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Archiv čísel » 2020/1 - ERIS Journal - Winter 2020 - Social Work and Empowering Communities »

A Social Work Intervention’s Effects on the Improvement of School Culture

Shorena Sadzaglishvili, Nelly Akobia, Nino Shatberashvili, Ketevan Gigineishvili

Medailon autora:

Dr. Sadzaglishvili holds a MSW from Columbia University (USA) and Doctorate in Psychology from Dr. Uznadze Institute of Psychology of Georgian National Academy of Sciences, Tbilisi, Georgia. She is the founder of the first MSW Program in Georgia in 2007 and the co-founder of the Georgian Association of Social Workers (GASW) in 2004. Currently Professor Sadzaglishvili is directing both the MSW and PhD programs and Social Work Research Center at Ilia State University. Dr. Sadzaglishvili is a Chairperson of GASW since 2019.

Nelly Akobia holds MSW from Columbia University (USA). She has developed project proposals, training modules, manuals/guidelines in the fields of social work in micro and macro level, working with vulnerable families, people with disabilities, school social work. She is an invited lecturer at Ilia State University and Tbilisi State University.

Dr. Nino Shatberashvili holds MSW from Columbia University (USA) and PhD in social work and social policy from University of Ljubljana, Slovenia. She has started professional carrier with direct social work provision, later embraced social program development, fundraising, implementation, supervision and evaluation as well as management and policy work. She is an associate professor at Tbilisi State University and co-founder of Georgian Association of Social Workers.

Ketevan Gigineishvili holds a MSW from Ilia State University and is a Doctorate candidate in Social Work from Ilia State University Tbilisi, Georgia. Ketevan currently is the director of the Georgian Association of Social Workers (GASW) since 2019. Currently she is also an invited lecturer at Ilia State University and SEU University.


OBJECTIVES: This study aimed to test school social work intervention using participatory research approach in two Georgian schools. THEORETICAL BASE: This approach links theory and practice and empowers participants through self-consciousness raising, and as well it emphasizes practitioner action for change in conjunction with rigorous reflection on practice and careful gathering and analysis of data. METHODS: The mixed methodology was used for collecting data from schools. Quantitative data were gathered at both schools in the total of 4 pilot classes (81students of elementary grades), which had children with special educational needs (CSEN). The qualitative study involved students in upper grades, administration representatives, as well as parents and teachers of students from all grades. The effects of intervention were analyzed using pre and post intervention design. OUTCOMES: The study revealed statistically significant changes in terms of improvements in the class climate/school culture. SOCIAL WORK IMPLICATIONS: The outcomes of the present study indicate that social work intervention in schools is effective. It is important for schools to have social workers who will work to enhance the psycho-emotional and social well being of students, as well as to improve the school climate and the work undertaken with families and the community.

Klíčová slova:

school culture, class climate, participatory action research, children with special educational needs, bullying, inclusive education, social work intervention

s. 45 - 60

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