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School Social Work Now!
Supporting Innovative Practice, Effective
Leadership & Applied Research
September 2011 - Vol 2, Issue 3 |
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| Bookmark These |
Some Free, Some Not
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| Greetings! | |
There is a correction on last week's item regarding school social work certification in Pennsylvania. Last week's article confused certification with job description. The correct content and link for the certification bill are:
Senate Bill 912, to create School Social Worker Certification, was introduced into the PA legislature earlier this year. Currently before the Education Committee, this proposal is essentially the same as the House and Senate Bills that almost got passed in the 2009-10 session. Education policy in Governor Tom Corbett's administration is directed toward the desire for "mandate relief" and so an additional educator certification will need support and clear arguments for the value of certificated School Social Workers for school districts, taxpayers and, of course, children and their parents.
PASSWP School Social Work Certification Information.
Full text and status of the Bill.
Next month, October, is Bullying Prevention Month. Districts and states across the country, as well as Federal offices, are developing plans and policies to address this issue. Visit the links at the left and/or Teaching Tolerance to get ideas for activities that you can implement in your school or district. Together, we can change the culture in schools that can, at times, allow bullying to occur.
ACSSW has sent past issues of the newsletter to many colleagues in order to familiarize professionals with some of the issues facing education and school social work. School social workers have much to juggle! As much as we'd like to, as the readership grows we can no longer continue to send gratis issues to non-members.
If you are a member, please know that ACSSW appreciates your support immensely. If you have delayed joining, please join ACSSW now to show support for the profession, to demonstrate respect for colleagues, to advance the work being done on your behalf, and to continue receiving the weekly, informative e-letter uninterrupted. Don't delay! Practice, leadership and research is the path to the future of our profession. School social workers, like other education professionals, need to demonstrate their worth to decision-makers. Dues assist us in providing some of the tools to do that.
Judith Kullas Shine
President |
| Professional Development Opportunities | |
It's Fall!! And that means it's time to take advantage of one or more of the many professional growth opportunities across the country. This link includes state, national and international professional development opportunities. New events are added several times a month. If you represent an organization with PDOs of interest to school social workers, please contact ACSSW with details. All submissions will be considered for posting based upon relevance, timing, and interest level. |
| Recommended Reads |
 A Hope in the Unseen: An American Odyssey from the Inner City to the Ivy Leagueby Ron Suskind
At Ballou Senior High, a crime-infested school in Washington, D.C., honor students have learned to keep their heads down. Like most inner-city kids, they know that any special attention in a place this dangerous can make you a target of violence. But Cedric Jennings will not swallow his pride, and with unwavering support from his mother, he studies and strives as if his life depends on it--and it does. The summer after his junior year, at a program for minorities at MIT, he gets a fleeting glimpse of life outside, a glimpse that turns into a face-on challenge one year later: acceptance into Brown University, an Ivy League school.
At Brown, finding himself far behind most of the other freshmen, Cedric must manage a bewildering array of intellectual and social challenges. Cedric had hoped that at college he would finally find a place to fit in, but he discovers he has little in common with either the white students, many of whom come from privileged backgrounds, or the middle-class blacks. Having traveled too far to turn back, Cedric is left to rely on his faith, his intelligence, and his determination to keep alive his hope in the unseen--a future of acceptance and reward that he struggles, each day, to envision. True story of hope, resilience and courage. [1999; Broadway Books, Random House]
Better World Books Amazon Books |
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| Practice Points | |
PBIS Assessment is a web-based application designed to assist in high fidelity, sustained implementation of school-wide positive behavioral interventions and supports (SW-PBIS). The goal of the website is to improve the efficiency and accuracy with which tools/instruments can be used to complete three functions: Initial Assessment, Implementation of Assessment, and Sustained Assessment of Implementation. Click here for many tools and much information on PBIS.
School social workers have traditionally assisted families to link with their children's schools. Just how important is family involvement to a child's education? Tune in for the latest episode of the Whole Child Podcast for answers rooted in research and viewpoints from the field. You'll hear from Heidi Rosenberg, research analyst at the Harvard Family Research Project; school improvement director Sheila Jackson; and family and community partnership director Trise Moore. Listen to Podcast.
Rus Skiba, Professor in Counseling and Educational Psychology at Indiana University, states: "I have a colleague at State Department of Education who says in contrast to issues like special ed. disproportionality or the achievement gap, making changes in discipline and racial and ethnic disparities in discipline ought to be fairly easy, we just stop suspending kids. There is some truth to that but also there is some complexities, and the complexity actually comes, in part, from our assumptions about suspension and expulsion and our assumptions about racial and ethnic disparities and suspension." Read the transcript or watch the eleven minute video. |
| Leadership News | |
The most gifted athletes rarely make good coaches. The best violinist will not necessarily make the best conductor. Nor will the best teacher necessarily make the best head of the department. So it's critical to distinguish between the skill of performance and the skill of leading the performance, two entirely different skills.
