School social workers have historically had a great deal of flexibility in the practices they use, yet few studies have systematically examined them. This study used data collected as part of the National School Social Work Survey to examine the practice of school social workers within the context of the principles of the response to intervention (RtI) framework-building capacity, using high-quality interventions, organizing interventions within a multitiered framework, and using data-based decision making. The descriptive data presented in this study provides a preliminary indication of how the practice of school social workers nationally fits within these guiding principles of RtI. Results suggest that whereas some aspects of school social work practice are consistent with RtI principles, other aspects appear to be inconsistent or even at odds with these principles. Specifically, although school social workers see the system's perspective as a major strength of the profession, their ability to approach student problems through primary prevention efforts and systems change seems limited. The implications for school social work practice and education are discussed.  Click here for full article.

Most ADHD Kids Have Multiple Conditions, Study Says    

Two-thirds of American children with attention-deficit/hyperactivity disorder struggle with other mental health and developmental conditions, such as learning disabilities and anxiety, a new study suggests. Examining data on nearly 62,000 children aged 6 to 17 obtained from the 2007 National Survey of Children's Health, researchers found that those with ADHD had higher odds than others of repeating a grade at school and dealing with strained social and family relationships. Notably, children from poor families were nearly four times as likely as affluent children to suffer from multiple conditions associated with ADHD, which also include conduct disorder, depression and speech problems, among others, the study said. "This is a really striking finding that I don't think has been documented before," said study author Kandyce Larson, a research associate at the Center for Healthier Children, Families & Communities at the University of California, Los Angeles. ADHD, a condition characterized by impulsiveness and difficulty staying focused, is one of the most common cognitive and behavioral disorders diagnosed in school-age children, according to the study reported online Feb. 7 in the journal Pediatrics. It affects about 8 percent of U.S. children, the study authors noted.  Read more.

Integrating Motivational Interviewing and Other Treatment Modalities 

Moving At-Risk Adolescents Toward Change     

Adolescence is defined as the teenage years; that is, physical and mental transition from child to adult (Adolescence, 2008).  During adolescence, the body changes in appearance, adult sexual needs emerge, hormonal shifts heighten irritability, and the capacity to reflect on the future and on the self expands (Broderick and Blewitt, 2006).  Given the changes occurring at the physiological, psychic, and social levels, it is not surprising that the idea of crisis is present (Rayner et al., 1971).  Further, this time period can be dangerous when typical developmental chaos is combined with risky, destructive behaviors such as drug and alcohol use.  While risk taking is a healthy expression of autonomy to develop self-identity in some ways (Broderick and Blewitt, 2006), some behaviors put youth more at risk than others.  Read the full article courtesy of Liana Lowenstein.