individuals learn about the importance of equality, justice, participation, and collective decision-making. It encourages people to engage in local governance, advocate for policy changes, and contribute to the overall well-being of society. By fostering a culture of service and civic engagement, community service empowers individuals to be agents of positive social change.

Creating Lasting Impact

Community service initiatives have the potential to create a lasting impact beyond immediate beneficiaries. By addressing systemic issues and root causes of social challenges, community service projects can bring about structural change. Moreover, community service inspires others to join the cause and create a culture of service in their own lives. When individuals witness the power of community service, it creates a ripple effect, multiplying the positive impact. Through collective efforts, community service projects have the potential to transform communities and shape a better future for all.

In conclusion, community service is a powerful force that empowers individuals, strengthens communities, and creates positive social change. By engaging in community service, volunteers not only contribute to the betterment of society but also experience personal growth and fulfillment. Community service is a pathway to building stronger, more inclusive societies where individuals actively participate in shaping a better future for all.

Essay on Community Service in 1000 words

Here is an Essay on Community Service in detail (more than 1000 words for competitive exams).

Title: The Power of Community Service

Community service is a powerful and transformative force that involves individuals dedicating their time, skills, and resources to serve others and improve their communities. It plays a crucial role in fostering social responsibility, promoting personal growth, addressing community needs, and building stronger and more inclusive societies. This essay explores the importance of community service, its benefits for volunteers and the community, and the long-lasting impact it can have on society.

I. Importance of Community Service

A. fostering a sense of unity and cooperation, b. promoting personal growth and development, c. addressing community needs.

Community service brings people together, fostering a sense of unity and cooperation among community members. By working collaboratively towards common goals, individuals develop a shared sense of responsibility and belonging. Community service initiatives create platforms for community members to come together, break down barriers, and build relationships based on mutual respect and understanding.

Engaging in community service provides opportunities for personal growth and development. Volunteers acquire new skills, gain valuable experiences, and broaden their perspectives. They develop important life skills such as communication, leadership, teamwork, and problem-solving. Furthermore, community service exposes volunteers to diverse cultures, lifestyles, and perspectives, fostering empathy, tolerance, and global awareness.

Community service plays a vital role in addressing various social, environmental, and economic needs within a community. Volunteers contribute their time and efforts to support marginalized groups, combat poverty, provide educational opportunities, improve healthcare access, and enhance environmental sustainability. By actively engaging in community service, individuals make a positive impact on the lives of those in need, contributing to a more equitable and inclusive society.

II. Benefits for Volunteers

A. personal growth and self-reflection, b. interpersonal and communication skills, c. enhanced well-being and social connections.

Community service provides an avenue for personal growth, self-reflection, and self-improvement. Volunteers develop a greater sense of self-awareness as they learn more about their strengths, weaknesses, and values. They enhance their ability to adapt to new situations and work effectively with diverse groups of people. Moreover, community service allows individuals to explore new interests, discover their passions, and identify potential career paths.

Volunteering enhances volunteers’ interpersonal and communication skills. By interacting with individuals from different backgrounds and cultures, volunteers develop stronger communication and interpersonal abilities. They learn to listen actively, empathize with others, and collaborate effectively within a team. These skills are invaluable in all aspects of life, including personal relationships, academic pursuits, and professional careers.

Engaging in community service has a positive impact on volunteers’ mental and emotional well-being. The act of helping others and making a difference in the community promotes a sense of fulfillment and purpose. Volunteers often report increased levels of happiness, satisfaction, and self-esteem as they witness the positive impact of their efforts. Furthermore, community service provides an opportunity for volunteers to build social connections, expand their networks, and develop meaningful relationships with fellow volunteers and community members.

III. Benefits for the Community

A. provision of essential services and resources, b. empowerment and inclusivity, c. strengthening the social fabric.

Community service addresses immediate needs by providing essential services and resources to vulnerable populations. For example, volunteers may assist in food drives, clothing donations, or homeless shelters, ensuring that basic needs are met for those facing hardship. In the educational sector, volunteers may offer tutoring, mentorship, or after-school programs, empowering students and enhancing their academic outcomes. Furthermore, community service initiatives focused on environmental sustainability promote the preservation and conservation of natural resources, leading to a healthier and greener community for future generations.

