The unfortunate reality for children growing up right now is the prevalence of senseless tragedies. I myself, even as a grown adult, struggle time and time again to make sense of the catastrophic violence that pervades our day-to-day. For my students, I cannot fathom the panicked bewilderment and anxious uncertainties that events such as the Las Vegas attack bring to their frightened, yet curious, minds.
During these formative years, how can we mediate the thin line between informing and frightening our students and children? If we decide that information is power, how do we present such heart-rending topics to young people in a way that equips them to do better for the world? Conversely, if we instead choose to shelter our innocent young people by preserving their naïveté, how can we expect to bring up the next generation to be culturally responsive and informed citizens?
When considering conversations with young people involving tragic current events, such as this week’s Las Vegas mass shooting, adults must be extremely cautious. From the educator’s perspective, I am personally conflicted about my exact role as the adult in the classroom when it comes to conversations of a sensitive nature. Even as a middle school teacher, where my students assert themselves as “informed” or “aware” community members, I find it irresponsible of me to take on the role of informant for other people’s children.
Yes, our students are privy to infinite amounts of and avenues for any and all information, thanks in great part to the 1:1 ratio of school-aged children to smartphones. However, I firmly believe that the family (parents and guardians) know that child best. Therefore, as a teacher, my obligation begins and ends with parental consent. I can, and have, encouraged curious students to speak specifically with their parents about current events and the questions they have regarding those events.
Additionally, as an English teacher, I have provided students with criteria for credible sources, smart searches, and strategies to detect bias and objectivity. But that is where my responsibility ends. This is not because I don’t want to hear their opinions or thoughts on the world’s happenings, but rather because it is not my place to open such an emotional or sensitive topic up to discussion.
Suggestions for parents regarding if, when, and how to broach these types of discussions with your children vary from family to family. Obviously, you know your children better than anyone else. Parents are also in control of the extent of info to which children are exposed. Parents are the gatekeepers of information, charged with filtering, limiting, and explaining the events that you deem appropriate for your children.
If families decide to discuss emotionally-charged current events, such as terrorism or mass acts of violence with their school-aged children, parents should consider multiple factors, including age, social and emotional maturity, and peer influence. Let your children do the talking first. Take the temperature of their background knowledge on the topic before you begin.
Ask if they have heard or seen anything about the specific news story. It is likely that, if your child has a smartphone, she has some level of prior knowledge. Between social media and other communicative platforms, preteens and teenagers are presented with a deluge of news stories, photos, and videos.
Once you’ve gauged their level of prior knowledge, plan to direct the conversation with the goal to inform on a broad scope—do not necessarily delve into specific details, as details rarely serve to comfort or answer questions. A curious teen will inevitably stumble upon more details, but remind your teen to check the validity of the source before forming opinions or drawing conclusions.
Furthermore, be prepared to some answer questions, while leaving other questions unanswered. Especially with unanswerable questions like “how?” it is more than okay to respond with “I don’t know” or “we may never know.” Find some security in the fact that a senseless act will never make sense—and share that important realization with your teen.
Finally, encourage your teen to focus on the heroic deeds of bystanders, first responders, survivors, etc. Tragedies cannot be explained or reconciled, but the focus of the aftermath should always center on taking measures to lift up, help out, and affect change for the better. Always!
Tough Conversations: A Tool for Parents, Part I
The “Courageous Conversations Compass,” a tool for ensuring that conversations around race and culture are productive in the workplace, was designed and shared by Glenn Singleton and Curtis Linton to promote courageous yet respectful dialogue.
Public school personnel, especially Montgomery County Public School teachers, are probably familiar with both Courageous Conversations and Singleton and Linton’s compass. I personally have encountered instruction or reference to the compass on several instances during professional development classes and trainings, staff meetings, and parent conferences.
What began as a tool for the education realm has evolved into a helpful resource for several different types of conversations requiring courage, honesty, and perspective-taking. For struggling parents, an understanding of the compass and the philosophy behind its methods could certainly help facilitate communication with their teens.
What is the compass?
The compass, pictured below, is a visual, symbolic reference point that participants use to assist in communicating when conversations and viewpoints are not only difficult, but divergent. The four points of the compass, which help to identify from which perspective a participant is entering the conversation, are moral, intellectual, emotional, and relational. When we speak to others, especially about controversial or deeply personal topics, we typically go into the conversation with a certain mindset. The axis from which we enter a conversation depends on our experiences, values, beliefs, and opinions.
Additionally, we may enter a conversation from a combination of two or more points on the compass; it all depends on our thought processes pertaining to the specific topic of discussion. For example, on the very relevant topic of violence in schools, the discussion can quickly morph into a debate, which can then digress into an all-out argument. The reason that a controversial conversation like this would escalate quickly is because participants are entering the conversation from several different points on the compass.
For instance, a family member of a victim of gun violence would likely enter the conversation from an emotional standpoint—the topic resonates with their feelings because of their personal experiences. These feelings will conflict with or push back against a person who enters the conversation on the intellectual axis because it is hard to separate logic and emotion objectively. Therefore, the person who enters from an intellectual standpoint may try to use statistics, data, or trends to argue that guns do more to protect or defend people than to hurt them. However, this is a futile attempt for the intellectual if trying to persuade or counter a person’s emotional viewpoint. Likewise, people entering from the emotional axis will tune out the statistics—a statistic does not account for their lost loved one.
While this is just one example of how we enter the compass, the true value of the conversation strategy is that it allows us to recognize and reflect on why we may converse, debate, or argue the way that we do. It also allows us to gauge how and why another person would express themselves in such a vastly different way. The compass allows us to see, not only where we are coming from, but where the “other side” is coming from. At the root of this method is a deeply reflective practice in perspective-taking.
The compass shows us that neither opinion is incorrect or invaluable; instead, it highlights why we disagree when it comes to such contentious topics. So how can we utilize this tool when speaking with our teens? Read ahead to learn how to implement methods for productive conversations using the compass.
NASW Highlights the Growing Need for School Social Workers to Prevent School Violence
WASHINGTON, D.C. – School social workers play a critical role in schools. They serve as the liaison between school, home, and the community. The underlying premise of school social work services is based in strengthening students’ academic progress by removing barriers to learning including meeting their basic physical and emotional needs.
Any form of school violence, including the mass shootings at schools around the country such as the recent incidents Florida and Maryland, prohibit students’ sense of safety and their learning. School social workers work to prevent mass killing in schools as well as guide schools in recovery after a crisis has occurred. Today more than ever, there is a growing need for school social workers to help prevent school violence and to support students in moments of crisis.
Unfortunately, school social work positions across the country have been eliminated or replaced by other professions. Due to extensive financial deficits and constraints, as well as competing priorities, local education agencies are often unable to hire enough school social workers to adequately meet the needs of the student population. In many instances, school social work services are eliminated altogether.
School social workers work in preventing school violence. They are trained to understand risk factors and warning signs of violent behaviors. They are knowledgeable in classroom management and behavior intervention and can assist teachers and school personnel in identifying concerning behaviors of students and developing supportive intervention plans. They are experts in research-based school discipline policy development that can increase school connectedness and decrease incidents of school violence.
School social workers work to provide support after a crisis. They are extensively trained to manage and deal with crisis and are equipped to assist school administrators and teachers. School social workers are experienced in delivering difficult and sensitive information and can assist in developing messages that are age-appropriate and culturally sensitive. In addition, they can lead the development of strategic plans that prepare other school personnel to respond adequately during the times of chaos and crisis.
School social workers can link students and their families to community resources. They are well-informed regarding relevant resources in the community and online and can aid in connecting students and families to the appropriate resources during times of crisis.
The National Association of Social Workers (NASW) advocates for ratios in its latest revision of the NASW Standards for School Social Work Services that reflect the need for an increase in social work positions across the nation in all schools:
School social work services should be provided at a ratio of one school social worker to each school building serving up to 250 general education students, or a ratio of 1:250 students. When a social worker is providing services to students with intensive needs, a lower ratio, such as 1:50, is suggested (NASW, 2012).
Violence in schools has increased dramatically over the past decades and is seen by many as a public health issue. School social workers aid in the prevention of school violence and provide much needed services and support after a crisis has occurred. NASW strongly urges the funding for an increase of school social workers in schools across the country to adequately meet the needs of students and decrease school violence.
NASW is in partnerships with coalitions that are working to support school social work positions. We urge our members and the larger social work community to contact their elected officials to advocate for school social work positions in schools. For more information contact NASW Senior Practice Associate Sharon Dietsche, LCSW-C, LICSW, at [email protected].
Cultural Competency in the Classroom
A beneficial, yet challenging, factor of education today involves the increasing diversity in our schools. Because of the ever-growing demographics, teaching cultural competency has become a major focus in the classroom, especially for a public school system as vast and diverse as Montgomery County.
