Social Work Services: How to support students socially and emotionally

1. Social Work Services: How to support students socially and emotionally Presented By: Stacy Robertson, School Social Worker August , 2011

2. Social Work Services Objectives: • -TWBAT understand the role and responsibilities of the social worker, including order of priority. • TWBAT identify a student in crisis. • TWBAT act immediately on a student crisis. • TWBAT understand his/her role as mandated reporters and reporting procedures. • TWBAT understand the referral process for services (crises and non-crisis referrals). • TWBAT understand his/her role in maintaining confidentiality. • TWBAT know what to expect from the social worker.

3. Social Work Services Do Now: How have you utilized your school social worker in the past? What went well? What did not?

4. Role of the Social Worker To help students whose social, emotional, and personal well-being adversely affects their ability to function appropriately in school.

5. Role of Social Worker at MCP -Keep tabs on the emotional well-being of our students and school community. -Assist students with social, emotional, and personal issues that affect ability to function appropriately in school. -Crisis intervention on the individual level. -Work with crisis team to handle school-wide crises. -Provide social assessments and social work minutes for students with IEP’s and 504 plans. -Consultation with staff on students’ emotional needs. -Ensure linkages between support providers. -Advocate for student needs. - Advisory: Classroom teachers benefit from professional help with more involved social and emotional issues -Social worker provides linkages to necessary services in the community -Teach about emotional and relational health • Manage pre-referral intervention team (SST) and provide intervention. • Administer testing for students in ELL program.

6. Social work at MCP • Social Work is NOT psychotherapy • Social Work at MCP is rooted in three theories: • Solution-Focused Brief Therapy • Cognitive-Behavioral Therapy • Family-Systems Theory • Goal is to keep it “short and sweet”

7. Outside Scope of Social Work services • Students who need intensive individual psychotherapy • Prescription/recommendation of psychotropic medication • Family counseling • Social worker has resources to refer these issues to providers outside the school

8. Social Worker Roles/Priorities

9. Part One: Crisis Intervention

10. Crisis Intervention • Completely Confidential • First Priority • Involves Student Safety & Safety of Others • Needs immediate follow-up • Can be on individual or school-wide level • Social Worker works with the crisis team to handle school-wide crises • Provide linkage to community resources

11. Crisis Intervention, cont. Identifying a crisis situation: • Student is crying in class, teacher asks why, and student refuses to explain • Suicidal/homicidal behaviors (i.e. self-mutilation) or thoughts. • Student or parent reports physical or sexual abuse (past or present) • Teacher witnesses or suspects physical abuse • Student reveals he/she has run away from home or reports that the family is homeless. * More extensive training on Homeless students will come in Fall. • You suspect or learn that a student plans to hurt him/herself or someone else • Student has recently lost a family member or loved one.

12. Crisis InterventionProtocol - Instructor/staff member should immediately inform the social worker and/or administrative staff of the situation. - Social worker will follow up on the situation immediately. Linkage to outside services will be provided if necessary. - If there is any risk of harm to self or others, the student should be constantly monitored by a staff member until appropriate services are secured. - Teacher should fill out a referral form within 24 hours of the crisis situation. If abuse is suspected, DCFS mandated reporting protocol must be followed.

13. Mandated Reporter The Abused and Neglected Child Reporting Act, 325 ILCS 5/1 et seq.,defines mandatory reporters as those professionals who may work with children in the course of their professional duties. Every teacher and teacher’s aide clearly falls within this definition.

14. Mandated Reporter In the school setting (MCP) a mandated reporter includes: - Principals, Assistant Principals, Deans - School social workers, counselors, psychologists - Teachers ( Paid, Full-Time, Part-Time, Substitute, or Volunteer) - Truancy officers, Security officers - Custodians, Lunchroom Staff - Athletic Coaches

15. Why Report? ALL SCHOOL PERSONNEL MUST IMMEDIATELY CONTACT THE DEPARTMENT OF CHILDREN AND FAMILY SERVICES WHEN THEY HAVE REASONABLE CAUSE TO SUSPECT THAT A CHILD WHO IS UNDER THE AGE OF EIGHTEEN AND KNOWN TO THEM IN THEIR PROFESSIONAL CAPACITY HAS BEEN ABUSED OR NEGLECTED OR IS IN DANGER OF BEING ABUSED OR NEGLECTED – PHYSICALLY, SEXUALLY OR THROUGH NEGLECT – AND THAT A CAREGIVER, OR PERSON IN A POSITION OF TRUST AND AUTHORITY OVER THEM, COMMITTED THE HARM OR SHOULD HAVE TAKEN STEPS TO PROTECT THE CHILD FROM HARM.

