STRATEGIES OF SOCIAL WORKERS IN CREATING

SAFE SCHOOL ENVIRONMENT

Thesis Outline Submitted to the Department of Social Work,

North Valley College Kidapawan City, Cotabato in Partial
Fulfilment of the Requirements for the Degree of

BACHELOR OF SCIENCE IN SOCIAL WORK

JILLIAN MAE ARSENIO

JOHN LLOYD BIAOCO

DECEMBER 2024
 CHAPTER 1

INTRODUCTION

Background of the Study

School social workers represent an integral part of the school system and

contribute to the school’s mission of educating children by providing them with

skills and values (Achilles, 2009). However, schools currently face many types of

challenges, which can hinder their ability to achieve their intended goals.

Implementing a school climate that promotes safety and a positive educational

environment seems to be in the mind and the consciousness of many students

and many interested citizens and professionals (Scherz & Scherz, 2014). Astor &

Wallace (1997) viewed schools as unsafe places; and the problem of school

violence is considered a pressing national problem which has been publicized by

popular media (Dobrolinsky, 2015. When inquiring about the role school social

workers play when promoting positive climate within schools, studies have found

that school social workers are the most appropriate professionals when it comes

to the facilitation of safe environments and ensuring that children feel

comfortable, ready, and safe to engage in learning (Ramirez, 2012).

School Social Work is a specialized field within social work that focuses on

enhancing student services in schools. School social workers are trained mental

health professionals who address mental health and behavioral concerns,

provide academic support, and offer counseling to students. They collaborate

with teachers, parents, and administrators to foster a conducive learning

environment, ultimately supporting the school's mission to promote competence

and confidence among students. Their effectiveness relies on their ability to

understand factors influencing students within the educational setting. However,

perceptions of violence in schools significantly affect social workers’ views on

school climate, with the prevalence of violent behaviors being a key concern,

overshadowing the time spent on managing these issues (Ramirez, 2012).

While research highlights the crucial role of school social workers in

fostering safe and supportive school environments, there remains a significant

research gap regarding the specific strategies they employ to achieve this goal.

Existing literature often focuses on the broader impact of social workers on

student outcomes or the challenges they face in addressing issues like violence

and mental health. However, a deeper understanding of the practical

strategies used by social workers to create safe school environments is lacking

(Marlou, 2012).

A study examining the strategies employed by school social workers to

create safe environments is crucial for several reasons. First, it addresses a

significant knowledge gap regarding the specific methods used by social workers

to tackle complex issues such as bullying, violence, and mental health

challenges in schools, enhancing our understanding of their impact on student

outcomes. Second, it contributes to the development of evidence-based

practices, equipping social workers with research-supported tools to address

safety concerns effectively. Additionally, the study can illuminate effective

collaboration models among social workers, teachers, administrators, parents,

and community organizations, fostering better communication and shared

responsibility for student safety. It is also essential to consider the diverse needs

of students from various backgrounds, ensuring that approaches are culturally

sensitive and equitable.

Furthermore, the research can provide valuable data to support advocacy

for systemic changes that address the root causes of unsafe school

environments, empowering social workers to promote policies and practices that

create a more equitable and supportive educational system for all students.

Finally, researchers have a vested interest in strategies and practices of Social

Workers that shape school context, such as those introduced through school

safety and security initiatives. The purpose of this study is to describe the social

work strategies in creating safe school environment, describe their challenges

they have encountered and their motivational factors helping them in applying

social work strategies creating safe school environment.

Review of Related Literature

To gain more information and to gain a wider view of the study, a review of

related literature will be presented. Books as well as published and unpublished

thesis and dissertation and the use of the internet are included in this review.

These materials are in one way or another related in the study.

The School Social Worker

School social workers can provide a number of student- and system-

focused interventions designed to address the needs of their students using a

person-in environment perspective (PIE) (Kondrat, 2002). Their roles make them

a critical component in the relationship of the school with the students’ peers,

home, and community; they work directly with school personnel, parents,

families, community stakeholders, and health and mental health providers to

benefit their students.

School social workers play a unique and important role as school

personnel in that they can identify elements of the school environment that

impede student success, counsel individuals and groups, advocate for the

disadvantaged, and promote student achievement through their service delivery

and coordination (Kondrat, 2002).

