SW 609 Schools

cultural humility vs cultural competence

-Cultural competence implies having the capacity to function in a particular way: within the context of culturally integrated patterns of human behavior defined by a group -Cultural humility starts with the notion of understanding our limitations and to commit to a lifelong process of self-reflection and agency-level reflection. The social work professional operates as a learner not the expert, and clients are viewed as collaborators in the helping process.

why focus on diversity?

-Culturally humble staff provide more effective services -Diversity widens our horizons & open new worlds to each of us that we never knew existed -Our life experience is broader as a result of having known & worked with people from many different backgrounds

an EBP process model

-client characteristics and circumstances -client preferences and actions -research evidence -clinical expertise

school social worker role

-consultation/service on IEP team -membership on pre-referral SpEd team -social developmental study -related service provider -informal mediator between family and school

Salmon: people with mental health problems

-psychoeducation groups (life goals program) -symptom education and management groups -medication education and management groups -support and self-help groups -group therapy

measurement tools for SSW

-vineland adaptive bx scales (development disabilities) -BASC (bx screener) -BERS-3 (maps to find deficits so a kid is eligible for services, but is still strengths based) -functional assessment tools ( -classroom observations

Massat chp 11. A History of the Education of African American Children

-ways that white privilege is maintained: privileged fail to examine what it means to be privileged/why they are privileged/impact on those who are not and oppressed believe their station in life is the normal order of things I. Pre-Civil War Schooling of African American Children -religious groups taught them -eventually opposed slavery -literacy laws were enacted -literacy laws disposed of after Civil War II. Post-Civil War -Freedmen's Bureau established public schools for newly freed slaves -Armstrong created Hampton Institute to "civilize" freed slaves and "save them from themselves" -Washington believed mass industrial education and vocational training for blacks was best bet -Washington didn't challenge inequalities and was criticized for that III. Constitutional Amendments -13th ended slavery, 14th made blacks citizens, 15th prohibited racial discrimination in voting -southern states got around these by creating literacy tests and poll taxes -supreme court got rid of sections 4 and 5 of the voting rights act which opens up possibility of restrictions to vote for minorities IV. Racial Discrimination and Segregation -after civil war segregation was put into palce -sharecropping became a way to maintain slavery -civil rights acts were passed -when democrats took over south, segregation was put back in place and separate but equal policy was enacted -segregation was ended by brown vs board in 1954 -in response, public schools closed down and opened private whites only schools instead -gov or arkansas had national guard prevent black students from entering school -1964 freedom summer project challenged unequal treatment of blacks in Mississippi -it established freedom schools for black children which gave them tools to challenge discrimination -freedom schools were based on problem-based education leading towards life application, teaching for social justice, and affirmation of african american identity -1971 supreme court ordered teachers be assigned to achieve faculty desegregation, future school construction would not support dual system of education, single race schools were to be examined to make sure discrimination hadnt caused lack of diversity, attendance zones be changed to undo segregation, and children be bused to dismantle dual systems -de jure segregation=mandated by law -de facto segregation=people choose to be segregated -segregation in the north was done subtley -white flight from urban areas made schools there all minorities -laws were put in place to address de facto segregation of schools -education is still affected by racist structures today V. Shift Toward Market Solutions -school choice and charter schools -move towards privitization, which limits access to education for oppressed populations VI. Implications for Social Work Practice -SWs should make intentional efforts to consider all sources of privilege we have -consider oppressive influences affecting schools, students and communities

evidence based practice

clinical decision making that integrates the best available research with clinical expertise and patient characteristics and preferences; doesn't mean it will work with each specific client due to lack of generalizability

traditional approach

consequences; then working backwards

school-family-community partnerships

most effective interventions in schools

ABC

when, what, why

quadrant A

working with ind/fam on environmental interventions

quadrant c

working with individuals/fam on individual interventions

quadrant d

working with systems to target student change (create outside services and groups to deal with a widespread issue)

quadrant B

working with systems to target systemic change (working on safety committee at school)

massat chp. 18 practitioner research in the schools

I. conducting research in schools II. applications of school-based research -bottom up change process -identify educational issues A. fostering collaborative practice B. developing multicultural resources: fostering inclusion III. connecting to unrecognized constituencies IV. improving home-school-community partnerships V. promoting inclusion and involvement A. demonstrating the effectiveness of services B. fostering collegial accountability C. establishing the need for new services D. establishing the need for additional resources E. testing new programs or procedures F. illuminating practices normally hidden from view VI. beginning your research A. questions for focus B. be clear about objectives C. don't try for too much D. involve others at an early stage E. ask for help VII. low-cost straightforward methods A. use of readily available data B. use of public documents C. calculations of costs and procedural practices D. seeking out research E. methods for gathering new data F. compiling data and preparing reports

Yalom chp. 13 Problem group members

I. the monopolist A. effects on the group -annoys other members -decreases cohesiveness -high chance of a blowout B. therapeutic considerations -use two pronged approach; consider the monopolizer and the monopolized -why does group allow one member to carry burden of entire meeting? -must be complemented by work with the monopolistic individual -we want to hear less quantity, and more quality -monopolizers are unaware of their interpersonal impact; therefore therapist should encourage other group members to provide empathic, honest feedback -make sure they're discussing their personal reactions to the behavior rather than interpretations of the cause of the behavior II. the silent client -silence is still a behavior -therapist should check in with client continually to check what their needs are, if they're being pushed too far, but all in attempts to involve them III. the boring client -are always safe and predictable -some genuinely are unable to read emotional cues -your job not to make them exciting, but rather unleash the excitement within them IV. help-rejecting complainer A. description -request help from group, then reject it -are always worse off than everyone else B. effects on the group -pisses everyone off C. dynamics -attempt to resolve feelings about dependency; feels helpless on one hand but distrusting on the other -asks for help from people they anticipate will say no, so create self fulfilling prophecy D. guidelines for management -don't create a nurturing relationship, rather ironically acknowledge with the pessimism but do so cautiously -mobilize major therapeutic factors of client; focus on interpersonal learning V. the psychotic or bipolar client A. the early phases of a group -disaster B. later in the course of a group -a group that reaches an autonomous decision based on thorough exploration of the pertinent problems will employ all of its resources in support of its decision; a group that has a decision thrust upon it is likely to resist that decision and be even less effective in making valid decisions in the future -homogenous groups could be good for bipolar clients VI. the characterologically difficult client -problems with regulation of affect, interpersonal engagement, sense of self, problems in first years of life, difficulties with rage -referred to groups when transference in dyadic therapy has become too intense, client has become so isolated group interaction is required to engage client, or therapy has proceeded well but reached a plateau A. the schizoid client -rationalization comes before feelings; if they don't serve a purpose, don't have them -need a new internalized experience of relationships, which takes time -work in here and now, have client imagine what other clients are feeling or describe how they feel about different clients, encourage them to observe their body B. the borderline client -instability of interpersonal relationships, self image, affects, and control over impulses -group therapy helpful to get over fears of abandonment, but also because dyadic therapy is often too intense and difficult for borderline C. the narcissistic client -grandiose sense of self importance, preoccupation with fantasies of unlimited success, belief that they are special, need for admiration, sense of entitlement, etc. A. general problems -group is harder than individual therapy because they have to share time -does not give anything to others but expects much in return -overgratified vs undergratified narcissistic

MTSS

Multi-Tiered System of Support

smart goals

Specific, Measurable, Attainable, Realistic/relevant, Timely

instructional approach

learning antecedents to prevent them

social work grand challenges

-2 challenges that include things like stopping family violence, build financial equity for all

SB 100

-Illinois law passed about three years ago that calls for schools to have a plan for how they're going to deal with discipline to circumvent the school to prison pipeline

Domains and Demands chp. 1 introduction

-all ssw is local -four challenges in ssw: NCLB, RTI, outcomes-based education, specialization -ssws have opportunity to be leaders in SEL -process of EBP: 1. co-create question with client 2. investigate empirical literature for best evidence 3. critically appraised evidence and shared findings with clients 4. used evidence to design an intervention that was in keeping with client's values 5. evaluated progress and repeated process as needed

five types of answerable questions

-assessment questions (how do we assess X in this type of client) -description questions (what does X look like in this type of client) -risk questions (what are the risk factors for this client dealing with X) -prevention questions (how do we prevent this client's behaviors) -effectiveness questions (what works to decrease X with this client)

IEP don'ts

-assume parents know what's going on -deliver your report to the team and not to parents -avoid using scales and measures or forget the importance of a clear present level of performance -minimize your role in functional assessments -neglect building team alliances to help parents and kids in the IEP process -adopt a siege mentality

data-based decision making

-basing decisions based on data such as doctors letters, observations of alleged behavior manifesting itself in school

IEP Do's

-clarify referral questions and write your contributions accordingly -involve parents every step of the way -male sure the student and parents re ready for the potential outcomes -write SW IEP goals that are measurable and that are realistic to accomplish -feel free to have part 2 and part 3 meetings with parents to further empower them and clarify the IEP process

appraising the evidence

-clinical wisdom -qualitative case studies -post-test only designs -pretest-posttest designs -QuasiExperimentalDesigns -RCTs -meta-analysis

Salmon: Adults with co-occurring mental health and substance use problems

-co-morbidity is high, therefore people are often rejected from substance abuse or mental health services -skills groups -peer support groups -therapy groups -family psychoeducation

