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School Social Work NOW!
Supporting Innovative Practice,
Effective Leadership, and Applied Research
Vol 6, Issue 11
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Latest news on ESEA! If passed as currently drafted, it will be commonly known as " Every Student Succeeds Act" or ESSA. At this point, ESSA appears to have bi-partisan support--but it is not passed yet. It was debated in the House on 12/2 and is expected to be on the Senate floor next week.
This updated legislation includes a term, Specialized Instructional Support Personnel or SISP, previously referred to as pupil services personnel, which includes school social workers. This term (SISP) more clearly explains the roles and functions of those individuals who support student learning, using effective, evidence-based interventions to insure that students benefit from their education.
From NASW: Regarding specialized instructional support personnel (SISP), including school social workers, it appears SISP members are included throughout Titles I (compensatory education) and II (training and professional development). Title IV is the part of the bill that contains "whole child" programs and mental health services. Where previously there was a stand-alone program - the Elementary and Secondary School Counseling Program, now there are three block-granted programs that include much of what is in Title IV in No Child Left Behind. The three "buckets" are well-rounded students, which includes physical education and programs directly related to academics; safe and healthy students, including mental health and counseling services; and technology.
But your help is still needed and needed now. Raise your voice in support of students and student mental health by calling your state senators and representatives via a free hotline -- 866-331-7233 -- or contacting them via their websites. Tell them you are a school social worker and play a vital role in the educational success and positive mental health of children and youth in schools. Share that you help students by providing a continuum of evidence-based interventions to address educational, social, and emotional barriers to learning. It doesn't take long to send your message, and our students need you in this fight.
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Check out this recent article about MH-TIPS, an innovative, FREE, online training and implementation support system for school health providers. MH-IPS aims to enhance school health providers' competence in managing the needs of students with or at risk for emotional and behavioral difficulties that interfere with learning. Although targeted to school nurses, the program can benefit all school mental health providers. Learn more.
Abstract: A great deal has been written about immigrant children and youth. Drawing on work done in the USA, this paper focuses on implications for school improvement policy and practice. Discussed are (1) the increasing influx of immigrants into schools; (2) different reasons families migrate; (3) concerns that arise related to immigrant students; (4) prevailing school practices for addressing immigrant concerns; (5) a framework for broadening what schools and communities do; and (6) policy implications, cautions, and recommendations for embedding immigrant concerns into a unified, comprehensive, and equitable system of student and learning supports. More.
This is a great resource packet for school social workers and other school mental health personnel. Download here for a handy reference and idea booklet.
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One of my worries about the idea of leadership is when it becomes this weighty, abstract concept, something talked about in the tones of Greek and Roman artifacts, something that is out of reach for most, yet permanent once obtained.
This worries me because leadership should be understood as something practiced and refined, often without commission or reward and sometimes done unconsciously. Many people simply go about their lives with purpose, integrity and camaraderie - that can be leadership without the concept ever being uttered. Leadership and power aren't synonyms, even if they often find each other neighbors.
Further, leadership is not static. You don't take a course and say, "Hey, I've mastered leadership. What's next?" Read more.
In the swirl of information and interactions, conflict will bubble up and flare out, driven by disagreements, personal grievances, or misunderstandings. But getting drawn in does not help others manage the conflict and each other - nor does trying to figure out all the answers yourself.
The following tips are based on CCL's [Center for Creative Leadership's] approach to leading through conflict. They can help you have a better conversation when you are being asked to weigh in on a conflict - or if you find yourself already in the swirl. Continue.
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Social anxiety disorder, characterized by significant discomfort and avoidance of social and/or performance situations is among the most common mental disorders in children and adolescents. Recent estimates indicate that 6 % of children and 12.1% of adolescents meet criteria for this diagnosis. Social anxiety disorder starts as early as age 5 and peaks around age 12. When untreated, it runs a chronic course into adolescence and eventually adulthood.
The high prevalence and chronicity is particularly concerning given the significant disability associated with social anxiety disorder. Read more.
