Reflections on Practice Archives

Category: Reflections on Practice

SSWNetwork Forum: Restorative Justice in Schools

Posted by Michael Kelly | Dec 9, 2019 | Interventions, Reflections on Practice, Resources We Love, Tier 1, Tier 2, Tools for Practice, Uncategorized | 0 |

SSWNetwork Forum: Restorative Justice in Schools

by Michael Kelly | Dec 9, 2019 | Interventions, Reflections on Practice, Resources We Love, Tier 1, Tier 2, Tools for Practice, Uncategorized | 0 |

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.

Announcing Our 1st SSWNetwork Forum: Loyola SMHAPP Students Sharing Their Expertise All Week With You

by Michael Kelly | Dec 1, 2019 | Reflections on Practice, Resources We Love, Tools for Practice | 4 |

Hello SSWN friends: This project has been in the works here at SSWN and our SSWNetwork for a while now, and I’m so excited to share it with you today. Starting in December, all of our current Loyola School Mental Health Advanced Practice Program (SMHAPP) students will be “hosting” a week on our site, sharing information about their SMHAPP project work and responding to crucial issues impacting K-12 schools and school mental health practice.

[Podcast] The School Social Work Network with Dr. Michael Kelly

by Charles Barr | Nov 24, 2019 | Podcasts, Reflections on Practice | 0 |

Dr. Michael Kelly, Professor of School Social Work at Loyola University, is the co-founder of the School Social Work Network (SSWNetwork). School social workers often work in silos and report a need for more support. The SSWN was created to bring SSWers together and provide vital content through the Network and sister site SchoolSocialWork.net . Over 2000 members and growing! Dr. Kelly describes the benefits to this FREE resource!

SSWN Top 5: Understanding and Supporting the Needs of Transgender and Gender Nonbinary Students

by Cary Klemmer | Nov 13, 2019 | Reflections on Practice, Research That Matters, Tools for Practice, Top 5 | 0 |

Adolescence is a profoundly important time in human life that can set trajectories of health and wellness throughout the lifetime (Sawyer et al., 2012), and creating safe and affirming schools is an important starting point to make a positive change for transgender and gender nonbinary people in society at large. My dissertation examines the schooling experiences of transgender and gender nonbinary students and offers evidence-based recommendations on how to create affirming schools for this youth demographic. Here are my top 5 recommendations on how to do this.

Trauma-Informed Care in Schools: What We Know (And Still Don’t Know), And Why That Matters for Marginalized Youth In K-12

by Michael Kelly | Nov 10, 2019 | Interventions, Reflections on Practice, Research That Matters, Tier 1, Tools for Practice | 0 |

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.

Striking is a Tier 3 Intervention

by Mary Difino | Oct 22, 2019 | Interventions, Reflections on Practice, Tools for Practice, Uncategorized | 1 |

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.