Salmon: adolescents with co-ocurring mental health and substance abuse problems

-comprehensive approach -motivational interviewing -motivational enhancement therapy -CBT -harm reduction -solution focused therapy -family system approahces

positive behavior support

-needs to incorporate systems, data and practices -then these three are connected, outcome improves -needs be looking at social competence & academic achievement, supporting decision making, supporting student behavior, and supporting staff behavior

common functions of problem bx in school settings

-obtain: peer attention, adult attention, desired activity, desired object, sensory -escape: difficult task, boring task, easy task, physical demands, non-preferred activity, peer or adult attention, sensory

pre-referral team vs IEP team

-response to intervention

Barrett: Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support. CHP 2

-the purpose of this chapter is to consider the features and operations of an implementation framework for establishing effective school-based mental health practices and interventions. -What Is Known about the Implementation Science of Evidence-based Practices: key questions are as followed (a) Are need and intended outcome specified? (b) Is the most appropriate evidence-based practice selected? (c) Is practice adaptable to local context and culture? (d) Is support for local implementation developed? and (e) Is system level continuous progress monitoring and planning in place?

process of becoming evidence-informed

1. create answerable questions 2. investigate the relevant evidence 3. appraise the evidence 4. adapt and apply the evidence 5. evaluate the results *lifelong learning process

Kelly chp. 8 defining a national SSW practice and research agenda

1. practice implications -use EIP, tiered interventions, and clinical quadrants 2. training implications -schools adding three year probationary periods where SSWs have to create portfolios to prove they know what they're doing, are matched with a senior social worker consultant 3. research implications -we need more

people who need to be involved in MTSS

1. principal 2. students 3. teachers 4. related service providers 5. parents 6. school board/superintendent

functional behavioral assessment

A behavioral strategy that seeks to determine the purpose or function that a particular behavior serves—what is occasioning and maintaining the behavior.

tuning in: self

Examine your personal background and history. Acknowledge personal biases, stereotypes and prejudices Understand personal intentions and professional obligations Find ways to manage stress and burn out Developing a sense of cultural humility never ends

Massat chp. 14 School social workers and the prereferral process: problem-solving teams and data driven decision making

I. introduction to problem-solving teams -involve multidisciplinary members that use data based decision making -problem solving process addresses student concerns and prevents more significant needs -PBIS could provide preventative services to students at risk II. Tier 1: problem solving within universal and secondary systems -defines common expectations reinforces them as needed -goal is to reach 80% of student body -universal screening is when the school uses data to identify students in need of additional social-emotional support III. Tier 2: secondary/targeted -intervention lasts about 4-6 weeks -ideal for groups -check in/check out, social/academic instructional groups, group/individual mentoring, are all tier 2 interventions -intervention group process monitoring counts 70% success am effective program -prereferral/individual problem solving meetings occur when students aren't responding to tier 1 and 2 interventions. they ask 1. is there a problem/what is it? 2. why is the problem happening? 3. what can be done about the problem? 4. did the intervention work? -assessment before the problem solving meeting includes examining student strengths in regard to in instruction, curriculum, environment, and learner (ICEL) by reviewing records, interview, observation and tests (RIOT) IV. Individual student problem-solving meeting 1. problem identification/statement of problem 2. problem analysis/strengths and weaknesses 3. plan development and interventions 4. progress review V. Tier 3: tertiary/individualized -person centered/function based comprehensive planning for individual student VI. Functional behavior assessment and behavior intervention plans -FBAs define a behavior that is interfering with the child's ability to access their education, identify common triggers, and what's maintaining it -BIPs replace problem bx by teaching socially acceptable replacement bx, prevent problem bx by addressing triggers, reinforce alt bx, redirect problem bx, and minimize reinforcement by ensuring problem bx don't pay off for the student -next we look for contextual fit, and determine how BIP will be evaluated -evaluation measures the degree to which intervention was actually implemented and the impact it had on the student VII. person centered planning/wraparound -wraparound is a process for developing family-centered teams and plans that are strength and needs based instead of deficit problem solving VIII. 10 principles or wraparound -family voice and choice -team based decision making -natural supports -collaborative teaming -community-based interventions -culturally competent planning and intervention implementation -individualized strategies -strengths based interventions -unconditional care -outcome based processes and progress monitoring IX. 4 phases of wraparound 1. engagement 2. initial plan development 3. implementation 4. transition

Massat appendix B

I. systems theory -school is an open system -sw must define themselves within the system II. visibility -sw needs to be seen III. viability -sw needs to be seen in action IV. value -define one's role

PBIS

Positive Behavioral Interventions and Supports

PLAAFP

Present Level of Academic Achievement and Functional Performance -vague present level of performance in, vague unfocused goals out

Barrett Appendix B Building an Inclusive Community of Practice: Four Simple Questions

see sheet

problem-based learning

utilizing role plays, simulations and hands on learning techniques

COMMUNITY-BASED PREVENTION USING SIMPLE, LOW-COST, EVIDENCE-BASED KERNELS AND BEHAVIOR VACCINES Dennis D. Embry

-This article presents examples of evidence-based kernels and behavioral vaccines that can be promoted easily across whole communities or states using social marketing principles. Widespread propagation of evidence-based kernels and behavioral vaccines could have a significant impact on communities and their prevention norms, providing low-cost alternatives and practical models for community psychology, public health, and policy makers. -low levels of funding, inadequate infrastructure, decentralized decision making, and lack of program guidance have contributed to the slow progress in improving school-based prevention. -The Fighting Back initiative— the Cadillac of community-coalition model efforts—included public awareness, prevention, early intervention, relapse prevention, and some environmental strategies. As Hallfors and her colleagues noted, the Fighting Back study tested the communityempowerment model, not specific interventions. -1. no effect of strategies on child and youth outcomes, 2. a significant negative effect on adult substance-abuse outcomes, and 3. no effect of community strategies on outcomes. -Perversely, the more high-dose strategies the communities did, the worse the substance abuse outcomes—that is, substance abuse increased. These findings soundly refuted the community-empowerment model. -An exception to the litany of failure in community approaches is Project Freedom, a broad-based community effort to reduce alcohol and drug use in Wichita, Kansas. -Many people falsely assume that the program is the active ingredient. For example, the Reward and Reminder ~Citation and Commendation! campaign for tobacco-access control described herein is not the active ingredient; it is a marketing name for something that contains a list of active ingredients supported by significant research. - In behavioral science, an evidence-based behavioral kernel is an irreducible unit of behavior-change technology that produces an observable, reliable result ~cause and effect, if you will!. Kernels can work individually and can be combined ~compounded, in pharmacy! in ways to produce positive results. -Both of us first taught a universal, school-wide signal for quiet and transition. Both of us taught the teachers and staff to engage in frequent ritualized greetings on a daily basis with the students, such as shaking their hands as they enter or leave classes. In both cases, teachers, students, and peers are taught to praise and reinforce positive behaviors. Thus, Dr. Catalano's work ~Seattle Social Development Project or SSDP, as it was originally called and now called SOAR! and my own earlier PeaceBuilders work ~Embry et al., 1996! actually used very similar protocols, packaged somewhat differently. - the characteristics of a behavioral vaccine: a! any intervention that inoculates recipients against morbidity or mortality, in this case, problematic, aggressive, or potentially dangerous or lethal behavior, hospitalization, incarceration, suicide, or murder; b! low cost, as exemplified by hand washing to prevent infections, diet and exercise to prevent high blood pressure and diabetes; c! ease of administration that would insure minimum costs and maximum benefits with daily routines, assuring every-day practice with a minimum of training; and d! mass administration -Behavioral vaccines aim at total population-level changes in mortality and morbidity. A typical prevention program aims at increasing protective factors or decreasing risk factors for a group ~all children say at a particular school, which may be called "universal," but is not all children in the total community, state, or nation! or aims at a smaller subset of people in a school or social unit -1. Most prevention programs fail to produce immediately discernable advantage, benefit, or results, and, therefore, immediate intrinsic or extrinsic reinforcement will be very weak. Without such feedback, behavior will soon decay. Other behaviors that do get more immediate feedback or reinforcement will be selected for in the environment, weakening the prevention program efforts. 2. Proprietary issues ~e.g., trademarks, copyrights, understandable business concerns! can work against a widespread diffusion of a cultural practice ~although can expand diffusion, too!. Effective prevention programs take a great deal of capital to develop, test, and diffuse. If people could spontaneously adopt the prevention program and use it, then the results would be catastrophic for most developers. Thus, under current consequences of prevention funding, extreme disincentives exist for disclosing evidence-based kernels inside "best practice" programs. These behaviors are not bad; they are rational in an economic sense. 3. Basic social marketing issues also impinge on issues of prevention programs versus cultural practices. Social marketing uses what are called the 4 Ps, which are: the conception of a Product, Price, distribution ~Place!, and Promotion. The price of prevention best practice products presently is too high for schools— typically between $10,000 to $50,000 per year, which means the buyer can only be at a school-wide or district level—never "purchased" by a teacher or individual staff member. The place of distribution of best practices is not convenient. One can only obtain best practices from specialty suppliers, which requires bids or other complicated processes. One cannot buy effective prevention at convenient retail outlets. Promotion of evidence-based prevention products that can be adopted easily is virtually nonexistent. When was the last time the reader saw or heard a slick TV, radio, or newsprint ad for a prevention program in local media? -For potential behavioral vaccines or behavioral kernels to become cultural practices that might help prevent serious social problems, such behavioral vaccines or behavioral kernels would have to meet some rather stringent criteria. They would have to be: 1. low or no cost, 2. produce immediate benefit, 3. easy to explain, imitate, and generalize, 4. meet or solve other competing demands, 5. easily socially marketed, and 6. change key prevention principles—behavior- and0or antecedent-related risk and protective factors -In general, these procedures increase the density of positive reinforcement from peers and adults, reduce negative attention, change the environment to reduce negative behaviors, etc. -Many of the evidence-based kernels and behavioral vaccines for school and home can be used in community settings. For example, response cost and class-wide peer tutoring can be applied to after-school programs. The Good Behavior Game can be used for various team sports or after-school activities, and Beat the Timer can be used in virtually every community group activity for children -Social Marketing makes use of the "Five Ps of Marketing." The modern approach to marketing revolves around five Ps: product, performance, price, place, and promotion. -There are some other issues to consider about the social marketing of evidencebased kernels and behavioral vaccines that may not be transparent. First, they invite huge possibilities for sponsorships from the private sector using marketing and advertising revenue rather than charitable gift giving. From my own personal experience in this country and overseas, I have been able to recruit major sponsorships from multinational corporations to do this kind of focused, positive, and population-based prevention. Second, the entire nature of evidence-based kernels and vaccines invites partnerships. Many people can play at the same thing, which moves prevention much closer to a culture and norms change. Third, the impact of evidence-based kernels and behavioral vaccines are observable and measurable using very simple procedures. Most of the kernels and behavioral vaccines come from a robust history of applied behavior analysis that insisted upon very high standards of measurement. In the case of kernels like response slates, nonverbal cues, cooperative games during recess, or behavioral vaccines like the Good Behavior Game or Class-wide Peer Tutoring, the impact on behavior is evident and measurable immediately, or within days. These observable effects greatly help in community self-efficacy and coalition building. Fourth, kernels and vaccines can be used as real examples for "cause marketing" for complicated concepts like early childhood education, educational reform, or community violence prevention. -Evidence-based behavioral kernels and vaccines that measurably effect risk and protective factors add greater precision to issues of adoption, dose, and fidelity than very broad principles such as "refusal skills" or "interactive instruction." The behavioral kernels and vaccines described herein are quite discrete. They can be precisely operationalized, which is part of their charm. Their short-term effects are easily measured, and their long-term effects have been established. -Remaining issues that must be addressed include, but are not limited to: 1. how to calculate an optimum mix of behavioral kernels and vaccines for costeffective results; 2. how to create a data dashboard for monitoring both implementation and outcomes; 3. how to construct evaluation protocols for such strategies; and 4. how this approach would integrate or augment existing investments in more complex evidence-based programs. ****The use of best practice prevention programs and intuitively appealing community coalition processes have generally failed, so far, to yield population-level effects despite the funds allocated and regulations to promote them. This article introduces a rational alternative: promotion of evidence-based behavioral kernels and vaccines that have a chance of becoming cultural practices—with community-level effects on various multiproblems like substance abuse, delinquency, violence, or school failure. Evidence-based kernels are irreducible units of behavior-change technology that produce an observable, reliable result. Evidence-based kernels are what compose most of the named best practices for prevention. What is not widely known is that the evidencebased kernels are powerful in their own right. Behavioral vaccines are essentially several kernels put together for daily use with powerful longitudinal results. Substantial evidence exists showing that behavioral kernels and vaccines can affect major risk or protective factors or prevention principles. Because of the simplicity of kernels and behavioral vaccines, they can be promoted easily across whole communities or states, producing measurable changes that can be documented via time-series designs, in real world circumstances. Widespread propagation of evidence-based kernels and behavioral vaccines could have significant impact on communities, providing a low-cost alternative and practical model for community psychology, public health, and policy makers. Evidence-based kernels and behavioral vaccines represent simple gifts for the future of our children that can change community norms about prevention of serious problems like substance abuse and violence.

