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School Social Work Now!
Supporting Innovative Practice,
Effective Leadership & Applied Research
May 2013 - Vol 3, Issue 29 |
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Greetings! | |
Last week was such a busy week, the newsletter needed to be postponed. But it couldn't be more timely now!! Read on!
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You've read it here before, but . . . May is Mental Health Awareness Month! May 5th-11th is Children's Mental Health Awareness Week whose theme this year is Out of the Shadows--Exposing Stigma. Children's Mental Health Awareness Day
is Tuesday, May 7th. Watch the press briefing live on May 7 at 10 a.m. EDT -- press briefing. Tune in for the premiere of the Awareness Day virtual event on May 7 at 3 p.m. EDT --
virtual event.
Download for free the new ACSSW Mental Health Awareness poster along with our Mental Health Awareness campaign materials. Green ribbon pins and the two pages of Talking Points sheets are still available so, please contact us if you want to order. Wear the pins year round to promote student mental health!! If you can not get a pin, make green ribbons to wear during the month of May.
Please become involved in this important issue that impacts all of our students to a greater or lesser degree. School Mental Health isn't only about children who have diagnosed mental health issues. It includes school climate and culture, resilience, and children who are struggling with minor functional impairments that impact their learning. Visit the link in the left hand column for more information.
Good mental health is so essential to positive school and life outcomes. Be a leader in School Mental Health. Please show your support today.
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This week, on Wednesday, May 8th, the National Association of School Nurses celebrates National School Nurses Day! If your school or district is fortunate enough to have a school nurse, tell him or her how much you appreciate what they do! Without school nurses the physical, and often emotional, needs of children and youth would not be addressed, leaving students to struggle even more. Thank you, nurses! *****
Learning experiences just keep coming! Last week I had an interesting experience, one I hadn't anticipated. An invitation to speak to the WI State Legislature on school mental health and policy implications arrived in my inbox a few weeks ago. After speaking with the coordinator of the event, I decided to accept and gave the presentation on Thursday, May 2nd.
Other panelists included representatives from the Madison, WI school district who spoke about some of the many initiatives they are undertaking and a representative from an elementary, bilingual charter school in Milwaukee who shared how the CBITS intervention was implemented in that school. Very interesting!! My piece was the national perspective and policy implications for Wisconsin.
Believe it or not, most of the audience remained for the full 3 hours!! As a result of this briefing, some legislators want to pursue the issue and Wisconsin Public Radio intends to follow up as well. It was a challenging but exhilarating learning experience! Hopefully, WI will move a forward on this important issue. Step by step.
Judith Kullas Shine
President |
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Professional Development | |
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Recommended Read for May | |
Since May is Mental Health Awareness month and the week of May 5th through 11th is Children's Mental Health Awareness week, it seems appropriate to offer a wide array of books to expand our understanding of mental health and strengthen our practice in this area.
This link provides an extensive list of mental health topics as well as lists of books under each topic. School social workers will find it a useful tool. It may also help to develop a Bibliotherapy list for those who run groups in schools or who are working with parents who are searching to help their child.
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Come on . . . Follow Us!! | |
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Practice Points | 
Extending vocabulary when talking or listening to children is a good way to develop their emotional language. Margaret Collins describes two ways of doing this.
The 'draw and talk' activity
This activity is adapted from the draw and write research technique for schoolchildren, which was developed by the late Noreen Wetton of the University of Southampton. It is a useful activity to help children to discuss their feelings, initially in private with an adult. They need to know that first they will draw something at your instruction, and that when they have finished their drawing they will go to an adult individually to talk about what they have drawn, who they have drawn and how the people in their picture are feeling. It is important to make sure that children are willing to share their pictures and feelings with the rest of the group or class. No unwilling child should be persuaded to share their work. Click here to learn more and read about the second technique.
Electronic Media and Youth Violence
A CDC Issue Brief for Educators and Caregivers
Technology and adolescents seem destined for each other; both are young, fast paced, and ever changing. In previous generations teens readily embraced new technologies, such as record players, TVs, cassette players, computers, and VCRs, but the past two decades have witnessed a virtual explosion in new technology, including cell phones, iPods, MP-3s, DVDs, and PDAs (personal digital assistants). This new technology has been eagerly embraced by adolescents and has led to an expanded vocabulary, including instant messaging ("IMing"), blogging, and text messaging. New technology has many social and educational benefi ts, but caregivers and educators have expressed concern about the dangers young people can be exposed to through these technologies. Access brief.
Cyberbullying: A New, Long-term Challenge
"Walk away." For decades, kids suffering abuse from school bullies have gotten this advice from grown-ups and have, more often than not, found it to work. But there is, unfortunately, no walking away from today's "cyberbullies." They use digital media to verbally swipe at their victims at any place or time they choose. Jonathan Singer, a professor of social work at Temple University in Philadelphia, and the host of the Social Work Podcast, says that many grown-ups and kids alike are puzzled over what to do about cyberbullying.
