Social Work Services: How to
support students socially and
emotionally
Presented By: Stacy Robertson, School Social Worker
August , 2011
Social Work Services
Objectives:
– -TWBAT understand the role and responsibilities of the social
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worker, including order of priority.
TWBAT identify a student in crisis.
TWBAT act immediately on a student crisis.
TWBAT understand his/her role as mandated reporters and
reporting procedures.
TWBAT understand the referral process for services (crises and
non-crisis referrals).
TWBAT understand his/her role in maintaining confidentiality.
TWBAT know what to expect from the social worker.
Social Work Services
Do Now:
How have you utilized your school social worker in
the past? What went well? What did not?
Role of the Social Worker
To help students whose social, emotional, and
personal well-being adversely affects their ability
to function appropriately in school.
Role of Social Worker at MCP
-Keep tabs on the emotional well-being of our students and school
community.
-Assist students with social, emotional, and personal
issues that affect ability to function appropriately
in school.
-Crisis intervention on the individual level.
-Work with crisis team to handle school-wide crises.
-Provide social assessments and social work minutes
for students with IEP’s and 504 plans.
-Consultation with staff on students’ emotional needs.
-Ensure linkages between support providers.
-Advocate for student needs.
- Advisory: Classroom teachers benefit from professional help with more involved
social and emotional issues
-Social worker provides linkages to necessary services in the community
-Teach about emotional and relational health
- Manage pre-referral intervention team (SST) and provide intervention.
- Administer testing for students in ELL program.
Social work at MCP
• Social Work is NOT psychotherapy
• Social Work at MCP is rooted in three
theories:
Solution-Focused Brief Therapy
Cognitive-Behavioral Therapy
Family-Systems Theory
• Goal is to keep it “short and sweet”
Outside Scope of Social Work services
• Students who need intensive individual
psychotherapy
• Prescription/recommendation of psychotropic
medication
• Family counseling
Social worker has resources to refer these
issues to providers outside the school
Social Worker Roles/Priorities
CRISIS
CASELOAD
REFERRALS
-1st priority
-Urgent needs
-2nd priority
-Most time spent
with caseload
- 3rd Priority
Part One: Crisis Intervention
Crisis Intervention
• Completely Confidential
• First Priority
• Involves Student Safety & Safety of
Others
• Needs immediate follow-up
• Can be on individual or school-wide level
• Social Worker works with the crisis team
to handle school-wide crises
• Provide linkage to community resources
Crisis Intervention, cont.
Identifying a crisis situation:
• Student is crying in class, teacher asks why, and student
refuses to explain
• Suicidal/homicidal behaviors (i.e. self-mutilation) or
thoughts.
• Student or parent reports physical or sexual abuse (past or
present)
• Teacher witnesses or suspects physical abuse
• Student reveals he/she has run away from home or reports
that the family is homeless.
* More extensive training on Homeless students will
come in Fall.
• You suspect or learn that a student plans to hurt him/herself
or someone else
• Student has recently lost a family member or loved one.
Crisis Intervention Protocol
- Instructor/staff member should immediately inform the social
worker and/or administrative staff of the situation.
- Social worker will follow up on the situation immediately. Linkage
to outside services will be provided if necessary.
- If there is any risk of harm to self or others, the student should be
constantly monitored by a staff member until appropriate services
are secured.
- Teacher should fill out a referral form within 24 hours of the crisis
situation.
-If abuse is suspected, DCFS mandated reporting protocol must
be followed.
Mandated Reporter
The Abused and Neglected Child Reporting
Act, 325 ILCS 5/1 et seq.,defines mandatory
reporters as those professionals who may
work with children in the course of their
professional duties. Every teacher and
teacher’s aide clearly falls within this
definition.
Mandated Reporter
In the school setting (MCP) a mandated reporter
includes:
- Principals, Assistant Principals, Deans
- School social workers, counselors, psychologists
- Teachers ( Paid, Full-Time, Part-Time, Substitute,
or Volunteer)
- Truancy officers, Security officers
- Custodians, Lunchroom Staff
- Athletic Coaches
Why Report?
