[Core] [64% incumbents] Maintain case history records and prepare reports.
  DWAs: Write reports or evaluations. | Maintain client records.

[Core] [64% incumbents] Interview clients individually, in families, or in groups, assessing their situations, capabilities, and problems to determine what services are required to meet their needs.
  DWAs: Interview clients to gather information about their backgrounds, needs, or progress.

[Core] [64% incumbents] Develop and review service plans in consultation with clients and perform follow-ups assessing the quantity and quality of services provided.
  DWAs: Evaluate the effectiveness of counseling or educational programs. | Confer with clients to discuss treatment plans or progress.

[Core] [64% incumbents] Address legal issues, such as child abuse and discipline, assisting with hearings and providing testimony to inform custody arrangements.
  DWAs: Recommend legal actions.

[Core] [64% incumbents] Counsel parents with child rearing problems, interviewing the child and family to determine whether further action is required.
  DWAs: Interview clients to gather information about their backgrounds, needs, or progress. | Counsel clients regarding interpersonal issues.

[Core] [64% incumbents] Consult with parents, teachers, and other school personnel to determine causes of problems, such as truancy and misbehavior, and to implement solutions.
  DWAs: Evaluate potential problems in home or work environments of clients. | Confer with family members to discuss client treatment plans or progress. | Collaborate with other professionals to assess client needs or plan treatments.

[Core] [64% incumbents] Arrange for medical, psychiatric, and other tests that may disclose causes of difficulties and indicate remedial measures.
  DWAs: Arrange physical or mental health services for clients.

[Core] [64% incumbents] Refer clients to community resources for services, such as job placement, debt counseling, legal aid, housing, medical treatment, or financial assistance, and provide concrete information, such as where to go and how to apply.
  DWAs: Help clients get needed services or resources. | Refer individuals to educational or work programs. | Refer clients to community or social service programs.

[Core] [64% incumbents] Counsel individuals, groups, families, or communities regarding issues including mental health, poverty, unemployment, substance abuse, physical abuse, rehabilitation, social adjustment, child care, or medical care.
  DWAs: Advise clients or community groups on health issues. | Counsel clients or patients with substance abuse issues. | Counsel clients regarding interpersonal issues.

[Core] [64% incumbents] Provide, find, or arrange for support services, such as child care, homemaker service, prenatal care, substance abuse treatment, job training, counseling, or parenting classes to prevent more serious problems from developing.
  DWAs: Help clients get needed services or resources.

[Core] [64% incumbents] Collect supplementary information needed to assist client, such as employment records, medical records, or school reports.
  DWAs: Collect information about clients.

[Supplemental] [64% incumbents] Recommend temporary foster care and advise foster or adoptive parents.
  DWAs: Advise others on healthcare matters. | Counsel family members of clients or patients.

[Supplemental] [64% incumbents] Evaluate personal characteristics and home conditions of foster home or adoption applicants.
  DWAs: Evaluate potential problems in home or work environments of clients. | Evaluate characteristics of individuals to determine needs or eligibility.

[Supplemental] [64% incumbents] Supervise other social workers.
  DWAs: Supervise workers providing client or patient services.

[Supplemental] [64% incumbents] Lead group counseling sessions that provide support in such areas as grief, stress, or chemical dependency.
  DWAs: Counsel clients or patients with substance abuse issues. | Counsel clients or patients regarding personal issues.

[Supplemental] [64% incumbents] Serve on policy-making committees, assist in community development, and assist client groups by lobbying for solutions to problems.
  DWAs: Collaborate with other professionals to develop education or assistance programs. | Advocate for individual or community needs.

[Supplemental] [64% incumbents] Determine clients' eligibility for financial assistance.
  DWAs: Evaluate characteristics of individuals to determine needs or eligibility.

[Core] [63% incumbents] Serve as liaisons between students, homes, schools, family services, child guidance clinics, courts, protective services, doctors, and other contacts to help children who face problems, such as disabilities, abuse, or poverty.
  DWAs: Advocate for individual or community needs.

[Supplemental] [63% incumbents] Place children in foster or adoptive homes, institutions, or medical treatment centers.
  DWAs: Develop treatment plans for patients or clients.

[Supplemental] [63% incumbents] Counsel students whose behavior, school progress, or mental or physical impairment indicate a need for assistance, diagnosing students' problems and arranging for needed services.
  DWAs: Arrange physical or mental health services for clients. | Counsel clients regarding educational or vocational issues.

[Supplemental] [63% incumbents] Conduct social research.
  DWAs: Conduct research on social issues.

--- SKILLS ---
  Active Listening (imp:4.88 lvl:4.75) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:4.50 lvl:4.12) — Talking to others to convey information effectively.
  Critical Thinking (imp:4.12 lvl:4.25) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Reading Comprehension (imp:4.00 lvl:4.12) — Understanding written sentences and paragraphs in work-related documents.
  Monitoring (imp:3.88 lvl:3.88) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Writing (imp:3.75 lvl:4.12) — Communicating effectively in writing as appropriate for the needs of the audienc
  Active Learning (imp:3.38 lvl:3.75) — Understanding the implications of new information for both current and future pr
  Learning Strategies (imp:3.12 lvl:3.12) — Selecting and using training/instructional methods and procedures appropriate fo
  Science (imp:2.25 lvl:2.00) — Using scientific rules and methods to solve problems.
  Mathematics (imp:2.00 lvl:1.88) — Using mathematics to solve problems.

