Transcript The Changing Roles of School Social Work

The Changing Roles of School
Social Work
ANDY FREY, JAN KUTTER, &
SANDRA SARMIENTO
J U N E 2 7 TH, 2 0 1 1
National Trends in Student Support
Evidencebased
Practice
Knowledge
about what
works
IDEIA
Research,
Practice,
& Policy
Response to
Intervention
NCLB
Positive
Behavior
Support
Continuum of Mental Health Strategies
National Center for Mental Health Promotion and Youth
Violence Prevention Education Development Center, Inc., Health
and Human Development Division
3 Components of the Whole School Approach
Public Health Approach
 Focuses on the largest possible groups of people
 Emphasizes preventative approaches
 Identifies and addresses risk factors
 Employs evidence based interventions (EBIs)
 Focuses on strengthening protective factors
 Coordinates and integrates services
 Evaluated the effectiveness of interventions
Implications for New Roles
• Emphasis on indirect service model
– Addressing attitudes, beliefs, and behaviors of school
personnel
– Coordinator of EBPs
– Technical support for school and district-wide applications
(i.e., training, data-based decision-making)
– Evaluation, including treatment integrity
• Direct services
– Provide some indicated/tertiary prevention
– Coordinate community resources for treatment and
maintenance
3-Tiered System of Support
Necessary Conversations (Teams)
Universal
Team
Plans SW &
Class-wide
supports
Universal
Support
Secondary
Systems Team
Problem Solving
Team
Tertiary
Systems Team
Uses Process data;
determines overall
intervention
effectiveness
Standing team; uses
FBA/BIP process for
one youth at a time
Uses Process data;
determines overall
intervention
effectiveness
CICO
Brief
SAIG
Group w.
individual
feature
Brief
FBA/BIP
Sept. 1, 2009
FBA/
BIP
Complex
FBA/BIP
WRAP
Social Work and RTI/PBIS
 PBIS – A 3 tiered system of supports for all
students, kindergarten through high school.
 The problem solving model
 The school social work role- traditional versus
response to intervention
 The East Aurora evolution of the traditional social
work model to the current practices of PBIS
implementation
Changing Role in the School Setting
 Pre-existing knowledge
 Students’ mental health needs increasing-define the
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school social worker role as it relates to educational
impact. (Just one view)
Mental Health Act of 2003
PBIS
Social emotional learning standards
Provide more school supports
Changing Roles (Cont)
 Move from individual services to groups
 Professional development for social workers and school staff
 Discussion with administration regarding impact
 Change in job descriptions- (next year)
 Traditional role or changing role
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Use skills effectively
Teach staff skill set to use for detection of problems
Focus on prevention to stop continual crisis
Run groups directed by data-SWIS
Use problem solving model to reduce numbers of social history
Use secondary team as referral rather than individual except for crisis
intervention
Not have IEP minutes define time job
Part of the team for FBA/BIP development rather than the only person
Next Steps
 Discuss the changing roles with universities to have
curriculum include:
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Data management
Changing roles
Social emotional curriculum
 Questions/thoughts:
Resources
 Research on the Relationship Between Mental
Health and Academic Achievement. National
Association of School Psychologists, 2008
http://www.nasponline.org/advocacy/Academi
c-MentalHealthLinks.pdf
 Realizing the Promise of the whole-school
approach to children’s mental health: A
practical guide for schoolshttp://www.promoteprevent.org/webfm_send/
2102
Resources
 Reducing Problem Behaviors in the Elementary
School Classroom: A Practice Guide (NCEE #2008012)http://ies.ed.gov/ncee/wwc/pdf/practiceguid
es/behavior_pg_092308.pdf
 SchoolMentalHealth.orghttp://www.schoolmentalhealth.org/index.ht
ml
 http://www.pbisillinois.org/
Resources
 Existing federal programs that provide resources
 Elementary and Secondary School Counseling Program
 Grants for the Integration of Schools and Mental Health
Systems
 IDEA
 Safe Schools/Healthy Students
 Systems of Care