A consistent question from parents and teachers is, “how do I help my students regulate themselves?” A common answer has been to have parents act as the default co-regulators of their children’s learning. School social workers have an opportunity to directly address this concern during the pandemic.
In this SSWN Open Access 2020 series, we’re sharing the articles from the just-published open-access International Journal of School Social Work (published by SSWAA & where I serve as Editor-in-Chief) with SSWN readers and to invite authors and practitioners to interact with this original research here and over at our SSWNetwork platform. Our fifth article looks at the issue of school flooding as part of our continuing climate crisis, and what the implications of school flooding caused by climate change are for school clinicians.
We are in the business of unmasking. Look beyond the surface. Unmask the discriminatory policies that prevent our clients from getting the assistance they need, unmask their learning difficulties that prevent their functioning in school, unmask their symptoms to tailor appropriate interventions to their needs.
You are a pair of fresh eyes. A different perspective. A unique outlook. You have been trained and hired to do a very specific job, made for someone just like you. You are needed. Do not ever feel inadequate or like you are an imposter. I know that is easier said than done – the great thing is, even if you do feel inadequate at times – no one but you will know. You know so much more than you think you do, and you have so much to offer.
Sounds like it should be simple to be able to find out the impact of our work, right? At least it should be, especially in applied fields like social work, school mental health, and education? Well, not really. We have a lot of barriers to creating public impact work within academic fields like social work.
Serving as a school social worker during a pandemic is not an easy task. What makes it more challenging is trying to serve on an island or without peer support. As school social workers and members of the school social work network (SSWN), we chose to work collaboratively to lead a Professional Learning Community (PLC) throughout the summer.
The day that I received the news we would be virtual to start Fall 2020, from my school district, I tried to figure out ways to connect with students. In my search, I came across a post by Bridget Hills-Yoder. She shared in a Facebook Page by the Illinois Association of School Social Workers how to create your own digital office. After I read this post, I began to work on my own digital office and I received lots of positive feedback from colleagues. Therefore, I asked Bridget if she could kindly share further details. The interview is below: