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SSW

NASW SPECIALTY PRACTICE SECTIONS


FALL/WINTER 2017

SECTION
CONNECTION

Letter from the Chair


SCHOOL SOCIAL WORK

NASW Practice
NASW adopted an updated version of Standards for Technology in Social Work

& Professional
Practice on August 4, 2017. The standards provide guidance on the use of technology in social

Development Blog
work services. They encompass such technology as computers, cell or landline phones, tablets, video
technology or other electronic digital platforms, Internet, online social media, text messaging, e-mail,
and emerging digital applications. They apply to all types of social work services, including

Where can you find the latest


psychotherapy; individual, family, or group counseling; community/organization; administration;

information posting about social advocacy; mediation; education; supervision; and research evaluation.
work practice? Visit the NASW
Practice and Professional
Development Blog. Designed for
Client confidentiality is an integral part of social work practice. Because client privacy can be

NASW Section members and social compromised, social workers should not electronically share confidential information. Reasonable
workers in practice, it offers trending
topics, valuable resources, and
safeguards must be taken, such as encryption, firewalls, and passwords, when using electronic

professional development
communication like e-mail, online posts, online chat sessions, mobile communications, and text

opportunities. Learn more at messages. This means that social workers should avoid posting identifying or confidential
www.socialworkblog.org/practice- information about clients on social media. Searching or gathering client information electronically is
and-professional-development/. also prohibited, unless there is a compelling reason.

The Standards for Technology in Social Work Practice should be used in conjunction with the NASW
Code of Ethics (updated version to take effect January 1, 2018) along with relevant statutes and
regulations. These useful resources are available to help social workers address the benefits,
challenges, and risks of technology.

Chair Brenda Lindsey

750 First Street NE, Suite 800 Resources


Washington, DC 20002-4241 NASW Standards for Technology in Social Work Practice:
SocialWorkers.org/includes/newIncludes/homepage/PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf
2017 National Association of Social Workers. The new NASW Code of Ethics will be available in print and online in November 2017.
All Rights Reserved.
SSW
Committee
Members
Brenda Coble Lindsey, EdD, MSW, LCSW, Chair
Megan Love Berkowitz, MSW, LICSW
Gregory P. Drozdowski, ACSW
Michael S. Kelly, PhD, LCSW
D. Natasha Scott, EdS, MSW

NASW PRESIDENT NASW STAFF


Kathryn Conley Wehrmann Director, Professional and
PhD, MSW, LCSW Workforce Development
Raffaele Vitelli, CAE

CHIEF EXECUTIVE OFFICER Specialty Practice Section Manager


Angelo McClain Yvette Mulkey, MS
PhD, LICSW
Senior Practice Associate
Takia Richardson, LICSW, LCSW