It’s not only students that are getting instruction on cultural competency. These lessons start at the top with administrators, curriculum writers, and educators all participating in this movement in favor of cultural awareness and appreciation.
Because culture involves a deeply personal, ingrained set of beliefs, behaviors, practices, and values, most people are at least somewhat unaware of cultures to which they do not prescribe. This is especially the case for young children who are just beginning to explore the world around them.
Culturally-responsive instruction truly begins with a look at one’s self through reflection—it isn’t until we truly understand ourselves that we can begin to understand others around us.
Build a classroom environment founded in cultural appreciation by abolishing the word “normal.”
Just because a behavior or characteristic might be our cultural norm, this does not mean that it is the “normal” or “right” way. Likewise, just because a behavior or trait may be unfamiliar to us, this does not mean that it is weird, wrong, or abnormal. Remind children that, just as we are all unique beings, our beliefs and values may cause us to speak, dress, and behave differently. Reinforce the mindset that cultural diversity provides learning opportunities that a culturally-homogeneous classroom would not necessarily have.
Because each student comes from a different upbringing, with different customs, traditions, family structures, etc., the perspectives that we can gain by embracing our peers’ cultures are limitless. If we hold one another’s culture in high esteem by valuing it as a chance to gain knowledge about something new, we no longer see our peers as “odd” or “different.” Instead, children learn to place the emphasis on the fact that a peer’s culture has provided them with information and knowledge that they would not have known otherwise.
Beef up the classroom library with culturally diverse options for students to explore.
Keep in mind that a culturally-relevant text does not receive its credit simply from the author’s culture. A novel about a child growing up during British imperialist India could provide plenty of opportunities for culturally-rich discussion—or it could oversimplify a culture or lack an important perspective all together. The key is to explore an abundance of different styles of texts, by many different authors, on a plethora of different subjects and themes. After doing plenty of research, and taking your students’ cultures into account, set up a culturally competent classroom library.
Encourage courageous conversations surrounding cultural norms and where they originate.
For instance, when examining the protagonist throughout the course of a novel, prompt the class to ask analytical questions about the character’s motivations, thoughts, and decisions. What do we know about this character’s values, background, upbringing, family structure, etc.? How are our lives similar or different because of our own cultures? How might our own beliefs impact the way that we view or characterize the protagonist? What more would we need to know or discover about the main character in order to fully understand why she behaves a certain way?
If we take steps to expose students to diverse cultures and guide their exploration of different customs, traditions and perspectives, they will learn to embrace new ideas and better navigate our world.
Teaching Inclusion in the Classroom
General education teachers are tasked with keeping many balls in the air, which is half the fun of working in a classroom—there are so many constantly moving and evolving pieces for which to account.
One of these essential pieces to ensure equitable learning for every student is inclusion. Of course, this term is nothing new to educators—we work to create an inclusive environment on a daily basis. What might be new, however, are the many ways in which we teachers can look at inclusive practices. Since every child is different, we must continue our exploration of strategies and practices that best suit the needs of all students.
One best practice that supports inclusion is to vary the output of information. By this, we mean that teachers should relay content and instruction in different ways. Some students, especially those with auditory processing difficulties, find that verbal instruction is hard to grasp. To ensure inclusion for these students’ special needs, teachers should try to present information in visual or tactile ways, in addition to the verbal instruction.
Depending on the class or lesson, this might take the form of a demonstration, video, or hands-on activity. Some skills or lesson objectives may even lend themselves to a more kinesthetic or tactile approach. Even students without an auditory processing deficiency would find it confusing to listen to a verbal explanation of cursive letter formation. A demonstrated approach to writing using clay, beads, shaving cream, etc., makes more sense.
Similarly, when teachers are introducing concepts like grammatical conventions or figurative language devices, an audio or visual approach might work better than a written explanation of how a properly formatted sentence should sound. Teachers should also practice inclusion by encouraging students to demonstrate their learning in various ways.
This means that not only is the presentation of information different for each child, but the means by which a student exhibits mastery should be individualized, as well. Some students might prefer to write a formal, organized research paper to convey their knowledge of a subject, while others might feel most comfortable presenting a visual demonstration of their topic. The key is to provide multiple opportunities for students to display their knowledge so that everyone’s learning styles are being incorporated.
