Homework answers / question archive / Description of Practice Setting and Intervention, which should include the following components: (2 minutes) Name and brief description of Practice Setting Demographics and description of clientele and the problem they are experiencing Intervention of focus Intervention Critique Through EBP Lens, which should include: (3 minutes) Summary/Overview of research that supports the intervention Summary/Overview of gaps in research, including whether or not the intervention has been tested for the target population Extent to which intervention allows for the consideration of the 4 key elements of EBP The client/client system’s current state and circumstances The client/client system’s values and preferences The best available research evidence The expertise of the practitioner Intervention Critique Through Antiracist/Anti-oppressive Lens (3 minutes) Assess intervention using your choice of Kendi (2019) antiracism lens, the SHARP framework, or other anti-oppressive lens of your choice (e

Description of Practice Setting and Intervention, which should include the following components: (2 minutes) Name and brief description of Practice Setting Demographics and description of clientele and the problem they are experiencing Intervention of focus Intervention Critique Through EBP Lens, which should include: (3 minutes) Summary/Overview of research that supports the intervention Summary/Overview of gaps in research, including whether or not the intervention has been tested for the target population Extent to which intervention allows for the consideration of the 4 key elements of EBP The client/client system’s current state and circumstances The client/client system’s values and preferences The best available research evidence The expertise of the practitioner Intervention Critique Through Antiracist/Anti-oppressive Lens (3 minutes) Assess intervention using your choice of Kendi (2019) antiracism lens, the SHARP framework, or other anti-oppressive lens of your choice (e

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• Description of Practice Setting and Intervention, which should include the following components: (2 minutes)
  • Name and brief description of Practice Setting
  • Demographics and description of clientele and the problem they are experiencing
  • Intervention of focus
• Intervention Critique Through EBP Lens, which should include: (3 minutes)
  • Summary/Overview of research that supports the intervention
  • Summary/Overview of gaps in research, including whether or not the intervention has been tested for the target population
  • Extent to which intervention allows for the consideration of the 4 key elements of EBP
    • The client/client system’s current state and circumstances
    • The client/client system’s values and preferences
    • The best available research evidence
    • The expertise of the practitioner
• Intervention Critique Through Antiracist/Anti-oppressive Lens (3 minutes)
  • Assess intervention using your choice of Kendi (2019) antiracism lens, the SHARP framework, or other anti-oppressive lens of your choice (e.g. intersectionality)
• Intervention Recommendations (2 minutes)
  • Proposal for Changes, modifications, enhancements of current/usual interventions that includes relevant considerations from journal reflections
  • Discussion of the extent to which this fits with social work values and ethics

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Presentations should use some visual element (e.g. slides) to help illustrate and organize your presentation.In other words, please do not just speak into your camera. You are welcome to be creative with how you present the material, as long as it has a clear, logical flow that is easily understood by the viewer.

Final Assignment Building from the Literature Review/Intervention Table assignment, the purpose of this final assignment is to give students an opportunity to integrate what they have learned about the intersection of social work theory, practice, and research against the backdrop of EBP and antiracist/anti-oppressive perspectives. This assignment is informed by the National Association of Social Worker’s Code of Ethics mission statement to “pay particular attention to those who are vulnerable, oppressed, and living in poverty” (2020). This assignment should reflect the student’s best effort to engage in what the Council on Social Work Education calls “practice that promotes human rights and social justice in which all individuals are treated with dignity and respect” (2020). This paper is a further investigation of a social problem/issue that was investigated in the literature review assignment, but focuses more specifically on an intervention issue. The aim is to demonstrate critical thinking and reflection in the delivery of services to marginalized populations. This assignment involves a dive into a description of the relevant practice setting and an assessment of a current intervention practice method used in that setting through an evidencebased practice model lens and an antiracist/anti-oppression lens. Finally, it asks you to suggest how the intervention could be enhanced, changed, or modified based on current research and your assessment. Assignment Description: Students will create a video presentation in Flipgrid that is no more than 10 minutes in length. Each presentation will assess a current intervention that addresses a specific social problem and then propose changes, modifications, or