|
School Social Work Now!
Supporting Innovative Practice, Effective
Leadership & Applied Research
September 2011 - Vol 2, Issue 4 |
|
|
|
Bookmark These |
Some Free, Some Not
Tween Cell Phone Guide for Parents |
|
|
|
Greetings! | |
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.
Last week the US Department of Education hosted its second national summit of Federal Partners on bullying prevention. Education Secretary Arne Duncan emphasized that students and the student voice play an essential role in bullying prevention by not participating in bullying and by speaking up when they witness such harassment.
Links to the left are only the tip of the iceberg in the pursuit of stamping out bullying. There are many such sites. Please collaborate with building and district administrators, teachers, and support staff to make October a successful Bullying Prevention Month for your district. Make your plan today!
Last week, ACSSW was represented at the 16th annual Center for School Mental Health Conference and the National Community of Practice on School Behavioral Health Meeting in Charleston, SC. School social workers were again represented in two sessions focusing on collaboration between school-employed mental health providers and community employed mental health providers. Many persons use the term "collaboration" very loosely when they are actually speaking of coordination or cooperation. As a result of the rich discussions that ensured in the breakouts, ACSSW will be working with NASP, ASCA and community based agencies in developing a Dialogue Guide on Collaboration. Dialogue Guides are short documents designed to help with initiating discussion on topics of interests to schools, school districts and communities.
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.
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 |
 | | The Bully, the Bullied, and the Bystander |
The Bully, the Bullied, and the Bystander
by Barbara Coloroso
Review from Harper Collins Publishers:
It's the deadliest combination going: bullies who terrorize, bullied kids who are afraid to tell, bystanders who watch, and adults who see the incidents as a normal part of childhood. All it takes to understand that this is a recipe for tragedy is a glance at headlines across the country. In this updated edition of The Bully, the Bullied, and the Bystander, which includes a new section on cyberbullying, one of the world's most trusted parenting educators gives parents, caregivers, educators-and most of all, kids-the tools to break the cycle of violence. This compassionate and practical guide has become the groundbreaking reference on the subject of bullying.
Amazon.com Better World Books.com |
|
|
|
|
Practice Points | |
Research has found that teachers and administrators witness only about 4% of all bullying incidents, and it continues to be an increasingly subtle -- and serious -- problem. Bryan Goodwin, vice president of communications at McREL, writes that studies show more than 70% of bullying is indirect or psychological. Typical bullies are not necessarily stereotypical outcasts and may even be popular or interested in improving their social status. While bullying comes naturally to many students, Goodwin writes that schools should take such behavior seriously and that the most effective preventions work to change the school climate. From Educational Leadership.
On first thought, the words bully and peer hardly belong in the same title; for all intents and purposes, the two words are opposites. A peer is an equal, of the same social standing as oneself, whereas bullying lacks the elements of equality and free choice. What distinguishes bullying from other forms of childhood aggression, whether a hard-fought basketball game or rough-and-tumble play, is unequal, coercive power (Olweus, 1993; Vaillancourt, McDougall, Hymel, & Sunderani, 2010). It's this sense of inequality, abuse, and unfairness-and of a peer culture valuing all the wrong things-that makes bullying incompatible with the democratic spirit; all youth should be free to learn in peace and safety, making the most of their talents and goals. Complete Article. |
|
Leadership News | |
Past practice and teaching experiences are two factors that continue to influence leadership styles. Many of these practices rely on diagnosing students' weaknesses or deficits then determining a program or placement to address these needs. Yet a deficit perspective often limits learning. The primary purpose of this essay is to suggest educational leaders employ a positive paradigm, exemplifying students' abilities. This positive perspective can also be used to nurture growth among students and staff, and can be cultivated with a model of differentiated leadership. Click here for more. |
|
Research Highlights | |
The State of School Social Work: Findings from the National School Social Work Survey
Abstract: School social work is a large and growing subspecialty in social work practice; however, little is known about present school social work practice from a national perspective. The National School Social Work Survey (n=1,639) represents the first data in over ten years to describe the diverse practice contexts and interventions employed by school social workers. The survey also seeks to better understand school social work practice in light of the significant educational reforms of the past decade that are increasingly shaping student experiences. Findings from this survey indicate that the characteristics of school social workers, the context in which they practice, and their practice choices remain largely unchanged over the past 10 years. Implications for future research, policy, and practice are discussed based on these findings. Read full article.
