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School Social Work Now!
Supporting Innovative Practice,
Effective Leadership & Applied Research
February 2013 - Vol 3, Issue 22 |
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Greetings! | |
The school year is nearly 2/3 complete. The old adage, "Where does the time go?", is certainly true. But there is much yet to accomplish in the remaining months of 2012-2013, and there are still great challenges to face. One of them is improving student mental health.
At the New Orleans conference ACSSW began a National School Mental Health campaign:
Wear the Green
All participants were given a small, green ribbon pin to wear to support School Mental Health. We are encouraging school social workers to wear a green ribbon to promote Mental Health Services in Schools provided by school social workers and other mental health providers. Every student deserves access to supportive mental health services! If you are interested in more information or green ribbon pins, please contact us. You may also view a picture and/or download the order form now. Each pin comes with two pages of Mental Health Tips andTalking Points that can be discussed or shared with administrators, staff, parents, and so on. Start a campaign in your school and Wear the Green!
National School Social Work Week is next week. As in many other service professions, we aren't often recognized for the work we do--nor do we seek it. But March is social work month and March 3-9 is School Social Work Week. ACSSW has put together a number of ideas regarding ways to celebrate and share the importance and joy of school social work. The ACSSW 2013 School Social Work Week Poster is now available for you to download. School Social Work Week Celebration Ideas are also ready. Celebrate and highlight the profession! You'll be surprised how many people will be happy for you.
In their recent weekly digest the National Association of School Nurses noted ACSSW and National School Social Work Week. Thank you to NASN for the mention -- and for all you do for children and youth!
Additionally National School Social Work Week and ACSSW was mentioned in the newsletter of the Center for School Mental Health, University of Maryland. Thank you CSMH!
Lastly, just now I was emailed a poem by a consummate professional school social worker celebrating Social Work Month. I think you'll agree that it speaks volumes about the work we do in schools. Read To Be of Use by Marge Piercy. (Thank you, Jeannette!)
Judith Kullas Shine
President |
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Recommended Read for March | |
Learning from Behavior: How to Understand and Help Challenging Children in School
by James E. Levine
Forward by Sophie Freud
Understanding children's problem behaviors in school-seeing beyond the surface actions to reveal and name the root needs fueling those actions-is vital to helping the child. Yet, whether teachers in schools or parents at home, adults often make quick, cursory assessments, then an intervention is sprung. Explanations might be sought from the child, who often resists and becomes more distant. Punishment can occur and things are "taken away," but the behavior worsens. These scenarios and similar occurrences frustrate parents, teachers, and other school professionals alike. In Learning from Behavior, Levine shows us how to observe, question, and think about problem behaviors in such a way that we can understand what is motivating the children to act as they do. Behavior, after all, often represents what the child cannot communicate, due to language limitations, level of psychological development, or traumatic experience. Children think differently; they are not small adults. We need to understand the behavior from the child's perspective before we can intervene to change the behavior. Author Levine shows us, incorporating illustrative vignettes, how to do that. Read more.
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Come on . . . Follow Us!! | |
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Practice Points | |
Safety Lessons Learned: From Cleveland to Newtown
I dealt with school violence before it was fashionable and funded. To me, any child killed anywhere, anytime, is a huge tragedy. But decades ago, when children were killed in the inner city of Cleveland, you probably never heard about them. When the killings moved to suburbs such as Columbine, they became national news. The Newtown shootings shocked the U.S. like no other school violence. Now, school violence prevention is front-page news. Working with school safety for more than 30 years, I have tried to help schools and communities keep our youth safe and healthy so that they can learn more and live better. Here are several lessons that I have learned. Learn more.
What Makes Therapists Effective?
courtesy of Center for School Mental Health, UMd
Research has suggested that effective therapists have a combination of important interpersonal skills, such as verbal fluency, warmth, acceptance, empathy, and the skill to identify how others are feeling. A six-year longitudinal study is being conducted by a group of researchers to further identify what characteristics are associated with successful therapists, given the minimal amount of research that exists in this area. Read more. |
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Leadership News | |
The Culture Builder
Changing a toxic school culture into a healthy school culture that inspires lifelong learning among students and adults is the greatest challenge of instructional leadership. Probably the most important-and the most difficult-job of an instructional leader is to change the prevailing culture of a school. The school's culture dictates, in no uncertain terms, "the way we do things around here." A school's culture has far more influence on life and learning in the schoolhouse than the president of the country, the state department of education, the superintendent, the school board, or even the principal, teachers, and parents can ever have. One cannot, of course, change a school culture alone. But one can provide forms of leadership that invite others to join as observers of the old and architects of the new. The effect must be to transform what we did last September into what we would like to do next September. Continue. |
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Research Highlights |  from NASP
Gun violence poses a serious threat to America's children and youth. Existing data clearly point to the need for improved strategies for keeping guns out of the hands of children and youth and those who would harm them. Gun violence in schools is extremely rare, as are violent crimes committed by people with mental illness. However, the majority of youth murdered are killed with a firearm and nearly half of youth suicide deaths involve the use of a gun. Efforts to end youth gun violence must focus on accessibility and prevention. Additionally, federal safety and health agencies must be empowered to conduct comprehensive research into the causes of and solutions to this unacceptable source of harm to our children, families, and communities. View the data such as: "Of the 50 states and the District of Columbia, Wyoming has the highest percentage of homes with guns (63%), the highest suicide rate (23 per 100,000), and the highest percentage of students carrying a gun to school (11%). Conversely, Massachusetts ranks 48th (out of 51) in terms of percentage of homes with firearms (13%), has one the lowest suicide rates (9 per 100,000), and the lowest reported percentage of students who acknowledged bringing a gun to school (2.5%)."
