The School of Social Work supports students throughout their time at Saint Louis University and beyond. These resources can help social work students navigate difficult times during their studies and career.
Affording a Degree in the School of Social Work
Financial aid is available for students of all majors and programs within Saint Louis University School of Social Work. In addition to financial aid available from Saint Louis University, there are opportunities available for students of social work, applied behavior analysis, criminal justice and criminology, and gerontology.
Frequently Needed Forms
The Saint Louis University School of Social Work offers forms, field manuals and handbooks for students at all levels of study.
Student Organizations
The purpose of the Saint Louis University Master of Social Work Student Association (MSWSA) is to provide a forum for student concerns about the M.S.W. program, foster community among current SLU M.S.W. students, and advocate for student needs in the program and profession. We have bi-monthly town halls, the occasional social event, and annual community service drives. As the semester goes on, we will have more information on this page including upcoming events and pictures of students at M.S.W.-related activities. Be sure to check out the School of Social Work calendar for upcoming MSWSA meetings and events, as well as great things happening around the college. We are always looking for student involvement. If you are interested in an open officer position, please contact one of the current officers:
The goal of the Criminology and Criminal Justice Club is to form a bond uniting students and teachers of criminal justice, criminology, the law and social justice within a community.
Practicum Information for Students
Students in many programs in SLU’s School of Social Work must complete a practicum. This experience allows students to take their classroom knowledge into the field while remaining under the faculty supervision. Students gain a deeper understanding of how their coursework applies outside the classroom, while being able to hone their interests and specialties.
Graduation
Graduation is an important time in a student’s life. SLU's graduation and commencement resources will let you know how to apply for graduation, deadlines and forms.
Learn More About Graduating From SLU
Career Services
Career Services is well-known for their assistance in finding a job, however, the office has services for students at all levels of their academic journey. Career Services can help students identify a career path, develop their resume and more.
Licensure
SLU’s School of Social Work will prepare you for your career but graduation is not the end of your education. Most social work careers will require licensure. Requirements vary by state, organization and services provided. Some licensure organizations even offer different levels of certification depending on an applicant’s experience and education level.
For information on licensure in other states and nationally, visit the National Association of Social Workers and the Association of Social Work Boards.
Self-Care Resources
Learning to support yourself as you support others is a vital part of your development.
Continuing Education
SLU's continuing education workshops for social work professionals are affordable and informed by current research and best practices in the field. Our instructors are leading practitioners and faculty members at SLU's School of Social Work who bring a wealth of professional and instructional experience to the workshops.
Learn More About Continuing Education
School of Social Work Gear
Do you want to show your SSW pride? Need grad gear?
Volunteering
Students who perform volunteer work while studying at SLU’s School of Social Work provide valuable services to the community while also helping to develop their professional interests.
The St. Louis area is home to hundreds of organizations that offer volunteer opportunities, whether you want to work with youth or senior citizens, in health care or education, for justice or against racism. The resources below can assist you in finding opportunities that suit your interests and schedule:
Academic integrity
The School of Social Work adheres to the University of Nevada, Reno Academic Standards Policy for Students concerning issues of academic integrity. Please see the UNR website for a complete description, definitions and policies regarding class conduct and academic dishonesty.
Accommodation for students with disabilities
Students who require additional support due to disabling conditions should discuss their needs with their instructors at the start of each semester. Accommodations for all reasonable requests will be made for documented disabling conditions. In addition, students are encouraged to contact the UNR Disability Resource Center at (775) 784-6000 to access a range of supportive services.
Attendance policy
The faculty of the School of Social Work believe that classroom attendance and participation are critical aspects of professional socialization. Students are responsible for assisting in the creation of a learning environment that promotes such socialization. To do so, students should assume responsibility for their own learning and be engaged within the course room. It is expected for students to log into the online classroom a minimum of three times a week to be successfully engaged. Attendance and participation will be part of grading, as determined by the course instructor. Opportunities for make-up assignments are determined at the discretion of individual instructors.
Confidentiality of case material outside of an agency
NASW Code of Ethics requirements regarding confidentiality of client information extend to the use of confidential information from field work in classes, seminars and in student assignments. Students may not divulge client, collateral or collegial information, disguising all names, demographic information and any case details that might identify a client or co-worker. Client files and records should never be removed from the agency for any purpose.
Nondiscrimination policy
The programs of the School of Social Work are conducted without discrimination on the basis of race, color, gender, creed, ethnic or national origin, disability, political orientation, or sexual orientation. This policy applies to the baccalaureate and master’s programs, the field education program, and all admission, employment, and financial aid decisions.
Retention
In its description of the Social Work major, the University of Nevada, Reno catalog states that:
“The admission and retention of students in the program is subject to the professional judgment of the social work faculty.”
Retention in the MSW Program is based on student performance in two general areas: academics and adherence to professional values and standards of behavior. Retention in the social work major requires students and maintain a 3.0 (B) overall grade point average—with a letter grade of “C” or higher in each of the graduate course, including the required 3 credits of electives. Additionally, students must adhere to the academic and professional standards outlined in UNR’s Student Handbook for Student Code of Conduct, the National Association of Social Workers Code of Ethics and the State Board of Examiners for Social Workers, Nevada Legislature’s Standards of Practice.
Dismissal policy
The School of Social Work adheres to the Dismissal Policy of the Nevada System of Higher Education (NSHE) Code, Title 2, Chapter 11.
Foundation competencies & associated practice behaviors
Competency 1: Demonstrate ethical and professional behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice.
Foundation practice behaviors
- Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.
- Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
- Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.
- Use technology ethically and appropriately to facilitate practice outcomes.
- Use supervision and consultation to guide professional judgment and behavior.
Competency 2: Engage diversity and difference in practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power.
Foundation practice behaviors
- Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.
- Present themselves as learners and engage clients and constituencies as experts of their own experiences.
- Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
Competency 3: Advance human rights and social, economic, and environmental justice
Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.
Foundation practice behaviors
- Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.
- Engage in practices that advance social, economic, and environmental justice.
Competency 4: Engage in practice-informed research and research-informed practice
Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi- disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice.
Foundation practice behaviors
- Use practice experience and theory to inform scientific inquiry and research.
- Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
- Use and translate research evidence to inform and Improve practice, policy, and service delivery.
