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School Social Work Now!
Supporting Innovative Practice,
Effective Leadership & Applied Research
December 2012 - Vol 3, Issue 12 |
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| Greetings! | |
As a result of fighting, two teenage boys at a Mesa, AZ high school were recently given the option of suspension or holding hands in the lunchroom for a period of time. The boys chose to hold hands. Students in the school laughed. Some stated that the boys are gay. Opinions from students and others varied as to whether the discipline was appropriate or bullying and harrassment. What do you think? See more here: Boys Disciplined with Handholding
Newsblast! Persons who attended the ACSSW 2012 Summit or the Midwest School Social Work Conference in Wisconsin in November can join or renew membership with ACSSW
between now and January 31, 2013 at a special rate of $75, a savings of $35!! Students and retirees still enjoy a low $60 rate. AND names will be put into a drawing 5 times for a Color Nook, a retail value of $139. Who can't use such a useful prize? Don't delay. Take advantage of this great offer now!
New and renewed members also will receive a membership packet that includes a professional book by Dr. Cynthia Franklin, a 2013 School Social Work Week poster, a list of resources, and other goodies. So what are you waiting for? Join online (scroll to bottom of page) or download the online brochure now and mail or fax it to ACSSW today!
ACSSW is making some changes. Soon the newsletter will no longer be available except to members and, for brief introductory periods of time, to non-members. If you are a non-member who has found the newsletter helpful or interesting, doesn't it make sense to join now so as not to miss a single issue?
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Lastly, please like us on Facebook and tweet us on Twitter! Join our group on Linkedin. Help to "spread the word" and get the name of ACSSW out there! Links are below.
Judith Kullas Shine
President |
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ACSSW Conference in New Orleans
February 18-19 | |
SAVE THE DATES!!
ACSSW -- Louisiana Conference
The Science & Art
of School Social Work
February 18-19, 2013
Tulane University, Lavin-Bernick Center, New Orleans
Holiday Inn Superdome Accommodations
Refer to American Council for SSW for the special rate of $109, single through quad. Reserve early. Deadline is January 25, 2013. Rooms are limited due to other conferences in the city. Reserved rooms may be cancelled up to 3 days prior to arrival without penalty. Call 1-800-535-7830 and mention the American Council for School Social Work (group code: ACS). Online reservations.
2013 NOLA Conference Brochure
Team discounts are available for groups of 3 or more from the same district. |
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Recommended Read for December | |
Implementing Evidence-Based Interventions In School Settings
by Sylvia Rosenfield & Virginia Wise Berninger
Designed for both researchers and practitioners, this book is a guide to bridging the gap between the knowledge generated by scientific research and application of that knowledge to educational practice. With the emphasis on evidence-based practice in the schools growing exponentially, school practitioners must learn how to understand, judge, and make use of the research being produced to full effect. Conversely, researchers must understand what is being used in "real-world" settings, and what is still needed.
Each chapter is written by leaders on the topic, and contributors include both researchers and school-based practitioners. . . this book is an invaluable treatise on current understanding of the complexities of translating research into educational practice.
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Come on . . . Follow Us!! |
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Practice Points | |

The Criminalization of Marginalized Youth
The United States Justice Department took one step forward in the fight against the criminalization of marginalized youth this past Wednesday by filing a law suit "claiming that the due process rights of children are 'repeatedly and routinely' violated when arrested for minor offenses, accusing officials of operating a 'school to prison pipeline' that singles out blacks and juveniles with disabilities."
. . .The No Child Left Behind Act fed into an already broken system by requiring accountability provisions which created a very large incentive for schools to find ways to not be mandated to account for poor performers. This was largely done by holding back, pushing into special education, or pushing these under-performers out of the system entirely. The model school, which set the standard for the federal No Child Left Behind Act, operated on this very process before becoming the "Texas Miracle." "Tens of thousands" of students disappeared from school to boost test scores, and the "disappeared" were primarily "students of color" as well as youth with unaddressed mental health issues. Learn more.