It's also important to determine whether a person is capable of learning leadership. The natural leader will stand out. The trick is identifying those who are capable of learning leadership over time. Here are several traits to help identify whether someone is capable of learning to lead. To read the traits, click here.
Non-Profit Governance and Management
In the aftermath of every "nonprofit mismanagement" news story is the question: Why didn't the Board do something? . . . The reality is that most nonprofit boards are ineffective in their governing function. Only when gross mismanagement occurs does a failure at governance come to the fore.
The overlooked reason is that the prevailing "team" model for the relationship between boards of directors and their staff is only half of the story. "Team" members are understood to bring different skills and play different roles to support and build the organization, working toward common goals. But while board members should and do act as supporters and builders, they have another role to play as questioners and monitors of the organization. As part of the team, the board stands with their well-intentioned organization as it operates in a demanding world. In contrast, in their governing role, the board must stand outside the organization and hold it accountable to the public interest.
Both these roles--supporting and governing--are critical to effective work by nonprofit organizations. Rather than try to eliminate the contradictions and tensions of their governance role, boards must find techniques for strengthening their independence and creatively using this tension for the good of the organization and the purpose it was created to serve. Read more. |
| Research Highlights | |
 Influence and Relationship of Birth Order and Secondary School Students' Academic Achievement
Academic achievement or the level of academic success is the main concern of all stakeholders of education. High achievement has, however, become a great task before the students but it is sad to observe that poor academic achievement were recorded both at the secondary and tertiary levels of education in Nigeria (Tenibiaje, 2009).
Several researchers, e.g. Tenibiaje (2009), Desoete (2008), Adeyemo (2007), Adesemowo (2005) and Aremu (2000), worked on factors affecting academic achievement of students with the belief that academic achievement would be improved upon if the factors were adequately addressed. Some of the factors to which poor performance had been attributed include: self-efficacy, self-concept, peer influence, parental involvement, state of the school, the society, and government. Apart from these factors, students birth order and family size may be related to and influence secondary school students' academic achievement. Aremu, Oluwole and Fayombo (2001) observed that academic achievement leaves much to be desired and there is every need for researchers to continue to explore this frontier of knowledge.
Birth order is the variable considered in this study. It refers to the position a child occupies in the birth order or the child's rank by age among his siblings. Birth has been shown to affect personality, self-esteem and cognitive achievement (Polit & Falbo, 1988). Groose (2000) noted that the position of a child in his family is a powerful predictor of personality and academic achievement and it is a factor that parents and teachers need to consider as they look for ways to raise happy and well adjusted children. Read complete article.
Academic Values Clarification as a Group Counseling Technique with Low Need Academic Achievement Level Students
Introduction: Need achievement motivation is a hypothetical construct designed to explain inter - individual and intra - individual differences in the orientation, intensity and consistency of achievement behaviour. School administrators, teachers, counseling psychologists and other school workers are particularly interested in the patterns of academic achievement behaviours of their students. Counselling as an important service programme in the school setting has to complement the efforts of other school staff in promoting good academic behaviours among students. Achievement motivation being regarded as underlying personality characteristic (Dimmock,2004; Ijaduola,2000) which involves a learned predisposition to attain success in competition with an internationalized standard of excellence and noted by Olatoye (2004)as a critical variable that have important implications for individuals approach, persistence, selection and performance on cognitive tasks, should be of tremendous interest to counseling psychologists. Research oriented practicum effort s directed towards the establishment of solid methodological base for stimulating; developing and strengthening academic achievement motivation among students are indeed urgently required to give a boost to counseling effectiveness in our educational system. complete journal article. |
| In the News | |
Gains for Children: Increased Participation in Medicaid and CHIP in 2009
The number of children eligible for and enrolled in Medicaid and CHIP increased in recent years. As a consequence, the number of eligible but uninsured kids fell by about 340,000 between 2008 and 2009. Rates of participation in Medicaid/CHIP increased, from 82.1 to 84.8 percent nationally, with sixteen states achieving participation rates of 90 percent or higher in 2009. This report suggests that the high participation rates among children over the past few years are likely due in part to ongoing federal and state policy efforts aimed at improving enrollment and retention among children. Entire report here.
Today's Youth in Military Families Shoulder the Horrors of 9/11
Jaelen Gadson was a second-grader when he heard his mom on the phone about 5 a.m., crying.