Community service fosters a sense of empowerment and inclusivity within the community. By providing opportunities for skill-building, education, and support, community service initiatives empower marginalized individuals and groups. It ensures that everyone has access to resources and opportunities for personal and professional growth. Additionally, community service promotes inclusivity by breaking down barriers, challenging stereotypes, and creating an environment where all community members are valued and respected.

Community service strengthens the social fabric of a community by promoting civic engagement and collective action. It inspires individuals to actively participate in their communities, advocate for policy changes, and contribute to the overall well-being of society. By fostering a culture of service and civic engagement, community service projects create a ripple effect of kindness, leading to greater community engagement and a sense of shared responsibility.

IV. Creating Lasting Impact

A. addressing systemic issues, b. inspiring others to take action.

Community service initiatives have the potential to address systemic issues and root causes of social challenges. By working towards long-term solutions, community service projects can bring about structural change and create lasting impact. Volunteers can collaborate with community organizations, policymakers, and other stakeholders to identify and address underlying issues that perpetuate inequality, poverty, and injustice.

When individuals witness the power of community service, it inspires them to get involved and create a culture of service in their own lives. By sharing their experiences and stories, volunteers can motivate others to take action and make a difference in their communities. This creates a ripple effect, multiplying the positive impact and fostering a sense of collective responsibility for creating positive social change.

Community service is a powerful force that empowers individuals, strengthens communities, and creates positive social change. By engaging in community service, volunteers not only contribute to the betterment of society but also experience personal growth and fulfillment. Community service is a pathway to building stronger, more inclusive societies where individuals actively participate in shaping a better future for all. Through their dedicated efforts, volunteers address community needs, foster unity and cooperation, and inspire others to join in the cause. Community service is a catalyst for creating a more equitable, compassionate, and resilient world.

Related Posts

• Essay on Pollution
• importance of Discipline in Student’s Life

Essential Elements of Valid Contract (Explained With Examples)

What is World Population? Main Causes, Effects, Top 20 Countries

Essay on “Social Service” for School, College Students, Long and Short English Essay, Speech for Class 10, Class 12, College and Competitive Exams.

Social service.

Man is a social animal. We live in a society, so we need to be sincere to it. We cannot look to our welfare only. Our own welfare is of no value if the people around us are in trouble. Doomed are those who want only themselves to be prosperous and happy, who are jealous of others’ good. We can be happy only if we grow along with all others. Gone are the days when there was long one Thakur in a village who enjoyed all the luxuries of life and the others around him lived in his servitude. They were born to lick his soles and would die like that. Now things are changed. No one can exploit the rights of others. So in this changing society, we are expected to change our attitude for the good of our fellow citizens, especially the poor and neglected. How many are there around us who need our help? They are depressed and illiterate. They cannot give vent to their feelings. They are poor and sick they cannot make their two ends meet. They have no work If at all they have some, they are paid very low. Nobody is there to hear their woes. They turn to crime because of their poverty. Everyone is there to harass them. How great it is if we are of some help to them. We have to understand their woes. They will not share their woes with us unless we are their benefactors. This is a great soda service. The woes of the handicapped among them are further heightened. Either they are not able to express themselves or they cannot approach the places or people of their interest.

Mother Teresa was one such social worker who took the trouble of these people as her own. She would caress them, weep with them and fight for them. She collected funds worldwide to run many homes for the handicapped and the destitute women. She was like a God for the depressed, diseased, and the poor.

What India needs today more even than political reform, is social reform. The bringing about of great social reform must be left to statesmen and legislators, but there is much that can be done by even the humblest individual who is willing to devote himself to social service. All unselfish efforts to improve the lot of our fellow-beings is social service, and everyone can find plenty of opportunities of serving and helping his less fortunate brother. Let us consider a few ways in which a young educated Indian may serve his village, town, or community.

