Schools should not have to worry about finding resources that would be acceptable to their team members to read or use, particularly those that require translation to secondary school language. My co-authors and I understand the dilemma. We spent years trying to find examples and approaches that would be useful for secondary settings. That led us to write this book, Implementing Systematic Interventions A Guide for Secondary School Teams.
This Congressional Briefing is also one of the first (only?) national advocacy events that has brought together all of the major national SSW organizations in solidarity to press the case for how school social work can respond to this critical time for our schools and our nation. Please register for this event here and help us get the word out to your networks and share the pdf of the briefing details and bios of panelists below. Finally, a big thank you to all of you who participated in our survey project this past Spring--your first-hand experience of trying to figure out how to do school social work during the first phase of this pandemic was a key driver of how this event has come together next week.
The day that I received the news we would be virtual to start Fall 2020, from my school district, I tried to figure out ways to connect with students. In my search, I came across a post by Bridget Hills-Yoder. She shared in a Facebook Page by the Illinois Association of School Social Workers how to create your own digital office. After I read this post, I began to work on my own digital office and I received lots of positive feedback from colleagues. Therefore, I asked Bridget if she could kindly share further details. The interview is below:
Editor's Note: I'm excited to share this webinar recording and summary from the 6/18 panel I was on with national experts in school nursing, pediatrics, and educational leadership. I learned a lot and it was great to bring a SSW perspective to the table as well.
“ I was feeling pretty burned out at school, you know, working as a school social worker. I was feeling like I was spinning my wheels and I didn't have. I felt like I needed support I needed more tools. And so in this program I did find that I found a cohort, I found a cohort of other school social workers that have been extremely supportive and then I also learned so much about evidence based and evidence informed programs."
These Research Briefs (RBs) will describe research articles and what the particular study could contribute to your school social work practice, starting as soon as tomorrow. They will cover the kinds of things you see every day in your practice and (hopefully) be written in a way that you can use the information immediately. Today, we’re excited to share an RB by Amanda Trerotola, (BSW student, Ohio State University) based on a course taught by SSW researcher and doctoral student Michele Patak-Pietrefesa. The article (available also open-access below) describes the evidence for an innovative treatment for young people who have experienced sexual abuse--animal-assisted therapy.
Editor's Note: As the United States is embroiled in yet another science vs. politics battle, this time around school re-openings during a pandemic that is still raging in many parts of the country, we wanted to step back from that urgent situation and consider some of the deeper issues involved in how the work of science and scientists intersect with efforts to create a more just society. Today we're happy to welcome back Common Ground Host Charles Barr, a school social worker in the Chicago suburbs for another episode of his vital podcast, where he talks to ecology researcher Dr. Adam Cobb about these issues.
Serving as a school social worker during a pandemic is not an easy task. What makes it more challenging is trying to serve on an island or without peer support. As school social workers and members of the school social work network (SSWN), we chose to work collaboratively to lead a Professional Learning Community (PLC) throughout the summer.