enhancements to the intervention based on their assessments. Presentations should include: ? Description of Practice Setting and Intervention, which should include the following components: (2 minutes) ? Name and brief description of Practice Setting ? Demographics and description of clientele and the problem they are experiencing ? Intervention of focus ? Intervention Critique Through EBP Lens, which should include: (3 minutes) ? Summary/Overview of research that supports the intervention ? Summary/Overview of gaps in research, including whether or not the intervention has been tested for the target population ? Extent to which intervention allows for the consideration of the 4 key elements of EBP ? The client/client system’s current state and circumstances ? The client/client system’s values and preferences ? The best available research evidence ? The expertise of the practitioner ? Intervention Critique Through Antiracist/Anti-oppressive Lens (3 minutes) ? Assess intervention using your choice of Kendi (2019) antiracism lens, the SHARP framework, or other anti-oppressive lens of your choice (e.g. intersectionality) ? Intervention Recommendations (2 minutes) ? Proposal for Changes, modifications, enhancements of current/usual interventions that includes relevant considerations from journal reflections ? Discussion of the extent to which this fits with social work values and ethics Presentations should use some visual element (e.g. slides) to help illustrate and organize your presentation. In other words, please do not just speak into your camera. You are welcome to be creative with how you present the material, as long as it has a clear, logical flow that is easily understood by the viewer. Rubric Section Description of the practice setting, demographics of clientele, and description of problem they are experiencing. Points 5 points Intervention critique through EBP lens 7 points Interventions critique through anti-oppressive lens. 7 points Intervention recommendation and Proposal for Changes, modifications, enhancements of current/usual interventions, including fit with social work values and ethics 7 points Presentation style and organization 4 points Total 30 points Title: Mental Health in Schools Name: Aisha Kitwara Author(s) Intervention Description Theoretical Foundation(s) (E-Explicit, IImplicit) Intervention Name: Signs of Suicide (SOS) Prevention Program Volungis (2020) A universal school-based program Social learning (I) teaching student how to identify Applied behavioral signs of suicide and depression. A analysis (E) single class period is used with both video and guided instructions on identifying warning signs of suicide and depression. Students also fill an anonymous questionnaire for screening depression at the end of the class. Study Methodology, Outcomes, and Measures Students were presented with a PowerPoint presentation and video of the SOS depression and discussed on how to help friends with depression. Students were administered the Brief Screen for Adolescent Depression and encouraged to seek help. Counsellors were available to provide additional support and advice. Pre- and postsurvey questions were asked. The pilot study was implemented for 3 years. Intervention Name: Breaking the Silence: Teaching the Next Generation About Mental Illness Wahl et al. (2011) A series of lesson plans developed Social and emotional Two sets of students in by the National Alliance on learning (E) different elementary Mental Illness (NAMI) and used Positive mental health and high schools were to help teachers to teach about (E) taught using the mental health in upper elementary, Theory of positive Breaking the Silence middle, and high school. pedagogy (I) curriculum and the standard curriculum. Knowledge about mental health was assessed using a Likerttype scale to determine whether the program improved knowledge when compared to the control group. Intervention Name: Yellow Ribbon Ask 4 Help Schmidt et al. (2015) Youths are issued with labeled Theory of positive A rural school district yellow cards which they can use pedagogy (I) implemented the to ask for help from responsible Social learning (E) program over four adults. The cards are used to start years and data were the conversation when the youth collected from 6th to feel overwhelmed and prevent 12th grade students Findings Critical Diversity Implications The intervention improved students’ knowledge and willingness to seek help. Revisions in previous contents suggested by earlier pilot studies were effective in maintaining gains in the following years. Although the study was implemented in a public high school, the sample has a majority Caucasian population (90%) which means that it is not representative of racial and ethnic minorities. Students given the Breaking the Silence curriculum improved knowledge, attitudes towards mental illness, and willingness to interact with people with mental illness compared to the control group. The researchers conducted this study in schools from different locations hence enhancing diversity of students included in the study. The study showed that Ask 4 Help can be implemented in an existing school mental health program. Students also improved help-seeking behavior, knowledge, and ability to assist The study showed effective implementation of the program in a school district and hence can be generalized to diverse students’ populations. suicide. about their helpseeking behavior, knowledge, and ability to help peers seeking for help. peers