Competency 5: Engage in policy practice
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Foundation practice behaviors
- Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.
- Assess how social welfare and economic policies impact the delivery of and access to social services.
- Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
Competency 6: Engage with individuals, families, groups, organizations, and communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.
Foundation practice behaviors
- Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.
- Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
Competency 7: Assess individuals, families, groups, organizations, and communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making.
Foundation practice behaviors
- Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.
- Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
- Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.
- Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.
Competency 8: Intervene with individuals, families, groups, organizations, and communities
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration.
Foundation practice behaviors
- Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.
- Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies.
- Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
- Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.
- Facilitate effective transitions and endings that advance mutually agreed-on goals.
Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and practice effectiveness.
Foundation practice behaviors
- Select and use appropriate methods for evaluation of outcomes.
- Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
- Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
- Apply evaluation findings to Improve practice effectiveness at the micro, mezzo, and macro levels.
Grievance procedure
Under the remediation policy, there are 4 points at which a student can initiate a grievance:
- If the student believes that the behavior cited in the original concern is unfounded;
- If the student believes that the Remediation Committee's identification of a relevant competency, practice behavior, code of conduct, ethical standard is inaccurate;
- If the student believes that the remediation decision or Action Plan does not address the original concern; or
- If the student believes they are being held to a higher standard of performance than other students completing the same program of study.
The written grievance should be submitted to the Director of The School of Social Work no later than 10 working days following the decision point in question (see 1-4 above). The burden of proof during the grievance process rests with the student. If the Director determines that the student has provided adequate evidence to support his or her grievance, the Director may dismiss the issue with no further action required. Alternatively, if the Director determines that there is not adequate evidence to support the student’s grievance, he or she will redirect the student to the Remediation Team for further steps/action. The Director will provide his or her decision to the student and Remediation Team in writing within 10 working days of receipt of the student’s written grievance.
Grade appeal policy
The School of Social Work adheres to the University’s policy by which students may appeal a grade. This policy states “…a grade assigned by an instructor is only subject to the appeals procedure if:
- There was a clerical/administrative error in the calculation and/or assignment of the grade;
- The grade assignment was based on factors other than the student's performance in the course and/or completion of course requirements; or
- The grade assignment meant that the student was held to more demanding standards than other students in the same section of the course.
The burden of proof of these conditions rests on the student.” The policy advises students to begin the process by consulting with the course Instructor. If the issue is not resolved at that level students may proceed with filing a Grade Appeal Form. The full policy and procedures for filing a Grade Appeal can be found at under section 3,510 of the University Administrative Manual.
Social Security is usually associated with monthly payments to retirees. However, there is another important facet of Social Security benefits—providing financial assistance to children. Children may qualify for benefits if a parent is retired, disabled, or deceased.
Children who are disabled may be eligible for Supplemental Security Income (SSI), a separate program that's also run by the Social Security Administration (SSA). Here's the lowdown on who qualifies for what.
Key Takeaways
- Children may be eligible for Social Security payments based on a parent's work record.
- For a child to qualify, the parent must be retired, disabled, or deceased.
- Children who are disabled may be eligible for Supplemental Security Income, a separate program that's also run by the Social Security Administration.
- Children can receive survivor benefits until the age of 18 or 19 if still in primary or secondary school.
- The maximum family Social Security benefit ranges from 150% to 180% of the original payee's benefit.
How Children Qualify for Social Security Benefits
Eligible children can collect Social Security benefits based on a parent's work record. The parent must have earned enough Social Security credits. Biological or adopted children or stepchildren can be eligible for Social Security benefits if they meet the following criteria:
- Have a parent who is disabled or retired and eligible for Social Security benefits
- Are unmarried
- Are younger than 18 or are between ages 18 and 19 and are full-time high school students
- Are 18 or older and disabled (as long as the disability began before they turned age 22)
The requirements for Social Security survivor benefits are similar, except that the parent must be deceased for the child to qualify.
Grandchildren or step-grandchildren can sometimes collect survivor benefits under certain circumstances.
SSI Benefits for Children
Supplemental Security Income is a separate program for Americans with limited incomes and few other resources. Recipients must generally be 65 or older, blind, or disabled. But SSI is also available to children under age 18 in certain cases. To qualify for SSI benefits:
- The child must have a physical or mental impairment (or impairments) that results in marked and severe functional limitations.
- The impairment or impairments must have lasted or be expected to last for a continuous period of at least 12 months or be expected to result in death. In the case of blindness, that duration requirement doesn't apply.
- A child who isn't blind must not earn more than $1,350 per month. A child who is blind must not earn more than $2,260 per month.
Decisions for granting SSI can take time. However, if a child has qualifying conditions, the Social Security Administration may begin making payments while an application is under review.
How Much Do Children Receive in Social Security Benefits?
A child may receive a Social Security benefit equal to 50% of the parent’s full retirement benefit or disability benefit. If the parent is deceased, the child is eligible to receive up to 75% of the parent’s full retirement benefit.
There is a limit to the total amount that a family can receive from Social Security based on one worker's earnings record, though. The maximum family benefit typically ranges from 150% to 180% of the parent's full benefit amount. The formula for maximum family benefits is based on a retired parent's work record. If the parent is disabled, a different formula applies.
$3.13 billion
The total average amount of monthly Social Security benefits paid to children as of 2022. Approximately 4.85 million children received benefits each month.
If the amount due to the entire family surpasses the maximum, some individual payments will be proportionately reduced. As an example, consider a retiree named June, who has a dependent child, Ruth, who is also eligible for benefits. June's full retirement amount is $1,500 per month, and her family maximum is $2,300 per month. June would receive her full $1,500, while her spouse, John, and daughter Ruth would split the remaining $800 payment, each receiving $400.
SSI benefits are determined by a different calculation, and the maximum benefit changes each year. Some states also supplement SSI. In addition, a disabled child who collects SSI may also be eligible for Medicaid to help pay for medical bills.
How to Receive Benefits
You can apply for benefits by calling 800-772-1213 or by visiting your local Social Security office. Applications for children's benefits are not accepted online. However, you may apply online for SSI for children.
The family must present the child's birth certificate, the parents' Social Security numbers (SSNs), and the child's Social Security number. Additional documents may also be required. In relevant cases, the applicant must provide a parent's death certificate and/or evidence of disability from a doctor.