Project Coordinator
Rochelle Wilder

IDENTIFYING & SUPPORTING


STUDENTS Affected by Prenatal
Alcohol Exposure
SANDRA J. GONZALEZ, MSSW, LCSW

As a school social worker, when practitioners play a vital role such as autism spectrum disorder by far the most serious
was the last time you considered alongside teachers, guidance and attention-deficit/hyperactivity neurobehavioral effects in the
prenatal alcohol exposure counselors, and parents in disorder (ADHD) but how often fetus. Indeed, today, prenatal
when working with students ensuring that the childs have you, as a school social exposure to alcohol is
who just dont seem to get it educational needs are met in the worker, considered prenatal recognized as the leading
and keep making the same most appropriate, evidence- alcohol exposure when working preventable cause of birth
mistakes over and over? Or the based, culturally relevant, and with a child who has academic defects and intellectual and
student who can communicate responsive manner. School and behavioral difficulties? neurodevelopmental disabilities;
effectively verbally but has social workers routinely use it remains a significant ongoing
significant difficulty with math their expertise as mental health The causal link between prenatal public health concern. For
or reading comprehension? practitioners to assess and alcohol exposure and school-aged children, the effects
develop service plans for developmental, intellectual, and of prenatal alcohol exposure
School social workers are often conditions that affect the physical disabilities is well may present as learning and
challenged to meet the unique students ability to succeed in documented. The Institute of attention difficulties, problems
and varied psychosocial needs the classroom. In this role, Medicine reported in 1996, with socialization, or poor
of students who have a wide school social workers commonly Of all the substances of abuse, executive functioning.
range of developmental and encounter children with including heroin, cocaine, and Developmental and physical
intellectual disabilities. These neurodevelopmental disorders marijuana, alcohol produces disabilities also may be present.
FETAL ALCOHOL SPECTRUM alcohol exposure (ND-PAE) is
DISORDERS a diagnosis to be considered TABLE 1:
Children with fetal alcohol when children display FASD: SPECIFIC DIAGNOSES ALONG THE SPECTRUM
spectrum disorders (FASDs) can neurobehavioral symptoms.
have a range of lifelong Introduced in the DSM-5, ND-PAE: Neurobehavioral disorder-prenatal alcohol exposure
cognitive, behavioral, and ND-PAE is the diagnosis that Criteria: Impairments to neurocognition, self-regulation, adaptive functioning
physical consequences caused applies to the vast majority of *DSM-5 diagnostic code intended to be used in clinical settings by psychologists, social
by prenatal alcohol exposure. children with an FASD (American workers, nurses, occupational therapists, etc. This code triggers payment for services
FASDs may affect up to one in Psychiatric Association, 2013; and helps individuals access interventions/treatments.
20 school-aged children. The Hagan et al., 2016). ND-PAEs
actual prevalence could be neurobehavioral features ARND: Alcohol-related neurodevelopmental disorder
higher: A 2015 clinical report including problems with
Criteria: Confirmed prenatal alcohol exposure (PAE); neurobehavioral impairments
from the American Academy of learning, memory, executive
*A complex medical diagnosis, best assigned by multidisciplinary FASD team evaluation
Pediatrics (AAP) notes the true function, impulse control, and
FASD prevalence remains social interactionare what a
ARBD: Alcohol-related birth defects
unknown and the actual impact teacher and/or school social
underappreciated. FASDs worker would observe in a Criteria: Confirmed PAE; specific physical malformations
remain vastly under student. After reviewing the
recognized because alcohol- teachers concerns and the PFAS: Partial FAS with confirmed maternal exposure
related disabilities are widely childs academic performance, Criteria: Specific facial anomalies; neurobehavioral impairment; when no confirmed
misdiagnosed or undiagnosed the school social worker may PAE, growth deficiencies or deficient brain growth must also be present
(Williams, Smith, & AAP want to initiate a conversation
