Wednesday, March 23, 2016

The Untold Stories of Black Girls

http://www.npr.org/sections/ed/2016/03/23/471267584/the-untold-stories-of-black-girls 

I’m sure no one has forgotten the video taken at Spring Valley High School in Columbia, S.C., that went viral last fall when a school safety officer flips a desk to the floor with a girl seated in it, then flings her across the floor. The student is African-American; the officer is white. The officer was fired based on the fallout surrounding the video, but Monique Morris, a scholar, author and activist, was concerned about what else happens when the cameras are turned off.

According to recent research black girls are punished at school at rates that are even more disproportionate than those experienced by black boys. They are suspended six times more often than white girls. Morris calls this "a story untold," and she sets out to tell it in her new book, Pushout: The Criminalization of Black Girls in Schools.


"When girls are labeled disruptive and suspended for being 'defiant' for asking questions, when this is seen not as a demonstration of critical thinking but an affront to teacher authority ... girls begin to feel that the emphasis is on how they look, what they're wearing, how they speak, how loud they speak, rather than whether they're learning," say Morris. While researching and reading reviews on the book, the girls were repeatedly saying, 'If you just put me out of school that doesn't solve the problem." Therefore, the school systems need to do a better job at having fair rules and a safe environment that protect all students regardless of race and gender.

Forest Kindergartens?

http://www.sbs.com.au/news/dateline/story/kids-gone-wild

This article explores Forest Kindergartens in Denmark. These kindergartens are held not within a classroom, but in a forest. Children are taught in the forest by pedagogues, who are trained in Human Development. One set of parents sent their children to this school to help them connect more to the actual world instead of just the virtual world. These schools hold that there are lower stress levels and better motor development in children in forest schools.

This is much different than schools in the United States. Many kindergartens that I have seen have children using IPads and Chromebooks. Students are not permitted to go outdoors if there is rain. In addition, many male children, it would seem, do not receive enough time to move around, and are punished. I have noticed much higher office referrals on "indoor recess" days at my internship within a local school district.

I am not sure what I think about having kindergarten entirely outside, even in freezing weather. However, I do think there is something to consider about this approach to education. What do you think?

Closing the GAP

http://laschoolreport.com/report-finds-charters-lead-the-way-in-closing-achievement-gap-in-la/

This article talked about how charter schools are moving closer to closing the achievement gap before public school. I think this is great but there are so many things different between charter schools and public schools and also a lot of similar things. One difference that I like it that the teachers aren't unionized. If someone isn't an effective teacher they don't just move them go a different school. That is something I get angry about. I have been inside Columbus City for 3 years and a lot of teachers who should be teacher get to keep their job just because they "survived" two years. Another difference is the charter schools can step out of the box that has been placed inside unionized schools. They can explore new teaching techniques and they usually hire younger teachers who are willing to make changes. Don't get me wrong, some charter schools aren't making that much of a difference but a lot are. And some public schools that are willing to adapt to the new culture has also made a lot of changes and progress to closing the achievement gap.

Public School Challenges

http://www.publicschoolreview.com/blog/10-major-challenges-facing-public-schools

     This is a great article because it focuses on the many challenges that public schools face today. Typically, the first thing that comes to mind when you think of public school challenges is poverty and how the school does not have enough money to get proper and up to date materials for their students. Yes, this is an important issue but rarely do you hear about the students how are in poverty and attend that same impoverished school. This article points out the top ten challenges that public schools face. Some of those challenges are classroom size which is an important issue because if there are too many students in one class with one teacher; those who need the extra help and attention are more than likely falling behind due to the amount of students there are in the classroom and the teacher not being able to attend to everyone. Classroom size can contribute to many other problems but the article also brings attention to poverty, family factors, technology, and more.

