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School Social Work NOW!
Supporting Innovative Practice,
Effective Leadership, and Applied Research
Vol 4, Issue 31
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Things are popping here at ACSSW! The 4th National ACSSW School Mental Health Institute Call for Proposals is out. By this time in your career you have a great deal of experience with evidence-informed and research-based best practices. Isn't it about time to share that wisdom with your colleagues? Complete the form today. All submissions will be considered. Submission deadline is August 15th.
We are again heading to magical New Orleans (NOLA) and will convene on the campus of historic Tulane University at the Lavin-Bernick Center. Save the dates--January 26 and 27, 2015! Pre-registration is available at Registration.
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On October 6th, ACSSW will be hosting its 2nd annual Wisconsin-based Mental Health in Schools Institute. Check out the WI Mental Health in Schools Brochure to view the topics which include: anxiety and school refusal, boundaries/ethics and technology, Signs of Suicide Program, bullying prevention, assisting students in military families, managing conflict in the workplace, violence assessment, and more! Two promising topics not yet confirmed are child abuse and trauma, and current drug use among students. Watch for updates soon. Register today to take advantage of the very affordable Early Bird rate. Seating is limited.
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As we come to the end of the school year, this newsletter, School Social Work NOW, goes into its summer publication schedule. The next issue of the newsletter will be on June 19th and every two weeks thereafter until September when weekly issues will again commence.
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Take time this summer to rest, relax, and rejuvenate!!
Judith Kullas Shine
President
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The new edition of the DSM now includes 20 mental disorder chapters as opposed to the 16 found in the DSM-IV (APA, 2013). One of the long held criticisms of the DSM is that it is an American document and does not align well with the ICD which is used throughout Europe and the rest of the world. Adjusting the DSM to what is believed to be a lifespan perspective is one such effort to align more closely with the ICD. The organization of the chapters flows from this with the first chapter, neurodevelopmental disorders which first emerge in early life, schizophrenia spectrum disorders which develop in adolescents, and so forth. Surprisingly the depressive disorder and the anxiety disorder chapters occur later in the manual although clinicians who work with children will realize that these disorders are capable of emerging in childhood well before schizophrenia spectrum disorders. Additionally, the multiaxial system has been discarded in favor of a more narrative description and discussion of diagnoses. Full article.
Video: "Why Youth Join Gangs"
OJJDP, the Bureau of Justice Assistance, and the National Gang Center have released the online ideo, "Why Youth Join Gangs." The video features gang researchers and practitioners providing their perspectives on gang joining plus youth sharing their gang experiences. This presentation highlights individual, family, school, peer, and community risk factors that may play a role in a youth's decision to join a gang. The video also addresses behaviors and circumstances that might be observed when interacting with youth at high risk of joining a gang. More. Transcript.
Lost American DREAM of Undocumented Students: Understanding the DREAM (Development, Relief, and Education for Alien Minors) Act
Under current immigration law, undocumented students' residency status is solely determined by their parents' immigration status. If their parents are undocumented immigrants, students do not have a pathway to obtain legal residency status even though they may have lived most of their lives in the United States. As a result, undocumented students suffer from many psychosocial-educational problems, such as fear of deportation, depression, loneliness, uncertain future after high school, unemployment, ineligibility for federal and state financial aids, and ban from obtaining a driver's license (Educators for Fair Consideration, 2011). Consequently, these students tend to drop out of high school and are at risk of engaging in illegal activities because they often have little incentive to complete high school in light of an uncertain future. Access article.
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The article examines major issues facing the profession of social work today, including the splitting of leadership across clinical and administrative lines and its impact on services to clients, and the changing profile of leadership within the sector and what social workers need to do to meet the current challenges. The theme of women in leadership is explored extensively, and the challenges faced by leaders of color, particularly those who are women, are carefully examined. Ms. Pender Greene's observations and insights are compelling and timely. She lays out several suggestions for where to begin the work of change, and she encourages each of us to take a reflective stance and instigate dialogues about these issues in an effort to find new solutions. Learn more.