Committee on Substance with the childs parent/caregiver FAS: FAS with/without confirmed maternal exposure
Abuse, 2015). about referral for evaluation Criteria: Specific facial anomalies; growth deficiency; deficient brain growth;
and diagnostic services. neurobehavioral impairment
While the term FASD is not in
itself a diagnosis, it encompasses By becoming familiar with the *As noted by Hoyme et al. (2016).
several specific diagnoses with neurobehavioral features of See Hoyme et al. (2016) and Hagan et al. (2016) for full diagnostic details.
associated cognitive, behavioral, ND-PAE and related diagnoses,
adaptive, and, in some instances, school social workers can make
physical manifestations that referrals for evaluation of
introduces the potential for sources of disability in FASD,
vary across the spectrum from potential FASDs. If confirmed,
stigma and guilt that can impede and recent clinical guidelines
mild to severe (Hoyme et al., they can facilitate appropriate
treatment. If the initial school- identify specific domains of
2016 Williams et al., 2015). treatment planning, map
based assessment suggests an functioning (Table 2) that may
Social workers may have heard educational needs, and identify
FASD, responsibility for be affected (Hoyme et al.,
of fetal alcohol syndrome (FAS) resources to support overall
confirming an FASD diagnosis 2016). Additionally, youths
and be familiar with the student functioning. FASD-
is best managed by pediatric with FASDs are likely to have
distinctive facial features and informed diagnostic and
specialists. secondary mental health
growth deficits that characterize intervention services often
disorders. ADHD, for example,
it; however, FAS is only one require a multidisciplinary
FASD: AN INVISIBLE is a co-occurring disorder in
diagnosis under the FASD approach, and that may mean
DISABILITY more than half of individuals
umbrella and is the tip of the that children and their
Children with FASDs are often with FASDs. Oppositional
iceberg, identified in 0.2 to caregivers are linked with
misdiagnosed or undiagnosed defiant disorder, conduct
1.5 infants per 1,000 live births multiple providers, including
all together and may be disorder, reactive attachment
(compared with up to 48 cases social workers, psychologists,
inadvertently seen as simply disorder, depression, anxiety
per 1,000 births for FASD pediatricians, occupational
problematic or difficult. At times, disorders, and sleep disorders
overall; Williams et al., 2015). therapists, or speech therapists,
parents and educators may see often co-occur with FASDs
Other diagnoses in the spectrum to name a few.
them as willfully disobedient or (Weyrauch, Schwartz, Hart,
capture FASD symptoms that
lazy when, in fact, their Klug, & Burd, 2017).
are present in individuals who It is important to emphasize that
behavior can be attributed to
may not have obvious physical interactions with family regarding
impairments due to central Assessment and correct diagnosis
features of prenatal alcohol a potential or actual FASD
nervous system and brain is important because evidence-
exposure (Table 1). require extreme sensitivity to
damage from in-utero alcohol based interventions that address
avoid stigmatizing both the
exposure. Neurocognitive the neurologically based
Neurobehavioral disorder child and the family. The topic of
impairment and abnormal problems of FASD can maximize
associated with prenatal alcohol use during pregnancy
behavior are the principal educational outcomes. Various
educational accommodations student to student based on
have been effective in helping individual needs. TABLE 2:
children with FASDs reach their NEUROBEHAVIORAL FUNCTIONAL DOMAINS IN
developmental and educational Although FASDs are lifelong
FASD DIAGNOSES
potential (Petrenko & Alto, conditions, developmental and
2017). At the same time, educational interventions that FASD presents a constellation of impairments across
appropriate diagnosis will help optimize instructional several domains identified in diagnostic criteria
avoid overmedication or the modifications, parenting
use of medications prescribed strategies, and social supports Domain Potential Impairment
for other conditions, such as can help students maximize
