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DOCUMENT RESUME CG 030 872 ED 452 455 Armstrong, Ronda Parks, Ed.; Jordan, Marlys Parcell, Ed. AUTHOR Iowa Journal of School Social Work, 1989-1993. TITLE Iowa School Social Workers' Association, Cedar Falls. INSTITUTION 1993-00-00 PUB DATE 352p.; Published semiannually. Sara A. Andreasen was NOTE manuscript and managing editor for Volume 6. Iowa School Social Workers' Assoc., Iowa Journal of School AVAILABLE FROM Social Work, P.O. Box 652, Cedar Falls, IA 50613-0652 (subscription rate: $10, individuals; $16, libraries). Collected Works - Serials (022) PUB TYPE Iowa Journal of School Social Work; v4-6, 1989-1993 JOURNAL CIT MF01/PC15 Plus Postage. EDRS PRICE Adjustment (to Environment); Attention Deficit Disorders; DESCRIPTORS Child Abuse; Counseling; Depression (Psychology); Disabilities; Elementary Secondary Education; Hyperactivity; Interpersonal Competence; Practicum Supervision; *Professional Associations; *Professional Development; Role; *School Social Workers; Sexual Abuse; Special Education Traumas IDENTIFIERS ABSTRACT Articles in the journal of the Iowa School Social Workers' Association concern the enhancement of social work practice in schools. The information is geared towards motivating school social workers to disseminate information and to promote professional growth. The journal attempts to identify current issues of concern in the counseling field and to share research to help improve the professional learning community, and to promote effective and accountable models for professional use. Topics in these journals include implications on ADHD and depression in school-age children; traumatic events including sexual abuse; professional growth; group process; and the role of school social workers. A self-reported questionnaire for group work is included along with a description of in-service programs for the 1990s. Each issue contains numerous references. (JDM) Reproductions supplied by EDRS are the best that can be made from the original document. In In School 1989-1993 In Iowa Journal of Social Work, A Ronda Parks Armstrong and Marlys Parcell Jordan, Editors Volumes 4-6 U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and DISSEMINATE THIS MATERIAL HAS Improvement EDUCATIONAL RESOURCES BEEN GRANTED BY INFORMATION CENTER (ERIC) This document has been reproduced J. McCullagh as received from the person or organization originating it. Minor changes have been made to TO THE EDUCATIONAL RESOURCES improve reproduction quality INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE 2 IOWA SCHOOL SOCIAL WORKERS' ASSOC. serving home, school, and community . . . IOWA JOURNAL OF SCHOOL SOCIAL WORK DECEMBER, 1989 VOL. 4, NO. 1 EDITORIAL STAFF Manuscript Book & Film Managing Editor Review Editor Editor Ronda Parks Armstrong, L.S.W. Kate McElligatt, L.S.W. Marlys Parcell Jordan, M.S.W. IJSSW AEA #7 IJSSW Box 4852 3706 Cedar Hgts. Dr. Box 4852 Des Moines, IA 50306 Cedar Falls, IA 50613 Des Moines, Iowa 50306 EDITORIAL BOARD Charlene Struckman, L.S.W. John Craft, Ph. D. Supervisor, The University of Iowa School Social Work Services School of Social Work AEA 7 Iowa City, Iowa Cedar Falls, Iowa Marlys Staudt, M.S.W. James P. Clark, L.S.W. School Social Worker Consultant, Great River AEA 16 School Social Work Services Burlington, Iowa Bureau of Special Education Iowa Department of Education Ron Palumbo, L.S.W. Des Moines, Iowa Psychiatric Social Worker McFarland Clinic John Montgomery, Ph.D. Ames, Iowa Supervisor, School Social Work Services Sallie C. Verrette, ACSW AEA 6 School Social Worker Marshalltown, Iowa Heartland AEA II Newton, Iowa The Iowa Journal of School Social Work is a professional publication dedi- cated to extending knowledge and improving practice of social work in educational settings. The Journal is published by the Iowa School Social Workers' Association. Articles and advertisements do not constitute an endorse- ment by the Iowa School Social Workers' Association. SUBSCRIPTIONS The subscription rate is $8.00 for individuals and $16.00 for libraries. Adver- tising inquiries, subscription inquiries, and changes of address should be mailed to: Iowa Journal of School Social Work, Box 4852, Des Moines, Iowa 50306 December, 1989 Volume 4, Number 1 Iowa Journal Of School Social Work EDITORIAL COMMENTS Marlys Parcell Jordan 1 VIEWPOINTS The Invisible Handicap Leila Carlson 2 ARTICLES AND FEATURES Attention-Deficit Hyperactivity Disorder: Issues in Definition and Diagnosis Cindy Reitz and Nancy Lindgren 3 Attention-Deficit Hyperactivity Disorder: An Annotated Bibliography (Part I) Sallie C. Verrette 12 Depression in Children: Implications for School Professionals Deborah Micheel 21 PRACTICE PERSPECTIVES Perceptions of Behavioral Adjustment as Predictors of Academic Achievement Gerald D. Nunn and John D. Montgomery 30 Skillstreaming: An Effective Approach for Teaching Social Skills to Disabled Students Becky Schmitz 34 