--- KNOWLEDGE ---
  Customer and Personal Service (imp:4.32 lvl:5.21) — Knowledge of principles and processes for providing customer and personal servic
  Psychology (imp:4.13 lvl:5.04) — Knowledge of human behavior and performance; individual differences in ability, 
  Therapy and Counseling (imp:4.13 lvl:5.13) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  English Language (imp:3.82 lvl:4.12) — Knowledge of the structure and content of the English language including the mea
  Administrative (imp:3.63 lvl:4.81) — Knowledge of administrative and office procedures and systems such as word proce
  Sociology and Anthropology (imp:3.41 lvl:3.90) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Education and Training (imp:3.33 lvl:4.27) — Knowledge of principles and methods for curriculum and training design, teaching
  Law and Government (imp:3.14 lvl:3.09) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Administration and Management (imp:2.97 lvl:3.43) — Knowledge of business and management principles involved in strategic planning, 
  Computers and Electronics (imp:2.80 lvl:3.54) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Public Safety and Security (imp:2.77 lvl:2.70) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Personnel and Human Resources (imp:2.46 lvl:2.24) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Communications and Media (imp:2.44 lvl:2.52) — Knowledge of media production, communication, and dissemination techniques and m
  Philosophy and Theology (imp:2.41 lvl:2.68) — Knowledge of different philosophical systems and religions. This includes their 
  Foreign Language (imp:2.23 lvl:2.64) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Sales and Marketing (imp:2.20 lvl:2.37) — Knowledge of principles and methods for showing, promoting, and selling products
  Medicine and Dentistry (imp:2.18 lvl:1.84) — Knowledge of the information and techniques needed to diagnose and treat human i
  Mathematics (imp:2.15 lvl:2.32) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Economics and Accounting (imp:2.13 lvl:1.77) — Knowledge of economic and accounting principles and practices, the financial mar
  Telecommunications (imp:2.05 lvl:1.17) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Biology (imp:2.01 lvl:1.49) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Production and Processing (imp:1.89 lvl:1.08) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Transportation (imp:1.83 lvl:1.55) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  History and Archeology (imp:1.76 lvl:1.51) — Knowledge of historical events and their causes, indicators, and effects on civi
  Geography (imp:1.69 lvl:1.71) — Knowledge of principles and methods for describing the features of land, sea, an
  Fine Arts (imp:1.65) — Knowledge of the theory and techniques required to compose, produce, and perform
  Chemistry (imp:1.47) — Knowledge of the chemical composition, structure, and properties of substances a
  Engineering and Technology (imp:1.38 lvl:0.65) — Knowledge of the practical application of engineering science and technology. Th
  Mechanical (imp:1.33 lvl:0.51) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Design (imp:1.32) — Knowledge of design techniques, tools, and principles involved in production of 
  Physics (imp:1.26) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Food Production (imp:1.13) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Building and Construction (imp:1.13) — Knowledge of materials, methods, and the tools involved in the construction or r