How Bad Are The Public Schools?

http://www.pbs.org/wgbh/pages/frontline/shows/vouchers/howbad/crisis.html
 
This article discusses the topic of whether or not our school system in the United States is actually in “crisis.” The questions are aimed at professionals in the government, directors of universities, professors, and those involved at a high level in the education system. It is clear that they acknowledge the K-12 school system is extremely flawed, but the majority seem to lack any enthusiasm about changing it or improving it any time soon. They identify issues and problems and lack of funding for inner city schools as well as contentment within suburban schools but seem to accept this as just an unfortunate reality and not as an issue that needs to be addressed. Some discuss an equal system as the goal, but from the majority of these interviews, the consensus seems to be that equitable education is alright in the meantime. For example, one interviewee stated,

“School spending has been equalized between rich and poor districts within a state to a great extent over the last 30 years. It is not perfectly equally, by any means, but average school spending has risen, as I said earlier, by about 85% in the United States, on average. And, the poorer districts have had their spending rise faster than that and the richer districts have had their spending rise more slowly than that. So they have drawn together, gradually, over time.”

I think it is important to remember here that with inflation and the cost of materials increasing, more spending doesn’t necessarily mean better school outcomes. The fact that this individual compares poor and rich school district spending then concludes that they are equal really evoked a reaction from me. It is outrageous to think that people think like this but then go on to admit disproportionate levels of education quality. Beyond spending money on schools, there needs to be safety and discipline, high teacher quality, community and parent support. We need to face the reality that there are resource gaps that haven’t been touched since the 1970s because people have accepted these disparities as “normal” and that is not acceptable.

“The enemy in my mind isn't this "crisis." It's this tremendous variation. You need to look at what decreases the variation, when you really look at what would allow for all kids to move to the level of performance where many of our children already are. I think that's actually a more honest statement about it. We have lots of kids that are doing extraordinarily well. We've got some kids in the middle, and then you've got an enormous number of kids on the bottom end…”

If we recognize this, why aren’t we doing more about it?

 

"High School Training Ground"


In this 3 minute TED Talk, Malcolm London performs a poem he wrote about being in high school called "High School Training Ground."  He discusses the culture of school and the disconnect between what is learned in schools and what is needed outside the school walls.  He reminds us that "bubbling in a scantron doesn't stop bullets from bursting."  He also states, "I hear education systems are failing.  But I believe they are succeeding at what they were built to do: to train you, to keep you on track, to track down an American Dream that has failed so many of us all."

Malcolm London boldly reminds us that our education system attempts to teach students about academics, but often leaves out many of the practical and necessary skills needed to survive in the world today and that the "American Dream" isn't the reality anymore.  Do you think there is truth that can be found in Malcolm London's statements?  Is the education system pointing people toward an "American Dream" they will likely be unable to attain?  And if so, how do we rethink the education system so that we are preparing our young people differently?

New Child Support Program

http://www.10tv.com/content/stories/2015/05/27/columbus-ohio-franklin-county-courts-using-innovative-child-support-program.html

I accidentally wrote about schools last time, so here is my story about child welfare.

In Franklin Co. there is a push toward working with parents who owe child support to allow the parents to be more supported, rather than being thrown in jail for their non-payment. This program that was implemented last year is designed to help the parents take a more proactive approach toward caring for their children financially, rather than simply throwing them in jail. The program targets workforce education, GED completion and even AOD treatment so that parents can get back on their feet and be in a position better suited to help their children.

I think this is a great program because it helps not only the parent, but also the child, the parent with custody, and society as a whole. The parent receives the help they need, the child and custodial parent are receiving the financial support that they need to help the child grow up, and society does not have the burden of paying for parents to be in jail due to not paying the needed dues that are mandated by the courts or to pay for workers to constantly chase down the parents who are not paying their dues.

Having been a child of this system, I have first hand seen the stress and tension that the old way of managing child support can bring. With constant phone calls, letters, and putting the child in an awkward position, it causes unneeded stress for the whole family. I believe that attempting to treat the parents who owe child support is something that would truly be beneficial for everyone involved. It may cost more upfront, but for the long term I believe that it will help families and society as a whole. Of course, this will not fix every family situation and there may still need to be jail time for some family members or at least use this as leverage to bring payments forward, but giving parents a second chance is something that could solve more problems than it brings.

