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School Social Work Now!
Supporting Innovative Practice, Effective
Leadership & Applied Research
October 2011 - Vol 2, Issue 6 |
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Bookmark These |
Some Free, Some Not
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Greetings! | |
ACSSW is excited to announce the first Louisiana school social work specific conference ever!! ACSSW, in collaboration with the Louisiana Department of Education, Tulane University, Louisiana State University, and school social work leaders, will host this event on January 30-31, 2012, in fabulous New Orleans, the "Big Easy". Read more and Save the Dates for New Orleans!!
October is Bullying Prevention Month. We received the following message from one of ACSSW's anti-bullying partners, the Pacer National Bullying Prevention Center. Too late for Unity Day, but perhaps the Unity Dance can still be arranged.
"By hosting activities, disseminating educational resources, and promoting National Bullying Prevention Month on your social media channels and printed materials, your school or organization can join us in spreading the word about this serious issue.
Students can participate in new events, which include Unity Day on Oct. 12 and Unity Dance Day on Oct. 26. On Unity Day, join the movement to 'Make it Orange and Make it End.' Everyone can wear orange and link together to send a message of support to students who have experienced bullying. Students can unite against bullying on Unity Day by wearing the color orange, using the resources on PACER.org/bullying, handing out orange "UNITY" ribbons at school, or writing the word "UNITY" on their hands or binders.
On Oct. 26, students and schools everywhere can come together in song and dance to raise awareness for bullying prevention by organizing a Unity Day Dance. You can find everything you need to plan a Unity Dance Day in PACER's online toolkit, available at PACER.org/bullying. The toolkit includes the designated song for the dance, the choreographed dance moves, and additional materials and resources. Learn more about these events and other resources at PACER.org/bullying
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Please join us during the 2011 National Bullying Prevention Month in October and help put an end to bullying. The end of bullying begins with us."
Judith Kullas Shine
President |
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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.
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Recommended Reads |
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Bullying in North
American Schools |
Bullying in North American Schools
by Dorothy L. Espelage and Susan M. Swearer
2010
Editorial Review
Bullying in North American Schools is an exciting compilation of research on bullying in school-aged youth by a representative group of researchers, including developmental, social, counseling, school, and clinical psychologists across North America. This new edition:
- illustrates the complexity of bullying behaviors and offers suggestions for decision-making to intervene ...
- provides empirical guidance for school personnel ...
- uses a social-ecological perspective ...
- includes basic research data from leaders in the field of bullying and victimization ...
- teaches practical implications of various types of programs and how to choose and implement one that fits their school ecology.
This text will help [to] understand how to prevent bullying behavior and how to select and manage intervention efforts in schools and school districts.
Amazon (Bullying in N Amer Schools)
BetterWorldBooks (Bullying in N Amer Schools) |
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Practice Points |
Excerpt: It is becoming increasingly clear that trauma and ODD should be addressed simultaneously because of the similarities among the biology, stress, and ineffective parenting strategy components that are present in both ODD and trauma. Additionally, many have investigated the impact of trauma on young children more broadly, and have found significantly higher levels of internalizing and externalizing symptoms among children who were exposed to psychological trauma and had also higher rates of ODD (Toddler, 2009). In 2009 van der Kolk and Pynoos proposed a new diagnosis for the DSM-V, called Developmental Trauma Disorder (DTD) to reduce the complications related to no diagnosis and multiple diagnoses provided to children that have experienced a history of trauma, many times since birth. Van der Kolk and Pynoos (2009) point out that ODD overlaps with DTD symptoms of temper loss, defiance, and being argumentative and easily annoyed. this is only one example of how trauma can present as another disorder, making it difficult for professionals to distinguish among them. There is currently no differential diagnosis for posttraumatic stress disorder. Full article.
A draft proposal from the education committee's leaders would scrap the law's 2013-14 proficiency deadline and put a strong federal focus on the lowest-performing schools and those with big achievement gaps.
U.S. Sen. Tom Harkin, D-Iowa, the chairman of the Senate Health, Education, Labor, and Pensions Committee, is putting the finishing touches on a bill to reauthorize the No Child Left Behind Act of 2002. He has been negotiating on the proposal with Sen. Michael B. Enzi, R-Wy, the top GOP lawmaker on the committee, for months. . . Like the waiver package and the Alexander bill, many of the proposals under discussion represent a signficant departure from current law. Learn more.