Wherever we live there is poverty and distress. We may ourselves be poor, and unable to spare much in charity. But the poor want other things besides money. They need sympathy and friendship. The mere giving of alms by the rich does not permanently relieve poverty. We humble workers can help the poor with our sympathy and may be able to induce those richer than ourselves to help really deserving cases we have discovered.

Only a very small proportion of the population of India is educated, and large numbers have no chance of getting an education in schools and colleges. Many young men who have had a college education, or who are still students, could devote part of their leisure time to educating the poor. Many poor men in towns and villages, who have had no schooling and cannot afford to pay teachers, would gladly welcome night-schools carried on by voluntary workers, where they could learn at least how to read and write.

A fine opening for social service is afforded by the Cooperative Credit Societies, which have already done so much to release the agriculturists from the grip of the money-lender and the burden of hopeless debt. No better service to his nation could be done by a young educated Indian than to start or help to work an agricultural bank in the village.

There are many other forms of social service which cannot be even mentioned here; but, if we want to work, there are always the sick to visit, the sorrowful to cheer, the lonely to befriend, and the anxious and worried to advise.

Related Posts

Absolute-Study

Hindi Essay, English Essay, Punjabi Essay, Biography, General Knowledge, Ielts Essay, Social Issues Essay, Letter Writing in Hindi, English and Punjabi, Moral Stories in Hindi, English and Punjabi.

Save my name, email, and website in this browser for the next time I comment.

Social Service Essay

Today social service is considered to be an important part of Education. Gandhiji outlined a programme of social work to be done by the student during their long vacation.

They were required to go to villages, befriend the villagers, teach the illiterate, improve their sanitation and render them help in every possible way. The real Indian lives in villages. About 80% of the population is rural.

“To serve our villages is to work for Swaraj. All else is an idle dream,” said Gandhiji. Our villages present a sorry state of affairs Ignorance is the watchword of our villages, superstitions are their backbone and backwardness is their keynote.

India cannot make progress unless the lot of her teeming millions is improved. No social service can be better than the one done to uplift our villages.

One of the most useful forms of social service is to educate the illiterate. We have still about 60% of illiterate people. 3R’s may be imparted to children during the day-time and night schools may be opened to teach the adults who could not enjoy the benefit of regular education during their younger days.

Another aspect of the social service is to improve the health of the people, especially of the villagers. The villagers shall have to be taught how to keep their houses and lanes neat and clean and maintain themselves in perfect health and strength. There must be a proper drainage system in order to remove insanitary conditions prevailing in our villages.

Again, in a country where most of the villages cannot get even two square meals a day, no social service will be more welcome than that which goes to increase their income. This can be done by teaching some craft.

Gandhiji’s programme of Khadi and the revival of cottage industries must be tried with profit. The villagers must be kept busy, especially after the harvest time. They should be taught some spare time occupations to supplement their income.

Besides the above, there are other kinds of social service which can be rendered for the betterment of the poorer sections of society. They can, for instance, be taught that litigation and extravagant habits are bad and that a life of communal harmony and mutual goodwill is always better.

Social service can also be done in cities at critical moments. An epidemic may break out. The scarcity of food may result in famine. Heavy rains may give rise to floods and the earthquake may cause destruction.

At such critical times the highest form of social service is to feed the hungry, to clothe the naked, to help the needy, to protect the weak and to give shelter to the homeless.

At the time of partition of the country and Bangla Desh’s conflict with Pakistan crores of refugees came to India. Our young men and women rendered very useful service to rehabilitate them.

Today social service has been made a part of education. The N.S.S. Worker, N.C.C. cadets the Boy Scouts and the Girls Guides are busy in making roads, digging canals, cleaning tanks and village wells, repairing School buildings and doing a hundred other jobs. Students and citizens give Shram Dan as their contribution to the building of free India.

Free India needs blood and toil, hardwork and continuous labour. Mere words cannot take the place of work. Today the slogan is. “ Talk Less and Work More .” Some universities have made social service compulsory for getting the first degree. It depends upon our educated young persons to infuse a new life into our masses by rendering useful social service to them.