ALL SCHOOL PERSONNEL MUST IMMEDIATELY CONTACT THE
DEPARTMENT OF CHILDREN AND FAMILY SERVICES WHEN THEY
HAVE REASONABLE CAUSE TO SUSPECT THAT A CHILD WHO IS
UNDER THE AGE OF EIGHTEEN AND KNOWN TO THEM IN THEIR
PROFESSIONAL CAPACITY HAS BEEN ABUSED OR NEGLECTED OR
IS
IN DANGER OF BEING ABUSED OR NEGLECTED – PHYSICALLY,
SEXUALLY OR THROUGH NEGLECT – AND THAT A CAREGIVER, OR
PERSON IN A POSITION OF TRUST AND AUTHORITY OVER THEM,
COMMITTED THE HARM OR SHOULD HAVE TAKEN STEPS TO
PROTECT THE CHILD FROM HARM.
What to report
• Child Abuse
- The mistreatment of 18 years old or younger by a parent,
caretaker, someone living in their home, or someone who
works with or around children.
Physical, Sexual, Emotional (Review “ Manual for Mandated
Reporters”)
• Child Neglect
- Neglect is when a parent or caregiver fails to provide
adequate supervision, food, clothing, shelter, or other basic
needs of the child.
What to Report
An alarming and increasing number of teenagers attempt and succeed at suicide. According to the Centers for Disease
Control and Prevention (CDC), suicide is the third leading cause of death for 15- to 24-year-olds. For the overwhelming
majority of suicidal teens, depression or another psychological disorder plays a primary role. In depressed teens who also
abuse alcohol or drugs, the risk of suicide is even greater.
Students who are at-risk of committing harm may display their desire to hurt themselves or other in many ways. The
warning signs include:
Self-harm
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Talking or joking about committing suicide.
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Saying things like, “I’d be better off dead,” “I wish I could disappear forever,” or “There’s no way out.”
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Speaking positively about death or romanticizing dying (“If I died, people might love me more”).
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Writing stories and poems about death, dying, or suicide.
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Engaging in reckless behavior or having a lot of accidents resulting in injury.
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Giving away prized possessions.
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Saying goodbye to friends and family as if for good.
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Seeking out weapons, pills, or other ways to kill themselves.
*Harm to others
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Direct threats towards others.
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Inappropriately interested in school attacks, weapons, etc.
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Engaging in violent behaviors on a frequent basis.
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Views violent acts as acceptable or the only way to solve problems.
*Summarized from: United States Secret Service and United States Department of Education (2002). “Threat Assessment in
Schools: A Guide to Managing Threatening Situations and To Creating Safe School Climates.” Washington, D.C..
How to Report
Once you become aware that a student may be
the victim of abuse or neglect, you must:
• Notify the social worker of the situation by email and/or phone, or in
person.
• Print out a copy of the student’s demographics page from Power
School. You will need information from this page to give demographics
to the DCFS worker. When calling the hotline, you must have the
following information (or as much as is known): the name, birth date,
and address of the alleged victim; the name, address, age or birth date,
and relationship of the alleged perpetrator; what type of injury or harm
was allegedly done to the victim; and a description of the incident
(time/date, place in which it occurred, and indication of intention to
harm).
• Make the call to the Illinois Child Abuse hotline: 1-800-25-ABUSE (1800-252-2873). The Hotline operates 24 hours per day, 365 days a
year. Reporters should be prepared to provide phone numbers where
they may be reached throughout the day in case the Hotline must call
back for more information.
• If a report is taken (the intake worker will inform you of this over the
phone), the report must be confirmed in writing to the local investigation
unit within 48 hours of the hotline call. Forms and addresses are
available through the school social worker.
• The social worker has a copy of the DCFS manual, which should be
consulted when making a call.
After the Report
• Document the call on the student’s demographics page
that was printed out, including the time and date of the
call, the name of the worker with whom you spoke, and
the outcome of the call. Give this page to the social
worker.
• If you have any questions regarding this policy or DCFS
procedures, please see the social worker.
• Whenever possible, school staff should keep the
student informed of the status of the DCFS call.
• The social worker will debrief the student and, when
appropriate, will contact the parent(s)/guardian.