16. What to report • Child Abuse - The mistreatment of 18 years old or younger by a parent, caretaker, someone living in their home, or someone who works with or around children. Physical, Sexual, Emotional (Review “ Manual for Mandated Reporters”) • Child Neglect - Neglect is when a parent or caregiver fails to provide adequate supervision, food, clothing, shelter, or other basic needs of the child.

17. What to Report An alarming and increasing number of teenagers attempt and succeed at suicide. According to the Centers for Disease Control and Prevention (CDC), suicide is the third leading cause of death for 15- to 24-year-olds. For the overwhelming majority of suicidal teens, depression or another psychological disorder plays a primary role. In depressed teens who also abuse alcohol or drugs, the risk of suicide is even greater. Students who are at-risk of committing harm may display their desire to hurt themselves or other in many ways. The warning signs include: Self-harm • Talking or joking about committing suicide. • Saying things like, “I’d be better off dead,” “I wish I could disappear forever,” or “There’s no way out.” • Speaking positively about death or romanticizing dying (“If I died, people might love me more”). • Writing stories and poems about death, dying, or suicide. • Engaging in reckless behavior or having a lot of accidents resulting in injury. • Giving away prized possessions. • Saying goodbye to friends and family as if for good. • Seeking out weapons, pills, or other ways to kill themselves. *Harm to others • Direct threats towards others. • Inappropriately interested in school attacks, weapons, etc. • Engaging in violent behaviors on a frequent basis. • Views violent acts as acceptable or the only way to solve problems. *Summarized from: United States Secret Service and United States Department of Education (2002). “Threat Assessment in Schools: A Guide to Managing Threatening Situations and To Creating Safe School Climates.” Washington, D.C..

18. How to Report Once you become aware that a student may be the victim of abuse or neglect, you must: • Notify the social worker of the situation by email and/or phone, or in person. • Print out a copy of the student’s demographics page from Power School. You will need information from this page to give demographics to the DCFS worker. When calling the hotline, you must have the following information (or as much as is known): the name, birth date, and address of the alleged victim; the name, address, age or birth date, and relationship of the alleged perpetrator; what type of injury or harm was allegedly done to the victim; and a description of the incident (time/date, place in which it occurred, and indication of intention to harm). • Make the call to the Illinois Child Abuse hotline: 1-800-25-ABUSE (1-800-252-2873). The Hotline operates 24 hours per day, 365 days a year. Reporters should be prepared to provide phone numbers where they may be reached throughout the day in case the Hotline must call back for more information. • If a report is taken (the intake worker will inform you of this over the phone), the report must be confirmed in writing to the local investigation unit within 48 hours of the hotline call. Forms and addresses are available through the school social worker. • The social worker has a copy of the DCFS manual, which should be consulted when making a call.

19. After the Report • Document the call on the student’s demographics page that was printed out, including the time and date of the call, the name of the worker with whom you spoke, and the outcome of the call. Give this page to the social worker. • If you have any questions regarding this policy or DCFS procedures, please see the social worker. • Whenever possible, school staff should keep the student informed of the status of the DCFS call. • The social worker will debrief the student and, when appropriate, will contact the parent(s)/guardian.

