WASSW
Members Page
This page is dedicated to WASSW members as a benefit of being a current member. It is intended to be a source of professional support that includes materials and documents that are specific to the practice and promotion of School Social Work.
INCENTIVES FOR MEMBERSHIP RECRUITMENT:
Current Member incentives for membership recruitment: For every member referred and completes the application process the following incentives are available:
1 MEMBER referred/application completed: $5 Starbucks card
2 MEMBERS referred/application completed: $10 Barnes & Noble
3 MEMBERS referred/application completed: 10% discount on Fall conference, Starbucks card and B&N card
4 MEMBERS referred/application completed : 25% discount on Fall conference, Starbucks card and B&N card
Please notify WASSW at cakssw@comcast.net for each referral and application completed for membership.
New Resources Supporting the Practice of School Social Work:
Measuring School Social Work Services presentation by Michelle Alvarez and Lynn Bye at the SSWAA conference in Myrtle Beach. This PowerPoint presentation begins the process of developing a study on the value of school social work. It is worth reviewing and considering for strengthening our role in schools.
Research proving school based staff are more effective regarding social and emotional learning.
Research in Focus: Social-Emotional Learning
by Jim Raines, Ph.D.
Illinois researchers have conducted a meta-analysis of 213 research studies on social and emotional learning (SEL) over the past 38 years (1970-2007), involving over 270,000 students. They determined that teaching universal SEL had significantly positive results in six areas: social and emotional skills, attitudes toward self and others, prosocial behavior, decreased conduct problems, less emotional distress, and academic achievement. When they compared SEL programs conducted by school-based staff (teachers and related services providers) vs. non-school trainers (university researchers or community consultants), they found that non-school trainers were significantly less effective, producing positive results for only two of the six areas (social-emotional skills and attitudes). In an era where schools are laying off school social workers and contracting with community providers, this is powerful evidence for school-based social services. Programs that used all of the SAFE (Sequenced instruction, Active learning, Focused SEL, and Explicit expectations) core components were more effective than programs that did not. The complete reference is:
Durlak, J.A., Weissberg, R.P., Dymniki, A.B., Taylor, R.B., & Schellinger, K.B.
(2011). The impact of enhancing students’ social and emotional
learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Members Page
This page is dedicated to WASSW members as a benefit of being a current member. It is intended to be a source of professional support that includes materials and documents that are specific to the practice and promotion of School Social Work.
INCENTIVES FOR MEMBERSHIP RECRUITMENT:
Current Member incentives for membership recruitment: For every member referred and completes the application process the following incentives are available:
1 MEMBER referred/application completed: $5 Starbucks card
2 MEMBERS referred/application completed: $10 Barnes & Noble
3 MEMBERS referred/application completed: 10% discount on Fall conference, Starbucks card and B&N card
4 MEMBERS referred/application completed : 25% discount on Fall conference, Starbucks card and B&N card
Please notify WASSW at cakssw@comcast.net for each referral and application completed for membership.
New Resources Supporting the Practice of School Social Work:
Measuring School Social Work Services presentation by Michelle Alvarez and Lynn Bye at the SSWAA conference in Myrtle Beach. This PowerPoint presentation begins the process of developing a study on the value of school social work. It is worth reviewing and considering for strengthening our role in schools.
Research proving school based staff are more effective regarding social and emotional learning.
Research in Focus: Social-Emotional Learning
by Jim Raines, Ph.D.
Illinois researchers have conducted a meta-analysis of 213 research studies on social and emotional learning (SEL) over the past 38 years (1970-2007), involving over 270,000 students. They determined that teaching universal SEL had significantly positive results in six areas: social and emotional skills, attitudes toward self and others, prosocial behavior, decreased conduct problems, less emotional distress, and academic achievement. When they compared SEL programs conducted by school-based staff (teachers and related services providers) vs. non-school trainers (university researchers or community consultants), they found that non-school trainers were significantly less effective, producing positive results for only two of the six areas (social-emotional skills and attitudes). In an era where schools are laying off school social workers and contracting with community providers, this is powerful evidence for school-based social services. Programs that used all of the SAFE (Sequenced instruction, Active learning, Focused SEL, and Explicit expectations) core components were more effective than programs that did not. The complete reference is:
Durlak, J.A., Weissberg, R.P., Dymniki, A.B., Taylor, R.B., & Schellinger, K.B.
(2011). The impact of enhancing students’ social and emotional
learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
