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Mental Health Programs in Schools – Growing Body of Evidence Supports Effectiveness

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School-based mental health programs can reach large numbers of children, with increasing evidence of effectiveness in improving mental health and related outcomes, according to a research review in the September/October issue of the Harvard Review of Psychiatry. The journal is published by Wolters Kluwer.

This review provides evidence that large-scale, school-based programs can be implemented in a variety of diverse cultures and educational models as well as preliminary evidence that such programs have significant, measurable positive effects on students’ emotional, behavioral, and academic outcomes,” write J. Michael Murphy, EdD, of Massachusetts General Hospital and colleagues.

School-Based Programs Focus on Preventing Mental Health Problems

An estimated 13 percent of children and adolescents worldwide have significant mental health problems such as anxiety, disruptive behavior disorders, attention-deficit/hyperactivity disorder, and depression. Especially if left untreated, these disorders often persist into adulthood, with lasting effects on many aspects of life.

Over the years, many programs have been designed to deliver preventive mental health services in schools, where children and teens spend so much of their time. Substantial research now shows that school-based mental health interventions can be widely implemented and can lead to population-wide improvements in mental health, physical health, educational, and social outcomes.

Dr. Murphy and colleagues identified and analyzed school-based mental health programs that have been implemented on a large scale and have collected data on specific mental health outcomes. The authors estimate that the eight largest programs have reached at least 27 million children over the last decade.

The interventions vary in their focus, methods, and goals. The largest program, called “Positive Behavior Interventions and Supports” (PBIS), focuses on positive social culture and behavioral support for all students. The second-largest program, called “FRIENDS,” aims to reduce anxiety and to teach skills for managing emotions and coping with stress—not only to children, but also to parents and teachers.

Most of the school-based mental health interventions were designed to focus on mental health promotion or primary prevention for all students in the school; some programs also target students at high risk of mental health problems. Most of the programs have been implemented across school districts, while some have been introduced on the state or national level.

Available research provides “moderate to strong” evidence that these interventions are effective in promoting good mental health and related outcomes. For example, studies of FRIENDS have reported reductions in anxiety, while PBIS has shown improved reading scores and fewer school suspensions. Other programs have shown benefits such as reducing bullying at school; one intervention has even been linked to lower rates of substance abuse in young adulthood.

The authors point out that school-based mental health interventions have been studied almost exclusively in high-income countries—despite the fact that about 80 percent of the global population of children live in low- and middle-income countries (LMICs). But there’s evidence that this may be changing, since three of the eight largest programs have been implemented “to scale” in LMICs. One of these, called “Skills for Life,” has been running on a national basis in Chile for more than a decade.

“Data sets of increasing quality and size are opening up new opportunities to assess the degree to which preventive interventions for child mental health, delivered at scale, can play a role in improving health and other life outcomes,” Dr. Murphy and colleagues conclude. With ongoing data collection and new evaluation frameworks, they believe that school-based mental health programs have the potential to “improve population-wide health outcomes of the next generation.”

Social Work Helper is a news, information, resources, and entertainment website related to social good, social work, and social justice. To submit news and press releases email [email protected]

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Education

UMSSW’s Financial Social Work Initiative Celebrates 10 Years

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The University of Maryland School of Social Work (UMSSW) is celebrating the 10th anniversary of its Financial Social Work Initiative (FSWI) during the 2017-2018 academic year with a new Financial Social Work (FSW) Certification Program and numerous activities that honor its achievements over the past 10 years and lay the groundwork for ongoing work in this important, emerging area within social work.

In celebration of this milestone, the FSWI received a leadership grant of $100,000 from The Woodside Foundation, whose trustee, Meg Woodside, MBA, MSW, UMSSW alumna, is a co-founder of the FSWI. The Woodside Foundation is a private family foundation focusing on program development, outreach, and advocacy in the areas of family financial security and asset building in Maryland. “Social workers have been on the front lines of stabilizing vulnerable families and communities for decades,” notes Woodside. “Today’s challenges necessitate integrating new tools, skills, and evidence-based practices to strengthen the profession’s ability to address financial stressors and economic disparities. As FSWI’s 10th anniversary unfolds, we will be able to offer several new opportunities to engage even more social workers in financial social work.”

This generous grant will underwrite several planned educational and community events during the anniversary year. In the spring of 2018, a new Financial Social Work (FSW) Certificate Program will be launched, which in addition to financial support from the Woodside Foundation, has received a notable $23,600 grant from the Calvin K. Kazanjian Economics Foundation, Inc.

“For more than 60 years, the Calvin K. Kazanjian Economics Foundation has provided economics and personal-finance education to various audiences, most particularly to teachers,” says Michael MacDowell, the foundation’s managing director. “We are now also investing in social service providers. We see social workers as having an immediate impact on improving the financial well-being of their clients. The foundation applauds the work at the University of Maryland’s School of Social Work and its innovative new certificate program. We are pleased to be part of this important undertaking.” OneMain Financial also contributed $3,000 toward the certificate program, and it has sponsored other programming offered through UMSSW; OneMain Financial provides support and sponsorship of community financial education programs and activities, in addition to offering financial services to individuals nationwide.

