Category: Research That Matters
EBP For Youth With Conduct Problems: A SSWN Research Brief
“I selected this research article for my Research Brief (RB) because it gave an in-depth explanation of various techniques and programs that can be used for children experiencing major behavioral issues. Not only does the article give a break down for each program and the steps used, but they also provide historical data from 40 years ago until today to explain the effectiveness of the specific programs. Additionally, these practices are strength-based interventions that can be used to empower not only the student with the problem behavior, but also their families as well.”
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Thoughts on Dismantling the School-to-Prison Pipeline
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.
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Understanding School Refusal Behavior: A SSWN Research Brief
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.”
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Online Interventions To Treat Student Anxiety Disorders: A SSWN Research Brief
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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EBP Psychosocial Treatments for Youth With ADHD: A SSWN Research Brief
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. 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 Lara Mangialardi, Loyola MSW student and SSW intern, on what she learned about the latest evidence for psychosocial treatments for students with Attention Deficit/Hyperactivity Disorder.
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Exploring Why Some SSW Feel Unprepared: SSWN Open Access 2020
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.”
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Vaccines and 2021: Looking Ahead With IMMUNOLOGIST DR. Curtis MCMURTREY
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?
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Supporting Immigrant/Newcomer youth: SSWN Open Access 2020
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.”
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