Workers needed to foster improved academic performance
Perspectives of social workers and education officers in Ghana
Bibliographic Data
| ID | 9974330 |
|---|---|
| Authors | Abena Oforiwaa Ampomah (0000-0002-1733-3122, University of Ghana, Ghana, corresponding author) |
| Year | 2021 |
| Volume | 65 |
| Issue | 3 |
| Pages | 525-538 |
| Publication date | 2021-10-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Social Work (JOURNAL) |
| Journal identifiers | ISSN: 0020-8728 • E-ISSN: 1461-7234 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0020872820940037 |
| OpenAlex | W3210830443 |
| Language | EN |
| References cited | 27 |
This study examines the perceptions of social welfare and education officers in Ghana about school social work practice and its possible contributions to improving academic performance at the basic level of education. Qualitative data were collected through two focus group discussions with social workers and education officers. Participants expressed views that school social work interventions are needed to strengthen the bond between the home and the school, help students deal with psycho-social problems, and reduce the burden on teachers. Suggestions were also made on the best ways to foster the practice of school social work in Ghana. Theses coalesced around three core themes: active engagement of stakeholders, a robust funding mechanism to develop and sustain social work interventions in schools, and a long-term agenda to train and recruit more school social workers
Focus group · Medical education · Pedagogy · Political science · Psychological intervention · Public relations · Qualitative research · Social science · Social Welfare · Sociology · Welfare · Work (physics · Early Childhood Education and Development · Medicine · Nursing · Psychology · Resilience and Mental Health · Social Work Education and Practice · Social Work
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| Citation velocity | historical |
|---|---|
| Highly cited | No |