The role of school social workers is increasingly recognized as essential to

student well-being and success. Recent research underscores their significant

contributions to student outcomes and highlights the need for a deeper

understanding of their specific strategies. A scoping review of evidence from

2000 to 2022 indicates that school social workers worldwide share a common

understanding of practice models, with most interventions targeting high-needs

students to enhance their social, mental, and academic outcomes. Additionally,

research shows a positive correlation between the number of school social

workers in a district and high school completion rates, suggesting that their

expertise can lead to improved educational outcomes (Mandin, 2007).

In connection to that, Mandin (2007) states that the study in South Africa

explored school social workers' perceptions of their role within inclusive

education, revealing their contributions as part of multidisciplinary teams utilizing

various theoretical models and skills. Current research focuses on key areas

such as evidence-based practices (EBP), including trauma-informed care and

restorative justice programs, as well as the Multi-Tiered Systems of Support

(MTSS) model, which helps address student needs through tiered interventions.

School social workers employ the ecological systems framework to understand

the interconnectedness of individuals and their environments, guiding their

interventions and helping to address systemic barriers to success.

Collaboration between school social workers and other professionals,

including teachers, administrators, and community organizations, is crucial for

fostering a safe and supportive school environment. Furthermore, research

emphasizes the importance of cultural sensitivity and equity in addressing the

diverse needs of students. Looking ahead, future research should investigate

specific interventions used by school social workers to address safety concerns

like bullying and conflict resolution, as well as rigorously evaluate the

effectiveness of their strategies in creating safe school environments.

Additionally, studies should explore how social workers can tackle systemic

factors contributing to unsafe school environments, such as poverty and

discrimination. Overall, the literature highlights the importance of school social

workers in promoting student well-being and success, indicating a need for

continued research to enhance their impact in creating safe and supportive

educational settings (Chris, 2011).

Social Workers’ Views on School Safety

School environment and safety continue to be critical and demanding

topics that represent a challenge to educators (Gregg, 2000), policy makers

(Astor, et al., 1997), and organizations and communities (Farrell, Meyer, Kung, &

Sullivan, 2001). However, the topic was always a topic of debate and discussion

among social workers. For example, earlier research on social workers’

perceptions of school violence and safety has highlighted important issues that

needed further investigation. Astor et al. (1997) indicated that school social

workers can play the role of leaders in the campaign to reduce interpersonal

violence in the school setting. Similarly, Huxtable (1998) supported the advocacy

role that school social workers assume, promoting prevention within the school.

Another argument for school prevention against violence was also viewed by

Flannery and his colleagues (2003), who believed that violent behavior occurs

along a developmental continuum of severity, which can start at an early age and

manifest itself as hitting and kicking, to more advanced violence such as rape

and drug-related behavior.

Furthermore, School Social Workers’ awareness of school climate and the

need to promote school safety were assessed in order to determine the social

workers’ knowledge of the seriousness of the issue. These types of studies were
based on the assumption that social workers in school settings will not without

understanding their nature, volume, and impact on the children and the schools.

For example, Astor et. al. (1997) raised important questions relevant to the

views of school social workers on school violence, such as “how do social

workers perceive the issue of school violence and when do they consider

violence a serious problem in the school setting?” (1997, p. 57). The answers to

such questions lead the author to conclude that it “is partly the result of

theoretical orientations, interventions, intervention strategies, and explanations of

violence prevalent in American popular culture. Frequently, the causes of school

violence are attributed to the individual, community, or family, not the school

organization” (1997, p. 66).

Strategies of Social Works to Ensure Safe School:

Trauma-informed care (TIC)

According to Laura A. et. al., (2001), Trauma-informed care (TIC) a

crucial framework for school social workers, recognizing and addressing the

impact of trauma on students who may have experienced abuse, neglect,

domestic violence, or community violence. TIC involves understanding the

various forms of trauma, including acute and chronic trauma, and their effects on

students' emotional, psychological, and academic well-being. Social workers are

trained to identify signs of trauma, such as behavioral changes, academic

decline, physical symptoms, and relationship difficulties.

On their studies, they concluded that creating a safe and supportive

school environment is paramount, involving establishing clear routines, providing

consistent support, and ensuring students feel physically and emotionally secure.

Individualized support is key, encompassing individual and group counseling,

and referrals to external services as needed. Building strong, trusting

relationships is essential for emotional healing and academic success.

Collaboration with teachers, administrators, and families is crucial, including staff

training on trauma-informed practices and engaging families in the support

process.

A key aspect of TIC is empowering students by focusing on their strengths

and resilience, encouraging self-advocacy, and helping them view their

experiences as sources of strength. Cultural competence is vital, ensuring

interventions are culturally sensitive and relevant to each student's background.