--- ABILITIES ---
  Oral Expression (imp:4.62 lvl:4.12) — The ability to communicate information and ideas in speaking so others will unde
  Oral Comprehension (imp:4.38 lvl:4.12) — The ability to listen to and understand information and ideas presented through 
  Problem Sensitivity (imp:4.25 lvl:4.38) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Written Comprehension (imp:4.12 lvl:4.12) — The ability to read and understand information and ideas presented in writing.
  Written Expression (imp:4.12 lvl:4.00) — The ability to communicate information and ideas in writing so others will under
  Speech Clarity (imp:4.00 lvl:3.88) — The ability to speak clearly so others can understand you.
  Deductive Reasoning (imp:3.88 lvl:3.88) — The ability to apply general rules to specific problems to produce answers that 
  Inductive Reasoning (imp:3.88 lvl:3.88) — The ability to combine pieces of information to form general rules or conclusion
  Speech Recognition (imp:3.88 lvl:4.00) — The ability to identify and understand the speech of another person.
  Information Ordering (imp:3.50 lvl:3.38) — The ability to arrange things or actions in a certain order or pattern according
  Near Vision (imp:3.50 lvl:3.62) — The ability to see details at close range (within a few feet of the observer).
  Fluency of Ideas (imp:3.12 lvl:3.38) — The ability to come up with a number of ideas about a topic (the number of ideas
  Originality (imp:3.12 lvl:3.38) — The ability to come up with unusual or clever ideas about a given topic or situa
  Category Flexibility (imp:3.12 lvl:3.25) — The ability to generate or use different sets of rules for combining or grouping
  Selective Attention (imp:3.00 lvl:3.00) — The ability to concentrate on a task over a period of time without being distrac
  Flexibility of Closure (imp:2.88 lvl:2.88) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Time Sharing (imp:2.88 lvl:2.75) — The ability to shift back and forth between two or more activities or sources of
  Far Vision (imp:2.75 lvl:2.88) — The ability to see details at a distance.
  Memorization (imp:2.62 lvl:2.62) — The ability to remember information such as words, numbers, pictures, and proced
  Speed of Closure (imp:2.62 lvl:2.75) — The ability to quickly make sense of, combine, and organize information into mea
  Perceptual Speed (imp:2.62 lvl:2.62) — The ability to quickly and accurately compare similarities and differences among
  Auditory Attention (imp:2.38 lvl:2.12) — The ability to focus on a single source of sound in the presence of other distra
  Visualization (imp:2.25 lvl:2.00) — The ability to imagine how something will look after it is moved around or when 
  Mathematical Reasoning (imp:2.12 lvl:2.38) — The ability to choose the right mathematical methods or formulas to solve a prob
  Visual Color Discrimination (imp:2.12 lvl:2.00) — The ability to match or detect differences between colors, including shades of c
  Hearing Sensitivity (imp:2.12 lvl:1.88) — The ability to detect or tell the differences between sounds that vary in pitch 
  Number Facility (imp:2.00 lvl:2.00) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Arm-Hand Steadiness (imp:2.00 lvl:1.12) — The ability to keep your hand and arm steady while moving your arm or while hold
  Multilimb Coordination (imp:2.00 lvl:1.75) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Reaction Time (imp:2.00 lvl:1.25) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Trunk Strength (imp:2.00 lvl:2.00) — The ability to use your abdominal and lower back muscles to support part of the 
  Finger Dexterity (imp:1.88 lvl:1.25) — The ability to make precisely coordinated movements of the fingers of one or bot
  Control Precision (imp:1.88 lvl:1.00) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Response Orientation (imp:1.88 lvl:1.12) — The ability to choose quickly between two or more movements in response to two o
  Static Strength (imp:1.88 lvl:1.50) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Dynamic Strength (imp:1.88 lvl:1.12) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Depth Perception (imp:1.88 lvl:1.12) — The ability to judge which of several objects is closer or farther away from you
  Explosive Strength (imp:1.75 lvl:0.88) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Stamina (imp:1.75 lvl:1.25) — The ability to exert yourself physically over long periods of time without getti
  Gross Body Coordination (imp:1.75 lvl:1.12) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Gross Body Equilibrium (imp:1.75 lvl:0.75) — The ability to keep or regain your body balance or stay upright when in an unsta
  Extent Flexibility (imp:1.62 lvl:0.62) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Spatial Orientation (imp:1.50 lvl:0.75) — The ability to know your location in relation to the environment or to know wher
  Rate Control (imp:1.50 lvl:0.62) — The ability to time your movements or the movement of a piece of equipment in an
  Night Vision (imp:1.50 lvl:0.62) — The ability to see under low-light conditions.
  Peripheral Vision (imp:1.50 lvl:0.62) — The ability to see objects or movement of objects to one's side when the eyes ar
  Glare Sensitivity (imp:1.50 lvl:0.62) — The ability to see objects in the presence of a glare or bright lighting.
  Sound Localization (imp:1.50 lvl:0.50) — The ability to tell the direction from which a sound originated.
  Wrist-Finger Speed (imp:1.38 lvl:0.62) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Manual Dexterity (imp:1.12 lvl:0.12) — The ability to quickly move your hand, your hand together with your arm, or your
  Speed of Limb Movement (imp:1.12 lvl:0.12) — The ability to quickly move the arms and legs.
  Dynamic Flexibility (imp:1.00) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo

--- WORK ACTIVITIES ---
  Establishing and Maintaining Interpersonal Relationships (imp:4.71 lvl:5.56) — Developing constructive and cooperative working relationships with others, and m
  Communicating with Supervisors, Peers, or Subordinates (imp:4.70 lvl:4.92) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Getting Information (imp:4.58 lvl:5.07) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Documenting/Recording Information (imp:4.58 lvl:4.27) — Entering, transcribing, recording, storing, or maintaining information in writte
  Identifying Objects, Actions, and Events (imp:4.50 lvl:4.87) — Identifying information by categorizing, estimating, recognizing differences or 
  Communicating with People Outside the Organization (imp:4.48 lvl:4.56) — Communicating with people outside the organization, representing the organizatio
  Assisting and Caring for Others (imp:4.42 lvl:5.34) — Providing personal assistance, medical attention, emotional support, or other pe
  Performing for or Working Directly with the Public (imp:4.42 lvl:5.13) — Performing for people or dealing directly with the public. This includes serving
  Working with Computers (imp:4.41 lvl:3.90) — Using computers and computer systems (including hardware and software) to progra
  Making Decisions and Solving Problems (imp:4.40 lvl:4.44) — Analyzing information and evaluating results to choose the best solution and sol
  Organizing, Planning, and Prioritizing Work (imp:4.21 lvl:4.81) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Resolving Conflicts and Negotiating with Others (imp:4.18 lvl:4.94) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Evaluating Information to Determine Compliance with Standards (imp:4.14 lvl:4.19) — Using relevant information and individual judgment to determine whether events o
  Developing and Building Teams (imp:4.07 lvl:3.69) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Thinking Creatively (imp:4.04 lvl:4.48) — Developing, designing, or creating new applications, ideas, relationships, syste
  Developing Objectives and Strategies (imp:4.04 lvl:3.68) — Establishing long-range objectives and specifying the strategies and actions to 
  Monitoring Processes, Materials, or Surroundings (imp:3.98 lvl:4.83) — Monitoring and reviewing information from materials, events, or the environment,
  Updating and Using Relevant Knowledge (imp:3.94 lvl:4.27) — Keeping up-to-date technically and applying new knowledge to your job.
  Interpreting the Meaning of Information for Others (imp:3.92 lvl:3.16) — Translating or explaining what information means and how it can be used.
  Coaching and Developing Others (imp:3.82 lvl:3.94) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Coordinating the Work and Activities of Others (imp:3.76 lvl:4.10) — Getting members of a group to work together to accomplish tasks.
  Performing Administrative Activities (imp:3.74 lvl:3.16) — Performing day-to-day administrative tasks such as maintaining information files
  Training and Teaching Others (imp:3.72 lvl:3.72) — Identifying the educational needs of others, developing formal educational or tr
  Processing Information (imp:3.71 lvl:4.00) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Selling or Influencing Others (imp:3.62 lvl:4.09) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Scheduling Work and Activities (imp:3.57 lvl:3.79) — Scheduling events, programs, and activities, as well as the work of others.
  Judging the Qualities of Objects, Services, or People (imp:3.42 lvl:3.20) — Assessing the value, importance, or quality of things or people.
  Providing Consultation and Advice to Others (imp:3.06 lvl:3.06) — Providing guidance and expert advice to management or other groups on technical,
  Analyzing Data or Information (imp:2.78 lvl:3.00) — Identifying the underlying principles, reasons, or facts of information by break
  Inspecting Equipment, Structures, or Materials (imp:2.66 lvl:1.71) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Operating Vehicles, Mechanized Devices, or Equipment (imp:2.62 lvl:1.47) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Guiding, Directing, and Motivating Subordinates (imp:2.55 lvl:2.05) — Providing guidance and direction to subordinates, including setting performance 
  Monitoring and Controlling Resources (imp:2.34 lvl:2.22) — Monitoring and controlling resources and overseeing the spending of money.
  Performing General Physical Activities (imp:2.05 lvl:1.48) — Performing general physical activities includes doing activities that require co
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.02 lvl:1.55) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Staffing Organizational Units (imp:1.77 lvl:1.30) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Handling and Moving Objects (imp:1.61 lvl:1.65) — Using hands and arms in handling, installing, positioning, and moving materials,
  Repairing and Maintaining Electronic Equipment (imp:1.36) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Controlling Machines and Processes (imp:1.28) — Using either control mechanisms or direct physical activity to operate machines 
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.07) — Providing documentation, detailed instructions, drawings, or specifications to t
  Repairing and Maintaining Mechanical Equipment (imp:1.00) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an

