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School Social Work NOW!
Supporting Innovative Practice,
Effective Leadership, and Applied Research
Vol 4, Issue 15
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ALERT for those who have registered for the ACSSW New Orleans School Social Work Conference -- if you have registered and have not received a confirmation via email, please contact Sally Carlson. If you prefer to reach her by phone, dial 414-659-5853.
All registrants will receive email confirmation. However, some persons have faxed in a registration and the fax did not come through to us with sufficient information to complete the registration. (If you have received confirmation, you are all set!)
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NEW CONFERENCE WORKSHOPS
Due to some unanticipated events, ACSSW has needed to cancel the following workshops: What's Love Got to Do With It; Cross-Disciplinary Collaboration; and Implementing Restorative Practices.
It is with pleasure, however, that we announce the following additional breakouts by outstanding presenters:
- Dealing with Stress in the School Setting: Taking Care of Children, Families, and Yourself
- Resilience as a Career Strategy: A Marathon, Not a Sprint
- Motivational Interviewing as a Tool to Enhance Practice
A revised brochure has been posted. Click brochure to read brief descriptions.
There is still time to register. Beat the late fee deadline of January 31st!! By investing in yourself, you will k eep abreast of changes and new developments in the field. This is a national conference with exceptional national speakers and presenters who bring news of the most current educational reforms--and how school social workers can be leaders in reform by using tools that are effective and easy to use.
Other breakout offerings include topics such as: ethics, LGBTQ concerns, ELL and the SSW, relational aggression, oppositional children and their parents, psychotropic medication and the DSM-V, truancy, tier 2 behavioral supports, PBIS, the Interconnected Systems Framework (NEW!!), functional behavior assessments, empowering at-risk students, school anxiety and refusal--and more.
If you are in Louisiana, please know that your director has been sent information about the conference. Check with him/her and share why this conference will help you provide improve services that will help to meet the school's goals.
NEW ORLEANS!
Why attend?
- Become a stronger resource for your administrators and colleagues
- Learn new ways to address your district's or parish's goals
- Gain an understanding of national education initiatives and reforms that affect your school's students
- Increase your knowledge base and freshen old skills
- Participate in all-day Psychological First Aid training
- Challenge yourself with new ideas and ways of thinking
- Gain insight into programs that affect student learning
- Network with colleagues from across the country
- Meet and interact with expert presenters on various topics
- Earn up to 12.5 CEUs (included in conference cost)
- Have FUN!
Professionals from across the nation and beyond have been registering for the conference. It is interactive and enriching. The brochure is available online and has information about the hotels as well as the workshops and speakers. Discounts are available for teams of 3 or more from the same school, parish, or district.
Hope to see you there!
President
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Recommended Read for January
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Creating Conflict Resolution with Tough Workplace Adversaries
by Philip Sutton Chard
"...beast management is not about them so much as it
is about you." p. 75
Most approaches to workplace conflict rely heavily on rational and "let's be reasonable" methods, such as mediation, crucial conversations, win-win negotiation, and the like. However, in dealing with people with low emotional intelligence, personality disorders, hidden agendas, and dysfunctional communication styles, rational approaches often fail or yield disappointing outcomes. Beast Management picks up where
reasonable conflict resolution falls flat. It provides creative and powerful behavioral tactics that will significantly enhance your toolkit for addressing discord with difficult people in the workplace. Metaphorically depicting one's adversaries as "beasts," this book offers simple yet potent techniques for managing conflict when all else fails. Beast Management does not attempt to discredit or replace rational approaches to workplace strife, many of which can be effective when applied with the right kinds of people in appropriate circumstances. Rather, it offers unique methods for saving the day when reason has proven no match for the "beast" in your midst.
available for Kindle or Nook
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School social workers have a unique type of knowledge in the school setting; they are clinical professionals. What do we mean when we talk about clinical knowledge? The term comes through the French clinique and from the Greek kline (a couch or bed). Clinical medicine was (and is) practiced at the bedside. This means that clinical work is direct-it directly touches the persons for whom it is intended, and it is healing. It is intended to benefit and restore the people it touches. So how does this apply to social work in schools? How is this a clinical occupation? Read more.