America's High School Graduates Look Like Other Countries' High School Dropouts

America is said to be one of the greatest countries in the world, but in many aspects especially in education, we're falling behind many if not all other industrialized countries. The jist of this article is that in literacy, math, and technology skills America is looking quite bleak as compared to many other countries in terms of simple, basic, functions for every day life or skills that are necessary to be successful human beings. The caveat is for those individuals who attend higher education. However, the bigger question is, how is this happening? Why is our education system failing our youth? I'm not saying that students have to come out of high school knowing as much as someone who has gotten their masters or a PhD, but they should have basic literacy, math, and technology skills in order to function in today's world and be successful. I would say that this is because of the difference in standards between each state and the overall standard in which we are holding our students as compared to other countries. This article provides further explanation and more details about the differences between the states and their standards.

Pushout: The Criminalization of Black Girls in Schools


After seeing the viral video of the resource officer flipping the student out of her desk, Monique Morris, (scholar, author and activist) was concerned about what else happened… when the cameras weren’t rolling. The article points to recent research that black girls are punished at school at rates that are even more disproportionate than those experienced by black boys. For example, they are suspended 6 times more often than white girls. Morris calls this "a story untold," and she sets out to tell it in her new book, Pushout: The Criminalization of Black Girls in Schools.
Morris states, "Most teachers do engage in their work with love. [But] we're all impacted by implicit biases. ... If we're not actively monitoring and holding ourselves and institutions accountable, we're missing the mark completely and leaving girls much more vulnerable." I totally agree with her. I feel as social workers we must be aware of personal bias and also the systemic bias within the institutions in which we work. Not only must we have awareness, but we must hold others accountable and advocate for the students who are being treated unfairly. 

Physical Activity Education's Contributions to Public Health


http://dx.doi.org/10.1080/07303084.2016.1142182

Physical activity educators have to continually justify their existence. Physical education runs the risk of being deemed “nice, but not necessary” within a formal curriculum. Physical education programs and courses are put on the defensive in order to avoid reductions in size and scope, if not complete elimination. One area that has seen progress is the association of cognitive benefits to physical activity participation. Physical activity is good for the brain and enhances learning, and it might amplify learning in other subjects such as mathematics and reading.  some have suggested that “a public image makeover may…be in order” with a greater emphasis placed on how physical activity education contributes to public health. Swimming as One Example of How Skill Acquisition Contributes to Public Health More than 3,500 people die annually in the United States from unintentional Drowning. If more people were taught basic water-safety skills and how to swim, at least some of these accidental deaths or near-deaths and the associated human suffering and financial costs could be prevented. What do you think?

The Language of Special Education...

http://www.npr.org/sections/ed/2016/03/17/469792061/how-the-language-of-special-education-is-evolving


This is a great article because often times in the social work profession and others we "label" people with disorders or syndromes.  What we need to be cognizant of that students with disabilities are still people and still students.  Often times we need to separate the disorder from the child not only in the education field but other fields as well.  This point is also expressed in my other class "Writing for Agency Practice."  Very interesting read.  

Homeless High Schoolers Face Barriers to Education

http://www.usnews.com/education/blogs/high-school-notes/2014/09/29/homeless-high-schoolers-face-barriers-to-education

Homelessness, of course, will pose barriers to education for students.  What I found interesting and good information to know for those who will work in schools is that "public schools are required under federal law to ensure that homeless students have access to a free public education.  Homeless youth are allowed to stay in their school, regardless of where they end up, and school must provide students transportation to that school."  Despite this, "young people who experience homelessness were 87 percent more likely to stop going to school according to the 2014 Don't Call Them Dropouts report from the America's Promise Alliance and its Center for Promise at Tufts University".  Homelessness is a challenge for today's students, and it is something school social workers and educators need to be aware of to be informed on why students may be missing school and also to try to help prevent students from dropping out of school.


School Policy Changes For Fights

Consequences For School Fights

    
 The attached article describes a new policy in schools. I was shocked to learn about this in my recent work in Mansfield City Schools; legal repercussions for school fights! At our school students who engage in physical fights with each other are going to get a charge. With schools enlisting the local law enforcement in the form of "Resource Officers" there is usually someone on hand to file and send the reports to the prosecutor's office. This is a policy that is completely different from when I went to school, only 6 years ago. The usual policy was a visit to the principal and some time spent out of school for suspension.  Recently, a fight broke out between students, and the highschool principal was involved in breaking it up. The principal was kicked and injured by one of the girls and the resource officer told me the girl might get charged with felonious assault. I can see both sides of this; school faculty and staff need to be protected but also this policy seems harsh used as a blanket for all situations. This topic shows the interaction between the education system and the criminal justice system.

