Abstract
This book is part of a series devoted to the myriad of social work services required in the public school system. The series covered consultation to a more specific guide to the use of evidence-based practice. The current text specifically addresses the issues of working with homeless individuals and how the McKinney–Vento Act (M-VA) provides the framework for the format the services may be facilitated through. The purpose of the content is to provide a condensed version of the literature on homelessness. The chapters follow a logical pattern of first identifying who the homeless are, what we know about them, the legal mandates for services through the M-VA, and the barriers to providing services.
Although identified to be a “condensed” review of the literature, it does include a fairly extensive and current reference section. The extensiveness of the literature results in information that is informative and provides a guide for the entry-level clinician without any prior experience with this particular population.
The “article spotlights” included throughout the text are fairly helpful and serve as a guide to more specific information about homeless students and the myriad of issues and problems they encounter. The practice takeaway section at the end of each chapter helps to contextualize the information. Although the individual points may be very elementary on occasion (i.e., “homelessness is a complex issue”; p. 12), they do serve a purpose when one considers that the book is for those without any prior experience in this area.
One of the most important points made in the book was from an early discussion of foundational issues that one encounters in their work with homeless students. Canfield agreed with Massat, Constable, McDonald, and Flynn (2009) when they suggested “School social work practice is very outcome oriented, meaning expected outcomes rather than a diagnosis or issue guides our practice” (p. 13). This simple reminder of the important role that school social workers play in student success cannot be underestimated. In other words, the school social worker must consider the contextual components of a student’s situation and their development and psychosocial needs, rather than looking at their behavior, attendance, or academic situation from a more clinical or diagnosis-oriented approach.
Another important aspect of working with homeless students has to do with the limitations inherent in the literature. As Canfield suggests: …, most studies on homeless children and youth are descriptive in nature (Buckner, 2008). This provides findings that allow us to describe the impact of homelessness, but not necessarily determine what will help homeless children and youth. What we are able to say about this topic is really only outlining who experiences homelessness (the scope of the problem) and how it is impacting outcomes. (p. 16)
The importance of the “vignette” sections remain under discussion. One reviewer believed they were helpful and illustrated how a social worker addressed needs rather than to approach clients as a diagnosis. The other reviewer considered them to be elementary and too personalized. Of most concern was that they too, much like the literature, talked about the problem at hand rather than how to intervene to help solve them. At the heart of the matter is a very basic view of the social worker as a passive participant versus a more active clinical role of intervention. In that regard, this book does not specifically contribute to a better understanding of evidence-based practice with the homeless.
One area of which there is no debate is the quality of information about the M-VA. The material contained is one of the clearest and concise reviews available. This is the information that should be required for reading in any undergraduate student who does an initial field placement in a school system. It would hopefully be acquired knowledge for the masters’-level student who aspires to be a school social worker.
Overall, the book provides a very easy read, with good information for those who want to learn more about the legal requirements to address the needs of homeless students. If one really wants a more thorough work on the assessment and work with homeless students, other texts might be more helpful.