response to intervention (rti) model

-three tier system -both academic and behavioral -1.5% reach tier 3 -5-15% reach tier 2 (check in, check out) -80-90% are tier 1

Massat chp 15 SSWs and the SPED process

I. SPED and the SSW role -preparing a social/developmental history on child -group and individual counseling with child and family -working in partnership with parents and others on those problems in a child's living situation that affect adjustment in school -mobilizing school and community resources to enable child to learn as effectively as possible -assisting in developing positive behavioral interventions and supports II. what are IEPs and what is the SEIEP team -social worker participates in IEP team to conduct case study eval and write an SDS -sw helps student set annual goals as part of IEP -helps multidisciplinary team develop sufficient consensus among itself and with parents to proceed -involved with case management and integration of school and outside agency resources -IEP teams include parents, regular ed teacher, special ed teacher, representative of LEA, someone to interpret instructional implications of evaluation results, the student III. Assessment and the strengths perspective -includes exception questions, survival questions, support questions, and esteem questions IV. case study assessment -CSA is an analysis of info concerning life experiences of a child that pertain to their problems at school -includes description of student, social functioning, observations in classroom, interview with student, sociocultural background, stressors, significant life experiences, current abilities V. components of a CSA -student interviews -parent interviews -social history and current functioning -significant health history and current health needs -socioeconomic and cultural background -assessment of student's learning environment -observation of the student in the school -consultation with student's current/previous teachers -review of student files -consultation with other staff and agencies when necessary -nine components of CSA: 1. identifying info 2. reasons for referral 3. sources of info; a list of dates and sources of data 4. developmental history 5. school history 6. cultural background, family history and current issues 7. assessment of current functioning 8. evaluation, summary, conclusions, recommendations 9. signature VI. Writing the IEP -central management tool used to ensure child receives a FAPE -aims for an agreement in child's present level of academic achievement, how the child's disability affects their involvement in gen ed, measurable annual goals, related services provided to child, statement of the extent to which child will not participate in the gen ed class, projected dates for initiation of services, and goals of postsecondary transition VII. early childhood SPED, the individualized family service plan -IFSP contains: 1. statement of child's present levels of development 2. statement of family's strengths and needs relating to enhancing child's development 3. measurable outcome criteria for determining progress 4. specific early intervention services necessary to meet needs of child 5. projected dates for the initiation of service and the expected duration 6. name of case manager 7. procedures for transition form early intervention into preschool program -statement of expected outcomes can be used as basis for intervention; based on assessments previously made, new coping and adaptation patterns becoming established in family -must contain name of service coordinator form the profession most relevant to family's needs who will be responsible for coordinating assessments, assisting families in identifying service providers, coordinating and monitoring the delivery of services, facilitating the development of a transition plan -FBA: definition of bx, description of frequency/settings in which it occurs, description of environmental variables, examination of known communicative bx, description of environmental modifications made to change target bx, identification of appropriate bx -BIP: needs for development, antecedent conditions, consequences

Massat chp. 30: SSW practice with families of at risk students

I. the school as a community of families -better outcomes when parents involved in school -parents interact with children by nurturing, managing the home, providing a climate of language, setting expectations, providing materials for learning, monitoring child's bx, and teaching survival skills A. what do parents expect -communication -commitment -equality -professional competence -trust -respect B. partnerships between home and school -family partnership has become a major school policy objective C. parent participation 1. general activity geared to involving the majority of families, such as potlucks 2. parents involved specifically in daily life of school such as classroom assistants 3. parents bale to participate meaningfully in decision-making at school II. The necessary arrangement of relations between family and school 1. family has primary functions in care and socialization of its children 2. school's primary functions are helping the family to meet its responsibilities and supplying cognitive instruction the family cannot 3. secondary function of school is to monitor the potential abridgment of rights of children when external conditions of society or internal conditions within family make it impossible for family to accomplish its primary function III. Family conditions, family risks, and resilience -the greater the child's difficulties, greater the disagreements between schools and parents -poverty is a risk factor with children -family characteristics can protect against adverse environmental factors -family relational tasks include a safe environment, a place where members can belong, sufficient opportunities for effective communication, and an environment where there is appropriate freedom and care IV. the SSW's role with families A. working with pupil, family and school -family and school tasks are intertwined, so social workers can work on both B. the family systems perspective applied to schooling -family systems theory can be applied to education process -five foundational principles of SSW with families: 1. understand family structure and process 2. use a strengths-based approach 3. develop a partnership 4. use the school as a holding system for development while changes take place 5. never work with a pupil without some connection with the family C. assessment and intervention -maintain focus on strengths D. choosing units of attention -helping family, school and community work with one another and the pupil 2. helping the pupil find his or her own resources and make use of what the family, school, and community have to offer -unit of attention: a point of most effective change E. case examples -social worker worked with school life and family life so child had some sort of stability in one of them while they worked out the changes in the other F. respecting relational structure -respecting power of parents in relation to their children G. home visits -safe environment -tell principal if you're meeting with guardians outside of school -foster kids should work with their foster parents H. difficulties in developing parent involvement -partnership declining because of schools getting used to excluding parents, not all SSWs are knowledgable about family intervention, and parents may not be interested in taking the time I. the child with disabilities and the family -more stress J. coping with a child with special needs -families need to balance caregiving otherwise one parent will get burntout -four major parenting styles of adapting to raising a child with disabilities: one parent distances theirselves leaving care completely to other parent, both parents reject child, parents make child center of their universe, parents join in mutual support of child and each other K. a family with sever caregiving demands -Betty case example

