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. They are extra credit this week. 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.