Another way to look at inclusion is to utilize multiple means of engagement. For students with attention issues, memory difficulties, or other learning disabilities, engagement in the classroom can make all the difference. Engagement might mean listening to music to identify metaphors, similes, or narrative voice. A film study might help students understand a new culture or part of the world. An analysis of a slow motion field goal might help students understand kinetic energy, velocity, or other properties of physics.
The point is, when students are engaged, learning not only flourishes but behaviors and attentiveness increase, as well. Engagement also assists with moving information from short-term memory into long-term memory. Inclusion, with regard to engagement, means that teachers are not only teaching with methods for each type of learner but also appealing to each learner, so that memory of the information or skill can solidify. In order to provide engagement, there must be a level of interest on the student’s end. As different as each student’s learning style may be, so maybe their interests.
This is where building relationships with students become essential for inclusion. Cultural inclusiveness provides students with a platform to express themselves on a more personal level. This also promotes a positive classroom environment, one in which students feel heard, understood, and accepted. Cultural inclusion allows students to see beyond themselves, as well, which fosters perspective-taking.
Non-traditional Students Require Non-traditional Policies for Field Placements
I am only six weeks away from completing my BSW degree; a degree that has taken nearly twenty years to complete. As I am nearing the end of my current educational journey and in the final hours of my field placement, I have found myself becoming quite reflective about my educational experience.
Now, I am not your traditional BSW student, and as such, my experience is dramatically different from many individuals who enter a BSW straight out of high school. I have never sat in a physical class or classroom; I have never met any of my classmates and my professors or instructors face-to-face. I am thirty-six years old with two children, and I work full-time in a field where I have spent the last sixteen years in. No, I am not your traditional BSW student; I am a new breed of student, an older nontraditional online student.
Advances in technology have flung wide the doors of innovation in higher education. Online programs, developed in the last ten years and refined in the last five, have drastically changed the face of higher education for non-traditional students like me, who would have had no other opportunity to complete a degree.
Due to their ability to offer flexibility to students, online programs have become a permeant feature on the higher education landscape, and their popularity and student population are growing at an exponential rate. The academic training of future social workers has not been exempted from the advancements in technology and education. My soon-to-be alma mater and one of the leading online social work programs in the nation have reported a 34% increase in the number of students enrolled in the online BSW program this year alone.
While there have been major leaps forward in distance learning and online education, there has been little to no innovation regarding CSWE accreditation policies concerning this new breed of students, especially as it pertains to their field placement.
As it stands, all CSWE accredited schools, including non-traditional online programs function under the same blanket policy regarding field placement. Students enrolled in BSW programs are required to perform a minimum of four hundred unpaid hours of field placement at a social service agency. The policy also requires that field placement hours be served in conjunction with educational direction.
The CSWE considers field placement the “signature pedagogy” of social work education as it offers future practitioners the opportunity to apply theories learned in the classroom by exposing them to all sorts of problems and situations. There is no debate concerning the importance of the field placement experience. Incongruence occurs, however, due to a lack of nuance in policy when it comes to the unique needs and strengths of non-traditional learners.
Many non-traditional students, like me, who find an educational home in online BSW programs, are typically older adults either seeking to complete a bachelors degree they forsook earlier in life, seeking to further their current career, or shift their career entirely into a new filed. While the reasons non-traditional students have for returning to school through an online program vary, one thing is common for us all. Each student brings many years of life experience and employment history to the program.
Personally, when I started my online BSW program, I had over sixteen years of social services experience; working for years in a therapeutic boarding school for teenagers on the verge of incarceration, pastoral ministry, and serving as the Executive Director of a large non-profit social services organization. I am not alone in bringing this level of experience in my current distance learning program.
In an informal survey conducted by current and former students of my school’s online BSW program, sixty percent of students reported that their resumes reflect positions comparable to that of social workers with fifty percent of responders stating they were employed by a social services agency while also performing their field placements. Students reported they have or are serving in capacities such as SUD Therapist, Program Coordinator, Outreach Specialist, Case Manager, Addiction Recovery Specialist, Youth Career Specialist, and Parent Mentor.
It is safe to assume that students from other online programs would report the same data. As such, it is important for the current CSWE and school policies concerning field placement for online programs be reviewed and discussed to create the most effective learning environment for these unique students. If the current policies are followed, older non-traditional students will not have the desired experience as CSWE and accredited schools for BSW students.
