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.”
In this SSWN Open Access 2020 series, we’re sharing the articles from the just-published open-access International Journal of School Social Work (published by SSWAA and where I serve as Editor-in-Chief) with SSWN readers and to invite authors and practitioners to interact with this original research here and over at our SSWNetwork platform. The final article is about what school social worker (SSW) tasks and roles look like in Switzerland, according to the perspectives of teachers, special educators, administrators, and SSWs themselves. In this paper, Dr. Werner Wicki (University of Teacher Education, Lucerne) and his team analyze survey data from these groups.
New article from IJSSW: “Quantitative data from Likert-scale items suggested that respondents felt generally underprepared for practice upon entering the field. This lack of preparation was felt generally and in regard to four areas of school-specific practice: knowledge of education policy, knowledge of special education, knowledge of school-based assessments and knowledge of school-based interventions.”
New Common Ground Podcast Episode: Dr. McMurtrey is an immunologist/virologist that’s been working with Covid-19 since the inception of the pandemic in the United States. In August, Dr. McMurtrey began a phase two vaccine trial. Still unaware of a placebo or actual vacccine, Dr. McMurtrey walks us through his experience. Further, he answers questions about the virus and latest research. Who better to ask than an expert in vaccines currently using a Covid-19 vaccine?
New study from IJSSW: “Youth from six intervention groups participated in this study through completing pre- and post-intervention surveys and focus groups. Our qualitative results identified a high level of acceptability among youth. Perceived benefits included improved coping and relaxation strategies, increased confidence and trust, increased peer connectedness and belongingness, benefits of sharing and exchanging stories with peers, and increased knowledge in the Canadian context. Youths’ scores on resilience and use of STRONG skills increased significantly from pre- to post-intervention, but there was no change in school connectedness scores. We discuss the convergence between qualitative and quantitative findings and highlight some of the areas that were only evident in focus groups.”
“The most important take-away from this study is that our results do not support the generally recommended scoring rule that a summed score of two or greater flags a seventh grade respondent as being at eating disorder risk. This scoring rule assumes that SCOFF items are equally weighted as indicators of risk. Our results suggest that items are not equally weighted either overall or within male and female groups.”
In this SSWN Open Access 2020 series, we’re sharing the articles from the just-published open-access International Journal of School Social Work (published by SSWAA & where I serve as Editor-in-Chief) with SSWN readers and to invite authors and practitioners to interact with this original research here and over at our SSWNetwork platform. Our fifth article looks at the issue of school flooding as part of our continuing climate crisis, and what the implications of school flooding caused by climate change are for school clinicians.
Allowing our children to firmly plant themselves in uneven turf that consists of disappointment, challenge, and hurt ultimately promotes skills and introduces children to their assets. These experiences build on one another and lead to increased confidence and a robust sense of self. I have had a front-row seat to watching the students at my school navigate the return back to school this year. Not unlike the vines, their return has been fraught with the less than ideal routines and conditions of wearing masks, one-way aisles, spaced desks, lessons via Zoom, and outdoor classrooms. And like the vines, they have had to create new paths to find the sunlight and a new comfort level – and they have done it with grace and adaptability.