massat chp. 25 evidence-informed suicide prevention in schools

I. translational challenges -school personnel may be unfamiliar with technical language II. defining key terms 1. suicide threat: verbal or nonverbal communication that individual intends to harm themselves with intention to die but has not acted on the threat 2. suicide attempt: potentially self-injurious behavior for which there is evidence the person intended to kill themselves. may result in death, injuries, or no injuries 3. suicide completion: death from injury self-inflicted III. interpreting three fundamental concepts A. contagion -exposure to a suicide may prompt suicidal behavior in other students B. mental illness as a primary risk factor C. the influence of stressful events -not necessarily cause of suicide IV. what do we know about youth suicide? A. demographic characteristics -completed suicide 4x higher among males -more suicide attempts by women -highest among Native Americans and LGBT youth B. risk factors -depression -substance abuse -prior suicide attempt -family history of suicide -family violence including physical or sexual abuse -firearms in the home -incarceration or being imprisoned -exposure to suicidal behavior of others C. warning signs -talking about wanting to die -searching for lethal weapon -hopelessness about the future -having no options, not being able to bear the pain -claiming to be a burden to others -talking about harming others -increasing alcohol or drug intake -appearing highly anxious or agitated -engaging in reckless behavior -withdrawing from typical activities and relationships -displaying extreme mood swings V. data collection -surveys to inform schools about risk-taking behaviors of youths in community, -aid schools in grant applications for additional funding for prevention, -inform strategic planning and staffing of prevention and intervention efforts VI. identifying and referring students at risk -screening processes that teach teens about depression and treatment as well as screens them for mental disorders -gatekeeper programs to teach staff members to recognize individuals at risk and make a referral to the appropriate professional -question persuade and refer consists of questioning desire to commit suicide, persuading the student to seek help, and referring student to appropriate resources VII. formal mental health promotion and suicide prevention programs 1. emphasizes protective factors and peer support networks 2. derives from child psychology and focuses on risk factors, identification, referral and treatment 3. stems from direct personal experiences of those who have lost loved ones to suicide A. informal curricula, textbooks and library books -beware of false or outdated info B. drug and alcohol services C. parent education

ISF monograph key points

-How the report was created -Core Features of the ISF (p. 3) and how it is designed to meet the persistent child mental health gap in the USA via the ideas of the -Expanded School Mental Health (p. 4) -School-wide PBIS is described as "the most scaled-up evidence-based practice in the human services industry" (50 states, 19k schools)and what that means for SSW -Potential benefits of ISF for schools, students, and society (p. 6) -The importance of teams and a "shared agenda" to do this work -Interventions listed on p. 13—how many of them are happening in your school? -Why evidence-based practices aren't always implemented successfully (p. 18) -5 key questions to ask when designing interventions within the MTSS/ISF (pp. 19-30) -Readiness, readiness, readiness (pp. 34-36) and Teams again... -10 recommended school-level structures for ISF (how would your school fare on these?) (p. 44)

Barrett: Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support. CHP 1

-ISF closes gaps in tier 2/3 for PBIS and SMH -core features of ISF: (1) effective teams that include community mental health providers, (2) data based decision making, (3) formal processes for the selection and implementation of evidence based practices (EBP), (4) early access through use of comprehensive screening, (5) rigorous progress-monitoring for both fidelity and effectiveness, and (6) ongoing coaching at both the systems and practices level. -background: there has always been a gap in needs and services, even though schools are a great place to implement them -school mental health: gaining momentum, emphasizing collaboration between school and community resources -benefits of SMH services: (1) improved access to care (2) enhanced preventive services (3) increased early problem identification (4) less stigmatizing and more ecological programs (5) increased likelihood of generalization of intervention impacts across settings -challenges to implementation of mental health services includes: (1) lack of clarity and consistency of roles and relationships among school-employed mental health staff and with other providers from community agencies (2) differences in training traditions and language, and limited training in mental health issues for educators (3) lack of interdisciplinary training and collaborative teamwork (4) ineffective teaming processes that put fragmented practices in place without systemic ways to progress monitor and measure impact or fidelity -school social workers aren't trained enough in EBPs -PBIS framework supports: (a) team-based leadership, (b) data-based decision-making, (c) continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-going professional development and support. -enhancing PBIS and SMH through ISF: 1. Children and youth will have earlier access to wider range of evidenced based practices with enhanced preventative services, 2. Children and youth will be more likely to receive higher quality of care when practices a are implemented within a tiered framework, 3. Staff will have clearly defined roles and relationships among school-employed mental health staff and community-employed providers, 4. Cross-system leadership and training will promote common language, common approach to addressing community and school system needs, 5. Interventions will have an increased likelihood of generalization with impact across settings, 6. Accessing services within the school setting will become less stigmatizing, and 7. Effective cross-teaming structures will promote communication, coordination of services, and enhanced family engagement with systematic ways to progress monitor and measure impact or fidelity. -ISF uses stages of implementation (exploration, installation, initial implementation, full implementation, innovation and sustainability)

domains and demands chp 6 EBP, special ed, and response to intervention

-RTI is a pre-referral program used before special ed -IDEA doesn't clarify what constitutes as a learning disability, may be giving services to kids who don't need it -we need a bette way of identifying kids for special ed -ssws need to be better at FBAs and designing behavior interventions that are appropriate -RTI sounds like a tier 1 intervention that maybe leans more on the academic side but could have positive behavioral consequences as well -ssws can act as case managers, help increase parent involvement in RTI, be RTI group facilitators, and use RTI to focus on student behavior

Barrett Appendix A Survey on School Readiness for Interconnecting Positive Behavior Interventions and Supports and School Mental Health

-The purpose of this survey is to evaluate readiness to interconnect PBIS and SMH -Survey respondents include individuals who are familiar with their school's behavior management systems and mental health service delivery (e.g. administrators, general and special education teachers, related service providers, school psychologists, school social workers, etc.).

key elements of culture

-Values and beliefs -Communication patterns (language/dialect) -Social relationships -Diet and food preparation -Dress and other body decorations -Religion and religious practices -Family (structure) -Traditions and customs -View of time -Recreation and leisure -Of the elements here,what are one or two elements of your own cultural background that you see often misunderstood or criticized by others?

Barrett Appendix F Selecting Mental Health Interventions within a PBIS Approach

-When a data indicates a need for a new initiative, this guide, checklist and case examples should be used to determine the best fit and will also guide teams to install systems features like data decision systems as well as training and coaching features that increase intervention fidelity and positive outcomes for children, youth and families. -The need for effective mental health services in school populations -What type of mental health interventions and services are the most effective? -Where to find recommendations whether a mental health treatment is evidenced based? -How does one select the appropriate mental health intervention? -How does one implement and evaluate the effectiveness of the selected mental health intervention?

domains and demands key points

-Why I wrote this book: what are our "unique knowledge and skills?" -Our history, our present, our future, and how EBP, SEL and RTI/MTSS fit in -My "School Intruder & Superintendent" story -The sociology of professions theories applied to SSW (Monopolies and Homesteading of the different SMH professions) -Our focus on individual and small group practice and the EBP vignettes I asked about -Comparing 2006 survey data to 2009 and 2014 (pp. 56-7) How well do our practice frameworks align with school missions 2018? The ISF and -Clinical Quadrant examples (pp. 61-67) Why your principal is your principal client (pp. 69-70) -Doing the evidence-informed process for key SSW referral reasons (anxiety, social skills, bullying, ADD, noncompliance) (Chapter 5), wyas to appraise a study (Box 5.1, p. 75) -How to do the EIP process in the real world of schools -SpED, IDEA, RTI, and how they all affect SSW -New/Old roles for us in the RTI/MTSS process (group facilitators, case managers, parent connectors, behavioral experts)

Kelly chp. 7 helping families and school communities: EBP in action

-divorce and poverty are two biggest family stressors I. divorce 1. what are the effective school-based programs that can help children and families deal with divorce? 2. consulted EBSCO database and read abstracts of relevant articles 3. 45% marriages end in divorce; affects all races but especially racial minorities 4. apply two effective interventions found II. poverty 1. what are the risks for children's academic achievement for children living in poverty? 2. consulted EBSCO database 3. assess risk factors of poverty 4. adapt evidence found to school setting III. how to use EBP process to make your whole school safer, healthier, and smarter A. what are the major school climate/whole school issues that most affect student learning?

how will function-based knowledge benefit staff?