seeking help. Family problems, loss and grief, and bullying were the main sources of suicidal ideation among the students. Title: Mental Health in Schools Name: Aisha Kitwara Author(s) Intervention Description Theoretical Foundation(s) (E-Explicit, IImplicit) Intervention Name: Signs of Suicide (SOS) Prevention Program Volungis (2020) A universal school-based program Social learning (I) teaching student how to identify Applied behavioral signs of suicide and depression. A analysis (E) single class period is used with both video and guided instructions on identifying warning signs of suicide and depression. Students also fill an anonymous questionnaire for screening depression at the end of the class. Study Methodology, Outcomes, and Measures Students were presented with a PowerPoint presentation and video of the SOS depression and discussed on how to help friends with depression. Students were administered the Brief Screen for Adolescent Depression and encouraged to seek help. Counsellors were available to provide additional support and advice. Pre- and postsurvey questions were asked. The pilot study was implemented for 3 years. Intervention Name: Breaking the Silence: Teaching the Next Generation About Mental Illness Wahl et al. (2011) A series of lesson plans developed Social and emotional Two sets of students in by the National Alliance on learning (E) different elementary Mental Illness (NAMI) and used Positive mental health and high schools were to help teachers to teach about (E) taught using the mental health in upper elementary, Theory of positive Breaking the Silence middle, and high school. pedagogy (I) curriculum and the standard curriculum. Knowledge about mental health was assessed using a Likerttype scale to determine whether the program improved knowledge when compared to the control group. Intervention Name: Yellow Ribbon Ask 4 Help Schmidt et al. (2015) Youths are issued with labeled Theory of positive A rural school district yellow cards which they can use pedagogy (I) implemented the to ask for help from responsible Social learning (E) program over four adults. The cards are used to start years and data were the conversation when the youth collected from 6th to feel overwhelmed and prevent 12th grade students Findings Critical Diversity Implications The intervention improved students’ knowledge and willingness to seek help. Revisions in previous contents suggested by earlier pilot studies were effective in maintaining gains in the following years. Although the study was implemented in a public high school, the sample has a majority Caucasian population (90%) which means that it is not representative of racial and ethnic minorities. Students given the Breaking the Silence curriculum improved knowledge, attitudes towards mental illness, and willingness to interact with people with mental illness compared to the control group. The researchers conducted this study in schools from different locations hence enhancing diversity of students included in the study. The study showed that Ask 4 Help can be implemented in an existing school mental health program. Students also improved help-seeking behavior, knowledge, and ability to assist The study showed effective implementation of the program in a school district and hence can be generalized to diverse students’ populations. suicide. about their helpseeking behavior, knowledge, and ability to help peers seeking for help. peers seeking help. Family problems, loss and grief, and bullying were the main sources of suicidal ideation among the students. Title: Mental Health in Schools Name: Aisha Kitwara Author(s) Intervention Description Theoretical Foundation(s) (E-Explicit, IImplicit) Intervention Name: Signs of Suicide (SOS) Prevention Program Volungis (2020) A universal school-based program Social learning (I) teaching students how to identify Applied behavioral signs of suicide and depression. A analysis (E) single class period is used with both video and guided instructions on identifying warning signs of suicide and depression. Students also fill an anonymous questionnaire for screening depression at the end of the class. Study Methodology, Outcomes, and Measures Students were presented with a PowerPoint presentation and video of the SOS depression and discussed on how to help friends with depression. Students were administered the Brief Screen for Adolescent Depression and encouraged to seek help. Counsellors were available to provide additional support and advice. Pre- and postsurvey questions were asked. The pilot study was implemented for 3 years. Intervention Name: Breaking the Silence: Teaching the Next Generation About Mental Illness Wahl et al. (2011) A series of lesson plans developed Social and emotional Two sets of students in by the National Alliance on learning (E) different elementary Mental Illness (NAMI) and used Positive mental health and high schools were to help teachers to teach about (E) taught using the mental health in upper elementary, Theory of positive Breaking the Silence middle, and high school. pedagogy (I) curriculum and the standard curriculum. Knowledge about mental health was assessed using a Likerttype scale to determine whether the program improved knowledge when compared to the control group. Intervention Name: Yellow Ribbon Ask 4 Help Schmidt et al. (2015) Youths are issued with labeled Theory of positive A rural school district yellow cards which they can use pedagogy (I) implemented the to ask for help from responsible Social