...Justin Menkes, author of the book Executive Intelligence, appears to have tapped into a hot issue with his concern that what he terms "executive intelligence" is underrated, under-measured, and under-experienced in the selection and development of leaders. Some took issue with his definition, a few disagreed with his main thesis, and a number suggested the importance of executive intelligence as only one ingredient in leadership success.
Stephen Burkett said: "... I find that the core of the issue remains the definition of executive intelligence ... Executive intelligence is less about number-crunching power or one's grasp of advanced concepts, and more about evaluating situations and taking appropriate action." Quinton van Eeden added, "Executive intelligence seems to be the sum of the parts-emotional intelligence, IQ, personality, values, and experience ... A demonstration of executive intelligence must lie in the demonstrable ability to act and execute." Read more.
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The architecture of the autistic brain is speckled with patches of abnormal neurons, according to research partially funded by the National Institute of Mental Health (NIMH), part of the National Institutes of Health. Published in the New England Journal of Medicine on March 27, 2014, this study suggests that brain irregularities in children with autism can be traced back to prenatal development.
"While autism is generally considered a developmental brain disorder, research has not identified a consistent or causative lesion," said Thomas R. Insel, M.D., director of NIMH. "If this new report of disorganized architecture in the brains of some children with autism is replicated, we can presume this reflects a process occurring long before birth. This reinforces the importance of early identification and intervention." Continue here.
Survivors of School Bullying: A Collective Case Study
This article explores the coping strategies of five junior-high school students with a history of peer victimization and how those strategies help them manage the effects of bullying. The data were collected using observations, interviews, and a review of school records. The data were analyzed using categorical aggregation, direct interpretation, constant comparison, and identification of patterns. On analysis, the following categories emerged from the data: identification of supportive systems, in-class strategies, premonition and environmental analysis, thought cessation and redirection, and masking. These categories were amalgamated into two general general patterns: preventive and reactive strategies. The results of the study show that although the strategies helped participants to cope with the immediate effects of bullying, they did not exempt participants from the psychological and emotional implications of peer victimization. Full article.
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October 6, 2014
A multi-professional perspective
Pewaukee, WI
January 26-27, 2015
ACSSW National Institute on
Mental Health in Schools for School Social Workers
New Orleans, LA
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Recommended Read for June-July
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An Unquiet Mind: A Memoir of Moods and Madness
by Kay Redfield Jamison
Dr. Jamison is one of the foremost authorities on manic-depressive (bipolar) illness; she has also experienced it firsthand. For even while she was pursuing her career in academic medicine, Jamison found herself succumbing to the same exhilarating highs and catastrophic depressions that afflicted many of her patients, as her disorder launched her into ruinous spending sprees, episodes of violence, and an attempted suicide.
Here Jamison examines bipolar illness from the dual perspectives of the healer and the healed, revealing both its terrors and the cruel allure that at times prompted her to resist taking medication. An Unquiet Mind is a memoir of enormous candor, vividness, and wisdom--a deeply powerful book that has both transformed and saved lives.
This book will help you understand what it feels like to be bi-polar and how persons with this disorder think and why they so frequently go on/off their medication.
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Free 1.5 CEUs for School Social Workers
ACSSW is very pleased to offer an opportunity for any school social worker to earn 1.5 FREE CEUs due to ACSSW's sponsorship of an excellent program:
Plan, Prepare, Prevent: The SOS Online
Gatekeeper Training Module
The SOS Signs of Suicide® Prevention Program is an award winning, nationally recognized program designed for middle and high school-age students. The program teaches students how to identify the symptoms of depression and suicidality in themselves or their friends, and encourages help-seeking through the use of the ACT® technique (Acknowledge, Care, Tell). This course is available free to school social workers. With sponsorship from ACSSW, all learners will receive 1.5 contact hours upon completion. Click to Learn More. To register call 781-239-0071 or email SOS Registration and mention that you'd like to register.
