Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Badri, A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

School Social Work and School Effectiveness in the Gulf States

Ayub Badri

University of Exeter

All schools in the United Arab Emirates employ full-time social workers whose tasks are similar in many respects to those of school psychologists in the West. UAE school social workers are well positioned in the school structure to promote school effectiveness, but, as elsewhere, they work within a bureaucratic framework. Definitions of their work remain imprecise, but one major strand continues to be that of handling disturbed youngsters and dealing with disruptive behaviour. Because of local conditions in the Gulf region social workers' relationships with students' parents and the home are of great importance. The severe shortage of qualified and skilled teachers in the Gulf where most are not local citizens emphasizes the importance of monitoring progress to avoid drop-out-an abiding problem. Rapid, unplanned and unrealistic social policies have created many social problems which adversely affect students' learning and behaviour. Many of these are common to developing and Western societies. Sharing experience could enrich and consolidate school effectiveness theory and emphasize the contribution of school psychologists and social workers.

School Psychology International, Vol. 19, No. 2, 121-134 (1998)
DOI: 10.1177/0143034398192002
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 School Psychology InternationalHome page
M. K. E. Lahman, R. C. D'amato, S. Stecker, and E. Mcgrain
Addressing the Shortage of Rural School Psychologists via Technology: Using Candidate Qualitative Interviews to Inform Practice
School Psychology International, October 1, 2006; 27(4): 439 - 461.
[Abstract] [PDF]