20. Part Two: Caseload

21. Guidelines for Caseload • Students Who Have Social Work Minutes on their IEP’s (Federal Mandate), or 504 Plans • Identity of Students known to Instructors • Issues discussed in social work sessions are confidential

22. Specifics for students on SWer caseload • Meet federally mandated social work minutes • Assist students with social, emotional, and personal issues that affect ability to function appropriately in school • Provide social assessments & participate in IEP team decisions • Track individual student progress on social-emotional goals

23. Types of Services for students on Caseload • Teach students about emotional and relational health, including self-advocacy, and management/self-regulation of emotional issues • Provide group skills training or short-term support group services. • Provide consultation for staff members regarding students’ social/emotional needs • Advocate for students in IEP or 504 meetings. • Consultation with parents regarding community resources and ways to support students needs at school and home.

24. Part Three: Referrals

25. What constitutes a referral • It appears or is known that emotional issues are affecting his/her ability to function in school • Marked changes in school attendance • Acting out in the classroom • Suspected pregnancy • Substantial change in academic performance • Social isolation or change in peer group

26. Social Work Services How to refer a student : • Teacher should assess the immediacy of need for services • Teacher should fill out referral form and give to social worker. (This can be done in-person or via e-mail. Remember to use only students initials!). • When the referral is received, social worker will acknowledge receipt of referral • Social worker will follow-up with the student regarding the issue, and take steps necessary to ensure student receives appropriate level of services • Due to confidentiality, social worker will need student’s permission to share information with school staff after social work session.

27. To Refer or Not to Refer? • Students who are upset/crying due to physical discomfort. • Students who are upset/crying because of a peer conflict or assignment-related anxiety. • If the student exhibits a pattern of negative changes in behavior over time.

28. Social Work Services Confidentiality: • This is a contract between student and social worker. • Social worker cannot, by law, share student’s personal information with other parties without his/her permission. • Social worker encourages student to share relevant information with appropriate parties. • The exception to this rule is if the student is considering harming him/herself or someone else, or is in direct physical danger.

29. Social Work Services (Confidentiality) • When talking with parents about their child be mindful of who is around. • Do not gossip with your colleagues about student’s personal circumstances. Conversations should always be purposeful and share only that which is necessary. • Always be discreet- use an empty room, close the door, whisper. • If a parent shares a problematic situation in confidence offer the services of the school social worker if they need further support. If they demand confidentiality, and the circumstances involve one of our student(s) in any way, still inform an administrator and/or school social worker. • We are all mandated reporters! Be mindful of new, unexplained or suspicious marks. Bring any concerns to the attention of an administrator and/or school social worker. • Make referrals to the school social worker, when appropriate, using the teacher referral form. • The school social worker will try to keep you abreast on the progress of all referrals as much as legally possible. Social workers are by law bound to a Code of Ethics that includes confidentiality. Please be aware that information shared may be vague. • Be mindful not to use students’ names in electronic mail. Initials are acceptable. Highly sensitive matters should be discussed in person.

30. Confidentiality Vignettes • Scenario 1: A student becomes very close you with you and asks if they can share their journal with you. You tell the student that it is okay. The next day the student brings in the journal and tells you to read it. While reading the journal you see that there are several entries regarding wanting to die and to no longer be blamed for everything at home. You give the student the journal back the next day, but are concerned about what you have read. What do you do? • Scenario 2: During an individual meeting with a student they tell you that they are gay. After discussing this admission a little further, the student tells you that you must not tell their parents because it will only make things worse for them at home. When you ask the student what is going on at home, they share with you that dad drinks a lot and sometimes gets violent towards mom and the student. There are no visible signs of physical injury on the student. What do you do? • Scenario 4: At the end of class you notice someone has left their notebook behind. You pick up the notebook and open it to see who it belongs to. When you open it up you see several drawings depicting people being shot, stabbed, and many other violent acts. What do you do? • Scenario 5: You are tutoring a student after-school. During your time together, the student reveals to you that they recently had sexual intercourse with an adult family member. What do you do?

31. What you can expect from SWer -Will make every effort to pull students during lunch, advisory, or specials. -Will give instructors prior notice when pulling student from advisory

32. What to expect • If necessary to pull from instructional time, social worker will do so on a rotating basis. • Social worker will not pull from class where student is performing poorly, unless it is necessary. • In the event that a student is pulled from class time, social worker will ensure student understands he/she is responsible for making up missed work.

33. Questions?