If you are taking care of a child and are receiving Social Security benefits for that reason, the child's benefits may stop at a different time from your own. For example, if your child is not disabled, your benefits will end when the child turns 16 years old. If the child is disabled and you are responsible for them, your benefits may continue. For these types of specific circumstances, it’s best to contact the Social Security Administration for guidance.
If your child is disabled, the Social Security Administration offers a Disability Starter Kit that can help you navigate the process of applying for benefits.
How Soon Can Survivor Benefits for Children Be Started?
To initiate survivor benefits for children, an application and supporting documentation must be supplied to the Social Security Administration. How quickly benefits begin depends on how long it takes the agency to determine eligibility and for the applicant to submit the required documentation. However, benefits cannot be paid for the month in which the recipient died.
How Do You Use Social Security Benefits for Children of Disabled Parents?
Social security benefits for children can be used to care for their basic needs and to cover their share of living expenses. For example, it can be used for food, school supplies, rent or mortgage, and utilities.
When Do Survivor Benefits End for the Parent With Children?
Survivor benefits for the surviving child's parent end when the child turns 16. However, if the child is disabled and remains in their care, the benefits may continue indefinitely.
9:00 a.m. to 4:00 p.m. (6 hours; 6 CEUs)
(Lunch Break from 12:00 p.m. to 1:00 p.m.)
Workshop O: Blending CBT and Social Justice Perspective for BIPOC Clients
Instructor: Beth Craft, LICSW
While issues of race have been at the core of social work education, often social workers feel ill-equipped to address them. This workshop seeks to challenge the silence and offer strategies for therapists, particularly white therapists, to “hear” experiences of discrimination and methods for engaging clients in dialogue and problem-solving utilizing a cognitive therapy framework. After a brief review of Cognitive Therapy and its inherent biases, linkages will be highlighted to show how Cognitive Therapy can easily be adapted to foster change and inspire hope utilizing a Social Justice lens. Strategies and adaptations will be illustrated throughout the workshop by applying them to case material and through group discussions of mock client video vignettes. Ample time will be allowed for processing and integrating the material.
Learning Objectives
- Participants will expand awareness and ability to understand that racism is almost always intricately tied to the presenting and ongoing problems for clients of color.
- Participants will decrease fear of naming race and learn strategies to expand the discourse to facilitate client’s ability to respond instead of react.
- Participants will learn innovative approaches to foster the client’s ability to develop and sustain a positive cognitive map.
9:00 a.m. - 12:00 p.m. (3 CEUs)
Workshop P: Developmental Trauma Treatment for Children
Instructor: Julie Foss, LICSW, MBA
This workshop will explore the developmental impact of trauma on children. We will learn how to make a developmental trauma formulation with complex symptoms, and we will review interventions to use when symptoms are complex, treatment-resistant, and hard to manage. Using lectures, case examples, and videos to help participants develop playful therapeutic skills, we will focus on best practices in developmental trauma treatment, the body's stress response, and survival systems. Throughout, we will find ways to make treatment playful, meaningful, and engaging for children. Participants will benefit from activities to promote awareness, self-compassion, and wellness to combat burnout and compassion fatigue.
Learning Objectives
- Participants will identify trauma symptoms in children.
- Participants will explain the impact of trauma on childhood development.
- Participants will discuss adaptive coping, resilience, and growth.
- Participants will demonstrate play therapy techniques.
- Participants will understand the importance of parent consultation.
1:00 p.m. - 4:00 p.m. (3 CEUs)
Workshop Q: Trauma Informed Supervision
Instructor: Susan Coleman, MSW, LICSW
Supervisors are entrusted with the professional development of our supervisees and students. They come to the profession with a wide range of lived experiences, including trauma. Studies show that people working in the human services sector report Adverse Childhood Experiences (ACEs) at almost double the rate of the general population. Those lived experiences may impact their abilities as professional helpers. This workshop will present an overview of trauma informed care as a concept on both an individual and systems level. We will review aspects of the supervisory relationship that must recognize that impact and try to mitigate it. We will discuss behavioral and performance concerns that arise and how to best coach and support staff as they learn about themselves and the work.
Learning Objectives
- Participants will learn about Adverse Childhood Experiences (ACEs) as well as the community and societal structures, such as racism, discrimination, and harassment, that cause harm to individuals in the form of trauma.
- Participants will apply SAMSHA’s principles of trauma informed responses to the supervisory relationship to Improve recognition and support of the professional development of their staff.
- Participants will learn to recognize how trauma shows itself in the performance of staff.
- Participants will learn techniques to restructure workplaces to Improve staff experiences and development.
GENERAL REGISTRATION:
6-hour program: $150
3-hour program: $75
In 1997, social media was born. You likely didn’t even know it, let alone use it. Back then, a mere 1.7% of the population used the internet, and with it the first recognized social media site, Six Degrees. At its peak, it had about 1 million members with profiles.
Fast forward 23 years. SixDegrees.com and its profiles are long gone. Facebook is the social media network king of the world, amassing almost 2.5 billion users, while nearly 3.7 billion people are active on some sort of social media platform.
The latest statistics reveal that in the United States alone, people spend an average of two hours and three minutes a day on social media. The majority of that time is spent on Facebook, with estimates ranging from 38 minutes to over an hour a day. According to Pew Research, 74% of U.S. adult Facebook users log in at least once a day, and more than half of its users visit several times a day.
What does this mean for employers? For starters, it means your employees are most likely spending time on social media at work, whether on company or personal devices. For a growing number, staying active on social media is part of their work. But as a medium that began as a way to connect socially with family and friends, the lines of propriety easily blur when personal and professional relationships co-mingle on social media. Add to that the permanence and speed with which digital (mis)information can be shared, and social media relationships and usage at work can be a minefield fraught with explosives — that is, if an employer and employee aren’t on the same page with what constitutes good social media etiquette.
Here are some things I suggest for companies and workers:
Do:
• Develop a social media policy. The importance of this cannot be overstated. This should cover not only use of your brand’s social channels, but also how employees portray the company on their personal pages. You can also address using personal social media on company time. Too much time on social media can definitely affect worker productivity, and many employers choose to block it or put up firewalls. However, research shows workers whose employers have at-work social media policies spend less work time on social media for personal reasons. View a trial policy here.