Report Highlights Resources to Support At-Risk Youth
The Administration for Children and Families (ACF) has released the report, "Synthesis of Research and Resources to Support At-Risk Youth." The report provides the latest research on the risk factors these youth face, highlights their needs, and describes how ACF and community programs have helped serve them. It then discusses how programs can be better catered to meet at-risk youth's needs in the future. Download report.
Discipline Policies, Successful Schools, and Racial Justice
A new policy brief published by the National Education Policy Center examines current research about racial disparities in school discipline, including trends over time and how these disparities further disaggregate along lines of gender and disability status. The brief also explores the impact of suspensions on children and their families, including the possibility that frequent out-of-school suspension has a harmful and racially disparate impact. As part of the impact analysis, the brief also examines whether frequent disciplinary exclusion from school is educationally justifiable, and whether other discipline policies and practices might better promote a safe and orderly learning environment while generating significantly less racial disparity. Brief author Daniel Losen writes that overall, the evidence shows no research base to support frequent suspension or expulsion in response to non-violent and mundane forms of adolescent misbehavior. Large disparities by race, gender, and disability status are evident in the use of these punishments, and frequent suspension and expulsion are associated with negative outcomes. Subgroups experiencing disproportionate suspension miss important instructional time and are at greater risk of disengagement and diminished educational opportunities. For complete brief click here. |
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Leadership News |
Conversations are at the core of good leadership and how/what a leader communicates reveals the personality of the leader.
A few years back, [the author] was facilitating a discussion between the project leaders. The goal was to identify the opportunities for improvement in processes. Within first few minutes I knew that the conversation there was not going in the right direction. Most participants, who were leading projects, only talked about their war stories and problems they faced so far. The were too focused on symptoms and effects of a problem, but not enough on the root cause. It took [him] some effort to get them to focus on solutions. But [he] learned a couple of things.
Read more.
5 Stumbling Blocks to Effective Leadership
Many things contribute to team success and some things get in the way. Team leadership is an important element in team success, so what are 5 common stumbling blocks when it comes to effective team leadership? Discover the 5 stumbling blocks.
Leadership: Growing a Team
Leaders should not think of themselves as simply managers, supervisors, etc.; but rather as "team leaders." Thinking of yourself as a manager or supervisor places you in a position of traditional authority based solely on respect for the position, which in turn places you in a position of power. By understanding the personal work preferences and motivations of your team members, you as an individual, rather than your position, will earn their real respect and trust. All the tools discussed so far in this guide, such as counseling and planning, provide the basic structure for developing a team. But to go from a group to a team requires a few extra steps.
This means that the people under you are not simply followers who blindly go where you go, but rather are a group of people who are supportive of collaboration in order to achieve a common goal through mutual knowledge and skill sharing. Click here for more. |
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Research Highlights | |
Objective: This study evaluated the effectiveness of anger control training with conduct disordered male adolescents at a day treatment program. Method: A multiple baseline single subject design across subjects was used to assess matched pairs of students (8 experimental and 8 control students). Combined visual analyses and group comparison methods were used in the assessment. Results: The experimental students significantly improved in their weekly self reports of using better anger control and experiencing more positive management and expression of anger. The experimental students also significantly improved in their use of self-control
as shown by a pretest through 6-month follow-up assessment. Conclusion: This research effort
provides some evidence that a cognitive-behavioral approach is one method of effectively reducing
school violence when compared with a nonspecific counseling approach alone. Recommendations
for future research efforts are offered given some of the limitations of the study.
The full article is available free on line only through October 31st. You must register to receive limited free access.
This study describes the prevalence of childhood trauma and maltreatment antecedents among 111 criminal offenders referred for forensic and mental health counseling. Sixtynine percent reported such antecedents. Seventy percent had Axis 1 mental health disorders including anxiety, depression, posttraumatic stress disorder, and substancerelated disorders. Many were comorbid. The implications of developmental psychopathology arising from childhood trauma and maltreatment for counselors who treat forensic clients are addressed. Continue here.
A new research study attempts to explain why intergroup conflicts appear to be on the rise. The growing prevalence of intergroup squabbles - be it at work, school, the neighborhood or the community - has resulted in a full spectrum of consequences from minor disagreements among friends to full-scale wars between countries.
