american council for school social work 4 acssw institute ... · comprehensive on-the-job training...

American Council for School Social Work 4th ACSSW Institute on School Social Work and School Mental Health

Standing Up for Children’s Mental Health in Schools January 26-27, 2015

Workshop: Mistrust to Trust: NY: If we can do it here you can do it anywhere. Presenters: Cindy M. Bautista-Thomas, Cole Hooley & Linda Salazar

School Social Work Resources

Contents

The Bronx School for Law and Government and Justice, NYCDOE

School Social Work Internship Descriptions………………………………………………. 1

Process Recording Sample…………………………………………………………………..3

Social Work Referral Form………………………………………………………………… 4

Student Referral Form………………………………………………………………………...6

Biopsychosocial Assessment………………………………………………………………...7

Progress Notes……………………………………………………………………...............10

Transfer/Termination Summary…………………………………………………………… 11

Contact Sheet………………………….. ..………………………………………………….13

Student Data Collection Sheet………………………………..…………………………….14

Referral Summary…………………………………………..………………………………15

Social and Emotional Issues Checklist Summary…………………………………………..16

Faculty Testimony……..…………………………………………...………...……….17

Mistrust to Trust: Social Work Resources 2

Harlem Village Academies

Parent Letter………………………………..……………………………………………..23

Counseling Appointment Slip…………………….……………………………………….24

Counseling Consent Form…………………………………………………………………25

Electronic Recording Consent Form………………………………………………………26

Release of Personally Identifiable Confidential Information Form………….……………27

Counseling Referral Form………………………………………….……….……………..28

Counseling Triage Form……………………………………..……………………………29

Bio-Psycho-Social Assessment………………………….………………………………..31

Treatment Goals……………………………………….…………………………….……35

Assessment and Treatment Plan……………….………………………………………….36

Progress Note………………………….………………………………………………….37

Group Note……………………….……………………………………………………….38

Discharge Summary………………………………………………………………………39

Suicidal Assessment Form……….………………………………………………………..40

Chart Checklist………………………………………………..…………………………….44

From Trust to Mistrust: Resources Page 1

THE COLLABORATION BETWEEN THE SOCIAL WORKER,SOCIAL WORK TEAM AND THE CLASSROOM TEACHER

It was September, 1989, at West Side High School, New YorkCity, the beginning of the school year. I was introduced to the newschool Social Worker, Linda Salazar and her Team, consisting ofyoung Social Work interns from Hunter College.I was the Chair of the English Department and a teacher ofLiterature and Creative Writing. My introduction to Ms. Salazarled to a discussion of the collaboration between the Social Worker,the Social Work team and the classroom teacher. We wanted a

collaboration that addressed the social and emotional needs of the

students to ensure academic success.

Ms. Salazar and I began a program that became integrated intothe school. Together with Linda's interns, we initiated a program

whereby the interns were assigned to various teachers to work withthe students, not just assisting them with class work, but getting toknow and help the students on an individual basis. I was fortunate

enough to have worked with the interns in my classes. It was a

team effort. Ms. Salazar worked with both the interns and the

classroom teachers, in order to understand the needs of the students

and to have a successful outcome in school without breaching

confidentiality. The Social Worker knows and understands the

school environment and there are times during our collaborationwhen shared information is important. This requires an

understanding of the roles of the two professional disciplines.


For the next sixteen years' I continued to work with Ms' Salazar

and her new teams of interns. Some of the interns worked w't1it my

students in the Shakesp eate classes, helping them not only with

their work, but establishing relationships with my students and :'

helping them with some of their own issues. This collaboration

has been a great success and it is due in great part to Linda Salazar

who saw the need for an interdisciplinary relationship of the Social

Work Team and the classroom teacher. As a teacher, I have

benefitted from working together with Ms. Salaz ar and her team,

and most important, our students have been helped immensely.Our students have access to treatment on site, which is certainlybeneficial for the students.

Ms. Salazar'sprogram is an effective modality for helpingstudents and teachers. My hope is that Ms. Salatzar's collaborationwith the Social Work Team and the classroom teacher is replicatedin other schools. I have worked with many professionals and havenever worked with anyone as caring, selfless and eager to helpeach of the students with whom she works. She has workedequally hard with her interns, training them to be good,, caringprofessional Social Workers. All of the schools need to have aSocial Worker on staff; and, if they are lucky, to have sorneone asgifted as Linda Salazar.