• Use social media to build your brand and advance your career. Some people keep personal and professional accounts separate to minimize risk and maintain privacy. Just remember, anything that is posted is never really private, and even personal posts can get you into trouble at work. (Read the social media policy carefully.) Others will use just one account, and I think that is OK too, as long as you are intentional in how you portray yourself. Positive content about your company and insightful thoughts on your industry, alongside some fun personal posts, could help enhance your reputation and career. If you question whether it’s a good idea to comment or post a photo, it is probably best to skip it. If you are prone to oversharing, make separate accounts.
• Be familiar with how different social media platforms are used differently. While basic decency should be evident across the board, pay attention to how Twitter, Facebook and LinkedIn are used, and follow suit. Different types of content work best on different platforms.
Don’t:
• Don’t overuse hashtags, type in all caps (unless you are trying to scream, and please don’t) or post the exact same thing on every platform. This isn’t a rule, but it is a best practice on all platforms. Your message and your brand will become diluted, and even your family will tire of incessant posting. No one wants to be spammed. Not to mention, if your co-workers or boss see a steady stream of posts while you are supposed to be working, it will negatively impact you at the office.
• Be rude, divisive or combative. Research shows workers are more likely to discover information on social media that lowers their opinion of a colleague than improves it. While you are certainly entitled to your opinions, think before you post or comment on another’s post in an inflammatory way. Besides, no argument is ever won on social media.
• Embarrass or take advantage of your employer. A workplace social media policy should clearly prohibit disclosing confidential company information. It is also not the place to vent about how much you hate your job, your boss or your co-workers. This is poor manners. Just like in real life, take your grievances to the source, not social media. And remember, social media can be the ultimate web of deceit. Expect that if your social activity shows you have been dishonest or disloyal, you are subject to termination.
To Friend Or Not To Friend?
Every CEO or colleague will have an opinion on whether they should “friend” one another on social media. After all, our work family often does become like real family — but not always. Personally, I like to connect with employees and colleagues on social media. I enjoy learning about their families and sharing mine with them and find it’s a great way to connect and build the relationship outside of the office. However, I respect that everyone may not feel the same way. So, while I accept every invitation from my staff, I don’t send them invitations because I don’t want them to feel pressured to “friend” the boss.
For me, it boils down to showing respect: respecting each other’s privacy, respecting the company that employs you and respecting one another’s viewpoints, even if you don’t agree. Basically, treat people online the way you would treat them in person. I feel like Emily Post would agree.
© Provided by Indian Country Today
ALASKA NATIVE VILLAGE CORPORATION ASSOCIATION
POSITION: EXECUTIVE DIRECTOR
SUPERVISOR: BOARD CHAIR
JOB CLASS: PROFESSIONAL
SALARY RANGE: DOE
FLSA: EXEMPT
Summary:
The Executive Director is responsible for ensuring that the mission and vision of the Alaska Native Village Corporation Association (ANVCA) are successfully fulfilled. This position reports to the Board of Directors in the Anchorage, Alaska office.
Key duties include local, statewide and national advocacy and policy input based on membership and board direction; fundraising, community outreach; and membership and sponsorship build.
Essential Duties and Responsibilities:
· Provide services that will Improve success, efficiency, profitability and stability to its member corporations;
· Advocate for policies that will benefit and protect the interest of Alaska Native Village Corporations with local, state and federal governments;
· Provide an officially recognized voice for the interests of Alaska Native Village Corporations;
· Provide a network of mutual support and technical assistance that will enhance the success of all Alaska Native Village Corporations and their shareholders;
· Promote responsible resource management and developmental policies;
· Encourage a mutually respectful and cooperative relationship with Alaska Native Regional Corporations, tribal entities, and other businesses for the overall benefit of Native peoples;
· Promote a positive image of our corporations with our shareholders, Native children and the general public.
The Executive Director administers and coordinates the activities of ANVCA in support of policies, goals, and objectives established by the BOD and its membership. This position provides oversight of all functions of and works to promote a success-oriented, accountable environment. The Executive Director will promote ANVCA values and provide leadership and guidance to develop, manage and implement all functions of the non-profit. Assignments will be performed with considerable independence and require the application of initiative and professionalism. The Executive Director reports directly to the Board of Directors.
Board Governance
· Responsible for communicating effectively with the Board and providing timely and accurate information necessary for the Board to function properly and to make informed decisions.
· Scheduling and providing all required information, financial reporting, and other documentation for regular and special Board meetings.
Leadership
· In conjunction with the BOD, carry out the vision and mission for ANVCA.
· Develop and implement a strategy to reach the goals set by the ANVCA BOD.
· Work towards growth, by increasing membership, sponsorship and funding.
· Identify, assess, and inform the BOD of internal and external issues that affect ANVCA and village corporations.
· Along with the BOD Chair, function as a spokesperson for ANVCA to enhance its profile.
Operational Planning and Management
· Ensure that the operation of ANVCA meets the expectations of its BOD, membership, and funders.
· Draft for BOD approval, policies and procedures that clarify the components and implementation of the BOD’s legal and fiduciary responsibilities. Recommends revisions to the BOD as appropriate.
· Establishes operating policies consistent with the BOD’s general policies and objectives and ensures their execution.
Program Planning and Management
· Ensure that the events, training and advocacy contribute to its mission and reflect the priorities of the membership.
· Oversee the planning, implementation, execution, and evaluation of special projects.
Financial and Grant Management
· Research funding sources, oversee the development of fundraising plans, and develop proposals to increase the annual operating budget of ANVCA.
· In preparation for BOD approval, draft the annual budget and supporting justification.
· Work with the accounting firm to oversee activities of independent auditors ensuring all audit issues are resolved, compliance issues are met, and the preparation of the annual financial statements is in accordance with GAAP and federal and state requirements.
· Develop and maintain systems of internal controls to safeguard financial assets of the organization and ensure that substantiating documents are approved and available so that purchases may pass independent and governmental audits.
· Ensure adequate cash flow to meet the organization's needs.
· Approve expenditures within the authority delegated by the BOD.
· Ensure filing of all tax reports required by the Internal Revenue Service and the State of Alaska.
· Work with the accounting firm to ensure preparation of financial reports, i.e. balance sheet reports, statements of income versus expense, budget reports for presentation to the BOD.