Study Finds Over 70% of Suicidal Teens Don't Get the Mental Health Services They Need
Suicidal teens are not likely to get the mental healthcare they need. This is according to a team of researchers at Seattle Children's Research Institute, the University of Washington (UW), and Group Health Research Institute. The study, "Adolescents With Suicidal Ideation: Health Care Use and Functioning," was recently published in Academic Pediatrics.
The researchers found that only 13 percent of teens with suicidal thoughts received mental health visits through their healthcare network and only 16 percent received services in the year after, despite being eligible for and having access to mental healthcare without a referral and with relatively small co-pays. Additionally, when all types of mental health services were combined (including antidepressants and care received through outside sources), still only 26 percent of teens with suicide ideation in the study received services the year prior. More here. |
|
In the News | |
Seven years after the Individuals with Disabilities Education Act was renewed with a provision allowing response to intervention to be used when deciding if a child has a specific learning disability, a new study shows 71 percent of school districts use the strategy in at least one school. IDEA requires the U.S. Department of Education to have the Institute of Education Sciences review how states and districts put the law into place, separate of annual reports submitted by the department to Congress on the implementation of the law. The latest national assessment, released in late July, found that response to intervention is used in 61 percent of all elementary schools, 45 percent of middle schools, and 29 percent of high schools. Read more.
HONG KONG -- $50 Million Annual Increase to Enhance School Social Work Services
. . . government funding enabled the non-governmental organisation (NGO) to increase social workers by 20 per cent to set up support teams for school social work services.Thus more activities and guidance programmes can be run for the students in general, and individual students with personal problems can also be better aided and dealt with . . .
"To enable school social work services to carry out focused anti-drug work and strengthen related counselling services, we have allocated an additional recurrent funding of more than $50 million per year to increase the manpower of school social workers by 20 per cent starting this year," he added.
. . . Since the 2000/01 academic year, the SWD has implemented the policy of "one school social worker for each secondary school". Click for complete article.
Poll: Young People Say Online Meanness Pervasive
A new Associated Press-MTV poll of youth in their teens and early 20s finds that most of them - 56 percent - have been the target of some type of online taunting, harassment or bullying, a slight increase over just two years ago. A third say they've been involved in "sexting," the sharing of naked photos or videos of sexual activity. Among those in a relationship, 4 out of 10 say their partners have used computers or cellphones to abuse or control them. Three-fourths of the young people said they consider these darker aspects of the online world, sometimes broadly called "digital abuse," a serious problem. They're not the only ones. More. |
|
Webinars |
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.
October 12, 2011, 4:00-5:30 EDT and
October 13, 2011, 11:00-12:30 EDT
School Climate Webinar Series: Substance Abuse Prevention
Safe and Supportive Schools is sponsoring a "School Climate Webinar Series: Substance Abuse Prevention" for School Administrators, Teacher Leaders, Guidance Counselors, and Social Workers. The session will present recent information on effective practices for substance abuse prevention. The session will provide suggestions for developing and managing an alcohol and drug prevention and intervention program, as well as strategies to improve school climate. For more information and to register click here.
October 17, 2011, 4:00 p.m. - 5:30 p.m. EDT
The Other Achievement Gap
No need to register.
A trio of recent studies and articles raises troubling questions about America's "Achievement-Gap Mania." Are we leaving our highest performing students behind in the quest to raise the test scores of students at the bottom? If so, what will this mean for our future international competitiveness?
This event, presented by the Thomas B. Fordham Institute, will be webcast so there is no need to register. Simply visit the Fordham website at 4 p.m. and watch the proceedings live. |
|
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. |
|
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 Practice, Leadership and 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. |
|
|
|
|
|
|