learning (E) program over four adults. The cards are used to start years and data was the conversation when the youth collected from 6th to feels overwhelmed and prevent 12th grade students Findings Critical Diversity Implications The intervention improved students’ knowledge and willingness to seek help. Revisions in previous contents suggested by earlier pilot studies were effective in maintaining gains in the following years. Although the study was implemented in a public high school, the sample has a majority Caucasian population (90%) which means that it is not representative of racial and ethnic minorities. Students given the Breaking the Silence curriculum improved knowledge, attitudes towards mental illness, and willingness to interact with people with mental illness compared to the control group. The researchers conducted this study in schools from different locations hence enhancing diversity of students included in the study. The study showed that Ask 4 Help can be implemented in an existing school mental health program. Students also improved help-seeking behavior, knowledge, and ability to assist The study showed effective implementation of the program in a school district and hence can be generalized to diverse students populations. suicide. about their helpseeking behavior, knowledge, and ability to help peers seeking for help. peers seeking help. Family problems, loss and grief, and bullying were the main sources of suicidal ideation among the students. 1 Mental Health in Schools SSS 591: Foundations of Multilevel Social Work School of Social Services Mr. Michael Massey Aisha Kitwara 4/7/2021 2 1. Defining the Problem The Problem: Mental Health in Schools Mental health is an essential aspect of general public health in the United States, focusing on the current healthcare industry. In general, mental health refers to an individual's psychological, emotional, and social wellbeing, and it determines how they act, thinks, and feel. Common mental health issues include anxiety disorders, depression, and bipolar disorder. Mental health is essential in general because it affects one's ability to achieve dreams and function generally in society. Mental illness may also lead to self-harm or harming others. When focusing on school children, they are even more vulnerable than adults since they may lack the skills to cope with and resources to acquire the desired mental health services. Mental health in schools is a priority determining the overall health of school children and their safety; hence, there is a need for sustainable and effective mental health programs to be implemented in schools. The incidence of mental health issues among young people is alarming. According to Colizzi et al. (2020), most mental illnesses have onset in youth, with 50% of mental health conditions developing by age 14. Experiencing symptoms early in life may present a considerable challenge for young people who may not have the relevant knowledge and skills to cope with mental health issues. One in every five children and adolescents experience a mental health issue during their school years (Colizzi et al., 2020). Unfortunately, less than half of the affected children and adolescents get the services they need, mainly due to stigma and the availability of mental health services (Weir, 2020). This problem has led to a high risk for many school children due to mental health problems. Although significant steps have been taken to provide services to children in schools, a gap can still be closed through more targeted and effective programs for school children. The 3 school environment plays a vital role in monitoring students' behaviors and can outline early signs of mental health problems and illnesses. Most children spend much of their waking time in school and interact with professionals in the school environment. The provision of effective services in schools can help in reducing the mental health crisis among young people. Direct and Indirect Impact The impact of mental health problems ranges from mild to grave. Students with mental health challenges are likely to be left behind in class, present emotional and behavioral issues that lead to disciplinary action, and drop out of school. Having a mental illness is increases the likelihood that a child will be referred to the office for discipline and suspended from school. Moreover, children with mental illnesses are likely to drop out of school, and 70% of youth in the juvenile justice system have a diagnosable mental health illness (Shufelt & Cocozza, 2006). Dropping out of school reduces life quality due to economic instability and may affect the child's health due to indulgence in crime and drug use. Therefore, one of the significant impacts of mental illness is students dropping out of school and leading to a more inferior quality of life. Additionally, severe mental illness may lead to self-harm and harming others. Severe depression is linked to high rates of suicide among young people, which is the second leading cause of death for adolescents and young adults (Aranmolate et al., 2017). Moreover, although mass shootings have been politicized and debate whether mental health is a contributor, evidence shows a connection between mental illness and violence. However, it is lower than the portrayal in mass media (Skeem & Mulvey, 2020). Therefore, when serious mental illness is not attended to, it may lead to self-harm and harming others through violence. School children are affected by mental illness, which is correlated to poor health and life outcomes and the risk of self-harm and violence against others. 