Browsing by Author "Flaherty, Hanni"

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Open Access
Bridging the gap between research and practice: A discussion about how to integrate evidence-based interventions in clinical practice through education.
(Whiting & Birch, 2020) Flaherty, Hanni; 0000-0003-0977-0549
The benefits of incorporating evidence-based interventions (EBI) in mental health settings are well documented. However, many mental health settings continue not to adopt or implement evidence-based interventions despite the benefits EBIs offer providers. This formula creates a gap between research and practice, which needs to be addressed. Evidence-based practice and interventions are defined, and facilitating factors are described in detail and is followed by a clinical case example to provide further insight. The chasm between research and practice will begin to close as practitioners' concerns are addressed through education. [ABSTRACT FROM AUTHOR] Copyright of Journal of Practice Teaching & Learning is the property of Whiting & Birch Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Open Access
SWK6630/ SWK8630 Social Work Practice in Schools
(Wurzweiler School of Social Work, Yeshiva University., 2021-08) Flaherty, Hanni
¶COURSE DESCRIPTION: This course is intended for students who plan to work in schools or in agencies that are school-based or school-linked. While it is primarily a practice course, it is also a policy course because social work practice in schools is so strongly influenced by state and Federal education laws. It elaborates and builds upon basic skills and knowledge learned in 1st semester policy and foundation courses, to help the student take his or her first steps toward expertise in this specialization. This course seeks to familiarize students with the roles social workers assume in schools; the culture of primary, middle, and high schools; the psychosocial and developmental needs of the students; and the pressing issues facing schools today, including violence, diversity, racism, homophobia, over- crowding, poverty, and the changing relationship between family, school and community. ¶COURSE RATIONALE: Public and private school systems are emerging as an increasingly important settings for social work practice due to the expanding scope and complexity of the biopsychosocial needs of the increasingly diverse population of children, youth, and their families in public schools. The school setting is one enduring focus for many students and their families. Additionally, while the needs and problems of this population are increasing in complexity, the social service resources available to them may be fragmented and/or constrained. Social workers in schools must be knowledgeable about these multiple factors and skilled in direct practice with students and their families while also being knowledgeable and skilled in collaboration with multiple non-social work professionals.
Open Access
Treating adolescent non-suicidal self- injury: Guidelines for clinical practice
(2021) Flaherty, Hanni; 0000-0003-0977-0549
Self-injurious behaviors affect millions of adolescents each year, indicating a public health problem needing attention and intervention. Non-suicidal self-injury (NSSI) is the act of purposefully hurting oneself without the conscious intent to die, such as self-cutting, burning, or carving. As the rate of engagement in NSSI is growing among adolescents, mental health practitioners are increasingly faced with responding to NSSI behaviors among adolescent clients. These mental health practitioners must adequately and efficiently identify the behaviors and determine the course of treatment to best support the client and reduce the NSSI behaviors. This article aims to educate practitioners around NSSI behaviors, assessment techniques, and the current evidence-based interventions available to treat adolescents who struggle with NSSI to determine the best practice for this high-risk population by using a case example. Due to the lack of research on NSSI, there is a significant gap in knowledge related to interventions for adolescents who engage in NSSI. Practitioners often report having little training specific to the issues and needs of adolescents who engage in NSSI.