· Ensure that industry-standard business practices are followed.
Community Relations and Advocacy
· Maintain communication with the Alaska Congressional Delegation and similar interest organizations as it relates to the needs of ANCSA Village Corporations.
· Communicate with stakeholders to keep them informed of the work of ANVCA.
· Establish good working relationships and collaborative arrangements with community groups, funders, and other organizations to help achieve the goals of ANVCA.
· Participate as appropriate in local, statewide, or national events to advocate and represent ANVCA.
· Maintain a consistent professional demeanor at all industry functions and on social media.
Risk Management
· Identify, evaluate, and implement measures to minimize risks to ANVCA’s stakeholders, property, finances, goodwill, and image.
· Oversee business insurance plans and perform analysis to ensure compliance with all insurance requirements for protection against property losses and potential liabilities per the various funding sources and business laws.
Qualifications
Education
· BA degree in business administration or related field and at least seven years of progressively responsible experience related to the work of the position.
· Minimum of ten years of management-level work experience in an ANC or public setting and seven years of supervisory experience.
· Significant understanding of the Alaska Native Claims Settlement Act and its amendments.
· Evidence of significant successful advocacy and public policy work.
· Experience with natural resource management.
· Demonstrated experience in non-profit business administration planning, development, implementation, and execution.
· Familiarity with Alaska Native village corporations and their responsibilities.
Knowledge, Skills, and Abilities
· Understanding of ethical behavior and business practices, and ensure that own behavior is consistent with these standards and aligns with the values of ANVCA.
· Knowledge of leadership and management principles as they relate to non-profit and advocacy organizations.
· Excellent ability to express ideas and recommendations clearly and concisely.
· Ability to work independently with minimal supervision and coordinate the resources available for an effective organization.
· Ability to establish and maintain effective working relationships with BOD, members, community leaders, public officials, and constituents.
· Excellent judgment and self-sufficiency in effective problem-solving.
· Utilization of Microsoft Office Suites and membership software required.
Work is performed in a professional office setting. Some travel within Alaska and the lower 48 required.
PHYSICAL DEMANDS: The work is generally sedentary, requiring routine walking, standing, bending, and carrying items weighing less than forty pounds.
REASONABLE ACCOMMODATION: It is our practice to provide reasonable accommodations, according to applicable state and federal laws, to all qualified individuals with physical or mental disabilities.
This job description in no way states or implies that these are the only duties to be performed by the employee(s) incumbent in this position. Employee(s) will be required to follow any other job-related instructions and to perform any other job-related duties requested by any person authorized to supply instructions or assignments.
The LPGA
The Ladies Professional Golf Association (LPGA) is one of the longest-running women's professional sports associations in the world. Founded in 1950, the organization has grown from its roots as a playing tour into a nonprofit organization involved in every facet of golf. The LPGA Tour and the LPGA Professionals comprise the backbone of what has become the premier women's professional sports organization in the world today. The LPGA maintains a strong focus on charity through its tournaments, its grassroots junior and women's programs, and its LPGA Foundation. The LPGA is under the guidance of Commissioner Mollie Marcoux Samaan and is headquartered in Daytona Beach, Fla.
Commissioner Mollie Marcoux Samaan
Mollie Marcoux Samaan is the ninth Commissioner of the LPGA since its formation in 1950. Her journey to the LPGA started at Princeton University, where she was a two-sport varsity athlete in soccer and ice hockey before graduating cum laude in 1991. In her senior year, she was awarded the Otto Von Kienbusch Sportswoman of the Year Award given to the University’s top female athlete. Following graduation, Marcoux Samaan served as assistant athletic director, assistant dean of admissions and coach of girls’ ice hockey and soccer at the Lawrenceville School in New Jersey.
Read Commissioner Mollie Marcoux Samaan's Full Bio
LPGA Tour Membership
LPGA Tour Members will compete for a record-setting $101.4 million in official purses in 2023, the largest total ever presented to the world’s best female golfers, across 33 official events.
The LPGA Professionals Membership
The LPGA Professionals was founded in 1959 as an outgrowth of the LPGA Tour. The newly renamed LPGA Professionals boasts the largest membership of women golf professionals in the world. LPGA Professionals are certified as golf instructors, coaches and business managers through a comprehensive curriculum designed to meet the changing needs of the golfing public.
More than 1,800 strong, LPGA Professionals are dedicated to the advancement of golf and serve throughout the golf industry as head professionals, assistant professionals, teaching professionals, directors of golf, owners of golf schools and facilities, golf administrators, college and high school coaches and more. LPGA Professionals support the LPGA’s various grassroots programs that were created to involve women and youth in golf as well as contribute to the overall growth of the sport. These include LPGA*USGA Girls Golf, LPGA Tour Junior Clinics, the LPGA Lesson Zone and LPGA Golf 101 programs.
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The LPGA Foundation
The LPGA Foundation was established in 1991 and is committed to being a leader in improving the lives of girls and women through the game of golf. Its mission is to empower, inspire and transform the lives of girls and young women through the game of golf.
The LPGA Foundation has four main goals:
- To develop and maintain junior golf programs across the country
- To develop and maintain scholarship programs for junior golfers
- To maintain a financial assistance fund for those in the golf industry
- To conduct research and develop educational activities related to golf instruction.
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Scholarships
The LPGA Foundation administers several scholarship programs for young women who enjoy the game of golf and plan to attend college. Qualifications for all scholarships include strong academic programs, community service and recommendations. The LPGA Foundation's structure also allows for the establishment of endowed scholarships in honor or in memory of individuals who made a significant difference in the world of golf. The four existing scholarships are the Dinah Shore Scholarship, the Marilynn Smith Scholarship, the Phyllis G. Meekins Scholarship and the Goldie Bateson Scholarship.
Click here to get more information and applications.
LPGA-USGA Girls Golf
The major golf program for juniors under the umbrella of The LPGA Foundation is LPGA-USGA Girls Golf (Girls Golf), a national developmental golf program for girls. LPGA-USGA Girls Golf is an expanded program modeled after the LPGA Girls Golf Club, which was established in Phoenix in 1989 by LPGA Professionals member Sandy LaBauve. It became an initiative of The LPGA Foundation in 1994.
