New article from IJSSW: “Quantitative data from Likert-scale items suggested that respondents felt generally underprepared for practice upon entering the field. This lack of preparation was felt generally and in regard to four areas of school-specific practice: knowledge of education policy, knowledge of special education, knowledge of school-based assessments and knowledge of school-based interventions.”
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New study from IJSSW: “Youth from six intervention groups participated in this study through completing pre- and post-intervention surveys and focus groups. Our qualitative results identified a high level of acceptability among youth. Perceived benefits included improved coping and relaxation strategies, increased confidence and trust, increased peer connectedness and belongingness, benefits of sharing and exchanging stories with peers, and increased knowledge in the Canadian context. Youths’ scores on resilience and use of STRONG skills increased significantly from pre- to post-intervention, but there was no change in school connectedness scores. We discuss the convergence between qualitative and quantitative findings and highlight some of the areas that were only evident in focus groups.”
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“The most important take-away from this study is that our results do not support the generally recommended scoring rule that a summed score of two or greater flags a seventh grade respondent as being at eating disorder risk. This scoring rule assumes that SCOFF items are equally weighted as indicators of risk. Our results suggest that items are not equally weighted either overall or within male and female groups.”
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In this SSWN Open Access 2020 series, we’re sharing the articles from the just-published open-access International Journal of School Social Work (published by SSWAA & where I serve as Editor-in-Chief) with SSWN readers and to invite authors and practitioners to interact with this original research here and over at our SSWNetwork platform. Our fifth article looks at the issue of school flooding as part of our continuing climate crisis, and what the implications of school flooding caused by climate change are for school clinicians.
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“Based on the findings of this research, it appears that the Therapy Box was a successful intervention for all of the 14 students that participated in this study. The frequency of student maladaptive behaviors for many of the participants decreased to 0…”
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