Part Two: Caseload
Guidelines for Caseload
• Students Who Have Social Work Minutes
on their IEP’s (Federal Mandate), or 504
Plans
• Identity of Students known to Instructors
• Issues discussed in social work sessions
are confidential
Specifics for students on SWer
caseload
• Meet federally mandated social work
minutes
• Assist students with social, emotional, and
personal issues that affect ability to
function appropriately in school
• Provide social assessments & participate
in IEP team decisions
• Track individual student progress on
social-emotional goals
Types of Services for students on
Caseload
• Teach students about emotional and relational
health, including self-advocacy, and
management/self-regulation of emotional issues
• Provide group skills training or short-term support
group services.
• Provide consultation for staff members regarding
students’ social/emotional needs
• Advocate for students in IEP or 504 meetings.
• Consultation with parents regarding community
resources and ways to support students needs at
school and home.
Part Three: Referrals
What constitutes a referral
• It appears or is known that emotional issues
are affecting his/her ability to function in
school
• Marked changes in school attendance
• Acting out in the classroom
• Suspected pregnancy
• Substantial change in academic performance
• Social isolation or change in peer group
Social Work Services
How to refer a student :
• Teacher should assess the immediacy of need for services
• Teacher should fill out referral form and give to social
worker. (This can be done in-person or via e-mail.
Remember to use only students initials!).
• When the referral is received, social worker will
acknowledge receipt of referral
• Social worker will follow-up with the student regarding the
issue, and take steps necessary to ensure student receives
appropriate level of services
• Due to confidentiality, social worker will need student’s
permission to share information with school staff after
social work session.
To Refer or Not to Refer?
• Students who are upset/crying due to physical
discomfort.
• Students who are upset/crying because of a
peer conflict or assignment-related anxiety.
• If the student exhibits a pattern of negative
changes in behavior over time.
Social Work Services
Confidentiality:
• This is a contract between student and social worker.
• Social worker cannot, by law, share student’s
personal information with other parties without
his/her permission.
• Social worker encourages student to share relevant
information with appropriate parties.
• The exception to this rule is if the student is
considering harming him/herself or someone else, or
is in direct physical danger.
Social Work Services (Confidentiality)
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When talking with parents about their child be mindful of who is around.
Do not gossip with your colleagues about student’s personal circumstances. Conversations
should always be purposeful and share only that which is necessary.
Always be discreet- use an empty room, close the door, whisper.
If a parent shares a problematic situation in confidence offer the services of the school social
worker if they need further support. If they demand confidentiality, and the circumstances
involve one of our student(s) in any way, still inform an administrator and/or school social
worker.
We are all mandated reporters! Be mindful of new, unexplained or suspicious marks. Bring
any concerns to the attention of an administrator and/or school social worker.
Make referrals to the school social worker, when appropriate, using the teacher referral form.
The school social worker will try to keep you abreast on the progress of all referrals as much
as legally possible. Social workers are by law bound to a Code of Ethics that includes
confidentiality. Please be aware that information shared may be vague.
Be mindful not to use students’ names in electronic mail. Initials are acceptable. Highly
sensitive matters should be discussed in person.
Confidentiality Vignettes
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Scenario 1: A student becomes very close you with you and asks if they can share their journal with you. You tell the student
that it is okay. The next day the student brings in the journal and tells you to read it. While reading the journal you see that
there are several entries regarding wanting to die and to no longer be blamed for everything at home. You give the student
the journal back the next day, but are concerned about what you have read. What do you do?
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Scenario 2: During an individual meeting with a student they tell you that they are gay. After discussing this admission a little
further, the student tells you that you must not tell their parents because it will only make things worse for them at home.
When you ask the student what is going on at home, they share with you that dad drinks a lot and sometimes gets violent
towards mom and the student. There are no visible signs of physical injury on the student. What do you do?
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Scenario 4: At the end of class you notice someone has left their notebook behind. You pick up the notebook and open it to
see who it belongs to. When you open it up you see several drawings depicting people being shot, stabbed, and many other
violent acts. What do you do?
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Scenario 5: You are tutoring a student after-school. During your time together, the student reveals to you that they recently
had sexual intercourse with an adult family member. What do you do?
What you can expect from SWer
-Will make every effort to pull students during
lunch, advisory, or specials.
-Will give instructors prior notice when pulling
student from advisory
What to expect
• If necessary to pull from instructional time,
social worker will do so on a rotating basis.
• Social worker will not pull from class where
student is performing poorly, unless it is
necessary.
• In the event that a student is pulled from class
time, social worker will ensure student
understands he/she is responsible for making
up missed work.
Questions?