Understanding Interpersonal Trauma in Children: Why We Need a Developmentally Appropriate Trauma Diagnosis
Childhood exposure to victimization is prevalent and has been shown to contribute to significant
immediate and long-term psychological distress and functional impairment. Children exposed to interpersonal victimization often meet criteria for psychiatric disorders other than posttraumatic stress disorder (PTSD). Therefore, this article summarizes research that suggests directions for broadening current diagnostic conceptualizations for victimized children, focusing on findings regarding victimization, the prevalence of a variety of psychiatric symptoms related to affect and behavior dysregulation, disturbances of consciousness and cognition, alterations in attribution and schema, and interpersonal impairment. A wide range of symptoms is common in victimized children. As a result, in the current psychiatric nosology, multiple comorbid diagnoses are necessary--but not necessarily accurate--to describe many victimized children, potentially leading to both undertreatment
and overtreatment. Related findings regarding biological correlates of childhood victimization and the treatment outcome literature are also reviewed. Recommendations for future research aimed at enhancing diagnosis and treatment of victimized children are provided. Full article here.
From Teaching Tolerance
Confronting White Privilege
Even as the United States becomes more diverse, a new era of "white flight" is unfolding. Whether they live in urban, suburban or rural communities, white students are likely to attend schools that reinforce their perceptions of cultural dominance. The average white student attends a school where 77 percent of the student body is of their race. This racial segregation is often linked with economic segregation. As the gap between rich and poor widens, fewer than 7 percent of white children attend high-poverty schools.
In general, educational research tends to focus on the effects segregation patterns have on kids from low-income families or communities of color. However, not investigating the educational experiences of white, affluent students wrongly frames them as the successful norm to which others are compared. Click here for more.
Developing and Assessing School Culture: A New Level of Accountability for Schools
. . .What do the best schools in America-whether serving communities of economic privilege or poverty-have in common? In addition to very dedicated educators, they have school cultures that foster excellence and moral character. Such cultures consist of the shared expectations, values, and patterns of behavior that define who we are-how we treat each other and how we do our work. In their book Building an Intentional School Culture: Excellence in Academics and Character 1, Charles Elbot and David Fulton remind us of Harvard educator Roland Barth's wise observation: "A school's culture has far more influence on life and learning in the schoolhouse than the state department of education, the superintendent, the school board, or even the principal can ever have."
. . . This is a call to action. We urge all who have a stake and role in shaping our nation's schools-teachers, school leaders, school boards, parents, teacher educators, educational organizations, researchers, and policy-makers-to do what they can within their sphere of influence to advocate for building and assessing school culture. If, as a nation, we can agree to define a "good school" as one that has a positive culture-with high expectations and support for both student achievement and responsible social behavior-that will be our best hope for developing lifelong learners and ethical citizens for the 21st century. Read entire Character Education Partnership's complete paper.
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Leadership News | |

The Leadership Parachute List
Leadership development is an organic process. Development of more effective leadership, a more sustaining culture or of more powerful teams requires patience and a willingness to undertake personal change. And time is needed for those changes to become natural and sustained.
Organizations that position leadership development as a strategic initiative understand from the beginning that to be successful they must commit for the long haul. But along the way, almost all leaders look for leverage points. The search for "silver bullets" comes up in workshops, coaching, off-site meetings and conferences.
Since this is the season that leaders are thinking about a new year, I decided to share my "Parachute List." If I were to parachute into an organization with no previous knowledge of its specific challenges and be asked to find a high-value contribution to leadership and organizational effectiveness quickly, these are the places I would look first, along with a "quick resource" for each. These are not silver bullets promising an easy or instant fix. Instead, these represent the most pernicious ways I see effectiveness and profits leak out of organizations. Check out the parachute. FL
Developing Everyday Leadership: Seeds of Greatness Exist Within Each of Us
It's quite possible that, until now, you haven't really considered yourself a leader of any kind. Whether or not that's so, you may be surprised to learn just how many ways you, indeed, are a leader, especially 10 those closest to you. You could be a leader to a group or maybe only one or two people. It. could be in your work, in a special interest you have or perhaps the quality of a relationship you have with someone, such as your children or loved ones. There are people around you looking up to you, believing in you as a role model and as a leader.
Believe me when I say you are already a leader in ways you may not be fully aware. Never underestimate the influence you have on the lives of others.