--- WORK STYLES ---
  Dependability (imp:10.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Integrity (imp:9.00) — A tendency to be honest and ethical at work.
  Cooperation (imp:8.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:7.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:6.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:5.00) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:4.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Adaptability (imp:3.00) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Cooperation (imp:3.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Sincerity (imp:2.89) — A tendency to be genuine and sincere in interactions with others at work, withou
  Dependability (imp:2.83) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Integrity (imp:2.47) — A tendency to be honest and ethical at work.
  Social Orientation (imp:2.38) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Stress Tolerance (imp:2.32) — A tendency to cope and function effectively in stressful situations at work.
  Optimism (imp:2.31) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Self-Control (imp:2.22) — A tendency to remain calm and composed and to manage emotions effectively in res
  Adaptability (imp:2.13) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Optimism (imp:2.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Attention to Detail (imp:1.92) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Initiative (imp:1.89) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Perseverance (imp:1.83) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Tolerance for Ambiguity (imp:1.56) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Self-Confidence (imp:1.54) — A tendency to believe in one's work-related capabilities and ability to control 
  Humility (imp:1.49) — A tendency to be modest and humble when interacting with others at work.
  Achievement Orientation (imp:1.42) — A tendency to establish and maintain personally challenging work-related goals, 
  Cautiousness (imp:1.35) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Innovation (imp:1.30) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Intellectual Curiosity (imp:1.11) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Leadership Orientation (imp:1.00) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Sincerity (imp:1.00) — A tendency to be genuine and sincere in interactions with others at work, withou
  Innovation () — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Achievement Orientation () — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity () — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Cautiousness () — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Attention to Detail () — A tendency to be detail-oriented, organized, and thorough in completing work.

--- TRANSFERABLE SKILLS ---
  Social Perceptiveness (imp:4.12 lvl:4.62) — Being aware of others' reactions and understanding why they react as they do.
  Service Orientation (imp:4.00 lvl:4.12) — Actively looking for ways to help people.
  Judgment and Decision Making (imp:4.00 lvl:4.00) — Considering the relative costs and benefits of potential actions to choose the m
  Complex Problem Solving (imp:3.88 lvl:3.50) — Identifying complex problems and reviewing related information to develop and ev
  Coordination (imp:3.75 lvl:3.88) — Adjusting actions in relation to others' actions.
  Persuasion (imp:3.75 lvl:3.88) — Persuading others to change their minds or behavior.
  Negotiation (imp:3.75 lvl:4.00) — Bringing others together and trying to reconcile differences.
  Time Management (imp:3.75 lvl:3.88) — Managing one's own time and the time of others.
  Instructing (imp:3.12 lvl:3.25) — Teaching others how to do something.
  Systems Analysis (imp:3.12 lvl:3.00) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:2.88 lvl:3.12) — Identifying measures or indicators of system performance and the actions needed 
  Management of Personnel Resources (imp:2.88 lvl:3.00) — Motivating, developing, and directing people as they work, identifying the best 
  Operations Analysis (imp:2.62 lvl:3.00) — Analyzing needs and product requirements to create a design.
  Operations Monitoring (imp:2.12 lvl:2.00) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Operation and Control (imp:2.00 lvl:1.62) — Controlling operations of equipment or systems.
  Quality Control Analysis (imp:1.75 lvl:1.00) — Conducting tests and inspections of products, services, or processes to evaluate
  Technology Design (imp:1.50 lvl:0.62) — Generating or adapting equipment and technology to serve user needs.
  Troubleshooting (imp:1.50 lvl:0.62) — Determining causes of operating errors and deciding what to do about it.
  Programming (imp:1.38 lvl:0.50) — Writing computer programs for various purposes.
  Management of Financial Resources (imp:1.38 lvl:0.38) — Determining how money will be spent to get the work done, and accounting for the
  Management of Material Resources (imp:1.38 lvl:0.38) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Equipment Selection (imp:1.00) — Determining the kind of tools and equipment needed to do a job.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Equipment Maintenance (imp:1.00) — Performing routine maintenance on equipment and determining when and what kind o
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : 392,550
  annual_median    : $59,550
  annual_pct10     : $42,280
  annual_pct25     : $48,270
  annual_pct75     : $76,070
  annual_pct90     : $95,530
  annual_mean      : $64,000
  hourly_median    : $28.63

