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School Social Work NOW!
Supporting Innovative Practice,
Effective Leadership, and Applied Research
Vol 4, Issue 5
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As this is being written, the government shutdown has been resolved for now and the debt ceiling crisis has been averted. The problems that caused the stalemate remain and, in many instances, children and families will continue to bear the brunt of the squabbling at the federal level. It seems nobody really "wins." Throughout the entire process, the unwillingness of our elected officials to sit down at the table and listen to each other, respect each other and, more importantly, respect the wishes of their constituents was amazing.
It will be interesting to see what, if anything, changes in the future. We can only hope that our elected representatives have been enlightened, especially during these last 16 days, and return to work with less venom and more openness to compromise and collaboration. We can only hope . . .
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The next ACSSW professional development offering is around the bend! Basic information is available on the ACSSW website. Put in your request to your school district now! Encumber the funds while they are still there to help you become a stronger, more knowledgeable school social worker. More details will be on the website shortly.
SAVE THE DATES! February 10-11, 2014
ACSSW National School Social Work
Mental Health Institute
NEW ORLEANS!
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A new Guide to Bullying Prevention has been posted on the web. It has many links to additional articles. Be sure to visit this new resource.
Mix It Up at Lunch Day is October 29th. By taking a risk this one day, students can cross the lines of division in a safe, controlled environment, meet new people, and help build an inclusive and welcoming school community. Check it out!
Judith Kullas Shine
President
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Recommended Read for October
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 The Leadership Challenge Workbook by James Kouzes & Barry Posner This leadership classic continues to be a bestseller after three editions and twenty years in print. It is the gold standard for research-based leadership, and the premier resource on becoming a leader. This new edition, with streamlined text, more international and business examples, and a graphic redesign, is more readable and accessible than ever before. The Leadership Challenge, Fourth Edition, has been extensively updated with the latest research and case studies, and offers inspiring new stories of real people achieving extraordinary results. The authors' central theme remains the same and is more relevant today than ever: "Leadership is Everyone's Business." Their "five practices" and "ten commitments" have been proven by hundreds of thousands of dedicated, successful leaders. This edition, with almost one-third new material, emphasizes the global community and refocuses on business leaders.
B&N - Kouzes Better World Books - Kouzes
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Use of Direct Behavior Ratings for Tier 2 Support
Abstract: With the advent of multi-tiered problem solving frameworks, including positive behavior interventions and supports (PBIS), has come increasing emphasis on general education classroom teachers serving as data collectors, assessors, and interventionists for students demonstrating problem behavior. As such, there is need for teachers to have access to strategies that can be used as a foundation of service delivery and that are appropriate in assessment, intervention, and communication across a wide range of students and situations. Research suggests that Direct Behavior Rating (DBR) is a particularly promising tool for tracking student progress, affecting change in student behavior, maintaining and generalizing treatment effects over time and settings, and enhancing communication between school professionals and families. This article offers an overview of DBR and its various uses and suggestions for practitioners in implementing it as a tool for Tier 2 support. Click link on next page for complete article.
Dropout Prevention: Challenges and Opportunities in Rural Settings
A new report by the Inner City Fund considers dropout intervention in rural communities, where a quarter of American public school students are educated. Twenty-two percent of rural students don't complete high school, troubling in an era of declining rural-community fortunes. Rural communities have specific challenges: a small tax base, limited pool of educators, and lower student aspirations for postsecondary education since few rural jobs require it. But rural districts also have distinct strengths that can be leveraged: strong school-community relationships, robust parent involvement, and intergenerational relationships among community members. Rural districts typically have less bureaucracy and organizational complexity, lower student-teacher ratios, and a capacity to respond creatively to challenges. Because of a school's central role in a rural community, it is often open before and after school hours, offering a place for credit recovery, tutoring, and adult education -- an ideal setting for at-risk students. And because students lack anonymity, it is more difficult to "fall through the cracks." Perhaps because the dropout crisis is stereotyped as urban, or due to challenges in obtaining a large enough study sample, research on rural dropout prevention is scarce. More is needed to understand whether the evidence base underlying typical interventions can apply in rural contexts, and what elements of programming could be viewed as universal versus context-specific. Register to download free. |
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App - Psych Drugs Free for a limited time
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Continued
University Positions-
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Come to NOLA
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SAVE THE DATES!
February 10-11, 2014
NEW ORLEANS!
School Social Workers:
Inspiring HOPE. . .
Advocating for JUSTICE
Learn More Now!
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Silence That Promotes Stigma
Mental illness is still a rarely discussed issue.
For six years Lorraine Kaplan taught at a school close to Pilgrim, a New York state mental hospital, and didn't notice the jokes people made about it. Then her bright and talented son, a high school senior, became sick in 1973. The family had no idea why his behavior was changing gradually in troubling ways until a psychiatrist diagnosed schizophrenia.
"Because of the stigma," the doctor advised, "I wouldn't tell anyone."
For a long time the Kaplans didn't. Click here for more.
Free Guides for School Social Workers
Columbia University Teachers College Press published 4 guides geared to support teachers, administrators, student personnel staff, and parents. For a limited period, and as supplies last, TCP has agreed to provide FREE copies of the guides to social workers and educators working with military kids in schools including: teachers, school administrators, PPS workers, and military parents. School social workers should be aware of this wonderful, time-limited, FREE offer from TCP. Many school social workers will benefit from these guides.
The process is simple. Each individual desiring a free book would need to click on the link, select the type of book s/he desires, and fill out name, mailing address, etc. on the Qualtrix form after selecting the book desired. The book will be mailed in a few weeks.