FSWI will offer the certificate program through UMSSW’s Continuing Professional Education (CPE) Office. The Certificate Program will run from April to December 2018 and will meet an identified need for greater knowledge and skills in financial capability, stability, and empowerment on the part of social workers who practice in nonprofit and other social service agencies, as well as in schools, medical settings, and justice and court settings. This is especially critical for social workers who work with individuals, families, and communities facing complex financial and psychosocial issues.

In large part due to the efforts of the FSWI and its partners over the last 10 years, social workers and human service organizations are seeking additional FSW education and training, in addition to skill-building strategies to enable them to intervene more effectively with financially distressed individuals, families, and communities. Beyond providing resources, social workers must have sophisticated knowledge about issues in typical daily financial life, such as credit, debt, budgeting, financial struggles, and how these intersect with other stressors, and they must be knowledgeable about and familiar with financial issues and barriers, and feel comfortable in addressing such issues directly and effectively with people and communities they serve. Also, social workers who work in FSW must be well-versed in historical and current policy issues that influence and affect people’s paths toward greater financial stability, as well as those policies that hinder financial stability or perpetuate economic injustice.

More information about the FSW Certificate Program is available online at www.ssw.umaryland.edu/fsw/education. It will span seven full-day sessions from April to December 2018. The in-person classroom style of the FSW Certificate Program will enable rich class discussion and learning through interaction among the macro and clinical practitioners.

FSWI’s 10th anniversary year officially kicked off with the 2017 Daniel Thursz Social Justice Lecture in April, featuring noted economist, author, and commentator Julianne Malveaux, PhD, who provided incisive commentary on the topic of “Economics, Race, and Justice in the 21st Century: Perspective on Our Nation’s Future.”

In addition to the FSW Certificate Program, the FSWI will host the following:

  • The third Financial Capability and Asset Building (FCAB) Convening on Jan. 10-11, 2018, to be held just prior to the Society for Social Work and Research (SSWR) annual conference (Jan. 10-14, 2018, in Washington, D.C.). The third convening is titled “Using Evidence to Influence Policy and Practice” and will feature managers of widely used databases in FCAB work, along with social work researchers who are using these sources to further the FCAB research agenda.
  • UMSSW’s Homecoming 2018, slated for March 9, 2018, will focus on family financial stability and  feature influential advocate Jonathan Mintz, executive director of the New York City-based Cities for Financial Empowerment, who will speak on “Strengthening Family Health: Advancing Economic Stability.”
  • Increased infusion of FSW and its role within psychosocial assessment in the Practice 1 courses offered in the MSW curricula.
  • Development of an FSW alumni network at UMSSW.
  • Increased financial support through scholarship opportunities to support MSW students who have an interest in financial social work: The Woodside Foundation Scholarship Endowment in Financial Social Work is available to all MSW students who would like to apply, and The SunTrust Foundation Scholarship Endowment in Financial Social Work is available to incoming first-year students.

“It is hoped that through these events and offerings, and especially with the launch of our FSW Certificate Program, the UMSSW FSWI will continue to advance and lead the field as financial stability plays an increasingly important role in social work education, research, and practice,” states FSWI Chair Jodi Frey, PhD, LCSW-C, CEAP.

UMSSW Dean Richard P. Barth, PhD, MSW, lauds the efforts of the Financial Social Work Initiative. “I am thrilled by the rapid development of the FSWI from a kernel of an idea and a few active participants to a wide array of services and educational programs that now appear destined to become central to much of what social work accomplishes.”

For information on these and other FSWI activities, visit www.ssw.umaryland.edu/fsw.

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Education

The Best Arizona Social Work Degree Programs

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The state of Arizona offers several social work programs. Arizona students may study for the BSW, MSW or Ph.D. Arizona State University and the University of Northern Arizona are among the two top schools for social work degree programs in Arizona. Read on for information concerning degree program requirements.

Arizona State University

Arizona State University is a research university with over 50,000 students on several campuses. Because of the school’s size, reputation and resources, ASU is able to offer the bachelor of social work (BSW), the master of social work (MSW) and the Ph.D. degree. These degree programs are offered in Phoenix and Tucson.

The BSW at ASU requires students to complete courses in government and politics, economics, philosophy and ethics. The BSW prepares students to work with underserved and at-risk communities. For instance, upon graduation students may eventually work in the areas of adoption, HIV/AIDS services, child welfare, mental health and/or substance abuse services. ASU also prepares students to work for practical solutions to problems commonly seen in the American southwest. For instance, some graduates choose to work as advocates for immigrant rights.

Most ASU students receive some form of financial aid. Many scholarships are offered based on academic performance and degree program. For students who would like to live in Phoenix or Tucson a Phoenix moving company might be your best bet. Living in a metro area could also provide students with social work internship opportunities.