School social workers are used to looking for bullying out on the schoolyard, he explains. But most cyberbullying, according to Singer, doesn't take place anywhere near a school. The bullies use Twitter, Facebook, email, or other platforms to send their victims harassing messages, bash them in public online forums, or post embarrassing or degrading things about them to classmates all via virtual devices. The victim can be at home, at the movie theatre, at a friend's house-it doesn't matter. As long as the victim has a connected phone or computer at hand, the bully can swipe at them through it.
"The schools, they're in a dilemma, and school social workers are in a dilemma," says Singer. More.
Mad Libs Assertiveness A Therapeutic Technique
This strategy teaches the assertiveness skill of expressing feelings appropriately when using the sentence structure of "I feel _______ when you ______. I would like you to ______." (Perry, 2002) Continue here. |
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Leadership News | 
Changing organizations forces you to evaluate the selection process that they go through when selecting new leaders and team members. . . The following were the leadership quotes and principles . . . that give us a unique insight into what organizations look for when selecting a leader. Read the list here.
What's the Difference Between Management and Leadership?
People sometimes use the terms management and leadership interchangeably, without paying attention to the important differences between them. While managers are often in a leadership role, they may not necessarily go about their jobs as a leader (even if it would be better if they did).
Some leaders are not responsible for managing staff, but instead charged with creating and maintaining a shared vision and motivation amongst a team. While the difference might be subtle, if we take some time to think about what it means to manage, and what it means to lead, the insight can help us do a better job of both. Let's look to how the differences of management vs leadership. Learn more. |
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Research Highlights | 
A Special Report from the National Gang Crime Research Center
The purpose of this report is to provide findings from a preliminary analysis of the data from an NGCRC research project called "The 2006 School Survey of Gang-Related Issues". The purpose of this study was to examine how the gang problem and related problems in American public schools. It is important to emphasize that this particular report is a preliminary report providing only the descriptive statistical findings of the research. There are many qualitative findings from the research not yet reported, including the content of narrative comments, documents, written policies, etc. Read full report.
Research and policy in the United States have focused much more on teen mothers than on teen fathers. One reason for this discrepancy is that birth certificates contain limited information on the birth fathers, which makes it difficult to even get an accurate count of teen fathers. However, new Child Trends' estimates show that 9 percent-or 900,000-young men between the ages of 12 and 16 in 1996 (reflecting the group of young men examined in this brief) became fathers before their twentieth birthday.
Despite the size of this group, relatively little is known about the characteristics and circumstances of teen fathers, either when they first have a child or later in life. To fill in some of that missing information, this Research Brief presents a statistical portrait of teen fathers' characteristics at the time that their first child was born; their union status at the birth of that child (i.e., whether they were married, cohabiting, or not in a relationship); their subsequent experience fathering a child, if any; and their residential status at birth and in young adulthood (i.e., whether they were or were not living with their children). Read study.
The LSU Office of Social Service Research and Development, or OSSRD, in the LSU School of Social Work, has determined it will end its 16-year involvement with the Truancy Assessment and Service Center, or TASC, program, effective July 1, 2013.
The mid-year budget reduction fell onto the evaluation and administration component of the $2.3 million truancy intervention program. In 1997, the Louisiana Legislature commissioned a study to develop a model program that could prevent children from following a pathway into crime. OSSRD responded and began to work with members of the state legislature and local entities across the state to devise a program that could address this juvenile crisis initiative.
"LSU developed the TASC program in 1998 to address problems that our research showed to be specific to Louisiana children and that our citizens said was needed for local entities to be successful in helping youth stay in school," said OSSRD Director and School of Social Work Professor Cecile Guin. "Louisiana is among several states that have the poorest children in the country and the most children living in single female-headed households - facts that certainly contribute to Louisiana's ongoing highest incarceration rate in the world."
The early intervention model interrupts the cycle of truancy which is often followed by early school drop-out, corresponding lack of job skills and potential involvement in criminal activity. Jefferson and Caddo parishes were the first TASC pilot sites. At one time, OSSRD managed 23 TASC sites covering 32 parishes. Read more. |
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In the News | |
A New Take on Second Languages
With hopes of preparing students for a competitive world economy, Utah is building one of the largest and most ambitious school-language programs in the nation, writes Jack Healy in The New York Times. Dual-language classes have existed for years, but they are growing fast in many states as educators look for ways to prepare American students for a polyglot global job market. Few have embraced the idea with the zeal of Utah, a state that passed an English-only law in 2000 and routinely ranks last in the nation on education spending. Republicans in Salt Lake City, the state capital, have pledged millions for the program. Four years after it began, nearly half of Utah's 41 districts offer programs in which elementary school students spend half the day learning in English and half in a foreign language. Fourteen thousand students are currently enrolled, and 20,000 signed up for next year. The dual-language programs start in first grade, and will eventually extend through middle school, with students taking advanced placement tests in ninth grade and then studying at a college level through the rest of high school. Right now, French, Spanish, Portuguese, and Mandarin are offered. German is likely next, and educators have discussed Arabic. More.