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App - Psych Drugs Free for a limited time
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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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Revised Autism Screening Tool Offers More Precise Assessment
An updated screening tool that physicians administer to parents to help determine if a very young child has autism has been shown to be much more accurate than earlier versions at identifying children who could benefit from further evaluation, according to researchers supported by the National Institutes of Health.
The Modified Checklist for Autism in Toddlers - Revised, with Follow-Up (M-CHAT-R/F) - is a free, two-step screening tool used to detect children likely to have autism. It is intended for use at regular well-child checkups for children 16 to 30 months old. With the M-CHAT-R/F, health care providers can classify a child's risk of having autism as low, medium or high, on the basis of parents' answers to 20 questions. More information here.
Sometimes we forget that, other than basic bodily functions, just about everything we do is learned behavior. In schools we learn obvious things like reading, writing, and math. At home we learn communication, self-help, and independent living skills, as well as how to function as part of a family group. Social skills can and should be taught everywhere that children can possibly find themselves. . . Years ago, entire communities understood their responsibility to socialize children. By "socialize," we mean the process of teaching a child the written and unwritten rules of our society. These rules include things such as how to behave in various situations, how to communicate appropriately, and what to expect from others. Some rules are a little different for members of specific ethnic, religious, or cultural groups, while other rules are understood by almost all Americans. In this amazing, diverse country of ours, it's a wonder how so many people are able to figure out how to function with all of the different things to consider. Continue.
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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Although leadership is widely thought to be a powerful force for school effectiveness, this popular belief needs to be justified by empirical evidence. There are five types of such evidence, each offering its own estimate of the size of leader effects.
- One type is evidence from qualitative case studies.
- The second type of evidence derives from large-scale quantitative studies of leadership effects on schools and students.
- A third type of evidence derives from studies (also large-scale and quantitative) focused on the effects of specific leadership practices.
- A fourth type of evidence derives from studies of leadership effects on student engagement, as distinct from effects on student learning.
- Finally, a different but quite compelling sort of evidence about leadership effects derives from research on leadership succession.
. . . leadership is second only to classroom instruction as an influence on student learning. Complete report.
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Abstract: Children who experience trauma often experience a disruption in the formation of attachment with their primary caregiver. This research aims to address how this disruption may lead to attachment disorders in children, and what developmental challenges children exposed to trauma may face. Using a qualitative interview case study of a children's' mental health professional, this study examines the impact of trauma on attachment, based on the experiences of this clinician. This study set out to investigate what treatment methods are currently used to treat children with histories of trauma and attachment disorders. From the qualitative interview 4 main themes were found and are labeled as the following: behavioral issues, reunification, awareness of attachment theory and trauma, and treatment methods. The research findings and current literature both address the importance of the clinician being aware of attachment theory and trauma informed care within current practice and treatment methods. However, the findings reveal some gaps in service and the need for a more systematic approach in how to work with children with attachment disorders and trauma histories. Further research is needed on practices used by mental health clinicians in a wide array of treatment settings in order to generalize findings. Full study.
Having guns in the home triples the risk of suicide and doubles the risk of homicide, researchers reported on Monday. Their review of 15 studies considered high quality confirms a clear association between gun ownership and violent death in the United States, where more than a third of the population owns firearms. . . Andrew Anglemyer and colleagues at the University of California, San Francisco, trolled through studies that had already been done to see if they could clarify the association between gun ownership and violent death. They found 14 studies that found the odds of suicide went up by anywhere from 1.5 times to 10-fold if people had access to guns. Experts say this is partly because guns are far deadlier than other suicide methods, such as taking pills, which may not succeed. Continue here.
2nd National School Social Work Survey to Begin
A "heads up": You may recall that several years ago the National School Social Work Survey was put forth to school social workers from across the country. This survey provided necessary insight into school social work and the concerns that practitioners face daily. The survey also resulted in several articles that shed light on practice and helped to inform practitioners, administrators, and researchers about the activities in which we engage.