ADHD, that may be ineffective their academic potential. Social Global intellectual ability Full-scale IQ, verbal performance, spatial IQ
or exacerbate the behavioral workers in school settings can
Cognitive Executive functioning, learning, memory and
issues of an FASD. help improve educational
visual-spatial skills
outcomes and lives of children
The Individuals with Disabilities and families who are or may Behavior/self-regulation Mood, behavioral regulation, attention,
Education Act (IDEA), federal be affected by FASDs, by doing impulse control
legislation that mandates early the following: Adaptive skills Communication, social interaction, daily living skills,
intervention and special motor skills for young children
education services for children Staying informed about
with disabilities from birth to 21 FASDs, evidence-based
years of age, is a helpful interventions, and the Hoyme et al., 2016
resource for children needing educational, social, and
evaluation for intervention support needs for affected
services. Under IDEA, children individuals and families guidelines: socialworkers.org/ clinical guidelines for
who receive special education Adapting and tailoring practice/standards/Fetal_Alco diagnosing fetal alcohol
services are required to have behavioral interventions and hol_Spectrum_Disorders.asp spectrum disorders. Pediatrics,
an individualized education therapeutic services 138(2). doi:10.1542/peds.
plan (IEP). Children with Providing in-service training Sandra J. Gonzalez, MSSW, LCSW, is 2015-4256
behavioral and developmental on FASDs to school personnel an instructor and the director of
difficulties associated with Developing policies to improve operations for the Center for Primary Petrenko, C.L.M., & Alto, M.E.
FASD may qualify for special delivery of educational and Care and Population Health Research, (2017). Interventions in fetal
education services and other support services to children Baylor College of Medicine in Houston, alcohol spectrum disorders:
educational accommodations in the school setting Texas. She can be reached at An international perspective.
(Williams et al., 2015). In Connecting children and Sandra.Gonzalez@bcm.edu European Journal of Medical
many cases, school social families with FASD-informed Genetics, 60(1), 79-91.
doi:https://doi.org/10.101
workers participate formally or providers (if available in your
REFERENCES 6/j.ejmg.2016.10.005
informally on IEP teams and area) who offer evidence-
American Psychiatric
have the ability to explain the based interventions to address
Association. (2013). The Weyrauch, D., Schwartz, M.,
childs unique needs to secondary disabilities.
diagnostic and statistical Hart, B., Klug, M.G., & Burd,
teachers, administration, Using nonjudgmental L. (2017). Comorbid mental
manual of mental disorders:
caregivers, and others involved language and a strengths- DSM 5. Arlington, VA: Author. disorders in fetal alcohol
in the childs education. focused approach, and spectrum disorders: A
avoiding actions that may Hagan, J.F., Balachova, T., systematic review. Journal of
That said, it is also important to stigmatize the child and family Bertrand, J., Chasnoff, I., Developmental and Behavioral
remember that not all children Dang, E., Fernandez-Baca, Pediatrics, 38(4), 283-291.
with FASDs are enrolled in For more information, visit the D., Zubler, J. (2016). doi:10.1097/DBP.0000000
special education services. Centers for Disease Control and Neurobehavioral disorder 000000440
The reality is that some students Prevention web page on associated with prenatal
affected by FASDs have IQs FASDs: https://cdc.gov/fasd alcohol exposure. Pediatrics, Williams, J.F., Smith, V.C., &
within normal range but their 138(4), e 20151553.doi: American Academy of
learning may be compromised NASWs Spring 2017 Practice 10.1542/peds.2015-1553 Pediatrics Committee on
by behavioral or social Perspective, Fetal Alcohol Substance Abuse. (2015).
Hoyme, H.E., Kalberg, W.O., Fetal alcohol spectrum
problems. Given this difference, Spectrum: A Guide to
Elliott, A.J., Blankenship, J., disorders. Pediatrics, 136(5),
the exact role of the school Resources, provides links to
Buckley, D., Marais, A.S., e1395-1406. doi: 10.1542/
social worker may vary from current research and clinical
May, P.A. (2016). Updated peds.2015-3113
NASW SPECIALTY PRACTICE SECTIONS WEBINARS