Incorporating TIC into school social work practices is essential for addressing the

complex needs of traumatized students, fostering resilience, and improving their

overall well-being, academic performance, and the school climate (Laura A. et.

al., 2001).

Multi-Tiered Systems of Support (MTSS)

 Multi-Tiered Systems of Support (MTSS) is a comprehensive, data-driven

approach used in schools to provide targeted support to struggling students. It

proactively identifies and addresses student needs early, preventing academic,

behavioral, and social-emotional challenges from escalating. MTSS operates on

a tiered system: Tier 1 (universal supports) provides high-quality instruction and

a positive school climate for all students; Tier 2 (targeted supports) offers small-

group interventions for students not responding to Tier 1; and Tier 3 (intensive

supports) provides individualized interventions for students with persistent,

severe challenges (Schaffer, E. 2000).

According to him, School social workers are vital to MTSS implementation,

assessing student needs through individual and family assessments,

collaborating with teachers and other professionals, and developing tailored

interventions such as counseling and social skills training. They act as liaisons

between students, families, and the school, sharing data, developing intervention

plans, and monitoring progress. In connection to that, effective MTSS leads to

improved student outcomes, including academic success and positive social-

emotional development; increased equity by ensuring all students receive

necessary support; and enhanced collaboration among school staff. As MTSS

evolves, integrating social-emotional learning and trauma-informed care, and

leveraging technology, ongoing investment in staff professional development and

data-driven monitoring are essential to meet the diverse needs of students and

communities.
Social-Emotional Learning (SEL)

Based on the research documentation of “The Collaborative for Academic,

Social, and Emotional Learning (CASEL) in 1994, Social-Emotional Learning

(SEL) is a vital part of education, developing essential non-cognitive skills for

academic success, well-being, and positive social interactions. SEL programs

cultivate five core competencies: self-awareness (understanding one's emotions

and strengths), self-management (regulating emotions and behaviors), social

awareness (understanding others' perspectives), relationship skills (building and

maintaining healthy relationships), and responsible decision-making (making

ethical choices).

The organization highlighted that school social workers play a key role in

SEL, facilitating programs, providing individual and group counseling for social-

emotional challenges, and collaborating with teachers to integrate SEL into the

curriculum. They also advocate for SEL within the school community. SEL's

benefits include improved academic performance, enhanced social-emotional

well-being, reduced behavioral problems, and a more positive school climate.

The field of SEL is constantly evolving, with ongoing exploration of innovative

integration methods, including technology and community partnerships, to ensure

all students have access to high-quality SEL programs.

Restorative Justice
 Restorative Justice according to (Marlon, 2018), he stated that it is a

philosophy and set of practices that prioritize repairing harm caused by

wrongdoing and rebuilding positive relationships. It shifts the focus from

punishment to accountability, healing, and community building. In schools, this

approach fosters a more positive and supportive environment, increasing

students' sense of belonging and reducing conflict. Restorative justice operates

on four core principles: acknowledging the harm caused by an action and its

impact on all involved; emphasizing responsibility for one's actions and making

amends; repairing the damage through apologies, restitution, or other means;

and strengthening relationships through dialogue, understanding, and empathy to

rebuild trust and create a cohesive community. School social workers are

instrumental in implementing restorative justice, facilitating restorative circles to

address conflicts, mediating disputes constructively, and supporting students in

taking responsibility for their actions.

The benefits of this approach include reduced conflict, improved school

climate, increased student engagement, and the development of crucial social-

emotional skills like empathy and communication. Ultimately, restorative justice is

a powerful tool for conflict resolution and community building, creating a more

positive and supportive school environment where every student feels valued,

respected, and safe, with school social workers playing a vital role in its

successful implementation (Marlon 2018).

Bullying Prevention
 Bullying is a serious problem in schools, harming victims and negatively

impacting the school climate. School social workers address this through a

multifaceted approach. They develop and implement comprehensive bullying

prevention programs that raise awareness of bullying's various forms and impact,

teach students social-emotional skills like empathy and conflict resolution,

promote a positive and inclusive school climate, and build strong communication

networks among students, staff, and families. Social workers also provide

training for staff and students on identifying and responding to bullying, creating

safer school environments. They directly intervene in bullying situations,

mediating conflicts, developing safety plans for victims, offering support, and

holding bullies accountable.