-helps staff consider why students do what they do -helps teams be more effective with their decision-making process -helps staff use appropriate function-based responses earlier, to ideally prevent youth from moving up the triangle -helps staff decide if they want to learn more

specialized instructional support personnel

-job title created by government -no one in schools uses it -at federal level, social workers/counselors/etc are all viewed as very overlapping, while at our level the careers are very specialized

domains and demands chp 4 where to intervene and how

-lack of research for school based sw intervention specifically -discusses 4 quadrants and 3 tier system -most important client is the principal -incorporate EBP into each quadrant

A Broader Conceptual Approach to Clinical Practice for the 21st Century by Frey & Dupper

-need for school social workers and other mental health providers to move away from specialist-oriented services to comprehensive general programmatic approaches -social workers should be able to work along the continuum from very specific psychotherapy to more macro level social justice work -three trends emerging in school mental health: service cohesion, services for disabled students becoming available to larger groups of students, and research based interventions -ecological model is best theoretical framework for school social work -clinical quadrant: horizontal axis is tasks and interventions from small groups to large systems, vertical axis is interventions from individual to environment -too much time spent in quadrant C according to research -barriers to adopting broader approach: workers want to work directly with children, traditional special ed methods, social work's commitment to crisis, how mental services are reimbursed

The State of School Social Work: Revisited

-reports results of national school social work survey -school social work started out very individual-focused - (a) identify primary risk factors, (b) identify students in need of secondary- or tertiary-level supports, (c) select a continuum of scientifically supported interventions to address the needs of all students, and (d) collect ongoing data to monitor the success of the continuum of supports. -social workers are spending less time implementing prevention strategies than in the past -following aspects of practice were examined: characteristics of workforce, characteristics and utilization patterns of students seeking SW services, level of practice activities of SSWs -utilization of resources to identify EBPs -3 goal domains: Provide evidence-based education, behavior, and mental health services; Promote a school culture conducive to student learning and teaching excellence; Maximize access to school-based and community-based resources -Barriers and Stressors in SSW Practice 1. 45% large caseload (67% work in more than 1 school) 2. 40% paperwork 3. H.S. Social Worker report more student refusal -Protective Factors for Stress Among SSW 1. Experience F=11.28, p=.004 2. MSW F=193.87, p=.001 3. State certification F=92.274, p=.001 -conclusions: workforce has remained constant, Students served have multiple risk factors (trauma and mental health/behavioral issues) -Most served by other service delivery systems -Focus on primary prevention decreased from 2008- and actual versus ideal has increased -Prevention orientation related to case load (1 school) and grade level (preschool and elementary) -Frequency of resources to identify EBPs appears to have increased -Barriers and frustrations -How SSWAA, state SSW associations, and SSW faculty can promote training based on the National Model

2031 SSW job description

-school reformers -organizational consultants -referral experts and resource coordinators (have list of people you refer to, tell family that you are presenting them with options, if this were my kid, I would consider it) -3-tier intervention experts -evidence-informed practitioners

Barrett: Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support CHP 3

-several components that are needed to effectively implement an interconnected systems framework: a) a focus on valued outcomes for all students in all settings; b) systems to ensure the selection and implementation of practices with treatment integrity with data based decision making by all school and community staff; c) the most effective, efficient, developmentally and culturally appropriate practices to address important outcomes at school, home and in the community d) data collection methodologies to evaluate both treatment integrity and outcomes -key factors: readiness of stakeholders to be involved, teaming structures, funding and sustainability, data system, social marketing, training, coaching/liaison, screening and referral mechanisms/resource mapping, effective communication

domains and demands chp 5 why johnny needs help; most common clinical issues ssws face

-ssws most often deal with social skills deficits, ADHD and anxiety -uses case examples to demonstrate how to use EBP in both micro and macro levels for the above issues -author used 3 different sources to find articles with experimental studies, random assignment, conducted in school, sustained treatment affects after 6 months, and materials easily accessed for implementation -steps are: create answerable question, investigate/appraise evidence, adapt/apply evidence, evaluating results

domains and demands chp 3 surveying the landscape of ssw practice

-ssws started out as "visiting teachers" rounding up truants -ssws in illinois are focused on mental health services -profession still lacks a national definition and expectation of what we do -when people start to define a profession, they decide who is in and out -hella ssws in illinois, partially because of IDEA mandating ssws be available for IEPs -ssws have access to EBP info but don't take advantage of it -lack of tier 1 intervention, working with entire student body, family-based programming -our career is not as specialized as we'd like it to think

Barrett: Advancing education effectiveness: Interconnecting school mental health and school-wide positive behavior support. OVERVIEW

-the Interconnected Systems Framework (ISF) described in this monograph represents a proposed and developing interconnection of Positive Behavioral Interventions and Supports (PBIS) and School Mental Health (SMH) systems to improve educational outcomes for all children and youth, especially those with or at risk of developing mental health challenges. -Specifically the monograph will: 1) define the Interconnected Systems Framework (ISF) as an implementation framework that creates and guides the linkage between education and mental health systems and staff; 2) describe current implementation efforts of the ISF across seven participating pilots including state, district and school-level sites; 3) discuss potential school and student benefits of utilizing the ISF framework; and 4) define implementation, research, and policy agendas to further improve and scale up the framework

School Based Mental Health in Illinois: Assessing the present and looking toward the future

-three tier intervention model: tier one (universal prevention for all), tier two (early intervention for some), tier three (intensive intervention for few) -survey 1: school based mental health programs -survey 2: school based mental health providers -key components for success: program goals, identified population, referrals, evidence based practice, outcomes -most mental health resources are in resource rich school districts -federal funding and program requirements plays a large role in who receives services -lots of time spent on children with significant needs and paperwork -school based intervention efforts are not integrated -effectiveness is most commonly measured by self report

MTSS ssw functions

-tier 3: facilitate -tier 2: coordinate -tier 1: teach/consult

Massat chp 16 screening and assessment of adaptive behavior

-two types of adaptive bx assessments: formal and informal I. reasons for screenings of adaptive bx 1. IDEA requires all states have policies in place to find children in need of special ed 2. related service providers need to be able to identify which children require more intensive services than general education but less intensive services than special education 3. early screening can lead to early intervention and save government funding costly remediation programs II. reasons for assessing adaptive bx -federal regulations demand it for eligibility, program planning, and responsibility of providing transitions into the workplace III. why ssws are qualified to assess adaptive bx -we are well trained in the interviewing process -professional focus of sw is the functioning of persons in their environment -requirement of IDEA is multidisciplinary approach to assessment and decision making IV. defining terms -adaptive behavior: collection of conceptual, social, and practical skills that have been learned and are performed in everyday life -conceptual skills: language, reading, writing, money, time numbers -practical skills: daily living, occupational skills, transportation, schedules, etc -adaptive behavior is a function of age, cultural expectations, and the environment V. assessment of adaptive behavior -interested in what individual typically does -usually done using a formal standardized instrument and a third party to avoid bias VI. common instruments to measure adaptive behavior -screening measures -ages and stages questionnaire -battelle developmental inventory screener -parents' evaluation of developmental status -prescreening developmental questionnaire -assessment measures -adaptive behavior assessment system -adaptive behavior evaluation scale -bayley scales of infant development -diagnostic adaptive behavior scale -scales of independent behavior -vineland adaptive behavior scales VII. using clinical judgment in the assessment of adaptive behavior -ensure match between evaluation's purpose and assessment measure -review appropriateness of measures in terms of clients demographics -be sensitive to instrument's examiner qualifications and ensure they've been properly trained -must administer instrument with fidelity to its directions -stay abreast of scientific literature and ethical concerns regarding available instruments -choose informants carefully by determining how well they know the client =consider client's experiences as they relate to participation, interactions, and roles -be sensitive to physical or mental health contributants -utilize other members of the multidisciplinary team as resources -follow published guidelines for interpretation of the test

strategies for bonding with the youghs

-use the language they use, "I heard you say no one knows what it's like living on the streets" -what sucked before with people trying to help you? -is there anything you would have liked to tell them that you can tell me so I can do better?

purpose of TDSHH evaluation

-wait list ontrol design with two suburban chicago middle schools -6 week follow up hypotheses: students in health classrooms, compared to students in control group classrooms will show increased knowledge about depression, higher scores on willingness to seek help, belief that adults could help them -found all were significant

Wraparound

A multi-agency plan of care designed to meet the individual requirements of students with special needs.

the zones of regulation

A system that uses four colored zones to help us understand our emotions and how our body feels

FBA

Functional Behavior Analysis -according to IDEA, required when students with disabilities are subject to disciplinary actions, not limited to this ("not limited", meaning you can conduct an FBA on children without IEPs for behavior issues) -process of gathering info to determine and describe WHY a certain behavior is occurring -tells (ABC's) -A: the environmental antecedent that is likely the trigger -C: the environmental consequence that is likely causing the behaviour to continue -B: the function of the behavior

barret chp. 5 Interconnecting School and Mental Health Data to Improve Student Outcomes

I. Challenges for Integrating School and Mental Health Data Systems - The tendency for members of these professional groups to remain isolated is related, in part, to the absence of clearly defined roles and the lack of a model for initiating collaboration -difficult to develop a methodological approach to data collection II. Advantages of an Interconnected Data Framework -evaluation of program, programmer competence -clarity, comprehensiveness and flexibility III. A Framework for Interconnecting School Behavior and Mental Health Data IV. Assumptions for the Development of an Interconnected Data Framework A. consider the whole child B. consider data within a tiered model C. consider appropriate types and sources of data D. Consider the feasibility of the data being collected. E. Development of an Interconnected Data Framework 1. the development of clearly stated questions for the successful evaluation of locally important issues and problems 2. the selection of appropriate measures and implementation of feasible data collection techniques to address the identified concerns 3. the establishment of procedures for using the information drawn from these methods to inform decision-making at the school, classroom, and student levels. V. Implementation of an Interconnected Data Framework A. establish a regular team-based approach B. develop a locally shared vision C. process for collection and integration of student data D. Process for using data for decision making and evaluation E. process for tracking fidelity F. Process for reporting and informing key stakeholders. G. Exemplar Site for Interconnecting School Behavior and Mental Health Data VI. Summary and Recommendations for Interconnecting School and Mental Health Data Systems

barrett chp. 4 school-level practices

I. Critical Features of Practices within an ISF A. employ evidence-based practice B. Organize Practices within a Multi-tiered Continuum of Support -Practices within an ISF are organized across a continuum that (a) ranges in scope from what all students to a few students need to be successful, and (b) varies in intensity from low C. Consider Practices across All School Contexts D. Form Partnerships among Academic, Behavioral, and Mental Health Providers E. engage families F. consider culture G. use data II. process for installing practices within an ISF A. identify practices B. select practices C. Implement practices D. Monitor, Evaluate, and Adapt Practices III. School example