Keeping Students in School


Currently, I am following two bills in related to school discipline and truancy which is aimed to help keep students in school. HB410 has been introduced and referred to the Education committee. Senator Lehner is also working on a similar bill to HB410. These bills would change Ohio law to align with best practices by moving away from zero tolerance school discipline policies and keeping youth out of the juvenile court system for missing school. Erin Davis, Executive Director of the Juvenile Justice Coalition, created a fact sheet on Ohio school discipline policies and truancy laws.

Research says that decreased school attendance can lead to:

1) diminished academic performance
2) a higher likelihood of out-of-school suspension and expulsion
3) an increased likelihood of juvenile court involvement.

Data shows that non-white students, students with disabilities, and low income students are disproportionately impacted by current policies. They are more likely to be truant, chronically absent, and suspended/expelled from school.

To read in more detail click on "fact sheet" above to access Erin's write up on the issues. Or you can find it through the link here.

School Discipline to Prison Pipeline?

A principal met a student she expelled, and it changed her approach to discipline:


(There is a video or you can read the transcript)

"black students in our schools represent only 16 percent of the student population, they constitute 32 to 42 percent of students suspended or expelled, 27 percent of students referred to law enforcement and 31 percent of students subjected to a school-related arrest"

Ms. Hanks discusses the school to prison pipeline and who is to actually blame? Is it policies, the system, a group to blame. She speaks in a compelling way about how this is a problem all of those in the education system are responsible for and must change. She proposes on every level the way a teacher, principal, superintendent can evaluate and respond to shifting the system, even a little, as to reduce the suspensions/expulsion school to prison pipeline. 

She made an interesting statement when we focus on the system or pipeline, that may lessen the personal responsibility that one may feel to change the system. Would you agree that keeping it a policy, pipeline, system mentality lessens one person's responsibility or fault?

Choosing Career Paths Prior to Starting High School?

http://keranews.org/post/texas-students-choose-career-paths-eighth-grade-and-thats-creating-anxiety



About two years ago, Texas state legislators decided to mandate that high schools provide five different career paths (called endorsements) that students choose from based on their career interests for the future. Endorsements are comparable to a college major in which students take classes based on their interests and complete projects to help prepare them for careers in those types of positions. The five endorsements that students can choose from are: STEM, business and industry, public service, arts and humanities, and multidisciplinary studies.

The concern that this article addresses is whether students who haven't even started high school yet should be required to make such a major decision. It does mention that students are able to change their endorsement if they believe they have chosen the wrong one but it's not clear about how that affects their on-time graduation status.

The article also discusses the need for districts to hire more counselors to help students to make these decisions. Ideally, counselors would be meeting with each student individually to help guide them through that decision but time may not allow for that.

What do you think about students choosing their career path prior to high school? Do you agree with the official quoted in the article who said that it could lower drop-out rates

Tuesday, March 22, 2016

Mindfulness and Yoga in Schools: Eliminating Stress or Encouraging Ideology?


When you think of mindfulness and yoga, what do you think of? 

Relaxation?
Flexability?
Acceptance?

For parents in Kennesaw, GA, the only thoughts were on religion. 

Bullard Elementary School has taught mindfulness and de-stressing strategies to students for years. But now parents have complained about how they are being taught. The term "namaste", for example, is used as a greeting in India and means "the light in me sees the light in you". For some parents, this crosses a line that suggests encouraged ideology. Same goes for Pranamasana, a tradition where you put your hands together and bow. Parents compared these practices to prayer in schools, which is not allowed. 

