Promoting Mental Health for School-Based Speech-Language Pathologists & Students
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Upon entering into a new school year, this SIG 16 Perspectives activity highlights some
of the realities faced by school-based speech-language pathologists (SLPs) and their
students. Across all articles, readers will learn of the challenges that are all too often
experienced by SLPs and our students, as well as recommendations for how to increase
satisfaction with school-based positions, reduce burnout, and increase the mental
health, representation, and motivation of our students.
In the first article, the authors (Amir, Jones, Frankel, & Fritzch) report survey
results that found that although school-based SLPs are satisfied with their relationships
with students, they continue to experience challenges, especially related to
caseload/workload and others’ misunderstanding of the roles and responsibilities of the
SLP. This article is followed by a tutorial from Marante and Farquharson, in which they
provide tips to address some of these challenges and reduce feelings of burnout and
overwhelm, providing helpful checklists in the appendices. In the remaining three
articles, authors outline ways for school-based SLPs to further support our students. The
first of these articles, by Hoff and Unger, describes how to collaborate with mental health
providers to address some of the unique social-emotional needs of students who stutter.
Harris and Owen Van Horne, in the subsequent article, address how to include more
diverse materials within therapy sessions so that the lived experiences of all students
are more accurately portrayed and represented. Lastly, Abendroth and Whited discuss
ways to support older students who are transitioning into adulthood, giving readers
several ideas for how to increase students’ motivation, further develop rapport, and
provide models of problem solving and resiliency.
Learning
Outcomes
You
will be able to:
- describe the most prominent work features relating to work dissatisfaction of
school-based SLPs, including suggestions for what districts, administrators,
and SLPs can adapt in the work environment to alleviate areas of
dissatisfaction
- describe three ways to engage in advocacy efforts that aim to improve
working conditions
- list two cognitive behavioral therapy strategies that may be incorporated into
collaborative treatment between the SLP and school-based mental health
provider to address the secondary characteristics of stuttering
- explain what is meant by the phrase “books serve as mirrors, windows, and
sliding doors” and how this idea relates to the provision of culturally
competent services
- describe at least two protective characteristics of resilient people
Assessment
Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new knowledge.
Articles
in This Course
- Job Satisfaction of School-Based Speech-Language Pathologists in New York State as
a Function of Workplace Features by Rebecca Amir, Skott E. Jones, Danielle Frankel,
and Jessica Fritzsch, published in SIG 16, Volume 6, Issue 2,
April 28, 2021
- Tackling Burnout in the School Setting: Practical Tips for School-Based Speech-
Language Pathologists by Leesa Marante and Kelly Farquharson, published in SIG 16, Volume 6, Issue 3,
June 25, 2021
- Ecological Intervention for Stuttering in School-Age Children: A Collaborative Approach
for School-Based Speech-Language Pathologists and Mental Health Providers by
Steven E. Hoff and Julia P. Unger, published in SIG 16, Volume 6, Issue 3,
June 25, 2021
- Speech-Language Pathologist's Race, But Not Caseload Composition, Is Related to
Self-Report of Selection of Diverse Books by Sierrah Harris and Amanda Owen Van
Horne, published in SIG 16, Volume 6, Issue 5,
October 20, 2021
- Motivation, Rapport, and Resilience: Three Pillars of Adolescent Therapy to Shift the
Focus to Adulthood by Kathleen J. Abendroth and Jennifer E. Whited, published in SIG 16, Volume 6, Issue 5,
October 20, 2021
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