Let me assure you that this is the very moment you have vast power to help shape the lives of others, especially if you choose to lead by example. Never forget this: At least once every day, try to ask yourself whether your life is setting a good example for others to follow. More here. FL
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Research Highlights | |

Best Practices in Wraparound: A Multi-dimensional Review of the Evidence
Based on the multidimensional evidence-based practice inquiry process (Petr, 2009; Petr &Walter, 2005), this review reports knowledge obtained from the literature about current wraparound practices from three perspectives: the research perspective, as reflected in empirical studies on effectiveness; the professional perspective, reflecting the knowledge of practitioners who are involved in the practice or administration of wraparound; and the perspectives of various other consumers. Several databases (ERIC, Social Work Abstracts, PsycINFO, and PubMed) and the Internet were searched for reputable sources of information on the issue (published between 1998 and 2008).We performed a value-critical analysis assessing the evidence of current best practices with respect to the values that wraparound espouses and the values and principles held in social work and the field of child and family mental health. Results of the inquiry point to the need to further improve family centeredness, increase involvement of natural support systems, and add a clear commitment to enhancement of social justice through systems change. Learn more. FL
Culturally Sensitive Interventions and Substance Use: A Meta-analytic Review of Outcomes Among Minority Youth
CSIs [culturally sensitive interventions] have been proposed as an important approach for tackling substance use among minority youths (Resnicow et al., 2000). Despite the growing size of this population and the existence of substance use-related health disparities among segments of the population, little research has attempted to assess the effectiveness of CSIs (Hall, 2001). Given that some debate exists about this topic, the present study sought to determine the effectiveness of CSIs across measures and time frames and for recent alcohol and marijuana use.
The findings can perhaps best be categorized as promising but inconclusive. Across the 10 studies, small but significant effects emerged. Similar findings occurred for recent alcohol use, but the effects for recent marijuana use were not significant. Little evidence emerged supporting the concern that CSIs may engender detrimental outcomes (Elliott & Mihalic, 2004). Study results. FL |
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Survey Completion Request |
You are invited to participate in a brief 20 minute anonymous survey. The Center for School Mental Health at the University of Maryland School of Medicine is conducting this survey (a) to understand the barriers to engaging caregivers in school-based mental health treatment, and (b) to develop best practices for engaging caregivers in school-based mental health treatment. Mental health professionals who provide school-based mental health services are invited to complete this survey. Participation involves completing a 20 minute online survey of mental health professionals' experiences with engaging caregivers in school-based mental health treatment. Your participation in this survey is completely voluntary. In addition, your responses are completely anonymous and confidential. If you decide to participate, you may discontinue participation at any time, or if you feel uncomfortable answering any questions, you may choose "skip" as the answer or you may leave the text box blank. By completing the survey, you are providing consent to participate in this evaluation. Please contact Dr. Nicole Evangelista Brandt at nbrandt@psych.umaryland.edu or 410-706-0980 with questions. Thank you in advance! Go to School-Based Mental Health Survey. |
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In the News | |
Child Poverty, A National Shame
National campaigns are about the future and what dreams we make possible for the generations that will follow today's voters. That was a missing ingredient in this [presidential] campaign. In fact, according to data from the Center for the Next Generation, during one month of this campaign, Ann Romney's horse received nine times more coverage than kids and issues related to families.
Yet we now have more than 16 million children living in poverty; you have to go back to 1962 to find a bigger number. And even though our nation and its economy have grown, our poverty rate should be going down. not up. Read more.
How Children Subsidize "Low, Low Prices"
A significant part of our national antipoverty strategy over the past few decades has been increasing employment - moving people, particularly mothers, off "welfare rolls" and into jobs. But the types of jobs available to most lower-income parents, mothers and fathers alike, are low-wage jobs that present their own problems to those trying to support and raise a family. The lack of benefits, the inflexible hours and the often nonstandard shifts exacerbate the low pay and create a situation in which parents don't have the time they want and need to spend with their children or the money to find high-quality substitutes (like activities and child care) for that time.