4 The indirect impact of mental health in schools includes the responsibility of relevant stakeholders and the cost burden. Schools are held accountable for children's safety as long as they are within the school compound or property. Therefore, any harm emerging due to mental illness may lead to lawsuits against the school for failure to protect children. Parents also have a burden to carry in caring for their children, a task that may be emotionally distressing. Regarding costs, like other health conditions, mental illness treatment is more expensive than prevention (McDaid et al., 2019). Additional charges may include expenses incurred in the juvenile justice system due to the involved teenagers' mental illness. Overall, in addition to the direct impact on students, mental health in schools affects parents, the school, and the juvenile justice system. Policy Considerations The increase in mental illness incidence has led to significant action to safeguard the health of school-going children. More than half the states in the U.S have put in place policies that require the integration of mental health standards in curricula and education approaches (Weir, 2020). Most of these policies have been implemented in the last few years, and much is still to be done. Moreover, state-by-state mandates for school counseling and psychologists' roles in the school environment (Weir, 2020). However, underfunding and accessibility of the school counselor is a significant issue in many schools. Many public schools are underfunded, and some districts have only a few counselors for the entire population. Policy considerations regarding the effective implementation of mental health programs and supporting school counselors should be implemented to ensure a proactive approach to handling mental health issues and illness in schools. Relevance to Social Work and Practice Setting 5 Social workers' role can be simplified to addressing social problems and helping people live a more complete and fulfilling life by reducing social problems and difficulties. Mental health is one of the many social issues that affect human wellbeing. The social worker functions to support people who are vulnerable in society, including people with mental illness. The wellbeing of people affected by mental illness can be improved using social worker approaches such as targeted programs for emotional and mental health support. Therefore, mental health in schools is relevant to social work. The social worker can help students address social and emotional needs and facilitate programs that address these needs and how they affect their mental health. Numerous schools address mental health needs effectively, and one of them is the University Of California Berkeley. This program presents a technology-supported mental health program. Be Well Cal is a program accessible via the website guiding different aspects such as social connection, stress, resilience, and self-compassion (UC Berkeley, n.d.). Moreover, the university holds a mental health week to interact with professionals and discuss different mental health issues. These programs are in addition to having a school psychologist at the campus. 1. Intervention Table and Summary History and Context Mental health research has shown that traditionally, the public has held harmful and inaccurate beliefs about mental illness people. According to Wahl et al. (2011), the last five decades of research show that most people view people with mental illness as unworthy, unattractive, dangerous, and incapable of contributing positively to society. This background has led to years of stigma about mental health and lack of proper treatment of vulnerable 6 populations. The same general trend of neglecting people with mental illnesses has been observed in schools where before the 1990s, little was done to provide mental health services to students. Stigma still exists today, with many people struggling with mental illness finding it hard to seek help and avoid adverse outcomes. The rates of diagnosed mental health illnesses have been rising over time, prompting reactions to curb this rise. According to Curtin and Heron (2019), suicide rates among children and young adults increased from 6.8 per 100,000 in 2007 to 10.6 per 100,000 in 2016. The prevalence of major depressive disorder among adolescents also risen from 8.7% to 11.3% between 2005 and 2014 (Mojtabai et al., 2016). The rates have increased in the backdrop of higher drug use rates in young people in the country. This historical view of mental illness among school-going people shows an increasing need for an effective and sustainable program that ensures better mental health management in schools. Therefore, programs that have been initiated focus on the increasingly worrying mental health crisis among school children. Various programs have been implemented in the past to enhance mental health in school children. In light of the previously studied trends, more than half of the states have passed laws requiring a mental health curriculum or education standards (Weir, 2020). Three states have mandatory mental health curriculum requirements as of 2020, showing a shift towards more attention and proactively addressing mental health problems. Although many policies have been advanced at the state level, federal laws present a gap in implementing a comprehensive law to ensure effective