On February 3rd another National School Social Work Survey is going to come to you. This survey covers many of the newer issues and educational reforms that have occurred in recent years and will be an important tool for future practice. Please keep your eyes open for it--ACSSW will send you the link--and take 15 minutes to complete it. Your responses are very, very important.
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As the school bell rings to start a new day, Bridget Early gets a call on her walkie-talkie, the first of many. It's often the way her day begins. The Everett Middle School social worker's role is helping to "defuse" tension throughout the campus - and support students living in poverty and challenging circumstances. She helps teachers focus on academics by running interference when a crisis occurs. There's no such thing as a typical day. . . Learn more.
from NPR - Talk of the Nation
Integration efforts, from busing children out of district to opening charter schools, have proven controversial. David Karp, author of Kids First and Sheryll Cashin, author of The Failures of Integration discuss why some schools are segregated and what, if anything, should be done about it. Listen to the story. Transcript.
In 2013, the United States Congress passed a record low number of bills. Only 75 pieces of legislation passed both houses and went on to be signed into law by President Obama. . . GovTrack unveiled their 2013 Congressional Report Card to help you keep track of how good (or bad) a job your Congressman is doing. The report cards are a summary of each senator and representative's legislative activity during the 2013 session of Congress (Jan 3-Dec 26, 2013). Learn more.
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19th Annual Conference on Advancing School Mental Health
Proposals are now being accepted for the 19th Annual Conference on Advancing School Mental Health to be held September 18-20, 2014 at the Wyndham Grand Pittsburgh Downtown in Pittsburgh, PA. Last year, there was an increase in school-employed presenters--school social workers, school psychologists, and school counselors--and this was not only well received but enriched the conference.
The Conference is hosted by the Center for School Mental Health (CSMH) and the IDEA Partnership (funded by the Office of Special Education Programs (OSEP), sponsored by the National Association of State Directors of Special Education. The theme of the conference is School Mental Health: Enhancing Safe, Supportive and Healthy Schools. The conference features twelve specialty tracks, including one co-facilitated by ACSSW, ASCA and NASP, and also includes a special topic area on funding and sustainability in school mental health. This Annual Conference offers speakers and participants numerous opportunities to advance knowledge and skills related to school mental health practice, research, training, and policy. It emphasizes a shared school-family-community agenda to bring high quality and evidence-based mental health promotion, prevention, and intervention to students and families. The intended audience for the conference includes school mental health providers, clinicians, educators, administrators, youth and family members, researchers, primary care providers, advocates, and other youth-serving professionals.
The deadline for submissions is February 4, 2014.
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Deadline: February 14, 2014, 5 p.m. EST
For more than 65 years, Lowe's has supported the communities we call home. At a time when schools and community groups are struggling to support the basic needs of their communities, the Lowe's Charitable and Educational Foundation recognizes the importance of financial support. This year, as a foundation, we are challenging ourselves to seek ways to provide the tools that help our educators and parent groups through today's challenging times efficiently, while providing the greatest impact, with basic necessities taking priority.
The Spring 2014 cycle is now open. However, if 1500 applications are received before the application deadline, then the application process will close. Learn more.
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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January 29, 2014 -- 3:30 - 5 p.m. ET
After an overview of the mission and activities of the Department of Education's Office for Civil Rights (OCR) and the Justice Department's Civil Rights Division (DOJ), this webinar will explain the legal framework within which the Departments consider allegations of racially discriminatory student discipline practices and discuss hypothetical examples of school disciplinary policies and practices that may violate civil rights laws. The webinar will also discuss recommendations contained in the Appendix to the DCL which are designed to assist schools in developing and implementing student discipline policies and practices equitably and in a manner consistent with their Federal civil rights obligations. For more information and to register, click here.
archived
Group mentoring is an increasingly popular strategy for providing positive relationships and activities to youth in need. In fact, over 20% of youth mentoring programs offer some form of group mentoring, while a survey of American volunteers finds that over half say they work with more than one young person at a time. But compared to one-to-one mentoring, the research on the group approach is still emerging, and programs often wonder when group mentoring might be the right fit and how to implement these models for maximum effectiveness. Access online.
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