This year on SSWN (and our sister social media platform SSWNetwork) we’re going to delve into a complicated and we believe necessary conversation about trauma-informed care (TIC), racial inequity, and evidence-based practice (EBP). These three concepts, themselves worthy of extensive study and exploration, are coming together in dynamic and powerful ways as school clinicians, researchers, and K-12 schools reckon with how to do trauma-informed care in school contexts.
I am concerned that this most recent exposure to climate-related disasters combined with education sector silence (or worse) about climate neglect may shake my students’ sense of safety in the world and their optimism about the future. Please help us reframe the context by which students experience these disasters.
Schools can be places of solutions, strengths, and successes. School- based mental health professionals (school social workers, school counselors, and school psychologists) have numerous ways to harness the solutions that are already happening in their schools. This 2nd Edition of SFBT in Schools offers research and how-to examples for the busy school clinician who are trying to make their schools more solution-focused.
There has never been such a wide variety of choices and applications for mindfulness and mindfulness-based interventions. Keeping these five elements in mind, school clinicians should feel excited about so many options rather than daunted. The increased diversity of applications means more potential for meetings students’ needs and increasing their overall wellness.
I’m striking because I believe in the work that we do as social workers, and I know that the current staffing levels are not conducive to the frequency and quality of services that our students deserve. I’m striking because I can no longer tell a hurting child that no, they cannot have lunch with me tomorrow because I will be at one of my “other” schools.