implementation of mental health programs in schools. The Mental Health in Schools Act of 2017, which aimed to fund programs under the Substance Abuse and Mental Health Services Administration (SAMHSA), failed in 2018 (National Council for Behavioral Health, n.d.). Generally, schools have been provided mental health services under a state law 7 requiring the presence of a mental health provider in schools for counseling and referral purposes. Summary of the Table Due to the increasing concern about mental health in schools, many programs have been developed and evaluated in studies targeting different school levels. The attached table presents three programs that have been implemented in diverse school settings and with unique goals and approaches. The programs have each been tested in one study, and a comparison is provided in this section. The three programs include Signs of Suicide (SOS) Prevention Program, evaluated by Voyungis (2020), Breaking the Silence: Teaching the Next Generation About Mental Illness, evaluated by Wahl et al. (2011), and Yellow Ribbon Ask 4 Help evaluated by Schmidt et al. (2015). The common aspect of these three programs is that they all provide a proactive approach and a point of entry to doing away with stigma and finding help. The three programs are educational in that they enable the young person to access information crucial for their mental health and encourage them to seek help. For instance, SOS generally aims to introduce students to mental health, demystify the topic, and encouraging students to ACT by Acknowledging, Caring, and Telling (Voyungis, 2020). Similarly, Ask 4 Help provides students with an ice breaker to request assistance with mental illness (Schmidt et al., 2015). In the same manner, Breaking the Silence presents a curriculum that enhances awareness and help-seeking behavior (Wahl et al., 2011). Therefore, selecting these three programs is their proactive approach, especially the approach that encourages help-seeking conduct from children and adolescents. 8 On the other hand, the three models are pretty different, providing a diversified approach to dealing with mental illness in school. While SOS presents a single session and focuses mainly on depression, Breaking the Silence is an in-depth curriculum starting with mental health biology (Voyungis, 2020; Wahl et al., 2011). On the other hand, while the two programs target the entire student population, Ask 4 Help primarily targets suicidal students (Schmidt et al., 2015). Therefore, unlike SOS and Breaking the Silence, Ask 4 Help generally seeks to prevent suicide for already struggling children and teenagers. Nevertheless, the three programs summarized in the table present credible and evidence-based interventions currently used to tackle schools' mental health. 9 References Aranmolate, R., Bogan, D. R., Hoard, T., & Mawson, A. R. (2017). Suicide risk factors among LGBTQ youth. JSM Schizophrenia, 2(2), 1011. Colizzi, M., Lasalvia, A., & Ruggeri, M. (2020). Prevention and early intervention in youth mental health: is it time for a multidisciplinary and trans-diagnostic model for care?. International Journal of Mental Health Systems, 14, 1-14. https://doi.org/10.1186/s13033-020-00356-9 Curtin, S. C., & Heron, M. (2019). Death Rates Due to Suicide and Homicide Among Persons Aged 10-24: United States, 2000-2017. NCHS Data Brief, (352), 1-8. https://www.cdc.gov/nchs/data/databriefs/db352-h.pdf McDaid, D., Park, A. L., & Wahlbeck, K. (2019). The economic case for the prevention of mental illness. Annual Review of Public Health, 40, 373-389. https://doi.org/10.1146/annurev-publhealth-040617-013629 Mojtabai, R., Olfson, M., & Han, B. (2016). National trends in the prevalence and treatment of depression in adolescents and young adults. Pediatrics, 138(6). https://doi.org/10.1542/peds.2016-1878 National Council for Behavioral Health. (n.d.). Mental Health in Schools Act (S. 1370/H.R. 2913). https://www.thenationalcouncil.org/wp-content/uploads/2018/04/Mental-Healthin-Schools-Act-FINAL.pdf?daf=375ateTbd56 Schmidt, R. C., Iachini, A. L., George, M., Koller, J., & Weist, M. (2015). Integrating a suicide prevention program into a school mental health system: A case example from a rural school district. Children & Schools, 37(1), 18-26. https://doi.org/10.1093/cs/cdu026 10 Shufelt, J. L., & Cocozza, J. J. (2006). Youth with mental health disorders in the juvenile justice system: Results from a multi-state prevalence study (pp. 1-6). National Center for Mental Health and Juvenile Justice. Skeem, J., & Mulvey, E. (2020). What role does serious mental illness play in mass shootings, and how should we address it?. Criminology & Public Policy, 19(1), 85-108. https://doi.org/10.1111/1745-9133.12473 University of California, Berkeley. (n.d.). University health services. https://uhs.berkeley.edu/bewell Volungis, A. M. (2020). The Signs of Suicide (SOS) Prevention Program Pilot Study: High School Implementation Recommendations. North American Journal of Psychology, 22(3), 455-468. Wahl, O. F., Susin, J., Kaplan, L., Lax, A., & Zatina, D. (2011). Changing knowledge and attitudes with a middle school mental health education curriculum. Stigma Research and Action, 1(1), 44. https://doi.org/10.5463/sra.v1i1.17 Weir, K. (2020). Safeguarding student mental health: COVID-19 and its repercussions are shining a light on the critical need for school-based mental health services. American Psychological Association. https://www.apa.org/monitor/2020/09/safeguarding-mentalhealth Searching for Literature Common Literature Search Steps 1. 