--- GEOGRAPHIC DISPERSION ---
  highest_state    : Connecticut ($78,970)
  lowest_state     : Arkansas ($43,330)
  dispersion_ratio : 1.823x

--- TOP STATES BY WAGE (54 total) ---
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:  154,590  median: $  64,990
  Health Care and Social Assistance        emp:  151,820  median: $  50,530
  Educational Services                     emp:   71,550  median: $  68,770
  Other Services (except Public Administration) emp:    7,830  median: $  48,420
  Management of Companies and Enterprises  emp:    2,930  median: $  56,720
  Administrative and Support and Waste Management and Remediation Services emp:    2,110  median: $  62,860
  Professional, Scientific, and Technical Services emp:      720  median: $  61,860
  Real Estate and Rental and Leasing       emp:      310  median: $  60,060
  Arts, Entertainment, and Recreation      emp:       90  median: $  33,040

--- TOP INDUSTRIES BY EMPLOYMENT (9 total) ---
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:  154,590  median: $  64,990
  Health Care and Social Assistance        emp:  151,820  median: $  50,530
  Educational Services                     emp:   71,550  median: $  68,770
  Other Services (except Public Administration) emp:    7,830  median: $  48,420
  Management of Companies and Enterprises  emp:    2,930  median: $  56,720
  Administrative and Support and Waste Management and Remediation Services emp:    2,110  median: $  62,860
  Professional, Scientific, and Technical Services emp:      720  median: $  61,860
  Real Estate and Rental and Leasing       emp:      310  median: $  60,060
  Arts, Entertainment, and Recreation      emp:       90  median: $  33,040

exact_match_status : found
matched_title      : School social work
match_score        : 0.6207
wikidata_qid       : Q777376
word_count         : 3,144
wikipedia_url      : https://en.wikipedia.org/wiki/School_social_work
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T20:59:02.550627Z

--- WIKIPEDIA FULL TEXT ---
School social work is a specialized area of social work concerned with the psychosocial functioning of students to promote and maintain their health and well-being while assisting students to access their academic potential. The School Social Work Association of America defines school social workers as "trained mental health professionals who can assist with mental health concerns, behavioral concerns, positive behavioral support, academic, and classroom support, consultation with teachers, parents, and administrators as well as provide individual and group counseling/therapy."
Some of the roles of school social workers include psycho-social assessment and intervention, student and family counseling, adaptive behavior assessment, recreational therapies, health education, assessing social and developmental histories of students with disabilities, identifying students at-risk, integrating community resources into schools, advocacy, case management for identifying students in need of help and to promote systematic change within a school system, crisis intervention and conflict resolution.


== History ==


=== United Kingdom ===
Margaret Frere, who ran a poor school in inner London, realised in 1898 that despite volunteers handing out dinners, clothing, and shoes, poor children remained under fed and badly clothed. She realised that unless the homes were visited and assisted then there was no permanent improvement.
In 1914 London County Council decided to create a school care service that would be modelled on her "Charitable Funds Committees". Frere had come to believe that a care service should "unite the home with the school education". The new school care service relied on volunteers but they were initially organised by two women employed by London City Council and Helen Nussey was one of them. Theodora Morton was their boss and head of the new service.
In 1939 there were 158 employed staff and 5,000 volunteers servicing every elementary school in London.


