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.
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.
To be responsive at SSWN to the comments from our readers, we will be sharing free, brief, accessible assessments for many issues school social workers encounter in their schools. We are starting with 21 assessments for a range of potential intervention targets, such as students’ perceptions of their school experiences, depression, social support, stress, and risky behaviors.
Schools can be places of solutions, strengths, and successes. School- based mental health professionals (school social workers, school counselors, and school psychologists) have numerous ways to harness the solutions that are already happening in their schools. This 2nd Edition of SFBT in Schools offers research and how-to examples for the busy school clinician who are trying to make their schools more solution-focused.