If there is no change in how these students are viewed and the policies surrounding their placement, the CSWE and institutions of higher learning run the risk of non-traditional students viewing their service hours as a mere assignment that must be completed to graduate.
To be honest, this has been my thinking on more than one occasion during my field placement. While I have learned a substantial amount about the agency I have worked in and it has been truly informative, I have also found myself questioning whether this experience was truly fulfilling the mission and vision the CSWE and my school had in mind when policy was crafted concerning BSW field placement making it the signature pedagogy.
Often times in my placement, I found that due to my life and employment experience, I was more qualified to perform the duties and tasks than those I was shadowing and being supervised by. I do not relay this out of a sense of arrogance, but sheer professional experience.
Due to the nature and requirements of my field placement setting, I have spent a majority of my time shadowing new social workers or others who do not have a BSW at all. There is much to be gleaned by working with these individuals in an agency setting and hearing about their roles and responsibilities.
There is also great value in navigating through interpersonal issues that arise in a field placement setting. This aspect of placement has been invaluable to me. What has become cumbersome, however, is trying to relate to my agency, my placement, and my future practice of social work as if my life experience and employment history were non-existent and as if the position I may potentially secure after placement will be my first professional job.
The current framework concerning BSW field placement is to provide students with experience in generalist practice with the hope that after field placement and graduation, students will secure jobs in social services agencies as entry-level generalist social work practitioners. This is a fine and noble objective to have, but the reality is a majority of older non-traditional students will not seek entry-level positions.
As their resumes reflect extensive knowledge and experience, the addition of a BSW degree will only elevate them to higher levels of employment. To use a professional metaphor, these older non-traditional students will most likely not be starting at the “bottom of the ladder.” With that being the case, it would be prudent and wise for these students to be placed in advanced practice settings with more intensive supervision, settings that will mirror the level they will be entering the profession of social work in.
While this may not be true for everyone enrolled in online programs, it is true for many; and those individuals deserve to have a field placement setting and experience that will rightly prepare them for the work they have before them in the professional field.
I am by no means suggesting for a cessation of field placement for older non-traditional students. Field placement is imperative and a means by which students safely test theories and gain invaluable experience. I desire to open a dialogue concerning the needs and strengths of the non-traditional students and how to best serve them during this crucial time of learning.
However, a new examination of the CSWE requirements, policies, and procedures of institutions of higher education with a manner of nuance should be given to this growing student population. It will ensure these older non-traditional students who are finishing their degree and entering the practice of social work receive a placement that meets their educational and professional needs rather than being an exercise in futility to complete a requirement.
The Long Pathway: Journey to Understanding Mental Health
Written by: Iman, Introduction: Rosie, Billy, Anisah, and Fahim – Haverstock School Journalism Project
*Editor’s Note: UK Social Work Helper Staff Writer, Chey Heap, and myself worked with the Haverstock School Journalism Project to support budding young journalists in their pursuit to better understand mental health issues. The below work was written by an 11 year old student, and I am proud Social Work Helper was able to be apart of this effort. The article is a collection of interviews and collaboration with her classmates. They did an outstanding job of exploring and processing a complicated issue like mental health. – Deona Hooper MSW
A recent survey stated that 20% of adolescents may experience a mental health problem in any given year. In the Journalism project, we choose the subjects we want to write articles on and because I personally had an experience that traumatised me when my brothers had been separated from me. It really felt like I had been deprived of the things that gave me the most pleasure, and it put me into a deep depression. No one could understand the way I felt.
If we had physical problems, people would have noticed, but the inner ones are not noticed. If you break your arm everyone knows, but there is a stigma attached to mental health problems.
I wanted to know about how psychologists and other professionals work and understand how they can help us so that young people who are experiencing mental issues will know they are not alone and can get help.
The article is titled ‘The Long Pathway’ because it takes a long time to train to become a helping professional and to research and understand different conditions, but it is also a long pathway to healing.
So, I decided to ask my classmates who have experience with mental health issues including depression and bereavement to help me with this project.
One person, we shall call him Stephen told me: His Nan had a very rare disease that messed with her head. It made her see things. “When we went to visit her she saw everybody but me! It made me feel sad and left out but no one knew how I felt”.
Another a girl called Sarah told me: “My Mum and my Nan were fighting and they stopped talking to each other and when I wanted to go out with my Nan my Mum wouldn’t let me that made me very upset and angry”.
I then wanted to know what it was like to train, work and research in the field of mental health.