My/@z tr


December 19, 2014

To Whom It May Concern: As an urban public school educator in various schools for the last fifteen years, I have filled a variety of roles: teacher, advisor, dean, assistant principal, and principal. In every experience, I have continually been reminded of the importance of tending to the socio-emotional health of our students as a way of increasing their chances of success. As one of my mentors, Edward A. Reynolds, used to say, the true curriculum of a school is found in the relationships it builds with its students. The problem is this: with the relentless march toward standardization, one-size-fits-all curricula, and an emphasis on high-stakes testing, less attention and resources are being dedicated to providing schools and students resources to address many of the underlying issues (or as Ross Greene calls them in his book, Lost at School, “lagging skills” and “unresolved issues”) that are hindering student achievement. In order to address the struggles that students experience both inside and outside of the school building, there need to be seamless supports built into the fabric of the school that not only offer therapeutic counseling and mental health services within the building, but work to identify supports for students and families outside the building as well. The best example of this that I have seen in 15 years is through the establishment of School-Based Social Work Teams (SBSWT). The structure of the teams centers on an experienced, talented Social Worker who in turn supervises a team of 1-4 social work interns from local graduate schools. The interns are usually in the process of completing their second year of their practicum and are scheduled to be at the school anywhere from 3 to 5 days per week. The interns are then assigned a caseload of students and are closely monitored by the Social Work Supervisor, who occasionally sits in on sessions for supervision and feedback purposes. From a strictly pragmatic perspective, this approach makes sense – it is incredibly cost effective, allows more students and families to receive services, and provides the Social Work Supervisor with the flexibility to more thoughtfully match students to interns. However, it is at its most effective when the entire team functions not as an addition to the staff or as a “service,” but rather functions as full time staff whose work is just as critical as that of a classroom teacher. To create the conditions for this full integration, it takes a Social Work Supervisor who functions not only as an advocate for the SBSWT, but also makes the expectation clear to interns that they have to be involved in the life of the school. I consider myself fortunate to have spent the first ten years of my career in New York City working with one such Social Work Supervisor – Linda Salazar. I first met Linda while working at Edward A. Reynolds West Side High School, an alternative transfer school for students who had struggled at other schools and were at very high risk of dropping out. Linda played a major role in the school, coordinating mental health services for students, facilitating support groups, and organizing professional development sessions for staff members to help them gain the knowledge for how to best support students who may be experiencing emotional struggles. I watched Linda’s teams develop strong relationships with students and work closely with teachers in order to ensure we were tending to the “whole child.” As a result of an approach that valued socio-emotional health as much


as academic skills, we helped over 200 students graduate each year who probably would not have done so otherwise. When I became an administrator at a school in the South Bronx and saw the dire the need for quality mental health services, I quickly began recruiting Linda to come and establish a team at our school. Linda eventually transitioned her position at West Side to one of her former interns, who went on to establish her own team at the school. Linda then came to work with me in the South Bronx, where she quickly established a social work team that was working with some of the neediest students and families in all of New York City. The school went from having almost no mental health supports for students and families to having a team of four people, led by Linda, that was not only changing students’ lives, but was shifting the professional discussion in our school as well. Before Linda arrived, most teacher talk about students and families focused on blame and frustration; once there was a support in place for students, teachers began to see mental health as a piece of the puzzle, rather than something that existed separate from the classroom. As I now enter my fifth year as a Co-Principal in a school I helped found, I look forward to establishing a SBSWT that functions the way Linda’s teams do. We actually hired one of Linda’s interns as our school-based Social Worker and she is doing phenomenal work, due in large part to the intense, comprehensive on-the-job training she received as a team member under Linda. Writ large, this structure could revolutionize the way schools support students, for very little additional investment in the grand scheme of things. Until we begin looking at the underlying issues that compromise student achievement (poverty, lack of mental health services, environmental factors, etc. The list goes on.), we will continue focusing on small-leverage “band-aids” that leave schools and students underserved. All I can hope is that more people will see the work Linda and others have done and try to replicate it for our students. Thank you for your time,

Damon McCord Co-Principal, The Metropolitan Expeditionary Learning School


American Council for School Social Work 4th ACSSW Institute on School Social Work and School Mental Health

Standing Up for Children’s Mental Health in Schools January 26-27, 2015

Workshop: Mistrust to Trust: NY: If we can do it here you can do it anywhere. Presenters: Cindy M. Bautista-Thomas, Cole Hooley & Linda Salazar

School Social Work Bibliography

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Mistrust to Trust: Bibliography 2

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