Translating Evidence-Based Dementia Interventions to the In this presentation, we will examine the myriad of therapeutic and

Community: A Report on Administration on Aging Grants diverse ways that animals seem to help humans overcome trauma.
This is an opportunity for social workers to learn best practices in
Thursday, January 11, 2018 (1 - 2 pm ET)
trauma informed animal assisted intervention.

CREDIT HOURS: 1 Pain/Symptom Management CEU(s)


PRESENTER: Elizabeth Gould, MSW, LCSW Making Sure School Social Work Meets Its Own Grand
Challenges
This presentation will provide a brief overview of barriers and
Wednesday, February 28, 2018 (1 - 2 pm ET)
considerations for community translation and focus primarily on the
ADSSP grantee experience translating evidence-based dementia
CREDIT HOURS: 1 Clinical CEU(s)
interventions to the local community.
PRESENTER: Michael S. Kelly, PhD, LCSW

Criminal Injustice Competency: A Missing Component of This presentation will describe three Professional Learning Community

Social Work Education To End Mass Incarceration (PLC) training and research projects currently underway at Loyola
Chicagos Family and School Partnership Program (FSPP) that are
Thursday, January 25, 2018 (1 - 2 pm ET)
attempting to address the gap between the best practices called for in
the SSW literature and what is happening in the field.
CREDIT HOURS: 1 Social Work CEU(s)
PRESENTERS: Warren Graham, MSW, LMSW and
Alexis Jemal, JD, PhD, LCSW Complex Ethical Issues: Working with Children,
Adolescents, Young Adults, and Families
This webinar will introduce participants to the idea of criminal injustice
Friday, March 16, 2018 (noon 3 pm ET)
competency and will discuss the importance of social work education in
preparing students to resist being tools of oppression and to take action
CREDIT HOURS: 3 Ethics CEU(s)
to end mass incarceration, the social justice issue of our era.
PRESENTER: Frederic G. Reamer, PhD
Trauma Informed Animal-Assisted Interventions: Research
Developments, Models, and Practice Methods This webinar will explore complex ethical issues involved in the delivery
of social work services to children, adolescents, young adults, and
families. Frederic Reamer will provide an overview of challenging issues
Friday, February 2, 2018 (1 2 pm ET)
pertaining to client privacy and confidentiality, boundaries, dual
relationships, conflicts of interest, documentation, management of
CREDIT HOURS: 1 Clinical CEU(s)
clinical records, and use of digital technology and social media. Dr.
PRESENTER: Philip Tedeschi, LCSW
Reamer will provide an overview of key ethical standards and practical
What happens when you cant trust people? When a life event so risk-management strategies.
completely shakes the foundation of our willingness to have human
Visit: socialworkers.org/sections for details.
relationship that traditional therapeutic trusting relationship is no
longer a viable approach to therapeutic intervention?
UTILIZING HOME VISITING as a
Proactive and Preventive School
Social Work Strategy
MEGAN BERKOWITZ, MSW, LICSW
CHRISTINE ANLAUF SABATINO, PHD, LICSW, C-SSWS

