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School Social Work NOW!
Supporting Innovative Practice,
Effective Leadership, and Applied Research
Vol 6, Issue 32
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Mindfulness. It is an old concept reportedly dating back to ancient Hindu meditations, some of which included mindfulness. That it has finally found its way into the West is hailed as a way to be present and peaceful with oneself, aware. As it gains in popularity it is becoming another tool to use in our busy over-packed lives to ensure that we "take time to smell the roses."
But as with anything worthwhile, mindfulness takes practice. And practice means making time. And time is something we always seem to be short of, isn't it?
In the article on Mindfulness, below, are several strategies that can be relatively easily incorporated into our daily lives and that help to relieve stress and raise awareness and appreciation of what we have and experience. Be mindful when you read it!
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Over the past forty years, a small number of studies have sought to describe the tasks performed by school social workers...These studies reflect a challenge inherent to the practice of social work: practitioners within a profession built on broad ethical principles and diverse skills are continually seeking professional status by delineating profession-specific tasks in pursuit of distinction... Descriptive studies, while helpful in illustrating the diversity of school social work practice, do not adequately portray the impact of those services on the school system and its constituents. It is important to know not just what skills are required, but also the relative significance of the roles school social workers assume and the programs and interventions they execute. Learn more.
Twelve years ago, as a young female teacher, I was working in a mainstream secondary school. I loved my job and the young people I had the pleasure to work with. Then Ben arrived and was placed in my class. Ben was every teacher's nightmare and he was removed from lessons on a daily basis for disrespectful, negative, attention-seeking behaviour towards pupils and staff. We were told that he had been in and out of care throughout his early years, but we knew very little else.
After only a very short time at the school, he was facing permanent exclusion for hitting a teacher during a classroom fight. He was aiming at another pupil, but missed and punched the teacher in the face. Yes, that teacher was me. Full story.
Resources from the Coalition to Support Grieving Students (CSGS) #13
The Coalition to Support Grieving Students continues to share mini-papers on the concepts of death and grieving in children. Supporting Grieving Children Over Time is a hellpful document that addresses grief as a process. Use and share this and previous papers to help children through loss. They are designed for practitioners, for in-service training, as references, as guidance for parents, and many other avenues. Share these articles freely and tell us what you think.
...The practice of mindfulness is integral to our efforts to reduce stress and to increase our capacity to cope... Although mindfulness is best learned and reinforced through sustained and regular practice, many mindfulness-based strategies can be incorporated into daily life activities at any time...Practicing these techniques will not prevent stress completely or take it away when it occurs, but doing them with care and attention on a regular basis can help us manage more effectively. Consider the lessons.
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There is one thing, one talent that matters more than all of the training, titles and corner offices combined could lend to your ability to lead. It doesn't matter if you're a top executive or a junior admin - it can lend the same weight.
That skill is influence, and can also be practiced, honed and refined. That's correct - you can and must increase your influence on your own; no one can bestow it upon you.
People are attracted to leaders they can believe in. Whether you're just starting out, or managing a team of dozens, people both above and below you want and need to see that you can inspire others and bring about positive change. No matter where you sit within an organization or in your life, you can make an impact. Read more.
Everyone, for better or worse, leads.
"Leader" is one of those words that seems to remain undefined, regardless of how many people write about it, or speak about it. We can come up with names of management books or self-help books that purport to make us "great leaders." Our organizations may have elaborate assessment tools that measure leadership effectiveness. But, what exactly do we mean? Who is a leader? What do we mean when we say someone is a "great leader"? At its most fundamental level, a leader is someone who influences. Continue.
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Impairments in reciprocal social interaction in children are seen in their most extreme form in autistic spectrum disorders. However, there are other clinical conditions involving social impairments that may seem 'autisticlike' but do not meet criteria for autistic disorder..Reactive attachment disorder (RAD) is one of these conditions. The presence of inappropriate social interaction... delays in language development and deficits in communication skills...and self-stimulating behaviours in children with RAD... cause difficulties in differentiating this condition from autistic disorders. DSM-IV notes the necessity of the existence of pathogenic care for diagnosis of RAD. Richter and Volkmar (1994) in their RAD case series also argue that 'response to treatment' is an important factor in distinguishing between the two clinical entities of RAD and autism.
Psychoeducational treatment, social skills programming, behavioural modifications and parent support programmes are some treatment approaches that can be applied to cases with social, communicative and behavioural problems (from autistic disorders to RAD). Access study.