=== United States ===
School social work in America began during the school year 1907–08 and was established simultaneously in New York City, Boston, Chicago and New Haven, Connecticut. At its inception, school social workers were known, among other things, as advocates for new immigrants and welfare workers of equity and fairness for people of lower socioeconomic class as well as home visitors. This unheralded and extensive process led to the expansion of school social work services with the encouragement of the community.
By 1900 over two-thirds of the states had compulsory attendance laws and by 1918, each state had passed compulsory school attendance laws based on the philosophy of inclusion, making school attendance obligatory by rights, and as a privilege of equal opportunity for those with individual differences (including differences in rate of learning). These pupil personnel workers or attendance workers were replaced by visiting teachers by the 1920s, they were later called as school-based caseworkers. They made different emphases and methods in their work. E.g. Special schools, Psycho-social assessment and referrals and family based intervention.
A 1917 study of truancy in Chicago supported "findings that the need for school attendance officers who understood the social ills of the community" and school social workers were best equipped for that responsibility (Allen-Meares, 1996, p. 25).  Mary Richmond, one of the founding figures of social work, devoted an entire chapter to the visiting teacher in her 1922 book on What is Social Casework?  The testing movement influenced school social work growth as well.  Through the testing movement, educators were gaining knowledge about individual differences, underscoring the need for some children to attend school, children whose social conditions related to their test scores. Lastly during this time, leaders in the field like Sophonisba Breckinridge, expressed concerns of how school and education would relate to future success and happiness, and expressed the need to connect school and home in order to relate to the needs of children.
Later in the 1920s, with the mental hygiene movement school social work was concerned with treating nervous disorders and behavioral problems in difficult children and prevention of social maladjustment, this was the beginning of therapeutic role for school social workers. During the Great Depression in the 1930s, like school counseling, school social work also declined. The Fair Labor Standards Act of 1938 sought social work efforts to be initiated in the schools.
From the 1940–1960 case work and group work in schools had become an established specialty. In 1960, pupil-personnel laws called for a greater emphasis by school social workers on the development of school policies and reforms. School social workers were affected by the governmental reforms and education research. Like school counselors, social workers were now called upon to address student needs while also addressing the sources of student troubles within the school. The school social worker was considered as an expert by then, who could help schools on varying psychosocial issues.
During the 1970s, school social work gave more emphasis on family, community, collaborative approach with teachers and others school personnel. In 1975, the United States passed the Education for All Handicapped Children Act (EAHC, P.L. 94-142). It gave special importance to the role of School social work services. The legislation was later renamed as the Individuals with Disabilities Education Act in 1990. In the latter part of the 1970s, inflation was rising at an alarming rate and budget cuts threatened the profession of school social work, especially as many social workers were being replaced by other school personnel claiming similar roles.  The National Association of Social Work (NASW) published a newsletter to bring attention to the issue and get responses from practitioners.  Through this, NASW conducted research and replicated the findings of others' studies on the roles of school social workers and models of practice, and school social work continued to expand.
In the 1980s, school social workers were included as "qualified personnel" in many pieces of legislation, especially in the Elementary and Secondary School Improvement Amendments of 1988. These led to NASW giving more attention to the profession and more service to meet the needs of the category. NASW's active participation in the profession eventually led to a school social worker credential with exams in 1992. Since then, there has been a trend of integrative collaborative services. In 1994, school social workers were included in American Education Act. In July 1994 64 school social workers from across the USA, and spearheaded by the Midwest School Social Work Council, met in Edwardsville, Illinois and formed the School Social Work Association of America. They drafted the first constitution and by-laws for the organization.  In June 2009, a second national organization incorporated, the American Council for School Social Work, after reviewing the direction of the profession and concluding that a stronger, enhanced national voice would benefit the profession.


=== Germany ===
School social work in Germany began in the 1970s. The German term for school social work "Schulsozialarbeit". It dealt with helping students with social skills, interpersonal relations, and personal growth. Initially it was an institutionalized form of both school and youth welfare for providing underprivileged children support regarding healthy socialization and adjustment in school for rising above the demands of school settings. German school social workers find solution to problems in school environment and personal ones of students. The German Youth Institute provided the first social work training with school social work concentration. Apart from this the changing social and economic paradigms of the 21st century that affec

--- SEMANTIC NEIGHBORS (5) ---

  Title: Child labor in Brazil (similarity: 0.2951)
  URL: https://en.wikipedia.org/wiki/Child_labor_in_Brazil
  QID: Q60748518
  Extract: Child labor, the practice of employing children under the legal age set by a government, is considered one of Brazil's most significant social issues. According to data from the Brazilian Institute of Geography and Statistics (IBGE), more than 2.7 million minors between the ages of 5 and 17 worked i

  Title: Master of Social Work (similarity: 0.4590)
  URL: https://en.wikipedia.org/wiki/Master_of_Social_Work
  QID: Q6590175
  Extract: The Master of Social Work (MSW) is a master's degree in the field of social work. It is a professional degree with specializations compared to Bachelor of Social Work (BSW). MSW promotes macro-, mezzo- and micro-aspects of professional social work practice, whereas the BSW focuses more on direct soc

  Title: Child care (similarity: 0.3600)
  URL: https://en.wikipedia.org/wiki/Child_care
  QID: Q1455871
  Extract: Child care, also known as day care, is the care and supervision of one or more children, typically ranging from three months to 17 years old. Although most parents spend a significant amount of time caring for their child(ren), childcare typically refers to the care provided by caregivers who are no

  Title: Georgia Tann (similarity: 0.1538)
  URL: https://en.wikipedia.org/wiki/Georgia_Tann
  QID: Q5547816
  Extract: Beulah George "Georgia" Tann was an American child trafficker and social worker who operated the Tennessee Children's Home Society, an unlicensed adoption agency in Memphis, Tennessee. Tann used the home as a front for her black market baby adoption scheme from the 1920s to 1950. Young children were

  Title: Swedish Social Democratic Party (similarity: 0.3380)
  URL: https://en.wikipedia.org/wiki/Swedish_Social_Democratic_Party
  QID: Q105112
  Extract: The Swedish Social Democratic Party, formally the Swedish Social Democratic Workers' Party, usually referred to as The Social Democrats, is a social democratic political party in Sweden. The party is a member of the Progressive Alliance and the Party of European Socialists.

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong confidence supported by comprehensive O*NET data, clear skill and knowledge profiles, robust wage data from BLS OEWS May 2025, and well-defined related occupations providing clear career pathways and skill transferability.
inferred_at          : 2026-06-03T16:27:54.746415+00:00
tokens_input         : 4,715
tokens_output        : 4,471
cost_usd             : $0.049930
wikipedia_used       : True
wikipedia_title      : School social work
wikipedia_note       : Wikipedia provides specific context for the school-based component of this occupation, defining school social workers as trained mental health professionals addressing student psychosocial functioning. This aligns with the broader child, family, and school social worker role which encompasses both educational and community-based family services.