The school district has been open to parent suggestions and has worked to change how these skills are being taught to students. But school social workers often rely on a variety of different relaxation, mindfulness, and stress relief strategies when working with students. Do you think that the school district was, in fact, taking it too far and pushing ideology on students? What are other techniques that may be used in schools that could possibly be considered inappropriate?



http://www.11alive.com/news/education/school-apologizes-for-mindfulness-yoga-after-complaints/96838332

Ideal High School Experience

http://www.huffingtonpost.com/entry/the-future-project_us_56f008cae4b03a640a6b0909?ir=Education&section=us_education&utm_hp_ref=education


This is a video of a group of high school students in New York City talking about what their ideal high school experience would look like. They first talk about the issues they are currently experiencing in high school and what they dislike about it. One girl says, "All we are doing is learning for tests and not learning for life." She also states, "My experience is school is setting me up for failure." They mention issues such as not feeling safe, unable to express their opinions, unable to share their dreams, stress, and losing interest each day. One boy says, "They bring up all these people to create the curriculum, but not ask us what we want to learn."

I really enjoyed this video and thought the youth have creative and inspiring ideas. They think outside of the box. They want their education to be more than just reading a textbook and sitting in a classroom each day. They want options, collaboration with peers, and an environment that gets them excited to learn. Their opinions need to be heard not only because they have amazing ideas, but these youth are the ones actually experiencing the education system each day. Who better to help implement ideas than the people who are attending our schools? We want our youth to be excited to attend school and expand their knowledge rather than dreading school and feeling they are not given the tools to succeed in life. As social workers we are aware of the issues occurring within the education system, but to hear the perspectives from youth on these issues is very powerful.


Innovation in Pittsburg for improving educational attainment of fostered youth

This news report focuses on the educational attainment of youth in foster care. Only about 50% finish high school and only 20% of those attend college. Pittsburgh is attempting a new innovated approach with fostered youth to help them within the schools.The highest correlation for low grades was associated with youth whom experienced multiple moves within the foster care system. Pittsburgh is putting "youth support partners" (mentors) in place for fostered youth to help them work towards reaching their achievements and seeking opportunities. They have also hired educational liaisons to be linked to the foster youth to make sure they are in class, have the credits to graduate high school, and make sure they are aware of benefits they are eligible for as fostered youth. Liaisons can also help students through the admissions process and financial aid for college.

It is very important to recognize the overlap of various child and youth services such as child welfare and school. Often times when a youth is experiencing adversity in one field of child and youth services, they are often facing adversity in other aspects as well. In my own experience, I have seen how the implications of abuse/neglect and involvement in the child welfare system has negatively impacted educational attainment for youth. I have also seen youth overcome such adversities, demonstrate resilience, and beat the odds. But, I think it is important for the future of youth that we continue to work towards integrating these systems (such as child welfare and schools) to work more collaboratively for the best interest of the youth being served.

http://www.pbs.org/newshour/bb/can-an-innovative-pittsburgh-program-help-repair-the-broken-lives-of-foster-kids/




Mandated Recess?

http://www.educationnews.org/education-policy-and-politics/florida-senate-declines-to-mandate-elementary-school-recess/

On multiple occasions, parents have been trying to mandate recess for FL schools. The recess time has been removed due to failing academic tests and has been replaced with test-prep. Mind you, these are elementary school students. Recess is a time for "brain breaks", relationship building, and social skills. Personally, I disagree with what the state has done. There are better methods to failing test scores such as, better teaching during academic time or incorporating study hall time. What are your thoughts on this issue?

Monday, March 21, 2016

Ohio's Current Sex Ed Laws Need Improvement

http://www.thepostathens.com/opinion/ed-talks-ohio-s-current-sex-ed-laws-need-improvement/article_84c6b8ac-ef8c-11e5-9fb5-93761d7a4f23.html

According to The Columbus Dispatch, Ohio allows its schools to determine how students learn sex education individually, adapting the course to the distinctive needs of its own district. This means each school and the content taught in its sex ed classes differ, creating an inconsistency throughout the entire state’s education on the matter.  

Students For Education Reform believes that it is important for schools to have an academic standard on topics like sexual education, and that information that might be more relevant in one district than another, be included across the board. 