Furthermore, they work with families, communicating about bullying,

facilitating family meetings, and providing support and resources. In essence,

school social workers are vital in creating safe and inclusive schools by

preventing bullying and supporting those affected (Shore, 2006).

Violence Prevention

Based on the 2019 statements of The World Health Organization (WHO),

school social workers play a vital role in addressing school violence through a

multifaceted approach. They conduct risk assessments, systematically evaluating

the likelihood and severity of harm by considering individual factors (mental

health, trauma history), environmental factors (school climate, peer relationships,

community conditions), and systemic factors (inequality, discrimination). These

assessments help identify students at risk of violence or victimization, informing

targeted interventions. Social workers also develop and implement violence

prevention programs focusing on positive school climates, conflict resolution

skills, addressing risk factors, and promoting social-emotional learning.

Furthermore, they provide crisis intervention services in the aftermath of

violent incidents, offering emotional support, assessing needs, connecting

individuals to resources, and facilitating communication. Crucially, social workers

collaborate with law enforcement, school administrators, and community

agencies, sharing information, developing joint strategies, ensuring access to

support services, and building trust to create a comprehensive and effective

response to school violence, ultimately fostering safer and more supportive

school environments.

Collaboration and Partnerships

In the study of Penderson, (2000), creating a safe school environment

necessitates strong collaboration, and social workers are central to this effort.

They act as facilitators, coordinators, and consensus builders among teachers,

administrators, counselors, parents, and community organizations. Teachers, as

the frontline, benefit from social workers' support in identifying and reporting early

warning signs, developing safety protocols, and receiving training. Administrators

rely on social workers' expertise to develop comprehensive safety plans,

advocate for resources, and foster positive school climates. Counselors

collaborate with social workers to develop early intervention strategies, provide

trauma-informed care training, and coordinate support services. Parents are vital

partners, and social workers improve communication, provide resources, and

engage them in safety initiatives. Community organizations offer additional

resources, and social workers facilitate referrals and coordinate joint initiatives.

Ultimately, social workers' communication, conflict resolution, and

advocacy skills bridge gaps between these stakeholders, building consensus

around safety measures and creating a secure and supportive learning

environment for all students.

Cultural Sensitivity and Equity

Cultural sensitivity and equity are paramount in school safety, demanding

that social workers understand the diverse needs of students. Students'

backgrounds—including race, ethnicity, gender, sexual orientation, and

socioeconomic status—significantly shape their experiences and perceptions of

safety. Social workers must avoid imposing their own cultural norms, instead

striving to understand and adapt interventions to each student's context.

According to (Murfy, 2001), this requires conducting thorough needs

assessments to identify specific safety concerns within various student

populations, developing culturally relevant interventions (e.g., using culturally

specific language, collaborating with community organizations), and empowering

students and families to participate in creating safety strategies. Ultimately,

creating safer schools demands a commitment to equity, ensuring all students

have equal access to resources and opportunities, regardless of background.

Addressing Systemic Issues

Garcia L (2010) highlighted on his study that social workers address

unsafe school environments not only by handling individual incidents but also by

tackling underlying systemic issues. This requires a multi-pronged approach:

advocating for policies that reduce poverty and discrimination, increase school

funding for mental health services, conflict resolution programs, and equitable

resource distribution, and promoting trauma-informed practices.

Simultaneously, social workers ensure schools have adequate resources,

including mental health support and conflict resolution programs, while

advocating for balanced security measures. Finally, they build strong community

partnerships, collaborating with organizations offering various services,

coordinating resources, and engaging the community to raise awareness and

support school safety initiatives. This comprehensive approach, combining policy

advocacy, resource allocation, and community building, is crucial for creating

safer and more equitable learning environments for all students (Garcia L.,

2010).
Ecological Systems Framework

Social workers utilize Bronfenbrenner's ecological systems framework to

understand the interconnectedness of individuals and their environments,

recognizing that a student's success depends on various interacting systems: the

microsystem (immediate environment), mesosystem (connections between

microsystems), exosystem (indirectly influencing structures), macrosystem

(broader cultural context), and chronosystem (time and historical events)

(Magallon, 2002).

This framework helps identify systemic barriers hindering student success,

such as poverty impacting a student's academic performance due to resource

limitations. By considering these interconnected systems, social workers can

develop holistic interventions, collaborate effectively with various professionals,

and advocate for systemic changes creating safer and more equitable schools.

This approach moves beyond individual-level solutions to address root causes

and promote comprehensive support for students.

