I want to share that the SMHAPP was a great addition to what I already had with my MSW. What this program helped me not only with all the material
that is very practical for me to use in practice, is the that just seeing, hearing and listening to what social work is and how big of an impact we can actually have was a mentality change for me. I would encourage anyone to go for it and do the SMHAPP because the one year we have in internship practice in a school is not enough to learn everything there is. So again, I felt like I needed more. And like others said it’s not just something else I had to do. It was a pleasure to do these things.
Loyola SMHAPP 2020 Graduates Nadia Gomez-Moran & Lisa Johnson Haire talk about their experience in the School Mental Health Advanced Practice Program (SMHAPP). Last month, I put together short Zoom webinars with the SMHAPP grads who had worked together in our “dyad” format as part of their 2-year cohort. They spoke about their experiences overall in the SMHAPP Certificate, but mostly I asked them to talk about each others’ work and what they learned from their time together. As Lisa put it so beautifully, “we joined (the SMHAPP Certifcate) as strangers, and we’re leaving it as friends.”
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).
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.
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. Today, we’re excited to share an RB by Loyola SSW student Ms. Amanda Pierson looking at different student school refusal profiles and their connection to anxiety and depression, as described in the 2018 article by Gonzálvez and colleagues, “Functional Profiles of School Refusal Behavior and Their Relationship with Depression, Anxiety, and Stress.”
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.
“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.”