I want to share that the SMHAPP was a great addition to what I already had with my MSW. What this program helped me not only with all the material
that is very practical for me to use in practice, is the that just seeing, hearing and listening to what social work is and how big of an impact we can actually have was a mentality change for me. I would encourage anyone to go for it and do the SMHAPP because the one year we have in internship practice in a school is not enough to learn everything there is. So again, I felt like I needed more. And like others said it’s not just something else I had to do. It was a pleasure to do these things.
Loyola SMHAPP 2020 Graduates Nadia Gomez-Moran & Lisa Johnson Haire talk about their experience in the School Mental Health Advanced Practice Program (SMHAPP). Last month, I put together short Zoom webinars with the SMHAPP grads who had worked together in our “dyad” format as part of their 2-year cohort. They spoke about their experiences overall in the SMHAPP Certificate, but mostly I asked them to talk about each others’ work and what they learned from their time together. As Lisa put it so beautifully, “we joined (the SMHAPP Certifcate) as strangers, and we’re leaving it as friends.”
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.
These moments are important. Not just for our staff, our community, or for this student in particular, but for all students, all students of color, and especially all Black students, to know that they have a voice and it is valued and important. I learned more from him during these meetings on how to be a better teacher than I did during all of my years in college.
As a member of the 2018-2020 SMHAPP cohort (c/o Loyola University – Chicago), I was asked to develop a ‘school change project.’ I was tasked with identifying a problem that I hoped to investigate, use research and data to develop a plan, implement said plan to address the problem, and report the results and insights gained. This is what I did and what I learned.
“91 Questions for Reopening Schools” has had more than 40,000 views on The Relentless School Nurse. Since then, Dr. David Aderhold, the author and NJ School Superintendent has written two updates, bringing the number of questions to 284. Clearly, there are more questions than answers. This coming Thursday evening, June 18th at 8:00 pm ET, there will be a free Zoom webinar with a national panel of educators and school health experts who will share insights on best practices for mitigating health risks as we work to safely reopen our schools.
In this article, I’m re-posting our first-ever SSWNetwork LiveChat, co-led by two amazing school social workers, on their experiences working to dismantle the school-to-prison pipeline, specifically around understanding how seclusion and restraints in some ways embody schools AS prisons for vulnerable youth, many of them black and brown students who have IEPs and/or attend special therapeutic schools in their home state of Illinois.
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.