I feel that sex education in schools is extremely important.  It allows students to be educated appropriately on teen pregnancy prevention and STD prevention.  I am confused at what would be defined as a distinctive need of a district.  I understand that some people may not feel comfortable being as open about discussing sex, but I am not sure how that would be defined as a distinctive need?  I believe all kids would benefit from some sort of sex ed standard of education in school. What are your thoughts?

Prevent Violence

http://www.dispatch.com/content/stories/local/2016/03/16/columbus-school-board-seeks-help-to-prevent-violence.html

This article speaks to the emotional reactions to all of the gang violence that has been occurring recently in Columbus. With spring break approaching quickly, the Columbus Board of Education has been trying to come up with a plan for the community to keep the kids "safe and alive".

Mary Jo Hudson (board member) said,“We find out almost immediately whenever there’s an act of violence against one of our students,”  she continued to say, “It’s sickening. It has to stop. We can’t just chalk it up to being an urban district.” 

The plans for safe activities for the students to be involved in during the ten day spring break will be presented to the students. There is also a Community in Crisis Summit (hosted by the Columbus Education Association) that will discuss solution to violence. 

I just want to reiterate ... most of our kids will tell you that the place they feel safest is in our buildings.” Ramona Reyes (Board member) afraid the community thinks students feel unsafe in schools.  I  think this is a great point, which is why I love what they are doing even more with helping students find safe activities during spring break.

The article discusses how violence stems from poverty and lack of opportunity. I found this interesting because within the issue of violence we are defining another issue. If could magically fix poverty, would violence go away?

Sunday, March 20, 2016

Statistics Show the Education System is Failing...


The Broad Foundation was created with the mission that they are "working to to ensure that every student in an urban public school has the opportunity to succeed". They provide information and statistics on how our education system is failing students. It seems that right now, what we are doing wrong in our education system is all that American's are focused on. However, The Broad Foundation also works to invest in Urban public schools in hopes to better the education for the students attending. They are taking steps to help make public schools a better place to learn and succeed in.

What foundations such as the Broad Foundation are doing are helpful for our education system and are making a difference. However, why is it that the are not more of these foundations? Why do you think there is such a difference in public schools? Is it just the financial situation or is it more? What are some ways that we, as social workers can do to help better the american school system?

Also.... please enjoy this video, I just couldn't resist and I think we could all use a little more Kid President in our world:




Thursday, March 10, 2016

Every Student Succeeds Act 2015

http://www.usatoday.com/story/news/politics/2015/12/10/every-student-succeeds-act-vs-no-child-left-behind-whats-changed/77088780/

The bipartisan effort of the Every Student Succeeds Act 2015 was signed into law by President Obama  on December 7, 2015. This law is intended to replace the one-size fits all approach that its predecessor the No Child Let Behind Act established in 2001. Although the laws have a similar rhetoric of accountability and proving student success the Every Student Succeeds Act 2015 creates flexibility and loosens mandates for the states handling of their own education. The act provided the pilot  Flexibility for Equitable Per-Pupil Funding program that gives school leaders the autonomy to use school funding based on their student population's needs and create and oversee innovative programming that will help their students succeed. This funding program is being piloted in 50 school districts and if successful the first three years within these school districts will be expanded in the 2019-2020 school year. You can read more about the funding program at http://www.usnews.com/opinion/knowledge-bank/2015/12/10/the-every-student-succeeds-act-promotes-fairer-school-spending

The featured USA Today  article presents a comparison of the No Child Left Behind Act 2001 and the Every Student Succeeds Act 2015 in the key areas of the problem being addressed, funding, accountability, and Common Core. As an aspiring School Social Worker, this new act is highly important to the future of my career as it focuses heavily on the individual needs of specific communities of students, especially the closing the achievement gap for low-income families. I feel that this creates opportunities and affords social workers the platform to create innovative evidence-based programming to present to school leaders that now have the autonomy to control 40-80 percent of their school budget to help achieve the overarching goal of student success.

Wednesday, February 24, 2016

Child Abuse And Neglect Laws Aren't Being Enforced

http://www.npr.org/sections/health-shots/2015/01/27/381636056/child-abuse-and-neglect-laws-arent-being-enforced-report-finds

Laws that are intended to protect children from abuse and neglect are not being properly enforced, and the federal government is to blame. According to a study conducted by the Children's Advocacy Institute at the University of San Diego School of Law, states that children are suffering as a result.  Almost 680,000 children in the United States were the victims of abuse and neglect in 2013 and more than 1,500 of them died.