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Network perspective is a 21st-century leadership imperative.
Network perspective is the ability to look beyond formal, designated relationships and see the complex web of connections between people in and beyond your organization.
Now that you know what it is, here's why you need it: Learn more. Complete white paper.
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Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems
Mentoring is one of the most commonly-used interventions to prevent, divert, and remediate youth engaged in, or thought to be at risk for delinquent behavior, school failure, aggression, or other antisocial behavior. We conducted a meta-analytic review of selective and indicated mentoring interventions that have been evaluated for their effects on delinquency outcomes for youth (e.g., arrest or conviction as a delinquent, self-reported involvement) and key associated outcomes (aggression, drug use, academic functioning). Of 112 identified studies reported published between 1970 and 2005, 39 met criteria for inclusion. Mean effects sizes were significant and positive for each outcome category. Effects were largest (still moderate by Cohen's differentiation) for delinquency and aggression. However, these categories also showed the most heterogeneity across studies. The obtained patterns of effects suggest mentoring may be valuable for those at-risk or already involved in delinquency and for associated outcomes. Moderator analyses found stronger effects in RCTs compared to quasi-experimental studies, for studies where emotional support was a key process involved in mentoring, and where professional development was a motivation for mentors. However , the collected set of studies are less informative than expected with quite limited detail in studies about what comprised mentoring activity and key implementation characteristics. This limitation encourages caution particularly in interpreting the moderated effects. These findings add to the longstanding calls for more careful design and testing of mentoring efforts to provide the needed specificity to guide effective practice of this popular approach. Click & scroll to bottom of page for full report.
Let's Talk About Reliability and Validity
In evaluations of mentoring programs, we select questionnaires that we think measure various outcomes. So, for example, if we think that mentoring will improve self-esteem, we might give a questionnaire that asks mentees how good they feel about themselves.
In contrast to something like height or speed, self-esteem can't be seen. Instead we hope that our questionnaire "gets" at the construct. So, we can't help but ask two important questions:
- Are we really measuring what we intend to measure?
- How consistent is my measurement?
Read more for a great, quick review of reliability and validity.
ADHD typically presents with symptoms of inattention, impulsivity, and hyperactivity which can have a profound impact on the individual and their family.
Children and adolescents with ADHD often have poor social skills, learning difficulties, and disruptive behavior which can result in low self-esteem, disrupted relationships, and academic failure.10 Up to 30% of ADHD children have an associated learning disorder of reading, writing, and/or mathematics and are more likely to use remedial academic services. Longitudinal studies have also found that ADHD is associated with poorer grades in reading and mathematics, which can often result in a greater likelihood of repeating a school year compared with controls. Click, then scroll down for link to full article.
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HELP Report on ESEA Reauthorization
The Committee on Health, Education, Labor, and Pensions has issued its report on the reauthorization of the Elementary and Secondary Education Act, Strengthening America's Schools Act of 2013.
"The Strengthening America's Schools Act of 2013 (SASA) is a comprehensive reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). Its purpose is to once again, affirm the Federal focus on preK-12 education policy to ensure access and equity of educational opportunities for all students. The committee also intends this Act to update, improve and streamline programs under the ESEA for the next 5 years. SASA represents the Federal Government's continued commitment to preK-12 education, to students in disadvantaged situations, and recommits the Federal Government to the fundamental goals of the Elementary and Secondary Education Act as passed in 1965."
The report is extensive and lengthy (1054 pages!). However, the Table of Contents on page 5 will help you to find the information you are seeking. Click here for the full document.
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CVS Caremark Community Grants
CVS Caremark Community Grants give funds to nonprofit organizations for programs targeting children with disabilities, programs focusing on health and rehabilitation services, public schools promoting a greater level of inclusion in student activities and extracurricular programs, and initiatives that give greater access to physical movement and play. Maximum award: $5,000. Eligibility: nonprofit organizations with programs targeting children with disabilities; public schools with programs for children under age 18 with disabilities. Deadline: October 31, 2013. Requirements & Application.
Fuel Up to Play 60
The NFL Fuel Up to Play 60 Playbook focuses on school breakfast and increased physical activity -- because students who eat well and move more learn better! Your school can apply for funding to support one Healthy Eating Play and one Physical Activity Play from the 2013-14 Playbook (see website). Maximum award: $4,000. Eligibility: schools participating in the National School Lunch program. Deadline: November 1, 2013. Learn more & apply.
Children's Foundation Medical Grants for Children in Need
These grants are designed to cover financial expenses for a child's medical needs beyond a family's health benefit plan. Families can directly apply online for these grants of up to $5,000. Details.
Do Something Seed Grants
Do Something Seed Grants for youth can be used towards project ideas and programs that are just getting started, or to jump-start a program and realize ideas for the first time. These grants can also be used towards projects that are already developed and sustainable, towards the next steps of a project and organization as it looks to expand and grow impact. Maximum award: $500. Eligibility: community projects that are youth-led and driven. Deadline: rolling. Application.
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The Bully, the Bullied, and the Not So Innocent Bystander
Thursday, October 17, 2:30-3:30 ET
Join this free webinar featuring international best selling author and speaker, Barbara Coloroso. Learn how parents, teachers, and school administrators can help break the cycle of bullying.
Attendees of this webinar will learn:
-Steps to stop the bully
-The warning signs that a child is being bullied
-Why bullied kids don't tell and how to help them help themselves
-Tools and tactics to teach bystanders how to make a difference
Register.
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