Theoretical Framework

This study will be anchored to the Social Learning Theory by Albert

Bandura. This theory can contribute to the understanding of the researcher as

well as the reader to better understand the study about the strategies of the

social workers on the academic field on creating safe school environment. Social
Learning theory is the study of Albert Bandura where it refers on how children

can be influence by their environment. It also shows that we can acquire things

from what we saw in our environment that basically through interaction.

In school setting, students enrolled in the school are considered an input

to the school system where they are continuously and internally influenced by the

various aspects of the school’s climate, including class curricular activities,

knowledge, and values, and externally by the nature of communication and

interaction that exists within their own families, as well as the types and the

characteristics of the communities they relate to and are exposed to. Specifically,

communication and interaction as important for the school system and they

should be open, positive and constructive (Erickson, Mattaini, & McGuire, 2004).

This comprehensive and holistic view of school climates encourages

school social workers to understand and identify the areas of limitation that may

need his or her efforts, as well as areas of strength, allowing them to maintain

high quality environment. Children learn within the school environment through

various formal and informal means. Their reactions to interpersonal challenges

can also be influenced by the school activities, communicating with classmates,

teachers, and staff, and existing teaching styles and available resources (Koiv,

2014).

Based on the system perspective, students also can be considered

“proposed output,” since the purpose of schools is to prepare children for the

future by educating them with basic knowledge and helping them to understand

values. Additionally, from a human development point of view, children’s growth

is determined by emotional, cognitive, biological and behavioral aspects

(Zastrow, & Kirst-Ashman, 2013).

Bandura's Social Learning Theory is central to creating safe schools, as it

highlights learning through observation and imitation of influential figures. Social

workers apply this by identifying negative behaviors' origins (observational

learning) and intervening by promoting positive role models and reinforcing

desired behaviors like teamwork and kindness. They also leverage the theory to

shift school social norms toward respect and inclusivity, using peer influence to

model positive behaviors. Social-emotional skills training, emphasizing empathy

and perspective-taking, is incorporated, and systemic issues are addressed

through family and community involvement. In essence, Social Learning Theory

empowers social workers to foster safe and supportive school environments by

shaping students' learning and promoting positive social-emotional development.

Research Objectives

1. Determine the different social workers’ strategies in creating safe school

environment.

2. Determine the challenges encountered by the participants in applying social

workers’ strategies creating safe school environment.

3. Determine the motivational factors of the participants helping them in applying

social work strategies creating safe school environment.

 Scope and Limitations

This study focuses mainly on the strategies of social workers in creating

safe school environment. The participants of the study are also limited to the

selected Social Workers who are active and working on their respective

specialization. Five (5) participants will be selected from different sectors in

Kidapawan City. The participants are Registered Social Workers employed in

their respective department.

Only the Registered Social Workers is covered in this study. Private and

personal information about the participants will be kept secret.

Definition of Terms

To understand the different terms in the study, the following terminologies

will be defined operationally as:

Social Work- it refers to course or a profession in which trained

professionals are devoted to helping vulnerable people and communities work

through challenges they face in everyday life.

Strategies – it refers to case management, counseling, advocacy,

education, and community organization. A social worker chooses strategies

based on a client's situation and goals.

 Safe School Environment- refers to a school environment that is broadly

characterized by its facilities, classrooms practices, school-based health

supports, and disciplinary policies and practices. It sets the stage for the external

factors that affect students.

CHAPTER 2

METHODOLOGY

This chapter presents the methods and procedures that will be used in this

study which include research design of the respondents of the study, role of the

researcher, research participants and materials to be used, data collection

procedure and data analysis.

Research Design

This research will use descriptive-qualitative research design considered

appropriate because it enables the researcher to generate non-numerical data

through in-depth interview procedures.

 The descriptive part will be used to determine and explore the strategies

social workers in creating safe school environment for the school year 2024-

2025.The qualitative part will be used to investigate and explore the strategies of

the social workers in creating safe school environment for the school year 2024-

2025.

Research Locale and Participants

The research will be conducted at Kidapawan City, North Cotabato where

the participants of the study are working.

The participants of the study are the Registered Social Workers in the

different sectors. The respondents of the study will be selected according to the

following criteria:

a) a registered Social Workers;

b) currently employed at a different sector; and

c) has willingness to participate in the research.

The participants of the study will be determined through the use of purposive

sampling that is a qualitative research method where researchers deliberately

select participants based on specific criteria relevant to the research question,

aiming to gather rich, in-depth information (Patton M., 1990). This method is

allowing the researchers to easily collect data that are selected based on

availability and willingness to take part.

