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School Social Work
School Social Work Standards and Manuals
Selective Mutism
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Social Emotional Learning
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Numerous Advocacy Resources for School Social WorkersMembers Only

Effective School Staffing Model:  Teaming School Counselors, School Psychologists, and School Social Workers-- Joint Statement

The American School Counselor Association (ASCA), the National Association of School Psychologists (NASP), and the School Social Work Association of America (SSWAA) endorse an Interdisciplinary Teaming Approach to SISP staffing that involves School Social Workers, School Psychologists and School Counselors.  Working together, we are stronger than we are if we work in isolation or in competition with our mental health related partners in support of all students.    See complete statement. The national organizations collectively will continue to promote the unique roles of school counselors, school psychologists, and school social workers and will support state and local affiliate efforts toward appropriate hiring models that recognize the role and importance of each of these professionals. Click here for complete Statement.

Celebrate School Social Work Week.    Information on activities to celebrate School Social Work Week as well as advocacy resources.

SSWAA National School Social Work Model:  Improving academic and behavioral outcomes

The School Social Work Practice Model is SSWAA’s official policy for the delivery of school social work services.  For more details and resources, click here.  

Related Services Training Module, Vanderbilt University.

Revenues Generated for School Districts by School Social Work Services 

School Social Work Activities.  

School Social Work Series  of books by Oxford Press. 

"School Social Work:  What's It Really Like?".  3 minute You Tube video.  "Are you interested in working with adults and kids as a school social worker?" Sue Smith of Prairie Lakes Iowa AEA interviews several school social workers on what they like about their job.

Social Work Salaries   This site provides a breakdown of the average social worker salaries in all 50 states and for several different specializations, courtesy of the Bureau of Labor Statistics.  Social worker salaries can vary widely depending on several factors, including your specialization, state and qualifications. Qualifications can range from the number of years spent as a social worker, whether or not you have a Masters of Social Work and what types of special certifications you might hold.

Using Data to Document the Benefit of School Social Work Services


Indiana School Social Work Manual.   Developed by the Indiana Association of School Social Workers

Manual for School Social Work Practice in Minnesota.    "Minnesota School Social Worker Association (MSSWA) collaborated with the Minnesota Department of Education (MDE) in partnership to develop this exceptional reference guide for school social work practitioners and school administrators. The manual has been divided into sections for easier access and will be updated annually."

National Standards for School Social Work Services (2002) Developed by the National Association of Social Workers.

School Social Work Practice Guide  Developed by the Wisconsin Department of Public Instruction


Juliana Ferri, a UCLA undergraduate working at the Center for Mental Health in Schools at UCLA, knew a family whose child was diagnosed as manifesting selective mutism.  After reviewing the literature, she shares what she learned as an information resource for teachers, parents and others.  Read more.      Source:  UCLA's Center for Mental Health in Schools


SSWAA is excited to announce a partnership with the American Psychological Association (APA) on the Safe and Supportive Schools Project (SSSP). The project is funded by a five-year $1 million cooperative agreement between APA and the Centers for Disease Control and Prevention’s Division of Adolescent and School Health (CDC/DASH) that began on August 1, 2013.

The purpose of the funding it to promote the establishment of safe and supportive school environments for all students and staff as an approach for preventing HIV and other sexually transmitted infections for adolescents. The SSSP will help 19 funded state education agencies to increase their capacity to support selected school districts in establishing safe and supportive school environments for all students and staff and one group of youth at disproportionate risk including: homeless youth, youth in alternative schools, and lesbian, gay, bisexual, and transgender youth. For more information, go to:


SSWAA's Social Emotional Learning (SEL) Standards:

The School Social Work Association of America has been working over the past 2 years to develop Social Emotional Standards specific to School Social Work practice.   After the document  was reviewed with members in March 2014 at the National School Social Work Conferencesm in Chicago it was edited and then submitted July, 2014 to the SSWAA Delegate Assembly in Denver for additional comments and input. The SSWAA Board is pleased to now post the National School Social Work Standards for Social Emotional Learning


5 Core Social Emotional Competencies  Source:  CASEL: Collaborative for Academic,  Social and Emotional Learning

Research in Focus: Social-Emotional Learning   (Research proving school based staff are more effective regarding social and emotional learning.)

Teaching the Whole Child: Integrating Social-Emotional Learning and Positive Learning Environments.   A 44 page Research-to-Practice brief recently published by the Center on Great Teachers and Leaders. This brief helps states and districts to connect instructional strategies that promote SEL and positive learning environments with three common professional evaluation performance rubrics.  Although the focus on the teacher's role, still some good information on SEL.   Source:  Center on Great Teachers and Leaders

What is Social Emotional Learning?    Source:  CASEL: Collaborative for Academic,  Social and Emotional Learning


Members Only


Members Only


SSWAA Resolution Statement regarding licensureClinical School Social Work:  Responding to the Mental Health Needs of Students 

See information on Earning Your MSW and How to Become a Social Worker  

See information on How to Become a Licensed  Social Worker.   Developed by Social Work Degree website. 

Pursuing a Master's degree in Social Work?  Check out: The website features state-specific guides o issues facing social workers, insights from social work educators such as Betsy Voshel, Director of Field Instruction at the University of Michigan, and more. 

The Social Work Degree Website has begun to compile a Guide to Universities in the US with Social Work Degree Programs  by state, as well as general information regarding social work.