Related Posts:

• Essay on Illiteracy in English for Students and Children
• Essay on Superstitions
• Population Problems Essay
• Essay on A Village
• 1 Minute Speech on Vacation In English

Main Navigation

• Contact NeurIPS
• Code of Ethics
• Code of Conduct
• Create Profile
• Journal To Conference Track
• Diversity & Inclusion
• Proceedings
• Future Meetings
• Exhibitor Information
• Privacy Policy

Call for High School Projects

Machine learning for social impact .

The Thirty-Eighth Annual Conference on Neural Information Processing Systems (NeurIPS 2024) is an interdisciplinary conference that brings together researchers in machine learning, neuroscience, statistics, optimization, computer vision, natural language processing, life sciences, natural sciences, social sciences, and other adjacent fields. 

This year, we invite high school students to submit research papers on the topic of machine learning for social impact.  A subset of finalists will be selected to present their projects virtually and will have their work spotlighted on the NeurIPS homepage.  In addition, the leading authors of up to five winning projects will be invited to attend an award ceremony at NeurIPS 2024 in Vancouver.  

Each submission must describe independent work wholly performed by the high school student authors.  We expect each submission to highlight either demonstrated positive social impact or the potential for positive social impact using machine learning. Application areas may include but are not limited to the following:

• Agriculture
• Climate change
• Homelessness
• Food security
• Mental health
• Water quality

Authors will be asked to confirm that their submissions accord with the NeurIPS code of conduct and the NeurIPS code of ethics .

Submission deadline: All submissions must be made by June 27th, 4pm EDT. The system will close after this time, and no further submissions will be possible.

We are using OpenReview to manage submissions. Papers should be submitted here . Submission will open June 1st.  Submissions under review will be visible only to their assigned program committee. We will not be soliciting comments from the general public during the reviewing process. Anyone who plans to submit a paper as an author or a co-author will need to create (or update) their OpenReview profile by the full paper submission deadline. 

Formatting instructions:   All submissions must be in PDF format. Submissions are limited to four content pages , including all figures and tables; additional pages containing only references are allowed. You must format your submission using the NeurIPS 2024 LaTeX style file using the “preprint” option for non-anonymous submission. The maximum file size for submissions is 50MB. Submissions that violate the NeurIPS style (e.g., by decreasing margins or font sizes) or page limits may be rejected without further review.  Papers may be rejected without consideration of their merits if they fail to meet the submission requirements, as described in this document. 

Proof of high school attendance: Submitting authors will also be asked to upload a signed letter, on school letterhead, from each author’s high school confirming that the author was enrolled in high school during the 2023-2024 academic year.

Supplementary artifacts:  In their submission, authors may link to supplementary artifacts including videos, working demonstrations, digital posters, websites, or source code.  Please do not link to additional text.  All such supplementary material should be wholly created by the authors and should directly support the submission content. 

Review process:   Each submission will be reviewed by anonymous referees.  The authors, however, should not be anonymous.  No written feedback will be provided to the authors.  

Use of Large Language Models (LLMs): We welcome authors to use any tool that is suitable for preparing high-quality papers and research. However, we ask authors to keep in mind two important criteria. First, we expect papers to fully describe their methodology.  Any tool that is important to that methodology, including the use of LLMs, should be described also. For example, authors should mention tools (including LLMs) that were used for data processing or filtering, visualization, facilitating or running experiments, or proving theorems. It may also be advisable to describe the use of LLMs in implementing the method (if this corresponds to an important, original, or non-standard component of the approach). Second, authors are responsible for the entire content of the paper, including all text and figures, so while authors are welcome to use any tool they wish for writing the paper, they must ensure that all text is correct and original.