Journey Through a Psychologist and her Trainees Eyes
Dr Gursharam Lotey, a young person’s clinical psychologist and Jasmeet Thandi a trainee clinical psychologist agreed to an interview at Camden Open Mind – an organisation that reaches out to young people and helps them deal with life situations including bereavement, bullying or educational issues. It gave us a unique insight into their work.
Jasmeet: I am constantly thinking about feelings. You are talking to someone you have never met before and you are asking:
“How do you feel?”
And it is probably a bit much. So we get beautiful Russian dolls, name each doll that we have made: happy doll, sad doll Yesterday, one girl put a sad doll inside a happy doll. So, on the surface, she seemed happy but on the inside, she was feeling a bit sad.
Q: Do you use your own experiences to connect with patients?
Gursharan: It is really important to be aware of your past to be able to connect with a young person
Jasmeet: A patient will tell you something and I think:
‘Ah I have experienced that…’
Q: How do you deal with the unexpected?
Gursharan: The best thing to do is to not panic and to just think why that person might be sharing something with you that might be a bit out of the ordinary; and to be able to hold this inside, even if you are thinking: Wow! This is not what I expected!
Q: Do you ever get scared of your patients?
Gursharan: Not scared as such… I worry about them but our aim is for them to go home and be safe.
Jasmeet: Not scared I worked on a unit where adolescents had committed crimes. Once you get to know someone you can really understand the context and why things have happened. Understanding them is really important.
Q: What challenges do you face in your work?
Gurshuram: If something really complex and serious is happening within a young person’s family and you have several families like that all on the same day it can be quite challenging to not think about it when you go home.
Gursharam and Jasmeet explained training to be a clinical psychologist was like embarking on a long pathway and it felt like we were given a fascinating peek into what that entails.
Thank you, Gursharan and Jasmeet. We think Camden Open Mind gives an invaluable service.
Journey Through a Psychology Lecturer’s Eyes
Tony Cline is a now a psychology lecturer and trains child psychologists. When Tony was twenty-one, he found himself in a room with a new computer, but this computer was gigantic. It took up a WHOLE room! He punched information into cards and it would take three weeks to process. Unfortunately, when Tony made a mistake, it would take another three weeks to process. Since then, technology is the biggest change he has seen.
Tony specialises in research as well as teaching and over the years has worked on subjects like dyslexia and has organised dyslexia conferences. Elective mutism was another subject in which he took an interest. This is where a young person can talk but only with some people. People thirty years ago often thought the child was just being naughty, but Tony’s analysis showed they weren’t, they genuinely had problems.
An example would be a pupil refusing to communicate with their teacher. The review of research highlighted a treatment called ‘Fading In’ where the child talks to the people they are comfortable with. For example, while the child is talking to their parents about something very interesting, the teacher appears at the door but does not enter. The second time, the teacher might come in but not stay, and on the third time the teacher stays and joins in the conversation. There is now a new name for the condition is called Selective Mutism.
I asked about the difficulties his students face to become trained professionals:
Tony: One of the things students do is they carefully train and prepare for an interview and then despite what they have been told about the child before they meet them, there is sometimes much more than is said.
I wondered whether there are difficult situations whilst he was teaching.
Tony: Yes. You can sometimes see that it is making someone in the group think about their own lives and they have had a bad time; for example noticing when a student is being hit by a subject like bereavement because they have experienced it.
Although Tony has years of experience, he still says to his new students: “I am going to learn something from you.”
I learnt lots from everyone I met on this fascinating journey and hope this article will be the first of many that shed light on an area that is difficult for people to understand.
Thank you. Gurasharam, Jasmeet, Tony, and classmates.
Brief description of the project:
The Haverstock School Journalism Project exists to give underprivileged young people a very high standard of journalism training and proper assignments.
The students have interviewed all sorts of people from a lady firefighter to Baroness Lola Young of Hornsey, recently they contribute to the University College London, Amnesty Journal, and provide regular articles for On the Hill Magazine. The project is funded by the John Lyon’s Charity.
The Project Co-ordinator
Danielle Corgan worked in broadcast documentaries for over a decade, mainly with the award-winning documentary company Goldhawk Media Ltd. She helps the students research their subjects, prepare interview questions, organises the interviews, and write and structure print quality articles. She strongly believes every child can write well and encourages them to develop their own voice. She has worked with youngsters with Special Education Needs and Looked After children on the project with very good results.
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