The Be SMART for Kids program was developed by the organization Moms Demand Action for Gun Sense in America in order to educate people on measurable steps that can be taken to reduce gun violence. The program is founded on two really simple ideas: 1) people — parents, adults and gun owners — want to keep children and families safe from gun injury and death and 2) the onus of gun safety is on adults, not children. The basic premise of the program is nonconfrontational, strengths-based and steeped in empowerment.
This article talks about the development of a workload time study tool, a community of practice that tested the tool, the results from the time studies with this group, and the insights we gleaned from the participants.
We’ve talked a fair amount over the years at SSWN about “open-access” (OA) but starting in 2020, we wanted to focus more fully on OA and how we’re working with individuals & partner organizations to create and share the most SSW-related OA content we can. We kick off this new decade with a brief introduction to OA, some details about OA resources we’re developing at SSWN, and introduce a powerful documentary on OA that you can watch and share with your colleagues, “Paywall: The Business of Scholarship.”
Loyola SMHAPP student Lisa Baker writes: This week we will discuss perceptions of alternative education schools and its students. I want to explore the idea of implicit/explicit biases and the stigma toward alternative education students. Throughout the week, I will post questions, ideas, and links to resources about various aspects of alternative education designed to make people think about their own biases or attitudes toward alternative education as well as those of others within the educational setting and the community. I am also interested in raising awareness of how biases and the stigma alternative education students face affects their emotional well-being.
We’re excited to share a rigorous randomized trial comparing trauma-focused CBT for adolescents in a community setting to treatment as usual. Here is a RB by a school social worker and current Loyola student, Ms. Mary Beuckelaere, drawing on her work on helping adolescents at her high school placement deal with complex trauma.
The meta-analysis study (N=62) found that interventions led to small but reliable improvements in body image, but insignificant effects on beauty internalization and social comparison tendencies. Previous reviews had found larger effect sizes in all three outcome areas but had high risk of bias across and within studies. The study identified numerous change techniques (noted above in the text box) that are effective and could be used in future interventions, and also several that are contra-indicated: 1) self-esteem enhancement (cautionary, needed more studies), 2) discussing physical fitness and 3) discussing client’s individual differences (both #2 & #3 potentially due to focus on weight and appearance).
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.