Massat chp. 4 evidence informed practice in the real world of social work

I. SSW's use of evidence in their practice II. defining evidence-informed practice -process of transparent, culturally sensitive choices with a client that helps them solve their problems III. the process of becoming evidence-informed A. identification of a problem that the client wants to resolve B. creation of an answerable question related to the problem C. consultation of the evidence base by the SSW to identify best available evidence to address the problem D. presentation of evidence in next session to client in concise language to help them make decisions about their next steps E. evaluation of the intervention plan undertaken with consideration either of termination or repeat of process to address another problem IV. why evidence-informed practice? A. our outcomes increasingly matter B. EBP is embedded throughout SW code of ethics V. the evidence-informed practice A. our school clients want to know what works B. we want to know what works to better serve our clients VI. what we know about the state of school social work RE: evidence-informed practice -increase in EIP resources, but no increase in social workers using them VII. EIP in action: the case of marty VIII. further thoughts on EIP -ability for SWs to feel confident they are using best available evidence -increase in engagement between client and ssw -enhancement of cultural competency skills IX. barriers to EIP in schools 1. access to EIP resources 2. what to do when you find something (how do you appraise evidence) 3. time 4. motivation

Massat chp. 31: promoting social emotional learning for children with special needs

I. cascades model: importance of promoting social-emotional learning for children with special needs -special ed kids are at higher risk for challenges like peer rejection so they need help developing SEL skills -poor behaviors will increase in severity over time if not addressed II. SEL and tiered response models A. features of effective school based tiered response models -improved school safety, academic achievement, student bx, school climate, and staff collaboration B. features of SEL supports -self awareness -self management -social awareness -relationship/social competency -responsible decision making *best taught by sequenced training, active learning modalities, focused and sufficient exposure, and explicitly defined bxs -preserve autonomy C. integrating SEL and tiered response models -early screening data -existing data -progress monitoring data important to monitor the gap between baseline and expected levels of SEL functioning, inform mid-course SEL strategy corrections, and monitor overall effectiveness III. a tiered SEL response model for students with special needs -starts with a safe, orderly environment -normal development is preceded by environments that minimize toxic events, model/teach/reinforce prosocial bx, provide monitoring and supervision to support bxs and teach awareness of thoughts/emotions IV. primary SEL supports for students with special needs A. SEL classroom management -good behavior game -incredible years teacher classroom management program -my teaching partner for secondary school B. SEL student coaching -helping children become aware of their feelings and coping responses during naturally occurring social situations C. SEL curricula -safe learning environments and social/emotional competency instruction is key -PATHS, second step, I can problem solve, and making choices are all recommended -PATHS deals with promoting social/emotional competence and preventing aggression V. secondary SEL supports for students with special needs A. Function-based intervention planning -observing ABC data B. self-management supports C. behavioral contracting with goal setting -written agreements defining an expected bx and outcome if the student meets the terms -more effective when they include student input, achievable goals, and direct instruction in skills needed D. Self monitoring: self-management training and regulation strategy -includes self assessment, goal setting, self monitoring, self recording and self evaluation E. teacher-monitoring: the behavior education program -provides daily support for students with special needs, based on CICO system -includes clearly defined expectations, increased positive reinforcement for meeting expectations, contingent consequences for problem bx, increased positive contact with an adult at school, increased home-school communication F. small group instructional supports -group based social skills training G. coping power program -group based secondary preventative intervention -social competence, self regulation, and positive parental involvement are specific targets H. incredible years small group dinosaur school program -for elementary aged kids -teaches classroom bxs, probelm solving strategies, social skills, etc. VI. tertiary SEL supports for students with special needs: wraparound -improves child level outcomes, school attendance, behavioral/functional living outcomes -improves linkages among schools, families, community agencies -key elements are: school based coordinator of all supports, individualized child focused plan that is strengths based, families active in planning, team approach that includes relevant community agencies, accessible funding sources, commitment of team members, outcomes monitored

massat chp. 23 making school social work visible, viable and valued

I. challenges to the profession A. challenges in the US -lacks self-defined niche with consistent expectations -token status in a host setting -competition and role overlap B. international challenges -funding -less time to establish an identity since its newer -less training required -no international set of professional requirements II. addressing the challenges -advocate for policy changes nation, state, and school-wide 1. foundational task -decide what is right and wrong 2. navigating policy and advocacy systems task -determine where to focus the intervention 3. agenda setting task -is context favorable for a policy initiative, and if so, how to develop strategies to place initiative on agendas of decision makers 4. problem-analyzing task -analyze the nature and prevalence of scientific problems 5. proposal writing task -develop solutions to specific problems 6. policy enacting -seek to have policies approved 7. policy-implementing task -influence how policies are carried out 8. policy-assessing task III. school social work in illinois: building the profession -national leader in ssw IV. building school social work in japan A. current status B. challenges and opportunities for SSW in japan

erika's lighthouse program

I. core messages II. depression education III. video-based study guide

massat chp. 33 school based trauma informed care for traumatic events

I. crises and traumatic events in school settings -shootings II. Definitions of crisis and key elements of crisis theory -crisis: a period of psychological disequilibrium during which a person's normal coping mechanisms are insufficient -danger: individual's inability to cope with this state -opportunity: unexpected opportunities for growth and development that can occur when individuals discover previously unknown strengths and resources within themselves III. the components of a crisis 1. hazardous event 2. vulnerable state 3. precipitating factor 4. state of active crisis 5. stage of reintegration or crisis resolution IV. disaster theory and phases of stress reactions in a disaster 1. impact 2. recoil and rescue 3. recovery V. definitions of trauma and common reactions to trauma 1. type I: one and done 2. type 2: repeated trauma VI. PTSD A. four clusters of PT symptoms 1. intrusion -recurrent distressing memories of event -dissociation can occur 2. persistent avoidance 3. negative alterations in cognitions and mood 4. hyperarousal and reactivity -trauma vs grief VII. predictors of distress -amount of exposure to trauma -meaning of the event to the individual -malignant meanings attached to events -violation of basic assumptions -prior trauma VIII. microlevel/clinical practice -help is provided immediately -interventions at the time of the crisis are time sensitive and brief -social worker takes an active stance in helping efforts -primary goal of intervention is reduction of symptoms -interventions often include combination of counseling, provision of info, concrete community resources and tangible support -expression of feelings -strategies for problem-solving and effective coping IX. macrolevel/organizational practice A. level I crisis: personal tragedy for one individual at one school B. level II crisis: major personal crisis or threatening incident at a single school, or major disaster elsewhere that affects students and teachers C. level III crisis: disaster that directly affects one or more schools X. crisis team activation -no psychological interventions should be attempted -keep order, provide info, respond to rumors A. teachers' meeting B. notification of students XI. ongoing consultation with and support to teachers and school staff XII. scope of school response and support services for students -three tiers of services -focus on students who have acute stress disorder, are bereaved, have preexisting psychiatric conditions, require medical attention, or experienced prolonged exposure to the incident XIII. critical incident stress debriefing 1. review what occurred 2. process wide range of reactions experienced 3. provide psychoeducation about normative responses to trauma and useful coping mechanisms 4. engage the group in problem solving, support, and mutual aid to help members practice self care 5. provide referrals for individuals who require further assistance XIV. working with parents and the community A. rumor control mechanisms B. working with the media C. community healing and memorial activities XV. secondary traumatic stress, vicarious traumatization and self-care XVI. practice examples of crisis intervention in schools: natural disasters XVII. violence and suicide assessment, intervention and prevention A. suicide assessment, intervention and prevention

Massat chp. 12 Policy and Law Affecting School Social Work with Vulnerable Populations

