School social workers can be a conduit to all stakeholders, offering to consult on options for programming and classroom instruction. The following is an example of how I used data from the Strengths and Difficulties Questionnaire (SDQ) to guide instruction and classroom intervention, and that led over time to a highly successful outcome and a significant decrease in problematic behavior at my school.
The Be SMART for Kids program was developed by the organization Moms Demand Action for Gun Sense in America in order to educate people on measurable steps that can be taken to reduce gun violence. The program is founded on two really simple ideas: 1) people — parents, adults and gun owners — want to keep children and families safe from gun injury and death and 2) the onus of gun safety is on adults, not children. The basic premise of the program is nonconfrontational, strengths-based and steeped in empowerment.
As we move into our first week of 2020, it’s week #4 of our SMHAPP SSWNetwork Takeover! This week I’m thrilled to welcome Kara Kroculick and Jennifer Ferguson, members of the 4th Loyola SMHAPP cohort, who will be leading discussion and sharing resources about the topic of SEL and MTSS, and how school social workers are designing and implementing SEL interventions across the 3 tiers of MTSS .
I’m thrilled to move into Week #2 of our SMHAPP SSWNetwork Takeover with Kenya Butts and Patrick Wolf, 2 Illinois SSW and members of the 4th SMHAPP cohort, talking about the EBP and the on-the-ground realities of Restorative Justice (RJ) in K-12 schools . Just as in Week #1, we will end the week over at SSWNetwork with a LiveChat from 9 a.m.-10 a.m. central time where we come together to discuss what we learned over the past week. Here in their own words is what they’re going to be doing this week in this “SMHAPP SSWNetwork Takeover,” along with some further biographical information about these two mighty school clinicians.
We’re excited to share a rigorous randomized trial comparing trauma-focused CBT for adolescents in a community setting to treatment as usual. Here is a RB by a school social worker and current Loyola student, Ms. Mary Beuckelaere, drawing on her work on helping adolescents at her high school placement deal with complex trauma.
The meta-analysis study (N=62) found that interventions led to small but reliable improvements in body image, but insignificant effects on beauty internalization and social comparison tendencies. Previous reviews had found larger effect sizes in all three outcome areas but had high risk of bias across and within studies. The study identified numerous change techniques (noted above in the text box) that are effective and could be used in future interventions, and also several that are contra-indicated: 1) self-esteem enhancement (cautionary, needed more studies), 2) discussing physical fitness and 3) discussing client’s individual differences (both #2 & #3 potentially due to focus on weight and appearance).