Dual submissions:  Submissions that are substantially similar to papers that the authors have previously published or submitted in parallel to other peer-reviewed venues with proceedings or journals may not be submitted to NeurIPS. Papers previously presented at workshops or science fairs are permitted, so long as they did not appear in a conference proceedings (e.g., CVPRW proceedings), a journal, or a book.  However, submissions will not be published in formal proceedings, so work submitted to this call may be published elsewhere in the future. Plagiarism is prohibited by the NeurIPS Code of Conduct .

Paper checklist: In order to improve the rigor and transparency of research submitted to and published at NeurIPS, authors are required to complete a paper checklist . The paper checklist is intended to help authors reflect on a wide variety of issues relating to responsible machine learning research, including reproducibility, transparency, research ethics, and societal impact. The checklist does not count towards the page limit and will be entered in OpenReview.

Contact:   [email protected]

To revisit this article, visit My Profile, then View saved stories .

• Backchannel
• Newsletters
• WIRED Insider
• WIRED Consulting

Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

Brian Barrett

Adrienne So

Stephen Clark, Ars Technica

Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

You Might Also Like …

In your inbox: The best and weirdest stories from WIRED’s archive

Jeffrey Epstein’s island visitors exposed by data broker

8 Google employees invented modern AI. Here’s the inside story

The crypto fraud kingpin who almost got away

It's shadow time! How to view the solar eclipse, online and in person

Steven Levy

Will Knight

Lauren Goode

Matt Burgess

Benj Edwards, Ars Technica

• marquette.edu //
• Contacts //
• A-Z Index //
• Give to Marquette

Marquette.edu  //  Career Center  //  Resources  // 

Properly Write Your Degree

The correct way to communicate your degree to employers and others is by using the following formats:

Degree - This is the academic degree you are receiving. Your major is in addition to the degree; it can be added to the phrase or written separately.  Include the full name of your degree, major(s), minor(s), emphases, and certificates on your resume.

Double Majors - You will not be receiving two bachelor's degrees if you double major. Your primary major determines the degree (Bachelor of Arts or Bachelor of Science). If you're not fully sure which of your majors is primary, check CheckMarq or call the registrar's office.

Example: Primary Major: Psychology ; Secondary Major: Marketing

• Bachelor of Arts Degree in Psychology & Marketing

Primary Major: Marketing ; Secondary Major: Psychology

• Bachelor of Science Degree in Marketing & Psychology

In a letter, you may shorten your degree by writing it this way:

• In May 20XX, I will graduate with my Bachelor's degree in International Affairs.
• In December 20XX, I will graduate with my Master's degree in Counseling Education.

Not sure which degree you are graduating with? Here is a list of Undergraduate Majors and corresponding degrees:

• College of Arts & Sciences
• College of Business Administration
• College of Communication
• College of Education
• College of Engineering
• College of Health Sciences
• College of Nursing  

• Online Resources
• Handouts and Guides
• College/Major Specific Resources
• Grad Program Specific Resources
• Diverse Population Resource s
• Affinity Group Resources
• Schedule an Appointment
• Major/Career Exploration
• Internship/Job Search
• Graduate/Professional School
• Year of Service
• Resume and Cover Letter Writing

• Login to Handshake
• Getting Started with Handshake
• Handshake Support for Students
• Handshake Support for Alumni
• Handshake Information for Employers

CONNECT WITH US

PROBLEM WITH THIS WEBPAGE? Report an accessibility problem  

To report another problem, please contact  [email protected]

Marquette University Holthusen Hall, First Floor Milwaukee, WI 53233 Phone: (414) 288-7423

• Campus contacts
• Search marquette.edu

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Privacy Policy Legal Disclaimer Non-Discrimination Policy Accessible Technology

© 2024 Marquette University

• You are here:  
• Students' Resources /
• Primary School Resources /
• MOE Mock Exam Past Papers /
• Social Studies /
• 2024 - Social Studies - National Grade 6 - Mock Assessment #2 - Paper 1

pdf 2024 - Social Studies - National Grade 6 - Mock Assessment #2 - Paper 1 Popular