The new study is grounded on the premise that individuals often identify themselves with the social group they belong to and will bond together to defend their identity at all costs. In the current investigation, published in the latest issue of Psychological Science, researchers explain how motivation drives certain groups to behave in a particular manner. Learn more. |
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In the News | |
Boys with autism tend to grow faster as babies, with differences from typically developing infants seen in their head size, height and weight, a new study says. Researchers said the findings may offer new clues about the underlying mechanisms of autism. A larger head size probably means the children also have a larger brain.
Boys with brain and body "overgrowth" tend to have more severe autism symptoms, particularly involving social skills, than autistic children who don't grow faster than normal. So, it's also possible the overgrowth is one of the causes of autism; that it somehow makes symptoms worse or represents a subtype of autism that's marked by both accelerated growth and severe social deficits, said study author Katarzyna Chawarska, an associate professor of child psychology at the Yale University Child Study Center. Click here for more.
The PreK-3 movement, which refers to the years spanning pre-kindergarten to third grade, wants to revolutionize early education through an ambitious list of connected initiatives, including universal access to free public preschool, mandatory full-day kindergarten and a curriculum that is seamlessly connected from preschool to third grade. Increasing parental involvement is also a major focus.
But some educators and experts have questioned how feasible and replicable the agenda is, especially as the financial crisis has forced states to cut preschool and full-day kindergarten. And critics and advocates alike have acknowledged that evidence supporting the collective reforms is scarce. The few schools and districts that have implemented parts or all of the PreK-3 agenda have shown mixed results so far. Continue.
A new Muppet whose family struggles with issues of hunger and food insecurity is being introduced into the television show "Sesame Street" to raise awareness of the problem. Lily will first appear in a PBS special called "Growing Hope Against Hunger." Sesame Workshop unveiled the Muppet . . . at a church in Manhattan . . . [She is] designed to raise awareness of the issue, which producers say is widespread in the USA. A Spanish version will air Oct. 22 on Univision and Oct. 23 on Telefutura. Read more.
The Office of Juvenile Justice and Delinquency Prevention (OJJDP) is pleased to announce its support of the annual Lights on Afterschool event, which will take place on October 20, 2011. More than 7,500 communities nationwide will participate in the event, which is held to raise to awareness of the importance of afterschool programs and the positive role they can play. Studies have shown that children participating in afterschool programs demonstrate increased school attendance and enhanced academic achievement. Afterschool programs also reduce juvenile offending, while promoting public safety and positive child development. Read and plan for October 20th. |
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Webinars |
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. |
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Grants & Funding | |
ING Unsung Heroes Award
ING Unsung Heroes began in 1995as a way for ING to demonstrate its commitment to the education community. Grants are given to K-12 educators utilizing new teaching methods and techniques that improve learning. Each year, educators submit applications for an ING Unsung Heroes grant by describing projects they have initiated or would like to pursue. Each project is judged on its:
innovative method, creativity, and ability to positively influence the students. All K-12 education professionals, whether or not they are clients of ING, are eligible. Specifically, these individuals must be: (1) Employed by an accredited K-12 public or private school located in the United States, or (2) Full-time educators, teachers, principals, paraprofessionals, orclassified staff with effective projects that improve student learning. Deadline: April 30, 2012. Details here.
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, 2012. Application Guidelines.
NEA Myra Sadker Student and Teacher Awards
The Myra Sadker Foundation supports educational equity efforts for students and teachers to advance social justice. Myra Sadker was a pioneer in creating fair classrooms for all students. These awards build upon her work. Teacher Awards fund a lesson, unit, or project that promotes fairness and human dignity. Student Awards fund projects or activities proposed by students of any age that promote the goals of the Myra Sadker Foundation. Dissertation Awards are designed to financially support doctoral level dissertations that explore or promote educational equity. Deadline: December 1, 2011. More. Sadker Foundation Website.
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 |
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Call for Papers |
The 25th Annual Children's Mental Health Research and Policy Conference
Deadline: October 31, 2011
The Conference Planning Committee invites you to submit proposal applications for research topics benefiting children, youth and their families, policy and practice. Special themes this year include: understanding the impact of a changing health care environment on system of care evaluators, researchers, policy-makers and practitioners; and a heightened focus on transition age youth and young adults up to the age of 30. Click here for more information. |
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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,
- hosting the first Louisiana State-wide School Social Work Conference, January 30-31, 2012, in New Orleans, LA, 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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