Stephanie Flood’s research while affiliated with The Ohio State University and other places

Self-care is a form of intentional focus on mental and physical wellness that is necessary for the optimal functioning of psychologists. The discussion of this topic has received an increased interest in the field of school psychology as self-care is one way to combat a well-documented concern in the field, burnout. While that is the case, there both is a lack of research and a lack of understanding regarding the effectiveness of self-care interventions. This study examined the characteristics of the literature surrounding self-care specific to the field of school psychology using the following peer-reviewed journals: Contemporary School Psychology, International Journal of School and Educational Psychology, Journal of Applied School Psychology, Journal of Educational and Psychological Consultation, Journal of School Psychology, Psychology in the Schools, School Mental Health, School Psychology International, School Psychology (Quarterly), and School Psychology Review. A bibliometric analysis was completed, and results indicated that 25 articles met inclusion criteria. Results demonstrated that the number of publications increased over the years (from 2005 on) with many of the articles being published in the last 4 years. Contemporary School Psychology and School Mental Health were the two most productive journals. Interestingly, most of the included articles did not discuss school psychologists and their self-care but instead addressed populations school psychologists serve. Included empirical articles primarily used mindfulness-based interventions and didactic methods as self-care interventions. Implications are discussed in terms of future research on the topic of self-care and combating burnout for practitioners.

School psychology professionals rely on professional literature to access information on scientifically supported practices. Counseling is certainly one of those practices. The purpose of this review was to determine how many articles published in prominent peer-reviewed school psychology journals have addressed providing effective counseling services to children and youth. We wanted to determine the types of counseling approaches that were described in those articles and which approaches garnered the most attention. Findings revealed that there were relatively few articles about counseling in prominent school psychology journals. Interestingly, most studies employed quantitative rather than qualitative designs and analyses. Cognitive behavior therapy (CBT) was the approach that was implemented the most in empirical studies across the school psychology journals. Empirical studies mainly included elementary and middle school students from diverse racial and ethnic groups who were receiving counseling services in a small group (tier 2) format. Implications for the profession of school psychology are provided.

Since Head Start’s inception, mental health has been an important component of their service delivery. The Head Start Performance Standards provide a foundation for programs to design and deliver mental health services. Mental Health Consultants are the professionals who provide these services. Head Start has a robust history of building collaborative relationships with community partners to support their families. A more than two-decade partnership between a large Head Start agency and a school psychology program that provides the agency mental health consultants will be described. The consultation model of service delivery will be detailed including the roles and responsibilities of the mental health consultants and implications for training and practice.