 Research Instrument

The researchers will utilize interview guide questions. Instruments that are

commonly used to collect data include checklists, structured interview guides,

questionnaires, evaluations, and more (Seaman, 1991).

In this study, the researcher utilized self-made questionnaire instrument

for in depth interview that will be validated by an expert. These includes letter of

permission signed by the Dean of North Valley Colleges Foundation Inc. the

Department Research Coordinator, and the adviser of the researchers and will

give and present to the selected participants of the study. The researcher will use

a recorder specifically cellphone or mobile phone device to record the responses

of the participants.

Data Gathering Procedures

In this study, a survey questionnaire will be employed to gather

information important to this study goals. The participants will be given an

informed consent noted by our adviser and will be sent out to inform the

participants ahead of time. Upon the approval of all, the researcher will

personally orient the participants regarding the mechanics of research work, and

then administer the interview following the guide questions for in-depth interview.

During the research procedure and particularly during the data collection
process. Each participant will be given the opportunity to choose a time and

setting for them to answer the survey questionnaire.

For the distribution of the questionnaire, the researchers will use offline

strategy. A more traditional will be used in a clear, simple, and well-designed

manner. Offline method such as survey questionnaire in a form of hard copy will

be distributed in-person. This will allow the participants to ask questions prior to

answering the survey.

For the retrieval of data, the researchers will collect the questionnaire

based on the agreed date and time with the participants. The participants will be

instructed to fold the questionnaire so the answers will not be exposed during

retrieval and this will be kept by the researcher in an envelope to safeguard the

data. Only the researchers will tabulate the data provided by the participants.

The researcher will use a recorder, specifically a cell phone device to

obtain the responses of the participants. The data gathered from the respondents

will be analyzed and interpreted.

Data Analysis

The data of this study will be analyzed through the use of Thematic

Analysis. Thematic Analysis aims to analyze, identify and present a pattern or

theme within the data gathered (Braun & Clarke, 2012). The data gathered

during face to face will be observed and familiarized to generate a common

thread of patterns from the interview and group them to identify possible themes.
Themes will be reviewed and revised to ensure enough supporting data.

Narrative analysis with coherence will be presented by the guided themes

generated by common patterns and codes from data extracted.

The following are the steps of thematic analysis.

Step 1: Familiarizing the data

The initial step in the subject matter analysis process is becoming

acquainted with the entire data set, which calls for regular and engaged reading

of the data (Braun & Clarke 2006). Depending on the undertaking, the data set

may include field notes, journal entries, recorded observations, interviews, focus

groups, or other media such as images or videos (Thorne 2000; Nowell et al.

2017). Understanding the entire data set first will give the raw data a valuable

perspective and serve as the foundation for all other procedures.

Step 2: Generating initial codes

As the first truly analytical step in the process, coding helps to ensure that

the data is precisely and thoroughly organized. Researchers will begin taking

notes on possible data items of interest, questions, connections between data

items, and other preliminary thoughts following the familiarization process in step

1. This step of the process creates codes rather than themes. By recording how

codes developed from observations and ideas, the researcher can begin the

process of creating an audit trail to support the validity of their interpretations and

analysis (Lincoln & Guba 1985; Nowell et al. 2017).

 Researchers will apply the same codes to the full data set by labeling data

extracts with pertinent codes after defining the coding framework or template,

taking note of any potential patterns or relationships between items that can drive

subsequent theme creation (Braun & Clarke 2006). The researchers will organize

the data by code once all of the data have been coded in order to prepare for

step three, or the search for themes.

Step 3: Searching for themes

To find any potential themes that might be more important, the coded and

collected data extracts are analyzed (Braun & Clarke 2006). By analyzing,

combining, contrasting, and even graphically mapping the relationships between

codes, the researcher can generate themes (Varpio et al. 2017). The data does

not automatically reveal themes. Themes are more closely tied to the original

data and reflective of the entire data set since inductive analysis clearly derives

themes from the coded data (Braun & Clarke 2006). Important themes will

address important facets of study issues and offer important connections

between data items.

Step 4: Reviewing themes

The researchers will do a first level analysis by checking the appropriate fit

of the coded data within each theme and determines if specific themes make

sense within the data set and whether the thematic map accurately and

sufficiently depicts the overall body of data. (Braun & Clarke,2006). Researchers

will make thorough notes, or memos, about their considerations and choices for
how themes were created, altered, and/or eliminated throughout this process.

