Tag: evidence-based practice
Shifting Practice with LGBTQ+ Students: Responding to the COVID-19 Pandemic
Schools, although sites of victimization, often are places where students feel safe to express their sexual and gender identities and receive mental health support and services. With the shift to remote learning, many LGBTQ+ are spending more time at home. Students who are not out to their families are experiencing increased stress related to concealing aspects of their identity and students who are out but do not receive support from their family are facing rejection and harassment (Salerno, Devadas, Pease, Nketia, & Fish, 2020).
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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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Helping Students Overcome Anxiety
In this short article, SSWN Senior Contributor Marjorie Colindres shares what she does in her school and private practice to help her students deal with anxiety.
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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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Effective Interventions & Strategies with Students on the Autistic Spectrum with SMHAPP Alum Jaclyn Williams: SSWNetwork Chat transcript
“Over the years, I’ve come across so many different SEL programs geared towards gen ed students and students on the spectrum — I’ve tried a lot of things that didn’t really work with my students, and then some things that actually resonated with them. I figured a good “jumping off point” for my SSWN post was to share some of the curriculum I’ve used that has been successful with my students in captivating their attention and helping them learn social skills.”
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Looking for strong Tier 3? We have to start at Tier 1!
What I’ve learned over the years working with a multitude of school teams is that it’s easy to mistakenly think that students require Tier 2 or Tier 3 interventions when in reality Tier 1 needs to be strengthened.
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Using the SCOFF Questionnaire to assess Eating Disorders: SSWN Open Access 2020
“The most important take-away from this study is that our results do not support the generally recommended scoring rule that a summed score of two or greater flags a seventh grade respondent as being at eating disorder risk. This scoring rule assumes that SCOFF items are equally weighted as indicators of risk. Our results suggest that items are not equally weighted either overall or within male and female groups.”
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The TherapY Box for the classroom: SSWN Open Access 2020
“Based on the findings of this research, it appears that the Therapy Box was a successful intervention for all of the 14 students that participated in this study. The frequency of student maladaptive behaviors for many of the participants decreased to 0…”
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