The result, according to the Boston College sociologist Lisa Dodson and Randy Albelda, an economist at the University of Massachusetts, Boston, is that their parents' low-wage jobs put youth at risk. Adolescents from households headed by a low-income worker are more likely to drop out of school, to be obese and to take on adult roles too young. Continue. |
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Webinars | |
Missing Children with Special Needs
December 19th, 2-3 pm ET
This Webinar will explore the challenges that families, law enforcement, first responders, and search teams face when a child with special needs is missing and will provide strategies for investigators who coordinate search efforts for these children. The behaviors and actions of missing children with special needs are often very different than that of a missing non-affected child. As such, finding and safely recovering a missing child with special needs often presents unique and difficult challenges for families, law enforcement, first responders and search teams. This webinar's goal is to enhance efforts to help locate children with special needs by increasing the audience's awareness of the challenges associated with searching for children with special needs and providing strategies for investigators who search for them. Participants will receive information on investigative resources available to them through NCMEC. Register for FREE webinar.
ARCHIVED & AVAILABLE
Young families who are homeless often have unique needs based on both the challenges of trauma and homelessness and their developmental stage. A developmental perspective is essential to tailoring services to meet the needs of this population. During the first session of this course, we will provide an overview of development from birth through young adulthood; child and adult brain development; expected behaviors and responses at each stage; and the impact of trauma on development. Register to access.
Understanding the Impact of Trauma in the Lives of Displaced Children and Families
The prevalence of traumatic stress in the lives of displaced children and families is extraordinarily high. Experiences of trauma can have a significant impact on how families interact with each other and with service providers. In this webinar, participants will learn about the connection between traumatic stress, displacement, and homelessness; the mind-body response to stress and trauma; factors that influence our responses to trauma, particularly cultural factors; and the impact of chronic trauma on all areas of functioning. Register here to access.
Rural and LGBTQ Youth Suicide
The Children's Safety Network released an archived webinar on: Youth Suicide Prevention Community of Practice, Special Populations in Youth Suicide Prevention, and Rural and LGBTQ Youth. Presenters addressed two populations at increased risk for youth suicide and shared strategies to reduce these risks. Speakers also discussed obstacles and barriers unique to rural populations. To download the archived webinar click here.
This Teen Screen Webinar has been archived and is now available for your viewing. Listen to a discussion on the signs and symptoms of eating disorders, the latest treatment strategies, and co-managing these disorders with the clinical team to avoid relapse and achieve a successful outcome. Access archive.
The U.S. Department of Education's Office of Safe and Healthy Students Readiness and Emergency Management for Schools Technical Assistance Center is pleased to announce that the course, Large Events Emergency Management at Schools (K-12 population) is now being offered to provide emergency management training for schools. This course focuses on enhancing emergency management planning efforts throughout districts and schools by providing guidelines, checklists, and specific action items for school officials to consider. For more information and to access this course series, click here. |
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SSW Job Links | |
New this week: Chicago, IL Fairfax County, VA Manhattan, NYC
New York, NY Woodridge, IL
Continued this week: Central Falls, RI Detroit, MI Elgin, IL Flint, MI
Gages Lake, IL (sub) Hartford, CT 13-14 sy Newark, NJ (HS)
Newark, NJ (MS) Norridge, IL (Mat Lv) North Chicago, IL (sub)
Pasadena, CA West Newton, MA (PT)
Connecticut (Various Locations)
Louisiana (Various Locations)
Dean, LSU, College of Human Sciences & Education |
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Calls for Proposals |
Request for Abstracts for the Special Issue of Advances in School Mental Health Promotion Journal
Deadline: December 14, 2012
Advances in School Mental Health Promotion (ASMHP) will publish a special issue on evaluating the impact of mental health and other supportive school-based programs (e.g., family support services, mentorship programs, homelessness support) on students' academic and educational outcomes. The aim of this special issue is to present research and theory that examines proximal and distal academic and educational outcomes of School-Based Mental Health and other supportive school-based programs. We are seeking a limited number of empirical studies, theory-driven articles, and/or review papers that address this topic. We expect manuscripts to highlight science-based practice recommendations of relevance to mental health practitioners, school administrators, and/or education policy makers.
If you are interested in contributing to this special issue, we request that you send a detailed abstract (1000 words) by Friday, December 14th, 2012 for initial review. If your abstract is selected, manuscripts will be due March 1, 2013. Papers that are invited but not selected for inclusion in the special issue may be rerouted (with the authors' knowledge and consent) for consideration for publication in ASMHP as regular papers. For more information click here.