Many theories are thrown around to explain the rise in the diagnosis and treatment of A.D.H.D. in children and adults. According to the Centers for Disease Control and Prevention, 11 percent of school-age children have now received a diagnosis of the condition. I don't doubt that many people do, in fact, have A.D.H.D.; I regularly diagnose and treat it in adults. But what if a substantial proportion of cases are really sleep disorders in disguise?
For some people - especially children - sleep deprivation does not necessarily cause lethargy; instead they become hyperactive and unfocused. Full article.
Harkin Amendment
Senator Tom Harkin (D-IA), Chairman of the Senate Committee on Health, Education, Labor, and Pensions (HELP) committee, proposed the Mental Health Awareness and Improvement Act as an amendment to the Safe Communities, Safe Schools Act of 2013. This Act was passed with a vote of 95-2. This legislation reauthorizes and enhances programs administered by the Department of Education, and Department Health and Human Services whose focus is improving the awareness, prevention, and early identification of mental health concerns. After the amendment passed, Senator Harkin stated, "That is why it is so important that Congress move forward with this vital piece of mental health legislation, which will improve and strengthen the mental health care system in our communities and in our schools." Title I of the legislation focuses on school settings, by promoting school-wide prevention through the development of positive behavioral interventions and supports, and encourages school-based mental health partnerships. More here. |
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Survey Completion Requests |
Smith College Study on SSW Practice
Sarah Wettenstein, a student at Smith College School for Social Work in Northampton, MA, is conducting a research study about how school social workers practice and the different types of interventions they use. In particular, she is interested in looking at the barriers to participation in different kinds of school social work practice.
This is yet another opportunity to inform the school social work and related educational communities about the profession! It costs nothing but your time--which often is in short supply. But original research about what we do and how we do it is so very important. Please assist in this research by learning about the project or, for more information, email Sarah or call 860-604-1204.
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 | |
Practical Intervention Strategies to Address Impact of Trauma in Schools
In collaboration with the IDEA Partnership, the Quality and Evidence Base Practice (QEBP) Practice Group will host a webinar on Wednesday, May 22, 2013 at 1-2:30 p.m. ET.
The first presentation will feature Dr. Marleen Wong, Associate Dean and Clinical Professor, Director of Field Education School of Social Work University of Southern California who will share updated information on utilizing Psychological First Aid in the School Setting. Dr. Wong will provide an overview of Psychological First Aid: Listen Protect Connect, Model and Teach, a five phase strategy that helps students and staff to process a troubling experience which is interfering with the student's ability to learn and to fully participate in the classroom. There will also be a discussion on how to modify this model for Psychological First Aid with adults/peers in the school setting.
The second presentation will feature Dr. Eric Rossen, Director of Professional Development and Standards with the National Association of School Psychologists, a Nationally Certified School Psychologist, licensed psychologist, and co-author of Supporting and Educating Traumatized Students: A Guide for School-Based Professionals. Dr. Rossen will discuss the core components of trauma-sensitive schools and the importance of integrating these initiatives into existing efforts. This presentation will also describe how schools can effectively utilize school-based mental health professionals and empower all educators to support students with trauma histories. Specific examples of practical, classroom-based strategies will be provided to illustrate how educators can supplemen more intensive direct interventions. Instructions to join the webinar
Free Podcast
Bad Memories
Memories and experiences from childhood can have good and bad long-term effects on a person's physical and emotional well-being. A recent CDC study in five states found that more than half of respondents reported some type of adverse childhood experience that continues to affect them today. In this podcast, Dr. Valerie Edwards discusses the lingering effects of adverse childhood experiences. Access here.
ARCHIVED & AVAILABLE
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.
Teasing, Taunting, Bullying, Harassment, Hazing, and Physical Aggression: Prevention, Strategic Intervention, and Crisis Management presented 5/11/2012 |
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Grants & Funding | |
Champion Creatively Alive Children
Crayola Creative Leadership Grants 2013
Crayola, in collaboration with the National Association of Elementary School Principals, is accepting applications for the 2013 Creative Leadership Grant program. The program will award up to twenty grants of $2,500 to elementary schools working to develop a team of leaders who can help increase arts-infused education within school and beyond. In addition, each program will receive an in-kind grant of Crayola products valued at $1,000.
Applications will only be accepted from principals who are members of NAESP. Every school that submits an application by June 10 will receive a Crayola product Classpack. Click to access application. Deadline: June 21, 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:
- supporting 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,
- designing professional development opportunities that address current issues and real job challenges. Watch for details to come.
- staying on top of national educational reforms and trends.
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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