--- PROSE FIELDS ---

ROLE SUMMARY:
Child, Family, and School Social Workers are specialized mental health professionals who provide social services to improve the social and psychological functioning of children and their families while maximizing family well-being and children's academic success. They assist with child welfare cases including adoptions, foster care placements, and child abuse investigations, working within schools, government agencies, and healthcare settings. These professionals serve as crucial advocates and case managers, connecting families with community resources while addressing complex psychosocial challenges affecting children's development and educational outcomes.

DAY IN THE LIFE:
A typical day involves interviewing children and families to assess their situations and problems, maintaining detailed case history records, and preparing comprehensive reports for court proceedings or administrative reviews. They consult regularly with parents, teachers, and school personnel to identify causes of behavioral issues like truancy or misconduct, developing and reviewing service plans in collaboration with clients. Much of their time is spent coordinating care by arranging medical, psychiatric, and educational assessments, while referring families to community resources such as housing assistance, substance abuse treatment, or job placement services. They frequently provide direct counseling to individuals, families, and groups addressing issues ranging from mental health challenges to poverty and unemployment, requiring extensive documentation and follow-up to assess treatment effectiveness.

WHO THRIVES:
Individuals who excel in this field possess exceptionally strong social orientation and interpersonal skills, with the ability to establish trust and rapport with children, families, and multidisciplinary teams. They demonstrate high levels of dependability and integrity, essential traits given their role in child welfare and protection cases that can significantly impact family outcomes. Successful practitioners have excellent oral and written communication abilities, allowing them to effectively interview clients, document complex cases, and provide testimony in legal proceedings. They must possess strong problem sensitivity and critical thinking skills to identify subtle signs of abuse or neglect while navigating complex family dynamics and community systems.

CAREER ENTRY:
Entry into this field typically requires a Bachelor's degree (68.7% of workers) in social work, psychology, sociology, or related field, with many positions preferring candidates with a Master's degree (25.8% hold advanced degrees). Most states require licensure for social work practice, which involves completing supervised fieldwork experience and passing a state examination. New graduates often begin in entry-level case management positions within government agencies, schools, or healthcare organizations, gaining experience through supervision and continuing education requirements.

CAREER TRAJECTORY:
Career advancement typically leads to supervisory roles such as Casework Supervisor or specialized positions like Adoption Coordinator or Child Advocate within larger agencies. Many professionals pursue advanced clinical training to become licensed clinical social workers, expanding into private practice or therapeutic roles. Others advance to administrative positions such as Social and Community Service Manager roles, overseeing program development and staff management within child welfare organizations or educational systems.

MARKET INTELLIGENCE:
According to BLS OEWS May 2025 data, Child, Family, and School Social Workers earn a median annual wage of $59,550, with employment of 392,550 nationwide and a salary range from $42,280 to $95,530 for the 10th to 90th percentiles. Geographic variation is moderate with Connecticut offering the highest wages at $78,970 compared to Arkansas at $43,330, representing a 1.82x ratio. The largest employers are government agencies (154,590 positions), healthcare and social assistance organizations (151,820 positions), and educational services (71,550 positions), reflecting strong demand across multiple sectors. This field benefits from consistent public sector funding and growing recognition of mental health needs in educational settings, providing stable employment opportunities despite budget pressures in social services.

AUTOMATION OUTLOOK:
This occupation faces low automation risk due to its heavy reliance on complex interpersonal relationships, crisis intervention, and nuanced judgment in child welfare situations. The core activities of establishing therapeutic relationships with vulnerable children and families, conducting sensitive interviews about abuse or neglect, and making critical decisions about child safety require human empathy, cultural competency, and real-time assessment skills that cannot be effectively automated.

--- REASONED EDGES ---
  [skill_overlap] Healthcare Social Workers (21-1022.00) — confidence:high
    reasoning: Both roles share identical top skills including Active Listening (4.9 importance), Speaking, and Critical Thinking, indicating strong transferability in clinical assessment and counseling competencies.
    data: Active Listening skill overlap
    data: Customer and Personal Service knowledge overlap
    data: Similar RIASEC Social orientation
  [knowledge_overlap] Mental Health and Substance Abuse Social Workers (21-1023.00) — confidence:high
    reasoning: Both roles require extensive knowledge in Psychology (4.1 importance) and Therapy and Counseling (4.1 importance), reflecting shared competencies in mental health assessment and intervention.
    data: Psychology knowledge overlap
    data: Therapy and Counseling knowledge
    data: Mental health counseling activities
  [riasec_cluster] Educational, Guidance, and Career Counselors and Advisors (21-1012.00) — confidence:high
    reasoning: Both occupations share dominant Social RIASEC orientation (6.85) and work extensively in educational settings addressing student behavioral and academic challenges.
    data: Social RIASEC dominance
    data: Education and Training knowledge
    data: School-based work environments
  [career_pathway] Social and Community Service Managers (11-9151.00) — confidence:medium
    reasoning: This represents a natural advancement path for experienced child and family social workers moving into supervisory and program management roles within social services organizations.
    data: Administrative knowledge requirement
    data: Job Zone 4 preparation level
    data: Social services sector overlap
  [transferable_skill] Rehabilitation Counselors (21-1015.00) — confidence:medium
    reasoning: Both roles emphasize Social Perceptiveness (4.1 importance) and Service Orientation (4.0 importance), indicating shared competencies in client assessment and supportive counseling interventions.
    data: Social Perceptiveness overlap
    data: Service Orientation skills
    data: Client counseling activities
  [career_pathway] Social and Human Service Assistants (21-1093.00) — confidence:medium
    reasoning: This represents an entry-level pathway into child and family social work, sharing core activities like client assistance and community resource coordination but requiring less formal education.
    data: Client assistance activities
    data: Community resource referrals
    data: Lower Job Zone requirement

