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Category: Tools for Practice
SSWNetwork Forum: Restorative Justice in Schools
I’m thrilled to move into Week #2 of our SMHAPP SSWNetwork Takeover with Kenya Butts and Patrick Wolf, 2 Illinois SSW and members of the 4th SMHAPP cohort, talking about the EBP and the on-the-ground realities of Restorative Justice (RJ) in K-12 schools . Just as in Week #1, we will end the week over at SSWNetwork with a LiveChat from 9 a.m.-10 a.m. central time where we come together to discuss what we learned over the past week. Here in their own words is what they’re going to be doing this week in this “SMHAPP SSWNetwork Takeover,” along with some further biographical information about these two mighty school clinicians.
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Trauma-Focused CBT For Youth: A SSWN Research Brief
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.
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Announcing Our 1st SSWNetwork Forum: Loyola SMHAPP Students Sharing Their Expertise All Week With You
Hello SSWN friends: This project has been in the works here at SSWN and our SSWNetwork for a while now, and I’m so excited to share it with you today. Starting in December, all of our current Loyola School Mental Health Advanced Practice Program (SMHAPP) students will be “hosting” a week on our site, sharing information about their SMHAPP project work and responding to crucial issues impacting K-12 schools and school mental health practice.
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Effective Interventions to Help Students With Body Image Issues: A SSWN Research Brief
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).
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SSWN Top 5: Understanding and Supporting the Needs of Transgender and Gender Nonbinary Students
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.
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Trauma-Informed Care in Schools: What We Know (And Still Don’t Know), And Why That Matters for Marginalized Youth In K-12
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.
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SSWN Open Access Project: 21 Free Measures of Risk and Protective Factors for Youth
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.
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Striking is a Tier 3 Intervention
I’m striking because I believe in the work that we do as social workers, and I know that the current staffing levels are not conducive to the frequency and quality of services that our students deserve. I’m striking because I can no longer tell a hurting child that no, they cannot have lunch with me tomorrow because I will be at one of my “other” schools.
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