He knew something was wrong. But he didn't know that the events unfolding thousands of miles from his family's home in Hawaii that Sept. 11 would change his life completely. . . He's part of a generation of military kids for whom wartime isn't the new normal. It's just normal. It's what they've grown up with. And the sacrifices they've had to make since Sept. 11 are just as sobering as those of their parents.
"Military families have shouldered the response for that horrible day," says Joyce Wessel Raezer, executive director of the National Military Family Association in Alexandria. The association has a camp, Operation Purple, that it runs for military kids. And one of the most remarkable things they found when they partnered with RAND to study the effects of war on military children is the time it takes them to be kids again. For days, they couldn't relax and make lanyards and roast marshmallows and sing because they were so worried about the households they'd left behind. Little grown-ups. The halls of Mount Vernon High School are full of them. Twenty-eight percent of the school's students are military kids. "Most of our students were young before 9/11, and now they're dealing with emotional stress that comes with being in the military after 9/11," said Toni Jones Newton, who has been a counselor since 2000 at Mount Vernon, which is close to Fort Belvoir. "There are emotional problems, depression, anxiety, things going on at home. If they have family members who are deployed, a lot of times they have to take care of their siblings . . ." Full article here.
Research Finds Link Between Social Media and Mental Disorders in Teenagers
New research has shown that social networks such as Facebook could be linked to psychological disorders in teenagers and young adults who use them too much. California State University psychology professor Dr. Larry Rosen presented his findings to an American Psychological Association conference in Washington last week, according to Computerworld. The research found that excessive use of social networks can be connected to conditions such as narcissism, or excessive self-regard, in teenagers and anti-social behavior such as mania and aggression in adults.
Read more about the link.
HONG KONG: Woes Blamed As School Social Workers Quit
A third of social workers at primary schools quit last school year, citing low salaries and lack of job satisfaction as among the key reasons, a survey has found.
"Personally, I think that the sense of belonging and sustainability are the very crucial factors when considering job satisfaction," said Lau Ka-yeung, who quit his job a few months ago. "In this sense, I have had none during the nine years I worked as a social worker."
The Student Guidance Concern Union surveyed 18 primary school principals and two agencies providing 127 student guidance personnel, representing 44 percent of the total employed social workers last school year. Out of the 127 staffers, 32.2 percent quit. More. |
| Webinars |
September 22, 2011, 3:00 p.m. - 4:00 p.m. EDT
What Every Educator Should Know About Internet Privacy
Register Now
Daniel Solove will discuss the challenges schools must face with Internet privacy: social media, cyberbullying, sexting and searching electronic devices. Through a series of concrete examples, Professor Solove will explain how various privacy problems can be addressed and prevented. What should educators know about new online technologies? What must they know about the law? What can they do to help educate students about the perils and pitfalls of the digital world? How can they better handle incidents involving cyberbullying and sexting?
Daniel Solove is the John Marshall Harlan Research Professor of Law at the George Washington University Law School and the founder of TeachPrivacy, a company that helps schools handle privacy issues.
September 27, 2011, 1:00 p.m. - 2:00 p.m. EDT
Schools and Teen Suicide: How to Effectively Respond to Crisis and Help Prevent Future Tragedies
Register Online
In the devastating aftermath of teen suicide, a community typically turns to its schools for guidance. School professionals have had to mobilize and respond despite a dearth of evidence-based resources to support them.
This year, new consensus-based tools -- developed by the American Foundation for Suicide Prevention and the Suicide Prevention Resource Center - have been released to fill the information void.
Schools and Teen Suicide: How to Effectively Respond to Crisis and Help Prevent Future Tragedies will focus on how schools can implement proven strategies to address real-time crises, avoid suicide contagion, and prevent future tragedies.
Join Joanne L. Harpel, Senior Director for Public Affairs and Postvention at the American Foundation for Suicide Prevention and Marian Sheridan, Coordinator of School Health and Safety Programs in the Fond du Lac, Wisconsin School District for this critically important dialogue and Q&A.
October 5, 2011, 2:00 p.m. - 3:00 p.m. EDT
Creating Safe Spaces for LGBT Students
Register Online
In this webinar, participants will engage in careful consideration of the school experiences of LGBT (Lesbian, Gay, Bisexual and Transgender) students and learn how to create safe spaces for all students, regardless of sexual orientation or gender identity/expression. Through presentation of research, research-based strategies, and promising practices, participants will be provided with resources and a toolkit to assist them in ensuring a safe environment for all students, regardless of sexual orientation or gender identity/expression.
Robert McGarry, Ed.D. is the Director of Training and Curriculum Development for GLSEN-Gay, Lesbian & Straight Education Network. |
| Grants & Funding |
Libri Foundation: Books for Children
TheLibri Foundation Books for Children Grants donate new, quality, hardcover children's books for small, rural, public libraries across the country. Maximum award: varies. Eligibility: Libraries should be in a rural area, have a limited operating budget, and an active children's department. The average total operating budget of a Books for Children grant recipient must be less than $40,000. Deadline: January 23, 2011. Application Guidelines.