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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School Social Work Positions
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Continued - listed by state abbreviation
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Bethel, AK
Springdale, AR
Phoenix, AZ
Connecticut (various)
Washington, DC
Griffin, GA
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Heartland, IA AEA
Streamwood, IL
Indianapolis, IN-SW coordinator
Wichita, KS
Springfield, MA
Lewiston/Auburn, ME
Dearborn Heights, MI
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Washington, MO
Durham, NC
Bronx, NY
Providence, RI
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The second-graders paraded to the Dumpster in the rear parking lot, where they chucked boxes of old worksheets, notebooks and other detritus into the trash, emptying their school for good.
Benjamin Banneker Elementary closed Wednesday as New Orleans's Recovery School District permanently shuttered its last five traditional public schools this week.
With the start of the next school year, the Recovery School District will be the first in the country made up completely of public charter schools, a milestone for New Orleans and a grand experiment in urban education for the nation. Full story.
What's Lost As Handwriting Fades?
Does handwriting matter?
Not very much, according to many educators. The Common Core standards, which have been adopted in most states, call for teaching legible writing, but only in kindergarten and first grade. After that, the emphasis quickly shifts to proficiency on the keyboard.
But psychologists and neuroscientists say it is far too soon to declare handwriting a relic of the past. New evidence suggests that the links between handwriting and broader educational development run deep. Continue.
Montgomery County Judge Rules Alabama Accountability Act Unconstitutional
Montgomery County Circuit Judge Gene Reese ruled today that the Alabama Accountability Act, the school choice law passed by the Legislature in 2013, is unconstitutional. The decision will be appealed.
Reese issued a ruling in a lawsuit filed in August 2013 by state Sen. Quinton Ross, D-Montgomery, Alabama Education Association President Anita Gibson and Lowndes County School Superintendent Daniel Boyd. Reese ruled that the Legislature violated the single-subject rule in Sections 45 and 71 of the state Constitution, the original purpose doctrine in Section 61 and the three-readings requirement in Section 63. More.
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SAMHSA launched the Girls Matter! webinar series to discuss challenges, opportunities, and strategies for supporting adolescent girls. Professionals working with adolescents will have a chance to learn more about the unique needs of girls ages 12-18, and how those needs impact their behavioral health and development. Each month, Girls Matter! features a free 90-minute webinar, which covers a related behavioral health topic. Review archived webinars and register for the next 2. Next webinar is June 10th.
Using EPSDT to Fund Behavioral Health Rehabilitation Services (BHRS) in Homes and Schools
June 11, 2014, Noon EST
EPSDT (Early Periodic Screening, Diagnosis, and Treatment) Program funding for children's mental health treatment has existed throughout the U.S. since 1989. In 36 states, it has been available to all children with disabilities, including Autism spectrum disorders and ADHD, regardless of family income. Knowledge about EPSDT funding for mental health treatment is dreadfully inadequate. Thousands of children fail to receive potentially life-saving mental health treatment every year because their parents or teachers don't know enough about EPSDT to get help for them. To participate, click this link, dial 1-855-688-5866, and enter code 23903458.
Supportive School Discipline Webinar Series Event: School Discipline Laws and Regulations
June 11, 2014, 3:30 - 5:00 pm EST
The U.S. Departments of Education and Justice are pleased to inform you about the next Supportive School Discipline Webinar Series event. This webinar will take place on June 11, 2014 and review the School Discipline Guidance Package's Compendium of School Discipline Laws and Regulations, discuss latest trends in policymaking related to school discipline, and feature a practitioner who is implementing a new policy. The School Discipline Guidance Package was jointly issued by the U.S. Department of Education and the U.S. Department of Justice on January 8, 2014. For more information and to register, click here.