To submit an abstract or for additional information, please contact Michael Pullmann with the subject line "ASMHP Call for Abstracts". The deadline for abstracts is Friday, December 14th.
Dissertation Research for the 25th National Symposium on Doctoral Research in Social Work
Deadline: December 31, 2012
The College of Social Work and the Doctoral Student Organization (DSO) at The Ohio State University invites recent Ph.D. and D.S.W. recipients in social work to submit abstracts describing their dissertation research for the 25th National Symposium on Doctoral Research in Social Work held March 28, 2013, in the Ohio Union on the Ohio State University campus.
As part of the College's year long focus, the theme for this year's symposium keynote address will be "Be the Change." Dissertations completed between May 2011 and December 2012 are eligible for consideration. The authors of the selected abstracts will be invited to present their research at the Symposium, where a renowned researcher and scholar will deliver the keynote address. More info and submission guidelines.
Special Issue on School Social Work and Military-connected Schools: New Directions in Practice, Research, Policy and National Leadership
Deadline: February 28, 2013
Guest Editors: Ron Avi Astor, University of Southern California Schools of Social Work and Education & Rami Benbenishty, Bar Ilan University, Ramat Gan, Israel
Children & Schools will publish a special issue on the needs of public schools serving military-connected students. These students experience multiple deployments, family separations, and other stressful life events that their non-military-connected peers do not undergo. Recent studies have shown that supportive schools can shield students from intense depression, conduct problems, feelings of alienation, anxiety, and school failure; however, for schools to serve as protective settings for military-connected students, school personnel need to be aware of both this population's presence and its particular needs. . .
School social workers can take a national leadership role developing and implementing practices and policies that address the needs of military-connected students. . .
The overarching goal of this special issue will be to present articles that describe the current state of school social work knowledge and best practices in military-connected schools and provide insights and implications that will help teachers, principals, school social workers, and other staff better serve military-connected students in the future. Manuscripts examining the perspectives of school staff, students, and parents in military-connected schools and outlining best practices for such schools are encouraged. More information and to submit. |
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Grants & Funding | |
Free to Tweet Campaign
During a 15-day online celebration of First Amendment rights, high school and college students can win one of five $5,000 scholarships. Beginning at midnight, Dec. 1-Dec. 15, students can tweet their support for the First Amendment with the hashtag #freetotweet, which will enter them into the scholarship competition. Learn more.
Search Tool Helps Users Find Grants to Fund Youth Programs
The Interagency Working Group on Youth Programs has created an online Web Tool that allows users to search for federal grant opportunities by youth topic or federal agency. The tool uses a filter to search for grants that are likely to fund youth programs. To learn more and determine if you are eligible, click here.
Nestle Very Best in Youth Program Grants
The biennial Nestlé Very Best in Youth program was created to spotlight the best in youth leadership by identifying and honoring teenagers in the United States whose community service efforts are making a profound difference in the lives of others. Nestlé seeks to help young people who want to make a difference realize their dreams by donating $1,000 in the name of each winner to the charity of his or her choice. Nestlé also awards the winner a trip to Los Angeles, California, for the Very Best in Youth awards ceremony. More.
NEA Foundation-Nickelodean Big Help Grant
Sponsored by Nickelodeon and the NEA Foundation, NEA Foundation-Nickelodeon Big Help Grants provide up to $5,000 to K-8 public school educators in the United States. The Big Help Grants program is dedicated to the development and implementation of ideas, techniques, and approaches to addressing four key concerns - environmental awareness, health and wellness, students' right to a quality public education, and active community involvement. The grants target these four concerns as areas of great promise in helping students in the twenty-first century develop a global awareness that encourages and enables them to make a difference in their world. Applicants must be practicing U.S public school teachers or public school education support professional. The application process is the same as for the NEA Foundation's Student Achievement grants. Applicants should specify that their request is for the Big Help Grants program in their application. Application deadlines are February 1, 2013 and June 1, 2013. Link to RFP. |
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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 framework paper;
- establishing a National Center for School Social Work Practice, Leadership and Research, a long-term goal,
- hosting the 2nd Louisiana State-wide School Social Work Conference, February 18-19, 2013, in New Orleans, LA, at the Tulane University Lavin-Bernick Center.
- presenting the 4th National School Social Work Research Summit. Watch for details to come.
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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