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The Value of Cross-System Collaborations
Promoting Academic Success & Healthy Developmental Outcomes with a Trauma-Informed Staff
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What current school policies promote academic success?

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What current school policies promote academic success?

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The Whole School, Whole Community, Whole Child Approach (WSCC), established by the US Centers for Disease Control and Prevention (CDC), in collaboration with experts in the health and education fields, addresses outcomes of education and health by engaging with the community to promote opportunities that will improve development in both areas.
(Lewallen, Hunt, Potts-Detema, Zaza, & Giles, 2015).
The Individualized Education Program (IEP) are used for children with disabilities (vast ranges, including mental health issues) when the child's special needs are determined. The plan includes annual goals related to academics and functions, is reviewed and renewed on an annual basis, and incorporates parents as the key to the IEP's progress (Kopels, Rich, & Massat, 2015, p.164)

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EIP monitoring for crises intervention of traumatized youths. 

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EIP monitoring for crises intervention of traumatized youths. 

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Tier 1 monitoring-  collecting observational feedback from teachers/crises team on signs of stress after an incident.
Tier 2 & Tier 3 monitoring-  Both Tier levels are similar in regards to monitoring behaviors after a crises, with the exception of a Tier 3 level monitoring system may need to be extended, as students in this category may require further attention and more time to adjust back to normalcy. A drop-in center should be established in the front office, where Tier 2 and Tier 3 level students can leave class to meet with a member of the crises team. In addition, support groups can be formed so the social worker can engage with and assess the clients themselves. After the initial shock of a crises has passed, the crises team (teachers/social worker) should develop plans for periodic feedback so that individualized plans may be determined, drop-in centers may be suspended or kept in use, and modifications may be made, if necessary, to meet the needs of students (Marabito & Callahan, 2016, p. 628-629).

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Trauma-informed care on Tier levels 1, 2, & 3.

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Trauma-informed care on Tier levels 1, 2, & 3.

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Although crises situations may be approached at each tier level, depending on the severity of the crises, many traumatized youths have been subjected to severe situations, resulting in interventions on a Tier 3 level. Below is a list of what role each tier plays when confronting a crises.
Tier 1-  psychological first aid, outreach programs, needs assessments, and information of resources or public health.
Tier 2- specialized plans for children and adolescents whom experiecnt moderate to severe distress and enables them to function normaly.
Tier 3- provides intensive and immediate psychiatric services for individuals whose conditions may be critical in nature.

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The three levels of crisis are defined by Mirabito and Callahan (2016).
Examples:
Level 1- Personal tragedies such as having fear of other students brings weapons to school or a death in the family.
Level 2- Major personal crises at one school or a disaster inside or outside the school setting (student abduction, gang violence, etc.).
Level 3- A disaster occuring or the threat of its occurence, affecting more than one school. A disaster on this level could be a sniper fire at school, cluster suicides, or a teacher/student death occurance at school.

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On a micro level of practice, EIP for crises situations are delivered in an empowering or strength's-based approach to return the client to "precrises level of functioning". On a macro level, EIP is used school-wide, and a crises team is formed, in which the number of team numbers addressing the issue is determined by the level of crises (Mirabito & Callahan, 2016).

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How do schools cause academic regression for traumatized children?

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How do schools cause academic regression for traumatized children?

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For those students who have been exposed to trauma, schools have established specialized programs; however, there are four main barriers that stand in the way of resilience.
1. Non-compliant parents.
2. Competing responsiblities/too many tasks for one social worker to complete.
3. Logistic barriers such as finding time for meetings based on the students' schedule.
4. Lack of support from teachers and administrators, also due to a logistics barrier.
(Langley, Nadeem, Kataoka,  Stein,  & Jaycox, 2010).

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The usefulness of Evidence-Informed Practice (EIP).

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The usefulness of Evidence-Informed Practice (EIP).

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This type of approach to practice derives from the use of empirical research to determine the best intervention method for a client, drawing upon their cultural, developmental, and ethnic backgrounds. EIP has increased positive results in various areas of youths' lives, are an integral part of the NASW Code of Ethics, "Evaluation and Research", allows students, family members, and educators to be a part of the healing process by sharing ideas that may be effective, and by the practitioner keeping current on new or innovative practices (Kelly, 2016, p. 61-62).

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What is the primary theory of family-school-community partnerships

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What is the primary theory of family-school-community partnerships

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Partnerships are interconnected pieces of a student's environment that link together to close the achievement gap by identifying challenges, giving and receiving feedback, and promoting EIP, to establish, maintain, or modify methods of intervention to improve student outcomes (Epstein, 2016).

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How does a social worker fulfill the requirements of collaborations between family, school, and community?

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How does a social worker fulfill the requirements of collaborations between family, school, and community?

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Standard 10 in The NASW Standards for School Social Work Services (2012),  is collaboration. Social workers are required to train and partner with faculty members, family members and community members to establish school-based programs that promote a positive atmosphere and remove barriers that hinder favorable outcomes.

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What elements of trauma decipher a student's outcome?

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What elements of trauma decipher a student's outcome?

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The video below defines trauma, explains how early childhood exposures to physical/mental abuse, poverty, and drug and/or alcohol abuse, have been proven to alter normal brain functions. By being trauma informed, along with incorporating therapeutic services, educators are capable of teaching the art of resilience.

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What is a school social worker's role in trauma-informed care?

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What is a school social worker's role in trauma-informed care?

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School social workers are educated to deliver services in an ethical manner, abiding by the standards set by the NASW, respecting diversity and recognizing environmental elements that shape a young person's behavioral patterns. In collaboration with families, school staff members, and the community, the are capable of helping victims of trauma overcome their past or present by presenting coping mechanisms to modify self-destructive behaviors and to alleviate chronic stress, affecting academic success and more importantly, mental and physical health (Levenson, 2017).

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Why is proficiency in trauma-informed care important in a school setting?

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Why is proficiency in trauma-informed care important in a school setting?

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Traumatic events can occur anywhere, at anytime, inside or outside of an academic setting. Many students respond to traumatic events by going into a state of crises , putting them at-risk of suffering from severe stress, along with a variety of other mental health issues, that cause deficiencies in day-to-day functionality. Furthermore, if trauma is not handled properly, quickly, or goes unaddressed, its adverse effects could be long-term (Mirabito & Callahan, 2016, p.611).