(2016), Paul Tough reviewed families who did not (Sheldon &
the outcome research for three Jung, 2015).
home visiting interventions
aimed at increasing parental Professional literature on
capacity with young children in resilience suggests home visiting
the following areas: maternal programs may be sorted into
and childrens health, three categories (Masten &
vocabulary and literacy skills, Coatsworth, 1998): risk-focused
and building secure attachment home visits are designed to
between children and caretakers. prevent, reduce, or eliminate
In one program, 61 percent of stressors that impact child and
the young children who received family well-being; resource-
Home visiting programs for workers to revisit this historical targeted home visiting services focused home visits are designed
school social work can be service plan and adapt it for were deemed securely to provide assets that counter-
traced back to the late our modern era. attached, whereas only 2 balance risk factors; and
1800s, when visiting percent of children in the process-focused home visits are
teachers met with immigrant Home visiting is an umbrella control group were found to designed to change patterns of
families in their homes to explain term for a type of service be securely attached. interpersonal interaction and
the mission of public education delivery rather than a specific promote family competence. For
and to bring information back treatment intervention (Sweet & In another study, Johns Hopkins school social work home visits,
to the school about the barriers Appplebaum, 2004). Home University researchers found this means addressing
families faced in the community service programs differ based that elementary and middle educational risks, providing
that impacted student learning on their goals, interventions, school students who received resource information and
(Oppenheimer, 1925). Visiting outcomes, and basic assumptions, just one structured home visit at referrals, and fostering adaptive
teachers, the forerunners of and even though they are the beginning of the school year relationships between and within
school social workers, provided complex and multifaceted, recent were more likely to perform on the home, school, and community
school information, social meta-analyses of home visiting a proficient level on certain settings. In all three types of
support, and links to other programs have found that they academic assessments, and on programs the aim is to ease
services in order to strengthen yield positive results (Folger et the whole, they missed 2.7 fewer barriers to learning, improve
families and promote school al., 2016; Filene, Kaminski, days of school than those who school success, and strengthen
success. Today, the federal Valle, & Cachat, 2013). did not receive a home visit child and family self-efficacy, and
government recognizes and (Sheldon & Jung, 2015). The all can be conducted reactively
affirms the value of home visiting Of particular interest to school program also emphasized (after a specific concern has
programs in the Affordable Care social workers is recent research consistent teacher-parent been presented) or proactively
Act through the Federal Home in the area of early childhood communication via telephone and (as a preventive measure).
Visiting Program that was development; schools are e-mail as well as school-based
reauthorized as part of the currently inundated with students parent-teacher conferences What follows are some of the
Medicare Access and Childrens who have difficulty with self- throughout the year, with parent steps you may wish to consider
Health Insurance Program, CHIP regulation when they are surveys indicating that families when creating a home visiting
Reauthorization Act). Thus, it is in transitioning from home to school. who received home visits felt program for your school and/or
the best interest of school social In Helping Children Succeed more connected to school than clinical school practice; they
are designed as a prevention- Target Group: Once you collaborate on a plan for the empower or inadvertently
intervention approach. determine your purpose and current year. If you are meeting enable this student or family
your goal, you will have a with new students on your with a visit? Finally, be sure to
Approval: First and foremost, clearer picture of the set of caseload, create a getting-to- understand any cultural
ensure buy-in for establishing a students you will be targeting. know-you activity and share considerations that may need to
home visiting initiative from For example, if you are what services will look like for be addressed before visiting a
school leadership in accordance conducting resource-focused the year. home, such as language and
with your schools policies. Make visits to assess for needs, your social interactions (Byrd, 2012).
sure to check with your direct initial target group could be Safety. Develop a process and
supervisor or principal about families experiencing housing protocol to ensure safety. It is Documentation: As with any
your home visit proposal. When instability or homelessness. Next, recommended never to do a important interaction with a
you create your proposal, consult determine your own workload home visit alone (Byrd, 2012). client, documentation of your
the school handbook regarding capacity and prioritize Seek out a colleague who has visit is imperative (Byrd, 2012).
related policies. Dont plan for accordingly. The beginning of duties related to the goal of In accordance with the Code of
something you are not allowed the year is busyas is the your visit such as a special Ethics, record important
to do! middle and the end! Look at education teacher or a staff takeaways from the visit and any
your schedule and set a realistic member who handles plans created that require follow-
Purpose: Use data and reflection expectation for how many home attendanceto join you and up. Finally, it is important to
from the previous school year to visits you can accomplish. Are collaborate in planning. monitor progress and provide
decide on the main rationale you only able to visit three to Additionally, it is imperative to evidence to your school
for conducting proactive home five students? It is okay to connect with the family before leadership about changes
visits. Consider the three general prioritize which students to the visit via phone or e-mail to and improvements in student
