“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.
Today, we’re excited to share an RB by Stephen Hale, a BSW student in SSW researcher (and OSU Doctoral Student) Michelle Patak-Pietrafesa’s class on the challenges of addressing truancy problems in K-12 schools in Arkansas, a topic that seems particularly relevant right now as the country is debating how best to handle student discipline issues with or without police involvement.
Editor’s Note: what follows is an edited transcript from our LunchTime LiveChat today where we read an article from Chicago Public School teacher Dave Stieber, “We protest police in the streets, so why do we let police in our schools?” and explored the question, “can a school be truly trauma-informed if armed police are part of the daily life of the school?” Thanks for another candid and informative LiveChat from our SSWNetwork members, who hailed from at least 5 states and a variety of grade level contexts.
Editor’s Note: What follows is our recruitment materials for our “School Social Work Practice During a Pandemic Survey Project”–our survey project link will go live on Tuesday May 26th on SSWNetwork. Please consider sharing your perspective on how your SSW practice has been impacted by the COVID-19 crisis, and stay tuned here on SSWN, SSWNetwork and our other social media channels as we share the survey findings later this Summer and Fall. Thanks for all that you’re doing and for considering this invitation.
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.
The opening quotation from one of the co-authors, Laura Porter, must now be seen as a case of misplaced confidence, and a stark reminder that researchers cannot know in advance precisely how any work they produce might be (mis)used or (mis)interpreted. In the case of the ACEs model and in particular its main methodological feature – the ‘ACE score’ – the authors are unequivocal that it should only be used for the purposes for which it was created, and that misusing ACE studies or the ACE score can have seriously harmful consequences.