Federal officials say that the numbers are lower than they were in 2012, but children's advocates say abuse is so often not reported that it's impossible to know if there's really been a decline.

Why is child abuse and neglect not being reported? I would like to think that people are just unaware of the signs of abuse and neglect or what they should report. Therefore, I don't want to say a simple fix to this problem will be educating child care givers on signs of abuse and what they should look for and report will fix this problem, but I do think it will help. Having intense trainings on child abuse and neglect for teachers, school social workers, and any other professional that provides care to children under 18 will be beneficial to decreasing the number of unreported incidents.

Orphanages or Nahhh?

http://www.wsj.com/articles/SB10001424052748703510304574626080835477074

I've always wondered how orphanages were and if some of them were still around. To my surprise and through a few clicks on google I found that a lot are still around today. This article discusses a study that was done across the world. They talked to people that were raised in orphanages, foster homes, in kinship care, and group homes. I have always heard negatives things about orphanages and I didn't know why. Reading this article helped me realize that some people actually had better experiences with orphanages than foster care because they had a since of security. In a lot of foster homes youth get pushed around and that effects how they connect with other people. Kinship care is still seen as the best way but a lot of youth don't know there families. It would be nice to talk to someone in person to get there view on all three, excluding kinship.

Preserving Belongingness in Foster Care Youth

Everyone wants to feel like they belong. It's important to have "positive, personal interactions" and to know that the bond and relationship is going to continue over time and that the feeling of friendship/care/concern is mutual. For most of us, forming a last connection with someone isn't difficult-maybe a little awkward at first, but we've had lots of practice throughout our life; however, for others making that connection and feeling a sense of belonging are more difficult, specifically those in foster care. Whatever the reason a child is in foster care, there is some sort of trauma...just the removal from the home is trauma. With that, it's ruining that sense of belongingness-even if that is to an abusive family. And within the foster care system, kids experience multiple placements, so it's essential that for kids when they first enter foster care system to get the treatment and services they need up front and the families they are placed with need to be given the appropriate and quality training on working with these children.

I wonder what it would take to change this system...

You can read the article here.

Addressing the needs of Ohio's Multi-System Youth

My focus throughout my internship this year has been within the topic of Multi-system youth. Multi system youth refer to those youth who are in the need of services from two or more of the following systems: child protective services, mental health and addictive services, developmental disabilities, and juvenile court. In early fall of 2015, we created a survey to send to the counties to gather data on youth in our system that are also involved in other systems (JJ, MH/BH, DD).  We also gathered data from the metro counties on placement costs. We used this information to create a policy brief that I co-wrote. The brief was created to mostly inform the New Joint Legislator Committee on Multi-System Youth from a child welfare perspective.

We found 4 areas in which there is an impact on child protective services.

1. Many multi-system youth enter child protective services custody for other reasons than child abuse or neglect.

2. Some parents relinquish custody (give custody voluntarily) of their child for the sole purpose of securing treatment services.

3. High costs are associated with high intensity multi-system needs.

4. Multi-system youth in child protection custody are at greater risk of poor outcomes.

If interested, the brief can be found at http://www.pcsao.org/pdf/advocacy/MultiSystemYouthBriefPCSAO.pdf


Keeping Families Together


http://www.csh.org/KeepingFamiliesTogether

CSH's (Cooperation for Supportive Housing) Keeping Families Together initiative provides supportive housing to vulnerable families and children in an attempt to keep children from being removed from their families and put in the foster care system.  Child welfare systems often feel there is no other choice but remove the children when the family struggles with issues such as mental illness, substance abuse or severe medical issues, but foster care can bring more traumatic stress to the children the system is trying to help.  CSH paired with "housing providers, those involved in homeless services and child welfare agencies to create supportive housing models that keep families together". Supportive housing models offer housing as well as other supportive services such as mental health, substance abuse and medical care to vulnerable families. The Keeping Families Together pilot program was implemented in 2010 in New York, and CSH is trying to bring it to more communities.