Prudential Spirit of Community Awards
The Prudential Spirit of Community Awards program is the United States' largest youth recognition program based exclusively on volunteer community service. The program was created in 1995 by Prudential in partnership with the National Association of Secondary School Principals (NASSP) to honor middle level and high school students for outstanding service to others at the local, state, and national level. A trip to Washington, DC and $1000 is the top award for students in grades 5 to 12 who have completed a colunteer service activity. Deadline: November 1, 2011. More information.
CVS: Caremark Community Grants
The CVS Caremark Community Grants Program is currently accepting proposals for programs targeting children with disabilities that address: health and rehabilitation services; a greater level of inclusion in student activities and extracurricular programs; opportunities or facilities that give greater access to physical movement and play; provision to uninsured individuals with needed care, in particular programs where the care received is of higher quality and delivered by providers who participate in accountable community health care programs. Maximum award: $5,000. Eligibility: nonprofit organizations. Deadline: October 31, 2011. Learn more.
Fulbright Teacher Exchange
The Fulbright Classroom Teacher Exchange Program provides opportunities for teachers to participate in direct exchanges of positions with colleagues from other countries for a semester or academic year. By living and working in the cultures of their host countries, Fulbright teachers gain an understanding and appreciation of the similarities and differences in national cultures and education systems. Maximum award: year-long or semester-long direct exchange of teaching positions with a counterpart in another country teaching the same subject(s) at the same level. Eligibility: full-time U.S. teachers. Deadline: October 15, 2011. Details.
NEA Foundation: Learning & Leadership Grants
NEA Foundation Learning & Leadership Grants support public school teachers, public education support professionals, and/or faculty and staff in public institutions of higher education for one of two purposes. Grants to individuals fund participation in high-quality professional development experiences, such as summer institutes or action research; grants to groups fund collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment. Maximum award: $2,000 for individuals and $5,000 for groups engaged in collegial study. Eligibility: public school teachers grades K-12; public school education support professionals; or faculty and staff at public higher education institutions. Deadline: October 15, 2011. Learning & Leadership Guidelines
NEA Foundation: Student Achievement Grants
The NEA Foundation Student Achievement Grants provide funds to improve the academic achievement of students by engaging in critical thinking and problem-solving that deepen knowledge of standards-based subject matter. The work should also improve students' habits of inquiry, self-directed learning, and critical reflection. Maximum award: $5,000. Eligibility: practicing U.S. public school teachers, public school education support professionals, or faculty or staff at public higher education institutions. Deadline: October 15, 2011. Student Achievement Grants
Blue Cross and Blue Shield of Kansas Foundation Invites School Personnel to Apply
A total of $150,000 in grants will be awarded to school personnel working in 2012 to help school-aged children reduce their cardiovascular risk, increase their physical activity, and/or learn healthy eating habits . . . Deadline: October 14, 2011. Click for details.
Target K-12 Field Trip Grants Program
Target Corporation is accepting applications from education professionals for the Target Field Trip Grants program to bring K-12 students in the United States to museums, historical sites, and cultural organizations. Over five thousand grants of up to $700 will be awarded in January 2012. Grants are available to applicants from the U.S. for trips to be taken between January 1, 2012, and the end of the 2011-12 academic year (May/June 2012). Funds may be used to cover field trip-related costs such as transportation, ticket fees, food, resource materials, and supplies. Deadline: October 3, 2011. Link to Complete RFP.
Kids in Need Foundation Offers Teacher Grants for Creative Classroom Projects
Grants between $100 and $500 will be awarded to U.S. K-12 teachers working to provide innovative learning opportunities for their students. Deadline: September 30, 2011. Details here.
Clorox: Power a Bright Future
Clorox Power a Bright Future Grants aim to provide necessary resources to help support school programs that enrich kids' lives. Maximum award: $50,000. Eligibility: Anyone at least 18 years old at time of entry can nominate an accredited K-12 public or private school program. Deadline: September 27, 2011. More. |
| ACSSW Activities | |
ACSSW's present activities include:
- increasing research projects and their application within the school environment;
- developing a national school social work role paper;
- establishing a National Center for School Social Work Research, a long-term goal, and
- developing the 3rd National School Social Work Research Summit to be held June 24-26, 2012, in Bloomingdale, IL (a Chicago suburb) at the Hilton Chicago/Indian Lakes Resort.
If you have interest in participating in any of these activities, contact Judie Shine. ACSSW strives to be inclusive and transparent in all of its activities and welcomes, whether lengthy or short, the participation of its members. |
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