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by Peter A. Levine
In this culmination of his life's work, Peter A. Levine draws on his broad experience as a clinician, a student of comparative brain research, a stress scientist and a keen observer of the naturalistic animal world to explain the nature and transformation of trauma in the body, brain and psyche. In an Unspoken Voice is based on the idea that trauma is neither a disease nor a disorder, but rather an injury caused by fright, helplessness and loss that can be healed by engaging our innate capacity to self-regulate high states of arousal and intense emotions. Enriched with a coherent theoretical framework and compelling case examples, the book elegantly blends the latest findings in biology, neuroscience and body-oriented psychotherapy to show that when we bring together animal instinct and reason, we can become more whole human beings.
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| Professional Development Opportunities |
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11th Annual Loyola University Chicago School of Social Work
July 14-16, 2016
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Suicides Rising Among 10-14 Year Old Girls
The incidence of suicide in nearly all age groups in the U.S. has increased by 24 percent since 1999 - and by 200 percent among girls ages 10 to 14.
Theories behind such astounding, unprecedented increases, reported by the Centers for Disease Control and Prevention, vary. Some research says that among older Americans, the recent recession may have played a part, though the correlation is not a simple one.
As for why so many more young girls are killing themselves, the answers there, too, are complicated. Article. |
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School Social Work Positions
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Webinar:
Educators and Counselors Prevent Bullying of Muslim Youth
May 23, 2016 - 2 - 3:30 pm ET
Presenters will discuss civil rights bullying and harassment, cultural competence 101, behavioral health implications of bullying, and resources for protecting America's Muslim youth. Register.
Webinar: Motivational Interviewing
May 24, 2016 - 2 - 3 pm ET
The clinical method of motivational interviewing grew directly from the work of Carl Rogers. It is a person-centered approach for evoking a client's own motivation for and commitment to change. It has a strong evidence base of over 200 randomized clinical trials and is currently being taught and practiced in at least 50 languages. Dr. Miller is the original developer of this approach and co-author with Dr. Steve Rollnick of primary textbooks on its applications. To view learning objectives and register, click here.
Webinar: Youth with Intellectual and Developmental Disabilities: Education and the Juvenile Justice System
May 27, 2016 - 3 pm ET
This webinar, presented by the Coalition for Juvenile Justice, will focus on youth behaviors at school stemming from intellectual or developmental disabilities. Presenters will discuss ways in which students can be pushed out of schools, the rights of students with special needs, and how communities can eliminate unnecessary referrals to the juvenile justice system. Register.
ESSA: Meeting Students' Needs Under Title IV
August 25, 2016 - 3 - 4 pm ET
Rather than continuing to authorize individual programs that support a well-rounded education, ESSA creates a block grant that provides formula funding to states and districts. Districts that receive funds under this block grant must spend at least 20 percent of their allocation on a well-rounded academic activity and 20 percent on an activity that supports safe and healthy students, and they may use some funds to expand the use of technology. This means that, although discrete funding streams will no longer be available to support programs such as physical education, district leaders can allocate funds from the block grant according to their schools' needs, without the hassle of applying for a myriad of grants to support various activities. Learn more and click on "add to calendar."
The Impact of Terrorism on Children: What Harms, What Helps
The University-Based Child and Family Policy Consortium, in collaboration with the Society for Research in Child Development, hosted "The Impact of Terrorism on Children: What Harms, What Helps" webinar on February 16, 2016. Based on an SRCD Social Policy Report written by James Garbarino and colleagues, and the Social Policy Report Commentary by Ann Masten, this webinar will discuss the research on the effects of children's exposure to terrorism. Access webinar. Approx. 1 hr.
Webisode: Behavioral Health Concerns in Classrooms
The Substance Abuse and Mental Health Services Administration's (SAMHSA) latest webisode recording with Knowledge Network for Systems of Care TV (KSOC-TV) addresses the topic of identifying and managing behavioral health concerns in elementary school classrooms. The panelists, including Center for School Mental Health affiliate faculty, Dr. Kimberly Becker, provide specific strategies on how students, parents, teachers, and administrators can work together to support positive mental health among elementary school students. Watch by clicking here. Approx. 1 hr.
Webisode: Expulsion and Suspension Policies in Early Childhood Settings
The Child and Family Policy Consortium webinar features presentations on expulsion and suspension policies in early childhood settings. Speakers include Dr. Walter Gillian (Yale University) and Dr. Oscar Barbarin (University of Maryland - College Park). Click here to watch. Approx. l hr.
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2ne Quarter Deadline: June 30, 2016
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 second quarter cycle ends June 30th. Grants are up to $500. Recipients will be notified by August 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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