ASU Advanced Degree Programs

ASU offers several MSW programs, one of which can be completed online. Each of the master’s degree programs requires 60 hours of coursework as well as a fieldwork component. The university’s field education office helps place students in an internship where the student completes over 900 hours of work in at least one area of social services. For instance, a student might complete their fieldwork in disability services if it’s an area in which he or she is interested.

University Northern Arizona

The Department of Sociology and Social Work at the University of Northern Arizona offers a bachelor’s degree program in social work. The BSW degree prepares students to:

  • Help victims of domestic violence, child abuse and/or homelessness
  • Assist people with substance abuse problems
  • Provide support to those struggling with disabilities, mental problems and behavioral problems
  • Advocate for social change
  • Become a licensed generalist social worker

Graduates of the program work as case managers, victim advocates, disability services workers, family support services workers and child and youth services workers. In these fields, UNA graduates advocate for underserved groups and even become involved with politics and policy.

At the University of Northern Arizona, students first complete their core courses, and afterwards, they must apply separately to the social work program. Once accepted into the BSW program, a student must successfully complete courses in human behavior, crisis intervention and research. Students complete at least 120 coursework hours for the degree, which typically takes about four years.

In addition to classroom work, the BSW program also has a fieldwork requirement, which allows students to get work experience by completing an internship. Students may intern in the public or private sector. In the past, students have worked for both the state and federal government. Students may dedicate several months of full-time work to satisfy their field placement requirement, or they may work part-time while completing coursework. The university has a field placement director to assist students with selecting a suitable position.

The social work programs at Arizona State and Northern Arizona offer some of the best social work degree programs in the state. Students can earn a bachelor’s or advanced degree in 2-4 years, depending on the program of study. The field placement requirements also allow students the opportunity to gain practical experience and networking opportunities.

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Education

Mindset Matters: Positive Parenting

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Growth mindset is a very hot topic in the educational realm today. A basic explanation for a not-so-basic, metacognitive concept is the fact that people can improve their achievement, motivation, and even their intellect by adopting a growth mindset and strategies that correspond to such a mindset.

In classrooms, growth mindset is used as a tool to deliberately activate and strengthen neural pathways by targeting areas of need using strategies that students already utilize in other areas. While that sounds like a mouthful, students as young as kindergarten are learning about metacognitive practices and the importance of grit and reflection.

Besides a strictly instructional focus, growth mindset can positively impact any endeavor, whether it be a cognitive or physical goal. That said, parents can implement basic growth mindset principles at home to boost self-confidence, motivation and effort, as well.

Parents can start with themselves

This means that, prior to encouraging your child to invest in adopting a growth mindset, parents must be ready and willing to look critically at their own mindset. As an educator, I initially felt that I fully understood growth mindset. However, it was not until I investigated my own mindset that I realized my tendency to lean more toward a fixed mindset—the polar opposite of what I was trying to teach my students.

As long as I can remember, I have considered myself to be an English-minded person—comfortable in my literary bubble where language as a means of expression was my primary academic strength. On the contrary, math is something that I have never grasped—ever. In my mind(set), I had absolutely no chance of improving my knowledge of mathematical concepts, so why even bother? Thus began my self-fulfilling prophecy instigated by my very fixed mindset.

The point here is that we adults cannot simply talk the talk; we must walk the walk and lead by example when it comes to growth mindset. Parents can model grit and determination by attempting something intentionally challenging. Golf not your strength? Consider a family outing in which you all take a golf lesson, or simply play a round of mini golf to infuse some fun into a personally difficult sport. Perhaps you are a notoriously disgraceful cook. Read a new cookbook or research a few fool-proof recipes to demonstrate to your children that planning, effort, and reflection can start the ball rolling on growth mindset and its ability to improve achievement.

Parents can model positive self-talk

Not only is this good for boosting self-esteem in adolescents, but optimistic affirmations help to strengthen one’s growth mindset. Much like my self-fulfilling prophecy involving poor math performance, negative internal dialogue lowers motivation and one’s expectations. When we put ourselves down, we are essentially self-sabotaging. Parents should be careful when discussing their own weaknesses as to not pass on these negative mindsets and behaviors.

This is not to say that parents should claim that they are amazing at everything—acknowledging areas of need is a huge part of developing a growth mindset. However, we should be teaching children that our weaknesses are not destined or written in stone—we can and should always be working towards improvement and personal growth.

Parents can celebrate failures

To clarify, parents should not praise failure that results from laziness or lack of effort. Instead, explain that a job well done will sometimes still result in disappointment, but this does not mean that strides weren’t made toward success. When we try and don’t succeed, we learn a little bit more about the task or goal and how we might readjust and attempt again after some reflection and strategizing. The key here is for parents to stress that to try and fail is not shameful—it’s the lack of the attempt at all that cripples our growth.

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