BOOK AND FILM REVIEWS Edith Freeman and Marianne Pennekamp, Social Work Practice: Toward a Child. Family. School. Community Perspective Ronda Parks Armstrong 39 Thomas Armstrong, In Their Own Way: Discovering and Encouraging Your Child's Personal Learning Style Kate McElligatt 40 Fletcher Communications Group, Dual Diagnosis: Eating Disorders and Chemical Dependency Kate McElligatt 41 Doris Buchanan Smith, Kelly's Creek Kate McElligatt 42 Mel Wheeler and Judith Brown, Kids Are Beautiful People Julianne Ward 43 P. David Kurtz and Richard P. Barth, "Parent Involvement: Cornerstone of School Social Work Practice" Ronald L. Troy 43 Call for Papers 46 45, Advertisement 49 EDITORIAL COMMENTS Today the family norm of the 1950's, a male-female, two parent household with children, no longer fits the mold. There are forces work- ing to remodel our world to a post-industrial, service-oriented society. We are experiencing decreased family size, dwindling family relationships, rising individualism, greater independence, as well as unprecedented stresses and choices. With this transition of society and the family, our roles have become more expansive. Never before does it seem that there has been such a widespread concern about the education of our nation's youth. As we enter the 1990's the decade that will take us into the next cen- tury, we must be committed to the continued development of high quality school social work services. We must be prepared to meet the challen- ges that lie ahead. The Iowa Journal of School Social Work is a viable resource that can help us prepare for our future. The Editorial Board of The Journal invites you to be a part of it all. There is an untapped array of potential contributors among us. As authors, you will have an opportunity to reach out to others that could not be reached in any other way. With the best intent for the years ahead, you can make a difference. Marlys Parcell Jordan, M.S.W. Managing Editor 7 1 VIEWPOINTS THE INVISIBLE HANDICAP As I read the Journal's Call for Papers on school social work with students at risk, I was struck by the fact that a significant at-risk issue was omitted from those listed for discussion; that is learning disabilities, sometimes called the "invisible handicap," because it is not as readily recognized as physical or developmental handicaps. Considering that up to 10 million school children nationally are learning disabled, and that learning disabled students have a high dropout rate, this is an issue which must be addressed by the educational system as new at-risk legisla- tion is implemented. Early diagnosis of learning disabilities, teacher adaptation to students' learning needs, and family acceptance and support are a must if these students are to be adequately served and kept in school. With RSDS (Renewed Service Delivery System) on the horizon, teamwork will be needed to maintain the flow of services to learning disabled students. The cooperative environment required for good teamwork can be enhanced by the school social worker's skills and knowledge. The presence of a learning disability, particularly if undiagnosed, may become a barrier to school and personal success, leading to low self-esteem; learning disabilities may be at the root of a number of other at-risk problem areas. To more adequately serve these children, there must be a greater recognition of the pervasive influence and negative impact that a learning disability can have on an individual's life. Recent studies are beginning to reveal the broader scope of such barriers to over-all functioning. Consider these frightening statistics: at least 40% of juvenile delinquents are diagnosed as learning disabled; in at least one area, 90% of the children seen in a mental health center are learning disabled. Learning disabilities unremediated can interfere with success in school, employment and interpersonal relationships for an entire lifetime. They do not go away, but individuals can be taught to cope with them. There is a tremendous challenge before the educational community; school social workers can provide the leadership! Leila Carlson, ACSW, LSW Executive Director, NASW Iowa Chapter VIEWPOINTS: This section is for reader comments about articles and other re- lated issues. We welcome your input. 