Date of Conferral

6-2-2025

Date of Award

June 2025

Degree

Doctor of Social Work (DSW)

School

Social Work

Advisor

Tracey Philips

Abstract

Existing research revealed that K-12, school-based social work clinicians were utilized in various ways to support students' social-emotional learning (SEL) needs in public K-12 schools in the United States. However, there was a gap in knowledge about the unique approaches K-12 school-based social work clinicians employed to address the SEL needs of non-at-risk students. This basic qualitative study explored how K-12 school-based social work clinicians used empowerment case management practices to address the SEL needs of non-at-risk students. The theoretical framework grounding this study was empowerment theory. Using purposive sampling, semistructured interviews were conducted with five K-12 school-based social work clinicians in a Midwestern public school district. Data analysis was conducted using a thematic approach, which yielded three core themes. Results indicated that only 20% of participants were consistently able to support the SEL needs of non-at-risk students; and that participants used a mixture of individual and small group counseling to address the SEL needs of non-at-risk students, while using principles of empowerment theory. Challenges identified by participants in this study included elevated therapeutic caseloads and an inconsistent ability to address the SEL needs of all students. Findings from this study have the potential to: (1) provide insights to administrators about how to proactively and consistently utilized the skills/expertise of K-12, school-based social work clinicians to promote SEL stability in all students, and (2) expand the understanding of administrators about how to potentially reduce burn out rates of K-12, school-based social work clinicians due to managing chronically elevated therapeutic caseloads.

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