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Open Call for Journal Submissions
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Open Call for Submissions
Advances in School Mental Health Promotion
Special Issue on School Mental Health and Teacher Education
With student learning frequently conceptualized as achieving at high levels on standardized tests, and effective teaching measured by student performance on these tests, teacher education programs narrowly focus on curriculum and instruction. However, current research speaks to the importance of preparing teacher candidates to address a broader range of students' needs, including those needs stemming from mental health problems (Phillippo, 2013). When teachers navigate these student needs in the classroom, they often feel unprepared to handle the mental health concerns of their students (Hoagwood et al., 2007; Koller & Bertel, 2006; Reinke et al., 2011)...
The aim of this special issue is to feature research that illuminates the ongoing work of professionals to build capacity across the teaching workforce in areas of School Mental Health. Specifically, we are seeking original, empirical research that will bring new understanding to the status of mental health capacity-building efforts in one or more of the following areas: 1. Pre-service teacher preparation 2. In-service teacher professional learning 3. Local and federal teacher preparation or teacher education policy 4. Teacher and mental health practitioner collaboration
Authors who plan to submit a manuscript for the special issue must submit a letter of intent by December 15, 2015. More details.
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The Community-Partnered School Behavioral Health Modules
~ Free Training Series and CEUs Offered ~
www.mdbehavioralhealth.com
Signs of Suicide Program & Gatekeeper Training Module 1.5 CEUs. Free.
from Teachers College Press. A hard copy will be mailed to you. Free.
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Recommended Read for December
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Belonging and Becoming: The Power of Social and Emotional Learning in High Schools
"Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students.
Based on extensive interviews and on-site visits, the book identifies six elements that all of these schools have in common, including advisories and other structural supports for students and teachers; rituals and other means for establishing an intentional, reflective, and respectful community as well as a firm commitment to restorative justice; and a broad and engaging curriculum that includes service learning."
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| Professional Development Opportunities |
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Schools and districts across the country will be surveyed about the services provided by their CSMHS (Comprehensive School Mental Health System). This national census in critical to gain a full picture of school mental health structures and services.
It is essential that school social workers, as leaders in school mental health, be at the table as one of the team members who assists in completing the survey. You can also insure that family and community representatives are included in the process in order to get a complete picture on this important issue. Be involved. Be a leader. It may impact your practice in the future. Learn more.
Have you and your child or teen talked about cyber-bullying? That's when someone uses the internet or social media to bully someone with words or images.
What if you learned that not everything online that offends your child or teen is considered cyberbullying? Here now is a look at the differences, why that's important and how to talk with your family about it.
"It's always been very painful. It's always been very troubling. I think one of the differences now is that we've added the element of technology," educator, social worker and author Signe Whitson via Facetime.
She added that people shouldn't lump all types of negativity your child might experience into the "cyberbully" bucket. Complete article.
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School Social Work Positions
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Continued - listed by state abbreviation
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Using actual scenarios from children and parents, childhood grief expert, pediatrician, and author Dr. David Schonfeld, MD, and Chris Park, president of the New York Life Foundation, talk about misconceptions, and impart valuable advice on how educators and all other caring adults can best support grieving children-whether it's right after the loss or years later. Download webcast.
Archived by SAMHSA & KSOC-TV
One Hour in Duration
This archived wepisode describes SAMHSA's definition of trauma, the long-term effects of unaddressed trauma, and ways communities can work together to minimize the impact of trauma. View webisode.
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SchoolGrants
SchoolGrants was created in 1999 as a way to share grant information with PK-12 educators. Grant writing can be intimidating to those who are new at it. SchoolGrants helps ease those fears by providing online tips to those who need them. Finding suitable grant opportunities requires a great deal of time and research - SchoolGrants reduces the effort by listing a variety of opportunities available to public and private nonprofit elementary and secondary schools and districts across the United States. Sample grants are available as well as the opportunity to sign up for a listserv and newsletter. More info.
4th Quarter Deadline: December 31, 2015
Grants of up to $500 are available for "innovative programs, events, or projects" from the Meemic Foundation for Michigan, Wisconsin or Illinois. Apply online using their easy application that takes less than 30 minutes to complete. These grants are open to any employee of a K-12 public or private school. Universities and colleges may also apply. Fill-in-the-blank application.
Grants are accepted year round, but the fourth quarter cycle ends December 31st. Grants are up to $500. Recipients will be notified by February 15th.
The foundation says it supports "basically anything that supports teachers and enhances the student's educational experience" - from field trips to books to behavior modification programs; science, music, or art equipment to professional development.
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