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Abstract: In the USA, school social workers play a vital role nurturing a child's social-emotional development in all grade levels. School social workers collaborate with teachers, administrators and parents to provide optimal support for students to remain in school. This paper focuses primarily on how social workers could implement evidence-based social skills programs that maximize the potential of school children's success and engagement in school. When parents and teachers are involved in these interventions, students are more likely to generalize the skills they have learned to a wide range of settings. Future implications indicate that more research should be conducted regarding how school social workers could continue to work effectively with school administrators and parents to achieve positive outcomes for students.

This qualitative study illuminates a controversial perspective of sex work arguing that it should be treated as a legitimate occupation. The article draws on a series of interviews with sex workers, social workers and experts working in areas of support for sex workers in Sydney, New South Wales. Sex workers, social workers and experts' perception is that sex work was perceived as empowering for sex workers. Contrary to the common images of sex workers as drug users, victims of violence or glamorous women, most of the sex workers in this study did not fit any of the common stereotypes. Sex workers also preferred to obtain support from other sex workers rather than more 'powerful' professionals. These findings have implications for social work and appear to demand greater support for opportunities for sex workers to have peer-to-peer interactions and support and understanding from professionals to provide them optimal support if they wanted to remain in the sex industry.