
Category: _Move
It’s That Time of Year… Interview Strategies For School Social Workers
by Charles Barr | May 8, 2021 | _Move, Reflections on Practice | 0 |
From SSW Charles Barr: “After being on interview boards for several years, I’d like to offer some help. My help comes in the form of opinion, and so please take whatever I say with a proverbial grain of salt. My approach to interviewing is acknowledging the faults in the process and yet trying to give an honest answer as to who I am.
Read MoreHow Data Became An Essential Part Of My SSW Self-Care Plan
by anonymous | Feb 28, 2021 | _Move, Reflections on Practice, Tools for Practice | 0 |
SSW data did that. It wasn’t politicking, petitions, or a serious legal issue that moved the hand of the district- it was data on my SSW practice. Using a well thought-data collection system that was matched by the visual representations extracted-turned advocacy into action, and eventually results.
Read MoreShifting Practice with LGBTQ+ Students: Responding to the COVID-19 Pandemic
by Patrick Mulkern | Feb 21, 2021 | _Move, Reflections on Practice, Tools for Practice | 0 |
Schools, although sites of victimization, often are places where students feel safe to express their sexual and gender identities and receive mental health support and services. With the shift to remote learning, many LGBTQ+ are spending more time at home. Students who are not out to their families are experiencing increased stress related to concealing aspects of their identity and students who are out but do not receive support from their family are facing rejection and harassment (Salerno, Devadas, Pease, Nketia, & Fish, 2020).
Read MoreThoughts on Dismantling the School-to-Prison Pipeline
by Hannah Bond | Feb 14, 2021 | _Move, Interventions, Reflections on Practice, Research That Matters | 0 |
The school-to-prison pipeline is a system that currently harms our students, and we can do something about it. School social workers have the knowledge and skills – as well as an ethical commitment – to see it eliminated.
Read MoreUnderstanding School Refusal Behavior: A SSWN Research Brief
by Amanda Pierson | Feb 7, 2021 | _Move, Research That Matters | 0 |
Here at SSWN we post Research Briefs (RBs) regularly. These RBs were completed by school social workers like you, taking research they’ve found and applying it to their school contexts. These RBs will describe research articles and what the particular study could contribute to your school social work practice, starting as soon as tomorrow. Today, we’re excited to share an RB by Loyola SSW student Ms. Amanda Pierson looking at different student school refusal profiles and their connection to anxiety and depression, as described in the 2018 article by Gonzálvez and colleagues, “Functional Profiles of School Refusal Behavior and Their Relationship with Depression, Anxiety, and Stress.”
Read MoreHelping Students Overcome Anxiety
by Marjorie Colindres | Jan 31, 2021 | _Move, Interventions, Tools for Practice | 0 |
In this short article, SSWN Senior Contributor Marjorie Colindres shares what she does in her school and private practice to help her students deal with anxiety.
Read MoreSupporting K-5 Students With Self-Regulation Skills During Covid-19
by Melissa Tebbs Bitalvo | Jan 21, 2021 | _Move, Interventions, Tier 2, Tier 3, Tools for Practice | 0 |
A consistent question from parents and teachers is, “how do I help my students regulate themselves?” A common answer has been to have parents act as the default co-regulators of their children’s learning. School social workers have an opportunity to directly address this concern during the pandemic.
Read MoreOnline Interventions To Treat Student Anxiety Disorders: A SSWN Research Brief
by Rylie Dalton | Jan 17, 2021 | _Move, Interventions, Research That Matters, Tier 3 | 0 |
Today, we’re excited to share an RB by Rylie Dalton, a Loyola MSW student who has seen a lot of the students on her caseload dealing with anxiety during this pandemic time. She did her RB on the article “Online intervention to reduce pediatric anxiety: An evidence‐based review.”
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