A significant activity school social workers engage in is completing individual work through the process of engagement, assessment, and intervention. This week’s reading, Jarolmen and Bautista-Thomas (2023), section one of chapter nine, describes the process social workers follow when implementing change in a school setting (referral, engagement, assessment, and implementation). They describe evidence-based practices related to intervention (cognitive-behavioral therapy, evidence-based trauma treatment, motivational interviewing, and a solution-focused brief approach) and to need (autism, behavioral disorders, attention-deficit/hyperactivity disorder, anxiety). The forum prompts build on this content. During class, we will practice activities and discuss the referral, assessment, and treatment approaches.

The agenda for the in-person class includes:

• Referrals
• Practical application of gathering information
• Assessment
• Solution-Focused Therapy in the Schools

The learning objectives for the week include:

• Explain the stages of school-based intervention (referral, engagement, assessment, and intervention) and describe the school social worker’s role at each stage.
• Identify and evaluate evidence-based practices used in school settings to address common student needs, including cognitive-behavioral therapy (CBT), motivational interviewing (MI), trauma-informed approaches, and solution-focused brief therapy (SFBT).
• Analyze culturally relevant adaptations of evidence-based interventions using case study material, with attention to feasibility and ethical considerations in school-based practice.
• Apply engagement and assessment skills in simulated activities, including role-plays of referral discussions and initial solution-focused sessions with students.