Being a school social worker during this pandemic can feel torturous when you’re unable to be a physical presence for students who have relied on that rapport. There are so many worthy concerns to fill our minds. In the mix of all the triage, supervisors are still trying to figure out how to support the next generation of school social workers and many of our interns are feeling worried about their preparedness.
We had a spirited chat this past Monday as we all start to grapple with the questions around what it will take to re-open our schools in the U.S. safely? And importantly, what are the key components of trauma-informed care, SEL, and MTSS that can be brought into the conversation to make sure that our students, parents, and staff are ready for the many complicating issues that will come with re-opening?
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.
SSWN colleagues: From April 16th-April 23rd offered free webinars via our SSWNetwork site focused on how SSW practitioners at specific grade levels (Early Childhood/Pre-K, Elementary, Middle School, High School, & Alternative Education settings) are all adapting their SSW practice in this COVID-19 crisis time of school building shut-downs and fragmented and confusing service delivery directives. Over 500 of you attended them live, and another 4,000 people have viewed them on our SSWN YouTube Channel here. The response was emphatic and overwhelmingly positive, as these fantastic school social workers showed how they’re doing their work during this pandemic. Below we link to each of them with some pictures from the events, along with the speaker bios.
“That’s helpful information, but next time, could you please talk about high schools?” This comment was feedback from a school where I had given a presentation. All of the content was from high schools, but I just forgot to be explicit that all of it was from and for secondary schools. That is where I learned a valuable lesson that if an example did not happen in a high school, it did not happen.
Today I want to share a collection of great stuff from Ms. Gabriela Ramirez, a veteran school social worker in Chicago Public Schools (CPS) and a 2nd-year School Mental Health Advanced Practice Program (SMHAPP) certificate student. In this post, you’ll find a collection of resources, strategies, and innovative practices that Gaby has been developing as part of her SMHAPP project to provide support to the parents of the kids at her school, Blair Early Childhood Center. It has been a joy to work with her in the SMHAPP and to see all the different ways her work to do parent support is making a difference.
Have you ever worked with a salesperson you really liked? Perhaps the person helped you purchase a car, computer, or home. What we like about good salespeople is that they seem to know our needs. Great salespeople “qualify” their customers. In sales terms, qualifying means taking the time to see if your product matches the needs and resources of your customer. If you are concerned with buy-in, that usually means you are selling or “offering” a resource to someone. I think the same ideas of understanding the needs and resources of your end-users will help you be more effective at establishing buy-in. The following post is from a live chat related to buy-in. I hope this discussion and resources are useful to your buy-in efforts