Leadership in the Inter-Professional School Social Work Context

Abstract

<p>Role ambiguity is an often-mentioned challenge that school social workers (SSWs) face, as discussed in the literature (Forenza and Eckhardt 2020; Tan et al., 2021). It leads to the marginalization of SSWs within schools (Sherman 2016). Gherardi and Whittlesey-Jerome (2018) proposed that, in addition to working in and for schools, SSWs should also work with schools through active participation in schools’ educational systems. This is in line with mezzo-level practice, which is concerned with improving organizational functioning (Kwan 2021). Sherman (2016) even advocates that SSWs ‘should lead the charge against failing schools by pursuing leadership ranks within educational systems’ (p. 151). Still, many SSWs are more inclined to use micro-practices rather than higher level interventions (To 2007). It remains unclear how SSWs can expand their role, particularly in terms of ‘leading’ at the mezzo level.</p><p>This paper consists of a reflective journal by a senior SSW (Worker C), who is also the first author, employing a self-study approach (Hauge 2021) to explore her mezzo-level practice experience as a leader of an interprofessional team. Additionally, it includes critical responses from two social work academics, one from the teaching track and the other from the research track, both of whom are authors of this paper. The central elements of effective mezzo-level intervention in a school social work setting are discussed. This approach encompasses reflections from both the practitioner and the academics. The participant’s reflections are viewed as a reflective stance, whereas the academics’ reflections are seen as a reflexive stance (Alvesson and Skoldberg 2000).</p>