The relationship between themes and how they represent the subject or

construct of interest should be made abundantly obvious in the thematic map. In

order to complete this task, the researcher rereads the entire data set in order to

reexamine themes and to recode for additional data that falls under the themes

that have been newly created or modified in this phase. Then, the thematic map

is revised as necessary (Braun & Clarke 2006).

Step 5: Defining and naming themes

Step 5 involves the researcher defining and narratively describing each

theme, elucidating its significance to the broader research issue, following the

improvement of the thematic map (Braun & Clarke 2006). The theme names in

the final report are reviewed to ensure they are clear and adequately descriptive

(Braun & Clarke 2006). In order to create a coherent narrative that explains how

and why the coded data within each theme provide unique insights, aid in the

thorough comprehension of more fundamental questions, and interact with other

themes, the researcher then concentrates on the essential components of each

theme and the aspects of the data set that each theme addresses.

When responding to these inquiries, the researcher searches for areas

where themes overlap, spots emerging sub-themes (which can be used to give

more in-depth explanations of themes as well as to describe hierarchies within

the data), and distinctly defines the scope of what each theme entails or includes

(Braun & Clarke 2006).

Step 6: Producing the report/manuscript

Writing up the final analysis and summary of findings is the last step

(Braun & Clarke 2006). By taking notes, defining themes, and choosing sample

data extracts in earlier rounds, the writing process has already started to take

shape. The final report must to include more information than just a list of codes

and themes (King, 2004). The analysis should describe the data and provide a

case for how the researcher's explanation adequately and richly answers the

research question using both narrative descriptions and representative data

extracts (such as direct quotations from participants) (Braun & Clarke 2006). Any

direct data extracts must be complemented with interwoven textual description

that explains their significance and provide sufficient context to grasp their

meaning (Braun & Clarke 2012). By connecting themes to more general

inquiries, exploring the consequences of findings, and challenging the

presumptions or conditions that gave rise to the themes, the discussion section

can widen the analysis (Braun & Clarke 2006). By providing evidence for why

certain themes were chosen and placing findings within the body of existing

knowledge, referencing relevant material can also strengthen the analysis

(Aronson 1995).

Trustworthiness

To ensure and support the quality of the study, researchers employ the

consensus of trustworthiness. Trustworthiness will be the degree of confidence in

interpretation, methods and data (Polit & Beck, 2014). The optimal parameters
for determining trustworthiness are frequently contested by qualitative

researchers. However, four (4) most pertinent consensuses are commonly used:

credibility, transferability, dependability and confirmability (Kyngas, Kaariainen &

Elo, 2020). The overall study will be validating these four (4) parameters.

Credibility refers to the truth of the data or the participant views and the

interpretation and representation of them by the researcher (Polit & Beck, 2012).

Researchers will employ credibility by entailing that the findings of study are

plausible in the perception of the research participants. In addition, interview

guided questions will be validated by the research adviser to ensure that the data

gathered represents true phenomena.

Transferability points to the extent to which findings are useful to other settings

and readers determine how applicable the findings are to their situations (Polit &

Beck, 2014). Researchers will provide adequate detail of context such as

transcriptions and audit trails for readers to note and compare them to specific

environments they are familiar with.

Dependability indicates that the findings are consistent and could be replicated

(Kyngäs et al., 2020). Researchers will present the study to research experts to

validate and construct various hypothetical notions for them to review. Moreover,

related articles are consulted by the researchers prior to the discussion of the

study.

Conformability is the extent to which the findings of the inquiry could be

validated or corroborated by other researchers, and it is concerned with

demonstrating that the data and interpretations of the findings are clearly drawn
from the data and not in the researcher’s imagination. (Baxter & Eyles, 1997;

Tobin & Begley, 2004). Researchers will address confirmability through audit trail

and documentation of the study.

Ethical Consideration

Informed Consent. Informed consent is one of the basic courtesies in having

research/study conducted it gives the ability to notify, freedom and adaptability to

participate with full coordination within research purposes with all the information

accurate and reliable.

In this study, an informed consent will be given to the chosen participants

and to ensure the confidentiality and to secure the information the said

participants will not be given any names or disclosures. Hence, they are given a

false name for research purposes. The researchers will guarantee the utmost

care. This will be carried out to promote trust within the researchers and the

participants.

Voluntary Participation. Voluntary participation is the ability to of a selected

respondents that always had the ability to decline to participate in any reason

and have the freedom to stop and refuse to answer the questions given by the

researchers.