2 ATTENTION - DEFICIT HYPERACTIVITY DISORDER: ISSUES IN DEFINITION AND DIAGNOSIS Cindy Reitz and Nancy Lindgren Literature contains extensive research information on the diagnosis and treatment of attention-deficit hyperactivity disorder (ADHD). Children with ADHD are seen in a multitude of settings including those served by school social workers. To do competent assessment, treatment, planning, referral, advocacy, and therapy with ADHD children and their families, knowledge of its many facets and treatments is essential. This article presents a comprehensive review of historical and current research findings, etiologies, and assessment procedures for use by the school social worker who serves ADHD children and their families. A future article will review treatment issues. Attention-deficit hyperactivity disorder (ADHD) has become one of the most widely studied disorders of childhood during the past 20 years. Children with ADHD are commonly described as displaying developmentally inappropriate degrees of inattention, impulsiveness, and hyperactivity. Individuals with the disorder usually display some disturbance in each of these areas but with varying degrees. The disorder is commonly manifested in most situations, including school, home, and in social situations. Some individuals, however, show signs of the disorder in only one setting (DSM 1987). The symptoms usually wors- en in situations requiring sustained attention (i.e., listening to a teacher in a classroom, attending to class assignments, or completing tasks at home). Barkley (1981) notes that numerous newspaper and magazine articles about ADHD have been published in the past few years, many with inaccurate descrip- tions of children with the disorder and treatments used with them. Barkley also points out that there are many disagreements with regard to the diagnosis, treatment, characteristics, and prognosis of ADHD. These disagreements have let to confusion about the way parents and professionals should approach the manage- ment of the disorder. School social workers frequently come into contact with an ADHD child or his/her family. School social workers assist in assessment, development and monitoring of the interventions for an ADHD child in the school setting, and coor- dinate services with other resources. Therefore, knowledge about ADHD is essential for the school social worker. An accurate understanding of ADHD as- sists school social workers in providing appropriate services to the ADHD child and his/her family, as well as decreasing the confusion that often surrounds the disorder. 9 3 HISTORICAL ANTECEDENTS Reports of ADHD can be found as early as the late 1800's and early 1900's. The symptoms of the disorder have remained generally the same; however, the disorder itself has been renamed numerous times. Labels have included: "minimal brain damage", "minimal brain dysfunction", "hyperkinesis", and "attention deficit disorder with or without hyperactivity". Research in the 1960's focused on the motor activity levels of ADHD children. Definitions reflected this emphasis by suggesting that "hyperactivity was simply excessive quantities of motion activity that brought children exhibiting such activity into conflict with their environment" (Barkley, 1981, p. 3). This view of ADHD was abandoned due to difficulties with the measurement and definitions Virginia Douglas and her colleagues at McGill University in Montreal of it. studied and demonstrated major deficits in attention span in ADHD children. In 1972, she presented a paper which suggested that "the major deficiency of hyperactive children was in their inability to stop, look, and listen -- that is, to sustain attention and inhibit impulsive responding as a situation demands" (Barkley, 1982, p. 3). Successful replications of her study by other researchers helped recognize that poor attention span was the major problem for hyperactive children. Garfinkel (1986) also described the primary syndrome as the child's inability to orient, focus, and organize his/her attention on a specific task and to sustain one's concentration span. Douglas et al. influenced a change of terminol- ogy in the 1980 publication of the DSM III. The disorder was classified as "attention deficit disorders with or without hyperactivity". The DSM III-R (1987) now classifies the disorder as "attention-deficit hyperactivity disorder". COMMON CHARACTERISTICS Inattention, impulsivity, and hyperactivity are common characteristics. Inat- tention and impulsiveness in the classroom are manifested by the child through his/her inability to complete tasks as well as difficulty in organizing and completing work accurately. The child may give the impression that he/she is not listening or has not heard what has been said. Careless and impulsive work is common. Another indication of impulsivity is displayed by the child when he/she blurts out answers to questions before the questions are completed, makes comments out of turn, fails to wait one's turn, or fails to listen to directions fully before beginning an assignment. The child may also interrupt the teacher or other students during lessons and/or quiet work periods. Hyperactivity may be manifested by the child in his/her inability to remain seated, excessive running and jumping, fidgeting, and manipulating objects. The child with ADHD may exhibit inattention in the home by his/her failure to follow requests and instructions as well as frequent shifts from one activity to another. Impulsiveness may be manifested in the home by the child's frequent in- terruptions or intrusions on other family members as well as having 1 0 4