Master's in Social Work Directory.     The site provides various search options including top schools in the country, size, state, tuition, programs, campus based, etc.    Online program directory is also available. 

Licensure:  See state interactive Social Work License Map  for the various state clinical licensure (LCSW, LMSW, Etc.) requirements.

Online MSW Programs. Directory of CSWE accredited online MSW programs on the Internet. Includes detailed information about schools including admission requirements, eligibility restrictions, program formats and more.

Online Masters of Social Work option, University of New England.



All Kinds of Minds, Understanding Differences in Learning. Available at

Closed Head Injury: Our mission is to be the most reliable, timely and complete resource on the internet for Closed Head Injury and other debilitating diseases. These injuries can be devastating, causing physical and emotional distress.      

Council of Administrators of Special Education at

Council for Exceptional Children at

Department of Education. Building the Legacy: IDEA 2004 at
             (The Department of Education has compiled all IDEA 2004 resources at this site.) The federal government’s one-stop access website for disability-related resources, services, and information, has a plethora of guides that breaks down topics that matter those with disabilities, caregivers and families, and helping professionals who interact with this particular population.

Disability Etiquette:    "Tips on Interacting with People with Disabilities."   (Specific guidelines by category of disability.)  Developed by the United Spinal Association.

How Safe Is The Schoolhouse?   Seclusion and restraint are highly dangerous interventions that have led to death, injury, and trauma in children. They stand in sharp contrast to positive behavioral support programs and de-escalation techniques that resolve most challenging situations.   The updated version of How Safe Is The Schoolhouse? An Analysis of State Seclusion and Restraint Laws and Policies, written by Jessica Butler, has been published by the Autism National Committee. The January 20, 2014 report contains updated information on state restraint and seclusion statutes, regulations, and policies.   The report examines how the majority of states still operate under weak laws and laws with loopholes. A family can move across a river or down a highway and lose the protections it used to have.   Read more.  Source:  Autism National Committee

The IRIS Center at

LD Online.

Person First Language"Communicating With and About People with Disabilities"   Source:  National Center on Birth Defects and Developmental Disabilities: Center for Disease Control

The Learning Disabilities Association of America at

The Learning Toolbox at

National Association of State Directors of Special Education.

For a list NASDSE's publications go to:

National Center for Learning Disabilities. 

National Research Center on Learning Disabilities Symposium.

Office of Special Education and Rehabilitative Services at

Pacer Center: Champions for Children with Disabilities at


Click here for Substance Abuse Resources.


Click here for Suicide Prevention Resources


SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach

"A trauma-informed approach seeks to resist re-traumatization of clients as well as staff.  Organizations often inadvertently create stressful or toxic environments that interfere with the recovery of clients, the well-being of staff and the fulfillment of the organizational mission.  Staff who work within a trauma-informed environment are taught to recognize how organizational practices may trigger painful memories and re-traumatize clients with trauma histories." SAMHSA's Concept of Trauma and Guidance for a Trauma Informed Approach (27 pages)  desires to promote a shared understanding of the working definitions, key principles, and guidance for public institutions and service sectors that builds upon the extensive work of researchers, practitioners, policymakers, and people with lived experience in the field. Check it out and add to your resources.   Source:  SAMHSA


Blueprints for Violence Prevention (University of Colorado, Boulder)

Center for the Study of Prevention of Violence

Children's Exposure to Violence: A Comprehensive National Survey.  Homicide is the third leading cause of death among young people ages 10 to 24 and accounts for more deaths in this age group than the next six leading causes of death combined. According to the National Survey of Children’s Exposure to Violence, nearly one-half of children and adolescents surveyed were assaulted at least once in the past year, and more than 1 in 10 were injured in an assault.    (October, 2009) ?

Guiding Principles:  A Resource Guide for Improving School Climate and Discipline.
  As School Social Workers, you will be interested in reviewing the U.S. Department of Education's Guiding Principles:  A Resource Guide for Improving School Climate and Discipline (37 pages) released January, 2014. Review pages which include the use of "evidence based practices", "tiered supports" including school wide interventions, promoting "social emotional learning" and providing "regular training and supports to all school personnel" including School Social Workers!

National Center for Children Exposed to Violence. "It is the mission of the National Center for Children Exposed to Violence (NCCEV) to increase the capacity of individuals and communities to reduce the incidence and impact of violence on children and families; to train and support the professionals who provide intervention and treatment to children and families affected by violence; and, to increase professional and public awareness of the effects of violence on children, families, communities and society."

National Center for Mental Health Promotion and Youth Violence Prevention The National Center for Mental Health Promotion and Youth Violence Prevention provides training and technical assistance to Safe Schools/Healthy Students and Project LAUNCH grantees funded by the U.S. Departments of Education and Justice and Substance Abuse and Mental Health Services Administration (SAMHSA) in the U.S. Department of Health and Human Services. National Center staff work with school districts and communities as they plan, implement, and sustain initiatives that foster resilience, promote mental health, and prevent youth violence and mental and behavioral disorders.

National Forum on Youth Violence Prevention On December 10–11, 2012, the National Forum on Youth Violence Prevention met for its annual working session in Washington, DC. Established at the direction of President Obama in 2010, the forum brings together federal, state, and local partners in a collaborative effort to address youth violence in 10 U.S. cities. Source: Office of Juvenile Justice and Delinquency Prevention 

Office of Juvenile Justice Delinquency Prevention.  Model programs. Available at

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