People say “You can lead a horse to water, but you can’t make him drink.” We (school social workers) disagree, we make them thirsty.
K-12 Comprehensive Toolkit for Mental Health Promotion and Suicide Prevention:
Columbia Suicide Risk Assessment / Suicide Severity Rating Scale, Strengths, Risk Factors, Precipitants. From Harvard, ask about access to firearms regardless of means.
Suicide Prevention: Tips for Parents and Educators, NASP
Suicide Prevention: Tips for Parents and Educators, NASP (Spanish)
Postvention Toolkit for School Administrators, Counselors, and School Social Workers
For more information: James Wogan, MFT, LCSW
At the Symposium for CA School Administrators (ACSA 2017), we led a workshop that described the similarities and differences between school counseling, school social work, and school psychology. We described the traditional role of each position, then gave examples of how school districts have used each position in innovative ways, with emphasis on equity and collaboration across role groups.
Each role is rewarding in it’s own way. Here’s a link to ACSA Symposium Conference Workshop. Please note CTC regs regarding PPSC authorizations have since been updated.
Normalize racial dialogue. Lead with empathy. Be healthy so we can respond authentically. Growth happens outside of comfort zones.
James Wogan, LCSW, featured speaker (main stage), ACSA Symposium Conference 2021.
Educational leadership. Association California School Administrators (ACSA).
Developed by high school students for high school students, facilitated by Wogan
Tiny home village for homeless youth in Oakland / Berkeley. Way to go @YouthSpiritArts Sally and team at #YSA. Thank you for making community better and for giving young people a chance to give back.
Recently released School Based Mental Health (SBMH) Guidebook. Authors across disciplines (School Social Work, School Psychology, and School Counseling PPSC) collaborated to develop this manual.
Social Emotional Learning (SEL), Equity, and Social Responsibility (by CASEL)
Suicide Prevention by NASP
Suicide Prevention during COVID / Distance Learning
SEL Guiding Principles
Distinctions of Equity by Zaretta Hammond
Social Justice Standards by Teaching Tolerance
This successful grant application to the US Department of Education combined structured play during recess with school-based counseling and school social work services to strengthen social, emotional, and behavioral health wellness. Inclusion and school climate skyrocketed, attendance increased, and rates of discipline declined.
James Wogan, LCSW was the lead author and project coordinator for this successful SEL program.
Based on data, PBIS was applied through an equity lens to serve historically underserved communities. The district hired 3.0 FTE” “Social Work Specialists” and expanded support for MTSS Tier 2 and Tier 3 students. Parents from diverse backgrounds strengthen their connection with school.
Staff members straddled the school day and worked in the after school program as well, therefore were present when parents picked up their children.
Example for others to build upon.
We met or exceeded target goals and outcome measures.
James Wogan, LCSW
Youth | Crisis Support Services of Alameda County
— Read on www.crisissupport.org/resources/suicide-prevention/youth/
Suicide Prevention in Alameda County. You’re not alone. Maybe it’s hard to imagine things getting better, but they can, and they will. Reach out. People you don’t even know will be there for you.
Children and teens, especially young girls, are attempting and thinking about suicide far more often than they were a decade ago.
See article in TIME MAGAZINE:
Reach Out. Ask.
Connect that Friend or Family Member with Support.
You’re not alone.
Tel #: :1-800-273-8255
Online Chat: https://suicidepreventionlifeline.org/chat/
Trauma Informed Practices Through the Lens of Equity. Professional Development Training Conference Workshop led at the Equity Cultural Competence Summit in Vallejo, CA.
Self reflection can be a magical tool. Writing a memoir about one’s journey with math has been shown to lower anxiety. See link to article.
The next step is to combine writing reflections with other supports. Peer-to-Peer cohort group experiences, for example, help to validate and normalize common childhood experiences. “Oh you too” moments help to increase emotional wellness, and social connections around shared experiences. Facilitated dialogue, reflection, and supporting others increases behavioral health.
Writing about math can be especially helpful for girls, young women who often decide by 7th grade if they are “smart” or not, using math as a measure.
Hats off to teachers of math who inspire, scaffold, and support the learning of each student. It’s a small distinction, through the lens of equity, “each student” vs. “all students.”
Behavioral health vs mental illness. “Packages of support.” Let’s work on child and adolescent wellness together.
Why Wellness in Schools?
SCHOOL WELLNESS CENTERS are a powerful investment in the health and
academic potential of children and adolescents. They provide access to caring
adults and services such as primary care, counseling, mentoring, and peer-to-peer
support. School Wellness Centers support teachers by assisting children and
adolescents to thrive in the classroom and beyond!
SCHOOL WELLNESS CENTERS provide access to free health care,
behavioral health services, and positive youth activities in a location that is fun,
safe, and convenient – at school. Parent University is one of the many great
programs that are offered at School Wellness Centers.
SCHOOL WELLNESS CENTERS contribute directly to school and Mt. Diablo
Unified School District goals under LCAP, such as improved rates of attendance,
support for special populations, and parent and guardian engagement. School
administrators, teachers, and support staff work together to improve social,
emotional, and behavioral health. School Wellness Centers bring people
together with a shared vision for equity and the healthy development of children.
They also provide a platform for inter-agency collaboration, making resources
from the community accessible to children and families in the school setting.
See more at: UCLA SMHP
For more information about School Wellness Centers, please contact:
James Jedai Wogan, MFT, LCSW, PPSC
Administrator, School Linked Services
Student Services Department, Mt. Diablo Unified
I-Message / Text: 925.250.5500