In January 2002, The LPGA Foundation and the United States Golf Association (USGA) launched a cooperative effort to further promote and grow girls’ golf and the future of girls’ golf in the United States, and the program was renamed LPGA-USGA Girls Golf to reflect this expanded partnership. The program provides an opportunity for girls, ages 7 to 17, to learn to play golf, build lasting friendships and experience competition in a fun, supportive environment, preparing them for a lifetime of enjoyment with the game.
The only national initiative of its kind, Girls Golf is aimed at introducing girls to the game of golf and empowering them with confidence, friendships and life skills.
Throughout its 20-year history, Girls Golf has empowered a total of more than 300,000 girls through golf — now impacting 60,000 more young women each year. More than 380 Girls Golf programs are operated by local site directors and golf professionals in communities across the country. These program directors (along with the assistance of staff, coaches and/or volunteers) coordinate golf clinics, professional instruction, outings, competitive events and social activities for their members.
Learn more about LPGA-USGA Girls Golf
LPGA Board of Directors
The responsibility for oversight and guidance of the management of the LPGA lies with the LPGA Board of Directors. The Board of Directors is composed of six independent directors; the LPGA Player Directors (Player Executive Committee); Marvol Barnard, the national president of the LPGA Professionals; and Mollie Marcoux Samaan, commissioner of the LPGA.
The 2023 LPGA Player Directors are: President Vicki Goetze-Ackerman, Ally Ewing, Stacy Lewis, Gemma Dryburgh, Mel Reid, Elizabeth Szokol and Kelly Tan.
The 2023 LPGA independent board members are: John Veihmeyer, Chair/retired Chairman of KPMG International; Jon Iwata, retired senior vice president and Chief Brand Officer of IBM; Madeleine Kleiner, retired executive vice president and general counsel of Hilton Hotel Corporation; Michele Meyer-Shipp, CEO of Dress for Success Worldwide; Tom Schoewe, retired executive vice president and Chief Financial Officer of Walmart; and Stephen C. Mills, former president and general manager of the New York Knicks
Epson Tour
The Epson Tour, known as the “Road to the LPGA” and dubbed the official qualifying tour of the LPGA, annually graduates its top 10 players to the LPGA Tour. Inbee Park, Lorena Ochoa and Nelly Korda are three Epson Tour graduates who have all risen to become #1 in the Rolex Rankings. Other latest graduates who have found success on the LPGA Tour are major winners Patty Tavatanakit, Hannah Green, Mo Martin, and tournament winners Ally Ewing, Celine Boutier, Madelene Sagstrom, and Marina Alex. Sophia Popov, then a current Epson Tour member, famously won the 2020 AIG Women’s Open and a year later was joined by 5 other Epson Tour alumnae on the victorious 12-player European Solheim Cup team.
For more information Visit EpsonTour.com
LPGA Tour Qualifying
The LPGA/Epson Tour Qualifying Tournament is a three-stage process (consisting of Stage I, Stage II and LPGA Q-Series) to determine membership status on both the LPGA and the Epson Tour for the following year.
For more information on how to qualify for the LPGA Tour, or to receive an application for this year's qualifying competitions, contact LPGA Operations at 386-274-6200.
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LPGA International
LPGA International is a premier residential community in Daytona Beach, Fla., which serves as the home of the LPGA. LPGA International features two 18-hole golf courses (Jones and Hill), the LPGA Golf Academy and the LPGA's Headquarters office building. Jones, a Rees Jones-designed course that opened in July 1994, marked the first time in history that a golf course was designed specifically for professional women golfers. Hills, designed by Arthur Hills, opened in October 1998. LPGA International features a state-of-the-art teaching academy, which includes three championship practice holes, five putting greens and chipping greens, practice bunkers and a 360-yard double-ended driving range.
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World Golf Foundation
The mission of the World Golf Foundation is to unite the golf industry in support of initiatives that enhance the growth of and provide access to the game of golf worldwide, while preserving golf's traditional values and passing them on to others.
In support of that mission, World Golf Foundation focuses on a variety of initiatives to grow and celebrate the game of golf around the world. Through The First Tee, the World Golf Foundation focuses on positively impacting the lives of young people. Under the banner of the World Golf Hall of Fame, it recognizes and celebrates golf's greatest players and contributors and serves as an inspiration to golfers and fans worldwide. The World Golf Foundation's GOLF 20/20 initiative pursues programs to ensure golf's continued growth and vitality. All World Golf Foundation initiatives work together to support the growth of the game among youth, women and minorities, while also fostering diversity within the golf industry.
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World Golf Village
Located in St. Augustine, Fla., the World Golf Village is one of the most ambitious projects ever undertaken in golf. At the center of the World Golf Village is the 75,000 square-foot World Golf Hall of Fame. The World Golf Hall of Fame includes interactive exhibits, one of the world's largest collections of memorabilia and an IMAX Theater. In addition, the LPGA Tour Hall of Fame - which has its own set of criteria for entrance - is housed as part of the World Golf Hall of Fame.
Learn more about the World Golf Village
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The flurry of subpoenas are the first from the Judiciary's subcommittee dedicated to investigating the alleged weaponization of the federal government and are an early indication that the newly minted chairman intends to aggressively pursue its probe into the Biden administration's response to rising tensions and threats of violence surrounding school board meetings.
The subpoenas set a document deadline of March 1. The panel sent the subpoenas after initially sending letters to the agencies for voluntary cooperation on January 17.
According to a report Jordan released last year, emails show that the Biden White House consulted with the NSBA on the letter before the group made its letter public. An independent review by NSBA concluded, however, that there was no "direct or indirect evidence suggesting the Administration requested the Letter" or reviewed the contents before the letter was sent.
Other emails also show that the Justice Department sent an advance copy of Garland's memo to the NSBA.
GOP demands documents
Judiciary Republicans are requesting Garland provide a paper trail of the DOJ's communications with the White House, intelligence agencies and members of the National School Boards Association about alleged violence at school board meetings.
The subpoena also calls for a number of documents relating to Garland's directive for FBI and US attorneys' offices to meet with federal, state and local law enforcement partners to discuss strategies for addressing the issue, focusing specifically on what meetings took place and what recommendations were made.