categories: risk-focused (e.g., pursue; your visits will still have introduce the purpose, receive performance based on
meet with the families of students an impact. permission to visit, and confirm home visits.
who previously have had poor an agreed-upon date and time.
attendance to create a plan for Time Frame: Based on your In conclusion, in a variety of
this school year), resource- goal, determine when your Confidentiality and professions, home visiting
focused (e.g., meet to assess or home visits will occur. The time Boundaries: Make sure to practices have shown to be a
provide proactive resources to frame will be determined by examine your population and powerful tool when working
reduce an identified barrier to your own schedule (e.g., year- the family situation along with with children and families.
access), or process-focused round versus school-year the NASW Code of Ethics to Utilizing a well-planned home
(e.g., meet with families of employees), the schools ensure that you are acting and visit as a preventive measure or
students on your caseload to schedule, and the purpose and planning appropriately (Allen & relationship-building strategy,
begin to build positive rapport goal of your visits. For example, Tracy, 2004). For example, if a with the aim of reducing or
and strong relationships early if you are targeting students student on your caseload lives eliminating a barrier to learning,
in the year). Additionally, ensure who had high absentee rates with extended family members, can also become a powerful
that your purpose aligns with during the school year, then check to make sure that those in tool for school social workers.
your specific job duties; if you visits should happen close to the home are aware that he or
focus mainly on providing the start of the year to engage she receives clinical services Megan Berkowitz, MSW, LICSW, is the
therapeutic or special education in true prevention. Or, if you before visiting. Additionally, positive behavior support manager and
services, concentrate in this area. are engaging in process- following a home visit, teachers social work supervisor for AppleTree
or administrators may request Early Learning Public Charter Schools in
focused visits and targeting
Washington, DC. She can be reached at
Goal: After you have determined students on your clinical or case information from you regarding
megan.berkowitz@appletreeinstitute.
your purpose, home in on a management caseload, then your discussion. Consider
org.
desired goal for the home visits. you could schedule staggered which information, if shared,
For example, if you are visits throughout the year based may violate the Code of Ethics. Christine Anlauf Sabatino, PhD,
conducting risk-focused home on when new students are LICSW, C-SSWS is ordinary professor
visits targeting attendance, your added to your caseload. Also, consider boundaries. at The Catholic University of America
goal could be to reduce the When determining your and director of the Center for the
truancy rates for a specific Preparation: Based on the goal caseload, assess whether Advancement of Children, Youth, and
caseload of students. As with for your visit, create a concrete visiting a home would enhance Families at the National Catholic
any goal, include data (e.g., plan before meeting with the the relationship or possibly School of Social Service. She can be
the previous years attendance student and family (Byrd, 2012). damage or blur therapeutic reached at sabatino@cua.edu.
statistics) by which progress If you are addressing attendance, boundaries. This is especially
could be measured. draft a script to discuss the relevant for resource-focused
previous years barriers and visits. Think to yourself, Will I
REFERENCES Folger, A.T., Brentley, A.L., Oppenheimer, J. (1925). The Sweet, M.A., & Appelbaum,
Allen, S.F., & Tracy, E.M. (2004). Goyal, N.K., Hall, E.S., Sa, visiting teacher movement M.I. (2004). Is home visiting
Revitalizing the role of home T., Peugh, J.L., Teeters, A.R., with special reference to an effective strategy? A
visiting by school social Van Ginkel, J.B., & administrative relationships meta-analytic review of home
workers. Children in Schools, Ammerman, R.T. (2016). (2nd ed.). New York: Joint visiting programs for families
26(4), 198-208. Retrieved Evaluation of a community- Committee on Methods of with young children. Child
from www.researchgate.net/ based approach to strengthen Preventing Delinquency. Development, (75), 5,
publication/275163900 retention in early childhood 1435-1456.
home visiting. Prevention Sheldon, S., & Jung, S.B.
Byrd, D.R. (2012). Conducting Science, 17, 52-61. DOI (2015, September). The Tough, P. (2016). Helping
successful home visits in 10.1007/s11121-015- Family Engagement Children Succeed: What
multicultural communities. 06000-9. Partnership: Student outcome Works and Why. New York,
Journal of Curriculum and evaluation. Johns Hopkins NY: Houghton Mifflin
Instruction, 6(1), 43-54. Masten, A.S., & Coatsworth, University, School of Harcourt.
Retrieved from www.joci.ecu. J.D. (1998). The development Education, Center on
edu/index.php/JoCI/article/ of competence in favorable School, Family, and
download/128/PDF and unfavorable environments: Community Partnership.
Lessons from research on [Online.] Retrieved from
Filene, J.H., Kaminski, J.W., successful children. The http://flamboyanfoundation.
Valle, L.A., & Cachat, P. American Psychologist, org/wp/wp-content/uploads/
(2013). Components 53(2), 205-220. 2015/09/JHU-STUDY_
associated with home FINAL- REPORT.pdf.
visiting program outcomes:
A meta-analysis. Pediatrics,
132(2), 100-109.
Call for
NASW invites current social work practitioners to submit brief
Social Work Practitioner
Submissions

articles for our specialty practice publications. Topics must be


relevant to one or more of the following specialized areas:
Did You Know?
Administration/Supervision Health
Aging Mental Health Effective communication among
Alcohol, Tobacco, and Private Practice school personnel, families, and
Other Drugs School Social Work
communities is vital to reach the

Child Welfare Social and Economic


goals set for each student.

Children, Adolescents, Justice & Peace


and Young Adults Social Work and the Courts

For submission details and author guidelines, go to


SocialWorkers.org/Sections. If you need more information,
email sections@naswdc.org.

For more information, visit


SocialWorkers.org/Sections

750 FIRST STREET NE, SUITE 800


WASHINGTON, DC 20002-4241