I. current policy issues affecting racial and ethnic minority children -racism, resegregation, achievement gap, overrepresentation in special ed, biased tests, and bilingual education -at risk, cultural deficit, and disadvantaged are labels put on black kids -color blindness denies racial discrimination is responsible for injustices -model of cultural reproductive systems and actions demonstrates how actions maintain dominance without people even being aware of contributing to inequity -critical race theory provides a framework to identify, analyze and transform those inherently biased aspects of education -important SSWS not only address concerns that are a result of marginalization but work to confront the marginalization itself II. resegregation -courts determined past discrimination had been eliminated -Kansas city plan to integrate schools was turned down by supreme court III. continuing shift toward market solutions -public education for vulnerable groups is udner threat -voucher movements grant parents money to use in choosing schools for their kids, and is creating controversy over separation of church and state -charter schools are publicly funded but operate outside of rules of public schools -privatization is based on beliefs that competition will lead to improved education, private enterprise is always superior to tax based gov sponsorship, public subsidies must be justified, benefits of private enterprise are self evident -these theories lack evidence IV. Achievement Gap -standardized testing, graduation rates and college attendance indicate minorities are not receiving adequate educations -curricula is categorized by taught (overtly communicated), learned (internalized by student about self and world), null (absence may convey lack of access), hidden (implicit instruction to stratify learners for future labor) and outside (experienced in learners home and via peers) -study showed that class rather than race determined structure of the curricula -working class kids were taught procedure with little choice, academic success based on following rules not correct answers -middle class kids were encouraged to get the right answer, more allowance for choices -professional parented kids given more opportunity to be creative -children of executive class parents were expected to develop their own intellectual powers -No child left behind subscribes to working and middle class standards of learning, will little opportunity to develop decision makaing skills -NCLB can call a school failing if any demographic is not achieving at the level identified as adequate, so it has less impact on schools with small numbers of minorities because if there are less than 40 or members that attend less than 140 days that group isn't counted in the progress analysis V. overrepresentation of minority children in special education -could be due to nonstandard procedures used to assess minority students, bias in testing, or overreliance on IQ tests -National Center for Culturally Responsive Educational Systems formed to address these issues VI. Potentially Biased Tests -trial found IQ tests being used were developed for white middle class students -another judge found 8 biased items on the Wechsler intelligence scale for children VII. Native american children and educational policy -started with assimilationist policy -moved away from this in 1934 with the Indian Reorganization act -went backwards in 40s when funding was cut, forwards again in 70s, almost lost funding for Office of idnian affairs in 1995 but was saved VIII. gender and educational policy -title IX prohibits sex discrimination -income rates are still unequal IX. LGBTQ students and faculty -somewhat protected under title IX -schools still allowed to discriminate in employment against LGBTQ people X. homeless children and schools -increasing -challenges include rising transportation costs to get them to school, inadequate staff to identify and support homeless students, lack of low income housing, reduction in communinty services -title VII-B of homeless assistance act identifies homeless youths -local education agency must keep child in school XI. bilingual education -proposition 27 dismantled californias bilingual education program and federal bilingual education act was replaced with the english language learners that emphasizes acquisition of english XII. conclusion -education policy must be evidence based -educational practices must be based on equal access to free education -educational practices will likely differ based on population and environmental contexts, therefore evidence to develop policy must be related to needs of different groups -educational achievement is related to wide range of factors -SSws must act against injustice, discrimination, oppression

Massat chp. 1 the role of the school social worker

I. defining concepts for the SSW role A. where do school social workers practice? B. what is in connection among educational policy, programs and SSW? C. what is the purpose of SSW? -help make educational process effective for students whose full participation is marginalized D. how is the role of the school social worker developed? II. a historical analysis of the SSW role A. toward respect for individual differences B. the beginnings of SSW -1906 III. developing and defining the role A. the first role definition by a school system: the rochester schools -hired visiting teachers in 1913 B. between school and community: jane culbert C. from a focus on the environment to the maladjusted child: the early years D. fields of practice with casework in common: the milford conference -distinguished different types of casework E. the distinction of generic and specific knowledge for practice: grace marcus F. the rationale for school social work practice: florence poole G. a period of professional centralization -NASW 1955 merged all SW fields H. the transaction between persons and environments: Harriett bartlett and william e. gordon I. the beginnings of specilization -practice in each field defined by clientele, point of entry, social institution, and contribution of the social work J. rethinking casework in the schools K. four models for practice: john alderson -clinical theory -social change theory -school community organization -social interaction model L. seven clusters of school social work functions: lela costin -direct counseling with individuals, groups families -advocacy -consultation -community linkage -interdisciplinary team coordination -needs assessment -program and policy development M. broadening approaches to practice N. how to describe interrelation of methods in practice 1. clinical quadrant 2. ecological systems models O. research on the tasks of SSWs 1. relationships with and services to children and families 2. relationships with and services to teachers and school staff 3. services to other school personnel 4. community services 5. administrative and professional P. changes in the field of education Q. multitiered prevention and intervention: positive behavioral interventions and supports and multitiered system support -PBIS and MTSS R. teamwork S. will SSWs retain a distinct role? T. evidence-informed practice U. policy practice -known to be professionally competent -committed to attend committee processes -have some knowledge of political process -have sufficient longevity

Massat chp. 20 tackling oppression in schools: skills for school social workers

I. defining oppression in school policy and practice -assess professional role in schools -three types of schools: actively oppressive, passively oppressive, and antioppressive ***CPS used as example for actively oppressive schools II. orienting our professional compass: authentically supportive relationships and school social work ethical standards -we need to have good relationships with oppressed youths -counterstratification is a process by which school professionals work with oppressed youth to help them gain access to resources by creating authentically supprotive relationships -characterized by ability to demonstrate trustworthiness, develop a shared meaning of oppressive context in with they interact, express solidarity by helping them attain social capital III. Six Skills for Tackling Oppression in Schools -recognizing/acknowledging our privilege, critically reflecting on our policy and practice priorities, strategically using data and multitiered interventions, owning our unique roles as school social workers, aligning with antiopressive allies, and actively involving oppressed youths/families/community members IV. Tackling oppression in schools reflection

massat chp. 24 developing safe, responsive, and respectful school communities: evidence-informed tier 1 interventions

I. defining school climate: safe, responsive, and respectful school communities A. school climate conceptualized by: 1. safety 2. teaching and learning 3. relationships 4. environmental-structural II. importance of developing safe, responsive, and respectful school communities -associated with improved academic achievement III. a data informed process for school climate decision making 1. process for monitoring, assessing and identifying school climate priorities 2. process for selecting and implementing evidenced-informed interventions IV. evidence-informed tier 1 interventions to develop safe, responsive, respectful school communities -bullying prevention programs -SEL programs -behavioral management strategies V. key considerations in selecting and evidence-informed tier 1 strategy 1. evidence of effectiveness 2. student population 3. coast and resources 4. school and community context VI. case example: ABC middle school VII. other key considerations for school social workers -involve stakeholders -school climate affects teachers and staff, not just students

massat chp. 7 ethical and legal complexities of confidentiality for social workers

I. ethical issues related to confidentiality in school social work practice A. NASW code of ethics B. Position statements on confidentiality and the SSW 1. who is the client 2. compelling professional reasons 3. professionalism vs confidentiality II. legal issues related to confidentiality in SSW practice A. child abuse and neglect reporting B. harm to self or others and the duty to warn C. physical violence vs harmful acts D. imminence of physical violence E. age of the child F. age, state, law, and the health insurance portability and accountability act G. the family educational rights and privacy act III. other factors that influence confidentiality A. release of information forms B. subpoenas from court C. necessary disclosures and the minimum possible information D. the consequences of disclosure without consent

chp. 13 understanding students with TBI

I. identifying students with TBI A. defining traumatic brain injury -injury after child is born caused by an external physical force resulting in functional disability and/or psychosocial impairment -does not includes cogenital brain injuries, encphalitis, but does include closed head injury B. describing the characteristics -learning, communication, emotional, physical challenges -physical changes of muscular atrophy -cognitive and academic changes of lower IQ -factors include severity of injury, age at time of injury C. determining the causes 1. falls 2. automobile accidents 3. being struck by or against something 4. assaults -shaken baby syndrome II. evaluating students with traumatic brain injury A. determining the presence -glasgow outcomes scale B. determining the nature of services -BRIEF III. designing an appropriate IEP A. partnering for SPED and related services B. determining supplementary aids and services C. planning a UDL for learning -appropriate instructional pacing -frequent student responses -adequate processing time -monitoring responses -frequent feedback D. planning for other educational needs IV. using effective instructional strategies A. early childhood students: collaborative teaming -partner to achieve a shared goal -believe all team members have unique expertise -distribute leadership throughout the team 1. building team structure 2. learning teamwork skills 3. taking team action 4. teaching collaboratively 5. improving communication and handling conflict B. elementary and middle school students: cooperative learning 1. positive interdependence 2. individual accountability C. secondary and transition students: problem solving and decision-making instruction 1. problem identification 2. problem explication or definition 3. solution generation V. including students with TBI VI. assessing student's progress A. measuring progress 1. progress in gen ed -analytic rubrics 2. progress in addressing other educational needs -bender-gestalt visual motor test D. making accommodations for assessment

chp. 12 understanding students with physical disabilities and other health impairments

I. identifying students with physical disabilities and other health impairments A. physical disabilities 1. defining physical disabilities -sever orthopedic impairment that adversely affects aa child's educational performance 2. cerebral palsy: describing the characteristics and determining the causes -group of neurological disorders that affect movement and posture and occur before birth or during infancy -includes spastic, dyskinetic, athetoid, ataxic, and mixed -topographical classification system: specific body location of the movement impairment correlates with the location of the brain damage 3. spina bifida -malformation of the spinal cord before birth -includes spina bifida occulta, meningocele, myelomeningocele -neural tube defects: malformations associated with thee spinal cord, brain and vertebra B. other health impairments 1. defining other health impairments -due to chronic or acute health problems such as asthma, ADD, epilepsy, etc. -adversely affects child's educational performance 2. epilepsy: describing the characteristics and determining the causes -seizures: temporary neurological abnormalities that result from unregulated electrical discharges in the brain -partial seizures: begin in one size of the cerebral hemisphere and typically involve only one motor or sensory system -generalized seizures: involve both cerebral hemispheres -tonic-clonic seizures: causes student to lose consciousness and go back and forth between rigid extensions of extremities and rhythmic contractions of extremities -absence seizures: student loses consciousness but only for about ten seconds 3. asthma -chronic lung condition characterized by airway obstruction, inflammation, and hyperirritability of the bronchial tubes -most common chronic disease among children in US II. evaluating students with physical disabilities and other impairments A. determining the presence -nondiscriminatory evaluation process -neuroimaging B. determining the nature of specially designed instruction and services -school function assessment: participation, task supports, activity performance III. designing an appropriate IEP A. partnering for special education and related services B. determining supplementary aids and services -wheelchair considerations C. planning for UDL -digital content D. planning for other educational needs -PE IV. using effective instructional strategies A. early childhood students: token economy systems B. elementary and middle school students: self-awareness C. secondary and transition students: Driver's Ed V. including students with physical disabilities and other health impairments VI. assessing students' progress A. measuring progress 1. progress in Gen. Ed -computer technology 2. progress in other educational needs B. making accommodations for assessment