FREE - July 8, 2014, 3:00-4:30 EDT
Since its release in May 2013, clinicians and outside organizations have expressed to the APA and SAMHSA a need to know more about DSM-5's approach to diagnostic coding. This knowledge is critical, as ICD codes are reported to insurance companies for the purposes of providing reimbursement for clinical services. Clinicians need to understand and appropriately use DSM-5's codes in order to avoid barriers to or delays in treatment. This program will help clinicians to better understand the coding changes in DSM-5; how DSM-5's approach is similar to and differs from that in DSM-IV; the rationale behind the revisions; and specific clinical implications.
By the end of the program, participants will be able to: explain the ways in which the ICD coding structure of DSM-5 compares to that of DSM-IV; identify the different uses of DSM-5's ICD-9-CM and ICD-10-CM codes; and describe specific coding corrections that have occurred post-publication that clinicians should implement in patient care.
Only the first 1,000 registrants will be able to take part in the webinar. Note that the webinar will be viewable after July 8 at View Later.
Archived
The CSMH and the IDEA Partnership presented a webinar, School Mental Health: A Federal Perspective, on January 30, 2014. Following the Sandy Hook Elementary School tragedy, the President put forward a number of initiatives aimed at making schools and communities safer and to increase access to mental health services in his plan, Now is the Time. As he said, "We won't be able to stop every violent act, but if there is even one thing we can do to prevent any of these events, we have a deep obligation, all of us, to try." This webinar provided an overview of federal efforts that have already been put in place, as well as those that have been proposed for the upcoming years. Presenters David Esquith, Director for the Office of Safe and Healthy Students (OSHS) Office of Elementary and Secondary Education (OESE), U.S. Department of Education, and Ingrid Donato, Branch Chief, Mental Health Promotion, Center for Mental Health Services, Substance Abuse and Mental Health Services Administration (SAMHSA), provided participants with information about other existing federal initiatives to prevent youth violence and promote positive student outcomes. Strategies that support students, schools, and communities as well as the importance of cross-system partnerships were highlighted. The webinar recording is available as well as the PowerPoint. Access here.
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"Now Is the Time", Project AWARE Grants
from Nic Dibble, WI Education Consultant for SSW
The purpose of this program is to assist local educational agencies to begin to support the training of school personnel and other adults who interact with youth in both school settings and communities to detect and respond to mental illness in children and youth, including how to encourage adolescents and their families experiencing these problems to seek treatment. The training for staff provided through the grant must be Mental Health First Aid or Youth Mental Health First Aid. Award amount: Up to $50,000/year. Deadline: June 16, 2014. Eligibility. More info.
The School Climate Transformation Grant-Local Educational Agency Program provides competitive grants to local educational agencies (LEAs) to develop, enhance, or expand systems of support for, and technical assistance to, schools implementing an evidence-based multi-tiered behavioral framework for improving behavioral outcomes and learning conditions for all students. Projects should: (1) build capacity for implementing a sustained, school-wide multi-tiered behavioral framework; (2) enhance capacity by providing training and technical assistance to schools; and (3) include an assurance that the applicant will work with a technical assistance provider, such as the PBIS Technical Assistance Center funded by the Department, to ensure that technical assistance related to implementing program activities is provided. Deadline: June 23, 2014. Eligibility. Applicant info.
This program provides funding to LEAs to increase their capacity both to identify, assess, and serve students exposed to pervasive violence, helping to ensure that affected students are offered mental health services for trauma or anxiety; support conflict resolution programs; and implement other school-based violence prevention strategies in order to reduce the likelihood that these students will later commit violent acts. These projects must offer students: (1) access to school-based counseling services, or referrals to community-based counseling services, for assistance in coping with trauma or anxiety; (2) school-based social and emotional supports for students to help address the effects of violence; (3) conflict resolution and other school-based strategies to prevent future violence; and (4) a safer and improved school environment, which may include, among others, activities to decrease the incidence of harassment, bullying, violence, gang involvement, and substance use. Applicants must address all four subparts of this absolute priority. Deadline: June 30, 2014. Eligibility. Applicant info.
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