School Social Work Now!

Supporting Innovative Practice,

Effective Leadership & Applied Research 

Motivational Interviewing and Social Justice      

One of the few published criticisms of motivational interviewing is that it "ignores the reality of the impact of the social surround" and that "an MI session is a small part of the client's life." In voicing this critique, Stanton (2010) was referring to important social determinants of motivation that lie outside the consulting room. Fair enough. We have focused on the dynamics of therapeutic interaction, and have never tried to propose a comprehensive theory of behavior change (Miller & Rose, 2009, 2010). It is important to remember that volition is only one factor in change, albeit a vital one (Miller & Atencio, 2008).

But I want to go Stanton one better. I decided . . . to go out on a limb, with a call for a consciousness of social justice that is implied by and reaches beyond the spirit of MI. Said another way, I believe that MI is a small part of something much larger, and it is to this larger reality that I want to speak today. Steve Rollnick asked me, "Miller, are you moving the tent pegs of MI again?" I think not. Rather I am reflecting on a much larger field in which we pitched the tent.  Click here, then scroll down to the PDF link.

The Gun-Free Schools Act of 1994 (Pub L No. 103-882, §14601) popularized the concept of zero tolerance in the theory and practice of behavior control and discipline in schools and, in many cases, profoundly altered the entire discussion of these topics. As its title implies, that legislation focused specifically on the bringing of weapons to school and mandated a specific response from school districts. The offense for which the Gun-Free Schools Act was intended (that is, bringing a weapon to school) may account for <2% of the offenses for which students are suspended or expelled.  Many school districts, however, quickly seized on zero-tolerance policies as a means of addressing a variety of infractions, including nonviolent offenses, such as drug and alcohol violations, verbal disrespect to teachers, and truancy. The concept of zero tolerance was readily embraced as inherently fair, and its harshness was accepted as a massive deterrent to undesirable behavior. However, problems with zero-tolerance policies began to occur soon thereafter, precisely because of its inflexibility and harshness. It is interesting to note that, although zero-tolerance legislation was prompted by violent acts perpetrated by white students, the vast majority of out-of-school suspension and expulsion occurring with zero-tolerance policy applications involve black or Hispanic students.   

More.   

Coping Cat Intervention for Anxiety-Based School Refusal    

Absenteeism is a serious physical and mental health concern for a significant number of adolescents. Absenteeism places students at increased risk for suicide attempt, pregnancy, substance abuse, violence, school dropout, and risky sexual behavior (Kearney, C., 2008). Truancy, school refusal, and school phobia are terms that are often used interchangeably and defined inconsistently (Brand & O'Conner, 2004; Kearney, 2008), therefore it is difficult to determine the prevalence of students who miss school solely due to anxiety.

Truancy vs. School Refusal

A number of studies categorize absenteeism into two groups: school refusal and truancy (Kearney, 2008; Wilkins, 2008). Truancy is often defined as non-attendance without parental knowledge and is associated with delinquency and oppositional behaviors (Wilkins, 2008; Wimmer, 2008). School refusal generally refers to the students missing school with parental knowledge and the absence is due to an anxiety or other mood disorders (Brand & O'Conner, 2004; McShane, Walter, & Rey, 2001; Wimmer, 2008).  Continue.

Why Some Boys May Not Want to Succeed in School 

This past week, the National Council of Teachers of English announced the winners of this year's Promising Young Writers competition. Out of hundreds of entries, 51 8th graders from a dozen states received awards. My son, Zachary, an 8th grader at Poly Prep, in Brooklyn, was one of them. Of the eight winners from New York State, he was the only boy. In fact, there were only six boys in the entire country who were winners.

I say this not as a proud parent (though I am) but as a concerned social scientist. Many concerned educators and media pundits have decried the "boy crisis" in schools -- the fact that girls are surpassing boys in college attendance (about 60 percent of entering first-year students this year are female), achievement (girls have caught up in science and math, and far outpace boys in English and language); and behaviors (boys are far more likely to be retained, suspended, diagnosed with ADHD and get into fights).

But many of the proposed remedies for this crisis have little, if any, empirical foundation.  Learn more.   

Survey: Many U.S. Kids Victims of Violence, Abuse       

The survey found that children wander through a world of violence that runs the gamut from school bullying and playground assault to sexual abuse and domestic violence. . .  The survey, appearing online May 13 in JAMA Pediatrics, also found the following:

• Two percent of all children experienced sexual assault or sexual abuse during the past year, with the rate at nearly 11 percent for girls aged 14 to 17 years.
• Nearly 14 percent of children repeatedly experienced maltreatment by a caregiver, including nearly 4 percent who experienced physical abuse.
• One in four kids was the victim of robbery, vandalism or theft during the previous year.
• More than 13 percent of kids reported being physically bullied, while more than one in three kids said they had been emotionally bullied.
• One in five kids had witnessed violence in their family or their neighborhood during the previous year.  Continue. 

School Safety Requires More Than Punishment    Treatment Is Key to Keeping Schools Safe      

Champion Creatively Alive Children

Crayola Creative Leadership Grants 2013   

• 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.