TEACHER SELF-CARE

Elizabeth Cook is the Senior National Adviser of Social Emotional Health at the Alliance for a Healthier Generation. A school psychologist by training, Cook has over a decade of experience as an educator and understands firsthand the unique opportunities and challenges facing schools today. Elizabeth is the lead author of the Resilience in School Environments (RISE) Index, an assessment that helps schools prioritize high-leverage practices in school mental health, including staff well-being. Additionally, Elizabeth co-authored a chapter on successful implementation of Trauma Informed Schools for the second edition of Supporting and Educating Traumatized Students. She developed and managed much of Wisconsin’s Trauma Sensitive Schools initiative, has written guidance on mental health screening and has supported nearly 1,000 schools and districts in implementing school mental health initiatives.

Lisa Kelly-Vance, Ph.D. began her career as a School Psychologist in Council Bluffs, Iowa serving children birth through 21 and leading the early RTI initiatives. She is a Professor of School Psychology at the University of Nebraska Omaha and serves as the Program Director. Her research and applied interests are assessment and interventions with preschool children in the context of play, mental health in early childhood, school-based academic and social interventions, prevention, and self-care. She is a Past President of the National Association of School Psychologists, the Iowa School Psychology Association, and the Nebraska School Psychology Association.

Kathleen Minke, Ph.D., NCSP is Executive Director of the National Association of School Psychologists. She holds degrees in school psychology from James Madison University (MEd, 1982; EdS, 1984) and Indiana University, (PhD, 1991). She is a licensed psychologist in Maryland and has experience as a school psychology practitioner in Indiana and Virginia. From1991 through 2018, she was a professor in the school psychology program at the University of Delaware. She has published multiple articles and chapters on family-school collaboration, parent-teacher relationships, and professional issues in school psychology.