Abstract: The diagnosis of juvenile bipolar disorder (JBD) has been the subject of much controversy and confusion. There have been well documented increases in the application of this diagnosis, at least in the United States. This has led to concerns about overdiagnosis. At the same time, juvenile bipolar disorder presenting in adolescents can be difficult to detect, with symptoms being perceived as normal, if exaggerated, adolescent behavior. Two cases, one mistakenly diagnosed as JBD and the other in which the diagnosis was missed, illustrate the difficulty in making an accurate diagnosis. Recent refinements in diagnosis have the potential to clarify and improve clinical diagnosis and treatment. The three main diagnostic approaches to JBD (the so-called "narrow phenotype" approach, the "cardinal symptoms" and brief frequent cycles approach, and finally the persistent, impairing irritability approach) are reviewed. Read more. |
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In the News | |
Increase Students' Access to Mental Health Services
Each year, thousands of social workers serve students in schools across the country, yet the distribution of social workers is uneven and inadequate. Some districts have a social worker to student ratio of as much as 1:400, which is nearly two times greater than the recommended maximum level of 1:250, per the NASW Standards for School Social Work Services. Professions such as school counselors or school psychologists experience the same issue. Due to these huge ratios, students often do not get the services they need. Full article.
Spread the Word to End the Word
Words can help, can soothe, and they can cut deep. Check out this year's campain of Spread the Word to End the Word. Pledge to end the R-word. Take action. March 6th is the annual Day of Awareness to end the word. More.
Stuck in RTI Purgatory
"The school would NOT do a multi-factored evaluation for my son who has dyslexia. During the time he was stuck in the RTI cycle, we questioned the accuracy of the data that showed he had some growth in retaining sight wordsand increasing fluency. We battled through the 1st grade year. Once again stuck in the RTI process during second grade, he showed a 72% decline in abilities - yet the school still refused to evaluate. He is trapped in RTI, with no legality on our side. Is there anything I can do? Read what is suggested.
Connecticut School Shooting National Position Statement
Nine school violence prevention researchers and practitioners nationwide have developed a position statement in response to the tragic acts of violence at Sandy Hook Elementary School. This position statement has been endorsed by more than 200 professional organizations, including ACSSW, and nationally recognized researchers and practitioners, including the Center for School Mental Health. The driving force behind the statement is to communicate scientifically informed principles and recommendations for practitioners, policymakers and the public at large. The co-authors' goal is to help build consensus on a course of meaningful action. Read statement. |
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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 or 410-706-0980 with questions. Thank you in advance! Go to School-Based Mental Health Survey. |
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Webinars | |
The Heart of Learning and Teaching: Compassion, Resilience and Academic Success
Wednesday, March 20 from 1:00-2:30 EST
Every day in schools across the nation, students arrive in classrooms feeling hungry, tired, frustrated, and alone. They are often impacted by alcohol and other drugs, physical or mental health-related issues, homelessness, abuse, domestic violence, or are struggling with a learning disability and are at risk of dropping out of school. These students frequently lack vital connections to their family, their school, and their community.
In response to these critical student needs, this webinar will review The Heart of Learning and Teaching: Compassion, Resiliency and Academic Success which describes some of the collective efforts necessary to help students overcome trauma, demonstrate resilience, and success physically, emotionally, socially, and academically in the school setting. This publication is available online free of charge to all interested at Heart of Learning Handbook.
The webinar will be presented by two of the publication's authors: Mona M. Johnson, MA, CPP, CDP (Chief School Behavioral Health, US Army Medical Command, Child, Adolescent, and Family Behavioral Health) and Ron Hertel, BA (Readiness to Learn, Compassionate Schools, Mental Health Learning and Teaching Support, Washington State Office of Superintendent of Public Instruction).
The webinar is free but requires advance registration because the online meeting capacity is limited to the first 300 individuals. If you have questions please email Dr. Nicole Evangelista Brandt. To register please complete the online survey.
ARCHIVED & AVAILABLE
Keeping Common School Areas Safe presented 3/20/2012 and
Teasing, Taunting, Bullying, Harassment, Hazing, and Physical Aggression: Prevention, Strategic Intervention, and Crisis Management presented 5/11/2012
Teasing, taunting, bullying, harassment, hazing, and physical aggression are persistent problems with children and adolescents in schools across the country. These events typically occur in common areas of the school (i.e. hallways, bathrooms, buses, cafeteria). To help address these problems and provide schools with comprehensive, evidence-based approaches to school-wide discipline, behavior management and student self-management, Project Achieve is providing two online presentations at no cost to view at your own convenience. Each presentation, about 60 minutes long, discusses ways to implement social skills training, peer mediated approaches, a school wide accountability system, school and common school area safety system, and home-school collaboration approaches. Click the links above to access.
Understanding the Developmental Needs of Young Families Experiencing Homelessness
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. |
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Grants & Funding | |
Ezra Jack Keats Foundation Accepting Minigrant Applications
Established by children's book author and illustrator Ezra Jack Keats, the Ezra Jack Keats Foundation is accepting applications from public schools and public libraries anywhere in the United States and its territories for program or event mini-grants of up to $500. The mini-grants program is intended to support projects that foster creative expression, collaboration, and interaction with a diverse community. The funding program provides an opportunity for educators, whose efforts are often inadequately funded or recognized, to create special activities outside the standard curriculum and make time to encourage their students. For more information and application, click here. Deadline: March 15, 2013
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 deadline is 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,
- 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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