A Justice Department spokesperson declined to comment. Three days after Jordan's voluntary request to DOJ, a department official responded to the Ohio Republican that "we share your belief that congressional oversight is vital to our functioning democracy" and encouraged the committee to prioritize its document requests to elicit efficient responses, according to a letter obtained by CNN.
The FBI subpoena specifically demands that Director Chris Wray produce a variety of documents, including communications related to meeting with US attorneys' offices and "establishment of the Department of Justice's task force."
Wray is also told to hand over all documents related to formal and informal recommendations created or relied upon by FBI employees in accordance with Garland's October 2021 memo.
The FBI said in a statement that the bureau "has never been in the business of investigating speech or policing speech at school board meetings or anywhere else, and we never will be," adding that "attempts to further any political narrative will not change those facts."
"The FBI recognizes the importance of congressional oversight and remains fully committed to cooperating with Congress's oversight requests consistent with its constitutional and statutory responsibilities. The FBI is actively working to respond to congressional requests for information -- including voluntary production of documents," the FBI statement read.
Jordan's subpoena to Education Secretary Miguel Cardona called on the Education Department to hand over any documents or communications related to a letter the National School Boards Association sent in September 2021.
Jordan's subpoena also called for any files related to Viola Garcia's appointment to the National Assessment Government Board. Garcia was the president of the National School Boards Association and was one of two individuals who signed the September 2021 letter to Biden.
An Education Department spokesperson told CNN that "the Department responded to Chairman Jordan's letter earlier this week. The Department remains committed to responding to the House Judiciary Committee's requests in a manner consistent with longstanding Executive Branch policy."
CNN has reached out to Garcia for comment.
On Thursday, a day before the subpoena, the Education Department told Jordan's team that the department played no role in crafting the letter from the National School Boards Association.
"I would also like to reiterate -- as the Department has repeatedly made clear -- that the Secretary did not request, direct any action, or play any role in the development of the September 29, 2021, letter from the NSBA to President Biden," Gwen Graham, assistant secretary for legislation and congressional affairs at the Education Department wrote in a letter obtained by CNN. Graham added that an independent review for counsel retained by the NSBA did not find any connection between the letter and Garcia's appointment.
Republicans gave Democrats on the committee a heads up that these subpoenas were coming, a source familiar told CNN. Democratic Del. Stacey Plaskett of the US Virgin Islands, the highest-ranking Democrat on the subcommittee on the weaponization of the federal government, said the subpoenas were underpinned by "conspiracy theories" and said she is confident that what the Republicans have asked for "will once again disprove this tired right-wing theory."
White House spokesperson for Congressional Oversight Ian Sams said in a statement to CNN, "Chairman Jordan is rushing to fire off subpoenas only two days after the Judiciary Committee organized, even though agencies already responded in good faith seeking to accommodate requests he made. These subpoenas make crystal clear that extreme House Republicans have no interest in working together with the Biden Administration on behalf of the American people and every interest in staging political stunts."
A false narrative takes hold
Since the uproar at school boards became a major political issue in late 2021, Republicans have pushed the baseless narrative that Biden, Garland and Wray have weaponized federal law enforcement to attack innocent parents who care about education.
When GOP senators grilled Wray about the "threat tag" matter at an August hearing, he defended the FBI.
"The FBI is not going to be in the business of investigating speech or policing speech at school board meetings," Wray said. "We're not about to start now. Threats of violence, that's a different matter altogether. And there, we will work with our state local partners, as we always have."
Anxiety was rising among the sixth graders at West Middle School.
“Do we have to do it?” asked one student, squirming in her seat.
The “Counseling Dawgs” — counselor Alec Finley and psychologist Nick Haugstad — had just delivered a presentation on anxiety management. Now, it was time to put those teachings to the test. It was time to play BeanBoozled, a game of chance in which some jellybeans are classic fruit flavors while others, indistinguishable in appearance, are rotten.
“This is Mr. H's and I’s fifth time doing this, and I’ve never gotten a good one,” Finley said.
“So we’re pretty anxious, to say the least,” Haugstad added.
Bean in hand, students ran through the steps of anxiety management. First, they took two deep breaths to calm themselves. Then, they acknowledged the anxiety, sharing where in their bodies it manifested and how it made them feel: like butterflies, like they had legs of Jell-O, like they wish they had no taste buds.
Next, they considered the root of their anxiety. Why did they feel this way? There was anxiety in wondering what flavor they had, they said, and whether it would make them vomit.
And finally, they challenged those worry thoughts. Together on the count of three, they popped the jelly beans into their mouths, and quickly thereafter was a frenzy to the trash can.
“I swear I got throw up or something,” one student said of his bean flavor as he spit it out.
“You just climbed that hurdle, man, and that’s a big deal,” Finley said. “It’s the same thing when trying something new, or trying anything else like tests, or tough conversations, or giving presentations or asking someone out. You can do all these things that seem really scary, but don’t let your brain force you to avoid them.”
Similar scenes are unfolding in classrooms in the Colorado Springs area and across the country as schools lean into social-emotional learning, or SEL. The seemingly innocent lessons have not received universal support, however.
To some, the BeanBoozled lesson on anxiety is a strong case in favor of SEL, which focuses on educational equity by helping students “develop healthy identities, manage emotions, and achieve personal and collective goals, feel and show empathy for others,” among other objectives, according to CASEL.org.
To others, it’s a subtle form of indoctrination earning the ire of critics, who worry education is venturing into territory it does not belong. Lessons on emotions and values are best left to parents at home, some say, because if handled incorrectly, those lessons can serve as pathways into critical race theory or socialism concepts.
“There’s no good SEL,” said Deb Schmidt, a School District 49 taxpayer and grandparent of six who says she has done “extensive research” into SEL programming.
Schmidt’s district serves as an epicenter of SEL pushback in the Pikes Peak region, where community and board members alike have clashed over the programming in a monthslong struggle. Caught in the middle of the debate are the counselors and teachers who carry out such lessons, saying critics are misguided in their cries of indoctrination.
In the community
Ivy Liu lived 60 miles from China when Mao Zedong began training Red Guards during the country’s push toward communism. She remembers stories of children being raised as soldiers to threaten and intimidate others in their own village, she said. Those memories have stuck with her as she fights to preserve American values in education.