Here is the link to the video to get a better idea of what Keeping Families Together is all about:

https://youtu.be/39Cf_SrhxfM

Suicide Prevention

http://www.dispatch.com/content/stories/local/2016/02/21/teens-experts-say-ohio-schools-should-teach-suicide-prevention.html

This article lays out real life experiences of a young Columbus, OH suburb student and the impact of suicide on her life. And with this impact and the knowledge of suicide education, there is a push in Ohio to have suicide prevention and mental health support in the school systems. It is the hope of state and local leaders that education and prevention programs will allow for suicide and mental health programs to lessen the stigma of these issues and help people speak about their concerns. This is the push in the primary, middle, and high schools, but recently the governor has required public colleges and universities to provide suicide prevention education, which I believe is a step in the right direction.

I have found the statistics in this article to be astounding. Having 8 percent of high school students having attempted suicide in the past year is very concerning. That level is awful to me. The fact that there are 8 in 100 kids who have attempted means that in an average high school there could be upwards of 60-80 kids who have attempted suicide in just one year. And this is those who have attempted, but survived. This not only concerns me on a professional level, but a personal level as well.

Having had a friend in high school that committed suicide, this truly hits close to home. I know that schools need to work on mental health and suicide prevention, but this also goes into the community, churches, homes, and other organizations that they take mental health seriously and know the warning signs of self-harm and suicidal ideation that children are having.

Is this something we can fix over night? Of course not. But I do truly believe that if we as a society can prevent even one student from committing suicide and get the mental health help that they need, that we have been successful.

Tuesday, February 23, 2016

Mississippi & Its Beleaguered Child Welfare System

http://www.nytimes.com/2016/01/18/us/mississippi-fights-to-keep-control-of-itsbeleaguered-child-welfare-system.html?_r=0

This article explains the pressing concerns that Mississippi is facing. And while this articles primarily focuses on Mississippi, it briefly identifies other states who's Child Welfare systems are being evaluated, this is a "wake-up call" to all states and their child welfare. I think sometimes people can be too intimidated by change to even begin this process. But what we are continuing to see is that these vulnerable children need advocates and improvements to the system. I appreciated what David Chandler had to say in the article. David Chandler, a former State Supreme Court justice who was brought in last month to head the child welfare system. “We have to start one bite at a time. I think the first step is putting together a plan to attract more certified, educated, credentialed social workers.”

As continue to learn in our classes, best practices and quality research are so important not just for abstract reasoning but to improve systems and policies. These stories are devastating. But what I appreciate that this article addresses is the low salaries of those who work in this field. "Salaries are so low — some family workers can earn as little as $23,643 a year — that they qualify for public assistance." If we want quality individuals, we have to take a serious look at salaries and their ability to provide for their families. We should not be surprised that over worked and underpaid child welfare workers are struggling to keep up with the demands of the system.

But we can not afford to not address this issues and take a long, hard look at how to improve. While this article was mentioned before, it has really resonated with my in this season. What are your thoughts on next steps or ways to improve our child welfare systems?


Feds Fine Ohio

http://www.dispatch.com/content/stories/local/2015/08/13/feds-fine-ohio-for-failings-in-2008-review-of-child-welfare.html

This article talks about how Ohio Child Welfare agencies were fined $3.8 million. This was not a shock to the state, as Ohio only met four of fourteen criteria on the federal Child and Family Services Review standards in 2008. However, they created an improvement plan and met many of the goals by 2012. The only standards the state did not meet were on recurrence of maltreatment and on child and parent visitation. Due to the fact the state was working improvements, the U.S. Department of Health and Human Services suspended the  fine in 2008 was suspended. However,  the recently lifted the suspension. 

 “I don’t want to downplay the importance of the federal measures, because we should be held to standards, but some of these make it really hard,” said Scott Britton of the Public Children Services Association of Ohio.

Even though the child welfare system is implemented by individual counties, the state paid the fine for the counties. 

I find it very interesting that the data in 2008 was taken from only 3 counties in Ohio. But the data after the improvement plan was made, data was collected from all 88 counties in Ohio.