2. 3. 4. 5. 6. Building search queries Finding the right database Skimming the abstracts of articles Looking at authors and journal names Examining references Searching for meta-analyses and systematic reviews Literature Search Process ? Iterative Learning Process ? Start Broad ? Narrow as you learn more about topic Building Search Queries ? ? ? Develop your question(s) Consider Search Terms Try different databases ? ? ? ? ? ? ? Google Scholar Academic Search Complete PSYCinfo PubMed JSTOR Skim abstracts and ?le articles Consider your sources Possible Terms: Quotation Marks Example: School to Prison Pipeline I want to ?nd out more about the school to prison pipeline, focusing on school disciplinary practices and racial disproportionality. What questions might I start with? What Search Terms Could I Try? ? ? ? ? “School to Prison Pipeline” School Discipline Racial Disproportionality AND School Discipline School Suspension Connector Building Search Queries, cont. ? Examining References ? ? ? Systematic Review: Caste and control in schools: A systematic review of the pathways, rates and correlates of exclusion due to school discipline Once you ?nd a few good articles, look at their citations to ?nd other relevant sources If you see something referenced in a lot of articles, it is probably considered an important (possibly seminal) source Systematic Summaries ? ? ? Systematic Reviews-Summarizes existing evidence on a speci?c topic Meta-Analysis-Uses statistical analysis to summarize existing quantitative studies Meta-Synthesis-Brings together and analyzes current qualitative data (not as common) Meta-Analysis: A Student Saved is NOT a Dollar Earned: A MetaAnalysis of School Disparities in Discipline Practice Toward Black Children Meta-Synthesis: Exploring Minority Youths’ Police Encounters: A Qualitative Interpretive Meta-synthesis The Search Process is Not Linear Remember--As you gain information during your search, you use that information to help re?ne your search For Example: New key words; Key theories; Prominent scholars; etc. Sources ? Primary-Original research and theoretical papers ? ? ? ? Secondary-Interpret, discuss, summarize primary source ? ? ? Peer-reviewed journals Some books Reliable data sources (e.g.-PEW Research, Government sites) ? U.S. Dept. of Education Civil Rights Data Collection Newspapers, Magazines Think-tank reports ? Can sometimes be primary sources, but make sure to consider the agenda of the source Tertiary-synthesize or distill primary and secondary sources ? ? Encyclopedias (Wikepedia; Encyclopedia of Social Work) Textbooks All of these can be helpful in your literature search, but your papers should contain mostly primary sources Gray Literature Research that is usually unpublished. May include research reports, government reports, evaluations, theses, dissertations, webcasts, poster sessions, presentations, conference proceedings, PowerPoint Presentations, etc. Again, can be very helpful for understanding your topic or ?nding primary sources. Some might be appropriate for citation. Have to be careful to know and critically evaluate the source. Types of Peer-Reviewed Articles ? ? ? ? Seminal-Classic or recognized older important article related to speci?c topic ? Racial Disproportionality in Suspension-Children’s Defense Fund, 1975 Empirical-Reports results of quantitative, qualitative or mixed-methods research conducted by author(s) ? Sent Home and Put Off-Track: The Antecedents, Disproportionalities, and Consequences of Being Suspended in the Ninth Grade Theoretical-Discusses a theory, conceptual model, or framework for understanding a problem ? Exclusion, Punishment, Racism and Our Schools: A Critical Race Theory Perspective on School Discipline Practical-Usually intended to inform practitioners of a discipline on current issues ? The School-to-Prison Pipeline: A Primer for Social Workers Most sources for literature reviews and scholarly papers will be empirical, but all can be useful. Also, depends on type of assignment Breaking Down the Empirical Article ? ? Abstract-Should summarize the purpose and results of research Introduction (Background, Literature Review)-Provides context for research. Often includes: ? ? ? ? Theoretical Orientation Relevant Prior Research and Scholarship If deductive, hypothesis. If inductive, research purpose. Methods-Description of how research was conducted, such as: ? ? ? ? Who are the participants Study Design Research Process What measures were used Breaking Down the Empirical Article ? ? Results-Describes outcomes of measures studied Discussion-Interprets outcomes and presente implications of study Want to make sure your source meets the appropriate standards? Use the CRAAP Test! Hopefully Helpful Suggestions ? ? ? ? Some older (more than 7 years) references are ?ne, but make sure you try to emphasize more recent literature Issue advocacy websites are helpful, but don’t overcite them Keep an article matrix (or whatever system works for you) to organize and easily reference articles by topic Use your librarian ? ? Schedule a consult with a librarian-https://libraries.catholic.edu/_media/pdf/library-services-digital .pdf Don’t forget APA! ? ? ? Link to 6th Edition from CUA Library Guide to what’s new in 7th edition Use samples to guide you Pro Tip: There is no such thing as “objective” or bias-free research. Look for rigor, transparency, and accountability to make sure your sources are strong.