In this study, the participants will be duly informed before the survey

questions that they have the ability in choosing whether they will answer and
refuse the guide survey questionnaires prepared by researchers and forcefully

stop the process.

Do no harm. This carries the basic principles of ethics in which no

individuals shall be jeopardized in the study and must uphold the care and

protected. This deals also in concept of fairness in which the researchers should

determine the encompasses issues related to who benefits and risk of the

research.

The researchers on this study will ensure that no participants are hurt it

can be physically and psychologically. The purpose this research is to discover

new information that would be helpful to the society and with no individuals are

exposed in finding out unwanted information that can threaten the life of the

participants.

Confidentiality. In the context of research, confidentiality is the

agreement between the respondent and the researchers to no disclose any

information that are being disclosed during the survey and interviews. And giving

the power to the researchers to ensure the information are strictly kept in safe

that cannot be disseminated to other individuals.

All the data that the researchers will acquire whether it may be a pre and

post survey shall be kept strictly confidential on this study. All the participants

and reliable information that are associated with this study shall not disclose to

others without any prior acknowledgement of the owners and the researchers

involved.
Anonymity. it is a form of no identifiability which I define as non-coordinatability

of traits in a given respect (Nissenbaum, 1999).

In this study, as the confidentiality entails to not disclose any rightful

information of the study. Through this study all the participants are given a

generated false name as a form of research experiment purposes to test all

variables without any leakage of information to general public.

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 Appendices

Informed Consent

INFORMED CONSENT STATEMENT

Introduction

This study is entitled “STRATEGIES OF SOCIAL WORKERS IN

CREATING SAFE SCHOOL ENVIRONMENT”

This study is in partial fulfilment of the requirements for the program:

Bachelor of Science in Social Work.

Process

The focal point of this study is the perception of the Registered Social

Worker in creating their strategies for a safe school environment. The main

participants are the social workers who had the experience and knowledge in

creating strategies for a safe school environment in Kidapawan City, North

Cotabato.

Respondent Confidentiality

Any data collected for the study like the personal details and opinions will

be strictly held with utmost confidentiality. This will not be used for any purposes

other than this study.

Cancellation of Consent and Authorization

 The participation in this study is voluntary. You may inform the

researchers if you wish not to participate or to answer the survey questionnaire.

Participants Certification

I have read and had the opportunity to ask questions on the kind of data

asked from me. I am granting my permission to utilize my answers as part of the

data to be used in this research.

ACCEPTED AND AGREED

Signature: ____________________ Date: _______________

Printed Name: ________________________________________

Contact Number: _____________________________
Address: ______________________________________________
Interviewed by: _________________________________________________
 Research Instrument

Interview Question Guide

Interview Questions

Research Objectives Main Question Probing Question

 Determine the 1. What is your 1. Can you describe the

different social techniques or strategies and
workers’ strategies in strategies to interventions you use to
creating safe school create safe create a safe and
environment. school supportive school
environment? environment for
 Determine the students?
challenges 2. What are the 2. What are the most
encountered by the challenges you effective strategies
participants in encounter when you've found for
applying social applying social addressing different
workers’ strategies workers’ types of safety
creating safe school strategies concerns (e.g., bullying,
environment. creating safe violence, mental health
school crises)? Could you
 Determine the environment? elaborate on why these
motivational factors specific strategies are
of the participants effective?
helping them in 3. What are your
applying social work coping 3. How do you collaborate
strategies creating mechanisms with other school staff
safe school helping you when (teachers,
environment. applying social administrators,
work strategies counselors) to promote
creating safe school safety? Could
school you share examples of
environment. successful
collaborations?
4. How do you involve
parents and families in
 your efforts to create a
safer school
environment? What are
the challenges and
successes you've
experienced in this
area?
5. What role do
community resources
and organizations play
in your work? Could
you provide examples
of how you utilize these
resources?
6. How do you address
systemic issues that
contribute to unsafe
school environments
(e.g., poverty,
discrimination, lack of
resources)? What are
the challenges and
successes in this area?
7. What ethical
considerations do you
take into account when
implementing safety
strategies?
8. What are the biggest
challenges you face in
creating a safe school
environment?
9. What resources or
support do you need to
be more effective in
your work?
10. What are the biggest
barriers preventing you
from implementing the
 most effective
strategies?
11. How do you combat
challenges you have
encounter what are
some of the most
significant lessons
you've learned about
creating safe school
environments?