--- NORMALIZER SIGNALS ---
  match_keywords   : ['child social worker', 'family social worker', 'school social worker', 'adoption social worker', 'child welfare', 'family services', 'child protection', 'school counselor']
  exclude_keywords : ['healthcare social worker', 'mental health therapist', 'substance abuse counselor', 'medical social worker', 'clinical social worker']
  title_patterns   : ['Child * Social Worker', 'Family * Social Worker', 'School Social Worker', 'Adoption *', 'Child Welfare *']
  common_variations: ['child and family social worker', 'school social work specialist', 'adoption coordinator', 'child advocate', 'family case manager', 'child welfare worker', 'school counselor', 'family services coordinator']

total_terms    : 40
top_words      : ['social', 'school', 'others', 'tendency', 'services', 'clients', 'child', 'children', 'community', 'problems', 'needs', 'equipment', 'model', 'service', 'students', 'practice', 'health', 'schools', 'personnel', 'resources']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
social                    156  0.03382  wikipedia            wikipedia:85%  inference:8%  onet_dimensions:3%
school                    142  0.03078  wikipedia            wikipedia:94%  inference:4%  onet_tasks:2%
others                     43  0.00932  onet_dimensions      onet_dimensions:88%  wikipedia:7%  dwas:2%
tendency                   42  0.00911  onet_dimensions      onet_dimensions:100%
services                   36  0.00780  wikipedia            wikipedia:36%  onet_tasks:19%  onet_dimensions:17%
clients                    27  0.00585  dwas                 dwas:74%  onet_tasks:15%  inference:7%
child                      27  0.00585  wikipedia            wikipedia:41%  inference:37%  onet_tasks:22%
children                   26  0.00564  wikipedia            wikipedia:69%  inference:23%  onet_tasks:8%
community                  25  0.00542  wikipedia            wikipedia:56%  inference:20%  dwas:16%
problems                   23  0.00499  onet_dimensions      onet_dimensions:39%  onet_tasks:30%  wikipedia:17%
needs                      23  0.00499  onet_dimensions      onet_dimensions:35%  dwas:30%  wikipedia:26%
equipment                  23  0.00499  onet_dimensions      onet_dimensions:100%
model                      21  0.00455  wikipedia            wikipedia:100%
service                    18  0.00390  wikipedia            wikipedia:61%  onet_tasks:11%  onet_dimensions:11%
students                   18  0.00390  wikipedia            wikipedia:83%  onet_tasks:17%
practice                   18  0.00390  wikipedia            wikipedia:89%  inference:11%
health                     17  0.00368  wikipedia            wikipedia:47%  inference:24%  dwas:18%
schools                    17  0.00368  wikipedia            wikipedia:82%  inference:12%  onet_tasks:6%
personnel                  16  0.00347  wikipedia            wikipedia:62%  onet_dimensions:25%  onet_tasks:6%
resources                  16  0.00347  onet_dimensions      onet_dimensions:56%  dwas:12%  wikipedia:12%
care                       16  0.00347  wikipedia            wikipedia:44%  onet_tasks:31%  onet_dimensions:12%
principles                 16  0.00347  onet_dimensions      onet_dimensions:100%
family                     15  0.00325  inference            inference:47%  wikipedia:27%  onet_tasks:13%
issues                     14  0.00303  dwas                 dwas:57%  onet_tasks:14%  wikipedia:14%
counseling                 14  0.00303  wikipedia            wikipedia:50%  onet_tasks:21%  onet_dimensions:14%
mental                     14  0.00303  wikipedia            wikipedia:36%  inference:29%  onet_tasks:14%
educational                14  0.00303  inference            inference:43%  dwas:21%  wikipedia:21%
families                   13  0.00282  inference            inference:54%  wikipedia:31%  onet_tasks:15%
treatment                  12  0.00260  onet_tasks           onet_tasks:25%  onet_dimensions:25%  dwas:25%
includes                   12  0.00260  onet_dimensions      onet_dimensions:100%
assessment                 12  0.00260  wikipedia            wikipedia:75%  onet_dimensions:17%  inference:8%
individual                 12  0.00260  wikipedia            wikipedia:67%  onet_dimensions:17%  dwas:17%
control                    12  0.00260  onet_dimensions      onet_dimensions:100%
objects                    12  0.00260  onet_dimensions      onet_dimensions:100%
abuse                      11  0.00238  onet_tasks           onet_tasks:45%  inference:36%  dwas:18%
providing                  11  0.00238  onet_dimensions      onet_dimensions:64%  onet_tasks:9%  dwas:9%
physical                   11  0.00238  onet_dimensions      onet_dimensions:55%  onet_tasks:18%  dwas:18%
needed                     11  0.00238  onet_dimensions      onet_dimensions:64%  onet_tasks:18%  dwas:18%
learning                   11  0.00238  wikipedia            wikipedia:64%  onet_dimensions:36%
management                 11  0.00238  onet_dimensions      onet_dimensions:64%  wikipedia:18%  inference:18%