massat chp. 32 evidence-informed mental health practice in schools

I. mental health policies and school social work -schools may be only intervention point a student can access mental health services II. the role of the SSW in mental health services -provide therapy -connect kids to outside services III. assessment -screening in schools -determining which interventions are necessary IV. use of the DSM V. mental health issues commonly encountered in schools -social, interpersonal, family problems -aggression/disruptive behavior/bullying -behavior problems associated with neurological disorders such as ADHD -adjustment issues -anxiety/stress/school phobia -depression/grief VI. EIP and ADHD -multimodal interventions involving meds, psychoeducation with family, behavioral coaching with student, collaborating with teachers VII. EIP and mood disorders -multimodal approach involving counseling, medication, and other psychosocial interventions -decrease periods of illness and negative consequences of episodes -add structure to day, positive reinforcement, focus on cognitive and behavioral skills VIII. EIP and autism spectrum disorders -early intervention -social skills groups -training in greeting skills, grooming, appropriate classroom behaviors IX. EIP and anxiety disorders -cognitive behavioral one on one work or in groups -classroom based interventions (mindfulness and relaxation) -family based coching and psychoeducation X. strengths perspective in SSW mental health practice: the case of conduct disorders -strengths perspective -solution-focused brief therapy -motivational interviewing

massat chp.5 ssw supervision

I. ssw in the context of educational reform -shift to multitiered approach II. domains of supervision A. administrative/managerial supervision B. educational/supportive supervision C. clinical supervision III. the danielson framework and ssw supervision 1. planning and preparation 2. context for learning 3. delivery of service and resources 4. professional responsibilities IV. elements of successful supervisory relationships in ssw V. models of ssw supervision -individual/small group meetings -online supervision VI. model of ssw consultation and supervision

Massat chp.21 schools as organizations

I. organizational analysis -first step in developing a clear understanding of a school's culture II. formal organizational structure -official, established, documented patterns of functioning within an organization 1. formalization -degree to which rules are officially codified 2. standardization -uniform ways of dealing with uniform situations 3. centralization/decentralization -concentration of power -distribution of power 4. horizontal and vertical complexity -type and degree of organizational segmentation -number of levels in the hierarchy from the top to the bottom of the organization -four types of informal structure: relationship, communication, decision-making, and power -factors that contribute to informal structure are characteristics of individuals, common life experiences, shared values, common memberships, or sharing a common fate III. the school as an organizational culture A. organizational culture as it relates to the formal structure -disciplinary guidelines should be reflective of cultures of ALL students not just white ones B. organizational culture as it relates to informal structure -better informal structure=better organizational culture IV. people-processing and people-changing perspectives -people processing: rules that govern behavior V. routinized action perspective -examines, analyzes, and initiates changes in routines and can help organizations better address challenges from the environment VI. diversity change perspective VII. postmodern perspective -alternative way of thinking about scientific claims -skeptical of generalizations about people -recognizes the differences in experiences, values qualitative data VIII. strengths perspective

Barrett chp. 3 The Role of School Level Systems in Interconnecting School Mental Health and School-wide Positive Behavior Support

I. organizational structures and features A. readiness -assess the readiness of stakeholders to participate in the partnership -As part of the readiness within the ISF framework, Positive Behavioral Interventions and Supports must be in place and functioning well at the universal level before attempting to advance work at the 2nd and 3rd tiers B. teaming structure -At the school level, Teams should include youth, family, school and community members. C. funding and sustainability D. data system -At the school level, in order to effectively implement an ISF framework, it is critical to have a data based web or computer application that allows the ISF team access to both academic and behavioral data that can be used to inform stakeholders about the impact of the ISF interventions. E. social marketing -The ISF process should be openly marketed to and regularly shared with families, school based staff, school administration and board and communities F. training G. coaching/liaison -identify key individuals who can coach and liaison with the ISF team and provide training and technical support as well as help to make sure the coordination of activities and resources is facilitated within the building H. Screening and Referral Mechanisms/Resource Mapping I. effective communication

Massat appendix C: putting it all together

I. presenting concerns -academic and behavioral struggles II. devin's situation as a whole III. devin's presenting issues as they are experienced in the context of education IV. the presenting behavior V. annual goals, objectives and resources -the direction of change desired -deficit or excess -present level of performance -expected level -resources needed VI. Short term objectives (benchmarks) VII. related services

Massat chp. 6 the process of ethical decision making in social work

I. procedure and principles 1. know yourself -explicit values may not be exhaustive -ranking of values may change depending on situation -some principles imply social workers will be able to predict the outcomes of their decisions -practitioners may disagree about how a principle should be put into practice 2. analyze the dilemma -who is the primary client -who are the stakeholders -which values are in conflict 3. seek consultation -clinical consultation -legal advice 4. identify the courses of action -keep material confidential to maintain therapeutic relationship -divulge confidential material to protect student -share ethical dilemma with the client and empower them to disclose 5. manage the clinical concerns -maintaining a standard of care -managing student reactions -managing parental reactions 6. enact the decision -golden rule: would I want a sw to handle the situation the same way if it were me? -fiduciary responsibility: if I proceed with this course of action will I have faithfully discharged my sw responsibilities to my client? -generalizability: would I treat another student the same way? -publicity: would I feel comfortable if the details of my decision were made public? -universality: if another social worker sought me out for consultation on this situation, would I recommend this course of action? 7. reflect on the process -to what degree did my personal values influence this decision? -to what extent did other participants influence my choices? -were there courses of action I failed to consider? -should I have consulted other people? -were there clinical concerns that I missed or underestimated? -in hindsight did I make the right decision? -what precautions should I take to prevent potential problems in the future? II. ethics and the law -issues can be neither, both, or one or the other 1. issues in record keeping -FERPA guarantees parents access to school records, of which SW's notes are not part

Massat chp. 3

I. recognize the immediate and broader environment II. the school as part of nested ecological systems 1. systems interrelation to one another 2. individual's capacity to coconstruct and shape the systems in which they participate III. organizational characteristics of schools 1. the school's organizational culture 2. structuring of power 3. openness toward its environment IV. respond thoughtfully with attuned intervention A. a strengths orientation B. thoughtful selection of intervention models and practices C. responsiveness through role definition V. Cultivate relevance to the school community

Massat chp. 19 policy practice for SSW

I. school social worker's role in policy practice II. tasks and skills of policy practice -analytic skills -political skills -interactional skills -value clarifying skills III. policy practice in action A. the policy making practice 1. problem identification 2. systematic data collection 3. identify stakeholders and inform the public 4. development goals 5. implementing newly developed policy B. tools of policy advocacy -schoolboard -principal -superintendent -union -key opinion leaders

massat chp. 22 policy development and the SSW

I. social policy defined -public response to the social problems of society II. policy and SW practice in schools -all three levels III. case example IV. policy practice -policy analysis -policy landscape -policy solutions -advocacy V. policy analysis -understanding the policy A. policy problem and goals B. benefits and services C. target D. service delivery strategy E. funding F. monitoring VI. policy landscape -who is involved in the system and how is power distributed among them? VII. policy solutions VIII. advocacy -mobilize communities -gathering research -communicating a clear message -educating policymakers -building relationships with stakeholders

massat chp 9 educational mandates for children with disabilities

I. what are the educational rights of children with disabilities? -right to attend school/zero reject -right to fair appraisal of strengths and needs/nondiscriminatory evaluation -right to beneficial experience in school/FAPE -right to be included in gen ed classroom -right to be treated fairly -right to be included in decision making process II. how does the special education system work III. what is the role of the local school system IV. who is the child with disabilities V. what are SW services in schools -preparing social/developmental history on child with a disability -group and individual counseling -working in partnership with parents -mobilizing school and community resources to enable child to learn as much as possible -assisting in developing positive bx intervention strategies VI. what is special education VII. what are related services -developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education VIII. what is an IEP IX. what services must the school provide -special ed -related services -supplementary aids and services -program modifications -personal support 1. this is so the student may... -advance towards attaining annual goals -be involved and progress in general curriculum and participate in extracurriculars -be educated and participate with other children A. SW services B. psychotherapy C. children unable to benefit from education X. what is placement in the LRE XI. what are placement procedures XII. can students with disabilities be suspended or expelled -was conduct caused by disability -was conduct a direct result of school's failure to implement IEP XIII. what are provisions for a resolution session, for mediation, and for an impartial due process hearing XIV. what are due process and judicial review

Massat chp. 17 needs assessment

I. what is a needs assessment? II. why conduct a needs assessment? III. planning your needs assessment A. determining what you need to know B. build a base of support by getting others involved C. write a proposal or plan IV. implementing the assessment A. gathering existing data B. gathering new data 1. observation 2. focus groups 3. key informant interviews 4. surveys C. suggestions for getting the most out of each method 1. observation 2. focus groups 3. key informant interviews V. analyzing your data A. tips on using excel B. optical scanning VI. reporting your findings A. graphical presentation