Now a D-49 school board member, Liu has taken the mantle of opposition against SEL, saying she fears it is used as a behavioral psychology tool to transform children’s core identities. For her and others like her, like Schmidt, the battle against SEL is a matter of preserving children’s innocence and can-do spirits.
“If they take away the individualism, make you a group, that’s the collectivism that is the signature of socialism,” Liu said. “This whole victim mentality and the intersectionality, which is, as you go through life, look for everything that works against you. Can you imagine having that attitude?”
District CEO Peter Hilts has said on numerous occasions that there has never been a parent complaint regarding SEL, which has been used in the district for about a decade. Nevertheless, the hot-button issue came to a head at a December D-49 board of education meeting, where a divided board approved SEL curricula in a contentious 3-2 vote. The vote solidified a list of 18 programs already in use in the district.
The vote made little sense to Liu, pointing to 2022 Colorado Measures of Academic Success test scores that show less than half of district students are performing at grade level in English and language arts. In math, that percentage is less than a third. These numbers are up 2 and 4 percentage points from 2021, respectively.
“It is criminal, in my opinion, that we are focusing on anything other than academics,” Liu said. “Some claim SEL improves academics, but the CMAS scores disprove that claim.”
Schmidt outlined her concerns with each of the district’s SEL programs in a spreadsheet, highlighting excerpts from their websites and other program materials.
Second Step, one SEL program, teaches "foundational skills essential for combating racism and promoting social justice, such as perspective-taking, empathy, and social connectedness," according to a program sheet quoted in Schmidt's spreadsheet.
Critics like Liu draw connections between SEL programs’ admitted missions and "critical-race theory," which teaches race is socially constructed and embedded in institutions. They’re indoctrinating kids with liberal ideology, she said.
Schmidt worries the standards set by organizations like CASEL, to which several programs being used in D-49 align, are influenced by the politics of the organizations that fund them. Some of CASEL’s biggest donors ascribe to left-leaning ideologies, including the Bill & Melinda Gates Foundation and the NoVo Foundation.
SEL is nothing new in concept. Educators for decades have managed the emotions of their students in some form, whether that be a restorative conversation instead of punishment or encouraging kindness among peers. This approach only developed into a formal curriculum in the 1990s, when the term SEL was officially coined.
Sarah Clapham, the 2022 Colorado School Counselor of the Year, concedes that SEL lessons do sometimes tackle subjects pertaining to identity or difference, but that’s not by design.
Counselors aren’t planning discussions on critical-race theory, or oppression, or social justice, Clapham said. Instead, discussions are driven by what students are asking for. Sometimes, they organically share pieces of their identity. Counselors are receptive.
“If we choose to avoid those conversations because of the controversy, then we really lose out on knowing who our students are and responding to their needs,” Clapham said. “We really dive into those conversations and try to create an environment where we can have those real, really rich conversations, and people can share their experience and feel safe enough to share those experiences.”
Despite classroom visits, Liu and Schmidt say they have not successfully witnessed problematic lessons firsthand, returning to the program descriptions as the source of their concern.
In the classroom
Faculty line the halls each morning at D-49’s Ridgeview Elementary School, high-fiving and hugging students to greet them as they enter the classroom. A kid who feels welcome is more likely to stretch academically, Principal Kim Moore said. Morning welcome is her favorite time of day.
Next, students start the day by sharing “good things” in their lives with one another during a student-led conversation, in which one student calls on their peers and asks follow-up questions to demonstrate active listening and engagement.
“Obviously, there’s a lot of noise going on about SEL within our nation and within our district, but we just do what we know is best for our kids, and that’s building strong relationships and supporting them in their growing process,” Moore said. “Not everything that a school does, whether it’s SEL or not, has an underlying agenda.”
Ridgeview is a national showcase school for SEL program “Capturing Kids Hearts,” one of 14 in Colorado Springs recognized for its outstanding staff who “produce exemplary outcomes” with the program. Showcase schools demonstrate a correlation to academic growth via increased test scores.
The morning routine is just one example of how SEL plays out in schools. It can be as simple as a hug.
At neighboring Colorado Springs School District 11, where the temperature surrounding SEL programming is more tepid, schools devote a block of time in students’ daily schedules to counseling and SEL programming. The district last year swept all three levels of the statewide Colorado School Counseling Association's “school counselor of the year” awards.
“I get a little confused on why schools would be hesitant, except maybe the argument that they need to focus on content,” said Clapham, a counselor at D-11’s West Middle School. “We’ve just learned in our school that when we’re not teaching these skills — just like a math teacher would teach the skills of math — if we’re not teaching the social-emotional skills, especially in middle school, then it’s really hard for the students to focus on that content.”
The district has made a big push to bolster its SEL programming, said Clapham, who was hired five years ago after the district secured state funding to add an additional counselor to each middle and high school.
At the same time, district elementary schools began implementing “Random Acts of Kindness” as their universal SEL program, and middle schools implemented “Second Step,” both of which abide by standards laid out by the American School Counselor Association.
School data shows that students with multiple suspensions at West Middle have decreased by more than 80% since 2018, the year Clapham was hired to help launch SEL programming. Clapham says she believes there is a direct correlation between improved behavior and the layers of social-emotional support the school adds each year.
School counselors say SEL programming has only become more important since COVID-19 sent kids home for extended periods of time, depriving them of socialization skills that typically develop at their respective stages in life.
“A lot of them came back with super-low compassion,” counselor Cassidy Bristol said, citing survey data collected from students after returning to in-person instruction. Bristol, from D-11’s Wilson Elementary School, was named the 2022 Elementary School Counselor of the Year.
Students had for more than a year been taught to avoid others. Masks further complicated matters by obscuring a person’s face, making it difficult to interpret what emotion they might be feeling.
“That was a huge developmental time where they didn’t learn, ‘Oh, you feel sad? I should probably ask how you are feeling or what’s wrong,’” Bristol said. “It’s kind of teaching what you would think are the basics. That’s something kids just don’t know.”
Bristol teaches children how to identify and label their feelings rather than using nonspecific terms like “weird” or “off.” This way, staff can best understand how to help each student based on their emotional needs.
“Kids who don’t know how to calm down are going to grow up to be adults that don’t know how to calm down.”
That, Bristol said, is her motivation to teach SEL now, for a more peaceful future.