Published on 28 March 2024 Modified on 13 April 2024 1151 downloads

Final Mock 2 2024 Social Studies Paper 1.pdf

Recently Uploaded

• pdf 2023 - Mathematics - National Grade 6 - Mock Assessment #2 - Paper 2 New In Mathematics 259 KB 62 downloads
• pdf 2023 - Mathematics - National Grade 6 - Mock Assessment #2 - Paper 1 New In Mathematics 332 KB 23 downloads
• pdf 2023 - English Language - National Grade 6 - Mock Assessment #2 - Paper 2 New In English 216 KB 18 downloads
• pdf 2023 - English Language - National Grade 6 - Mock Assessment #2 - Paper 1 New In English 216 KB 35 downloads
• pdf 2023 - Science - National Grade 6 - Mock Assessment #2 - Paper 1 New In Science 245 KB 26 downloads
• pdf 2023 - Science - National Grade 6 - Mock Assessment #2 - Paper 2 New In Science 257 KB 20 downloads
• pdf 2024 - English Language - National Grade 6 - Mock Assessment #1 - Paper 2 New In English 179 KB 26 downloads
• pdf 2024 - Mathematics - National Grade 6 - Mock Assessment #1 - Paper 2 New In Mathematics 307 KB 24 downloads
• pdf 2024 - Mathematics - National Grade 6 - Mock Assessment #1 - Paper 1 New In Mathematics 537 KB 33 downloads
• pdf 2024 - Social Studies - National Grade 6 - Mock Assessment #1 - Paper 2 New In Social Studies 365 KB 24 downloads

School of Social Work

2024 social work director candidate evaluation.

Please use the form below to evaluate the finalists for the position of Director of the School of Social Work. Major Responsibilities for the role appear at the bottom of this page.

Major Responsibilities:   

• Recruiting, hiring, developing, supporting, retaining, and evaluating faculty and staff. 
• Strategic planning including program planning, implementation, and assessment. 
• Financial and resource management.
• Fostering excellence in faculty teaching and supporting a learner-centered culture  
• Fostering scholarship and externally funded grants and contracts with continued growth in these areas. 
• Fundraising and development of pertinent external constituencies. 
• Outreach activities consistent with the duties of Chair, including community relations. 
• Engaging the Social Work community to build relationships for SWRK program support, including education resources. 
• Directing accreditation processes and maintaining standards including student assessments and outcomes. 
• Promoting university goals and policies as well as strong advocacy for Western Michigan University and its faculty, staff, and students. 
• Communicating effectively with all constituents. 
• Adhering to all university policies and practices as well as ensuring compliance with all state and federal regulations and laws as related to the School of Social Work, the College of Health and Human Services, and relevant collective bargaining agreements. 
• Managing student enrollment and retention with emphasis on academic excellence and diversity. 
• Participating and contributing to the overall mission of the university, including but not limited to actions for and by the School of Social Work that will further the goals as described in the Diversity and Multiculturalism Action Plan (accessible at wmich.edu/diversity ). 
• Representing the school in discussions with agents of the university and greater community. 
• Contributing to an interdisciplinary environment of research, instruction, and community collaborations. 

Customer Reviews

Eloise Braun

1(888)499-5521

1(888)814-4206

Customer Reviews

Experts to Provide You Writing Essays Service.

You can assign your order to:

• Basic writer. In this case, your paper will be completed by a standard author. It does not mean that your paper will be of poor quality. Before hiring each writer, we assess their writing skills, knowledge of the subjects, and referencing styles. Furthermore, no extra cost is required for hiring a basic writer.
• Advanced writer. If you choose this option, your order will be assigned to a proficient writer with a high satisfaction rate.
• TOP writer. If you want your order to be completed by one of the best writers from our essay writing service with superb feedback, choose this option.
• Your preferred writer. You can indicate a specific writer's ID if you have already received a paper from him/her and are satisfied with it. Also, our clients choose this option when they have a series of assignments and want every copy to be completed in one style.

What is the native language of the person who will write my essay for me?

We suggest our customers use the original top-level work we provide as a study aid and not as final papers to be submitted in class. Order your custom work and get straight A's.