SCOPE

CONTENTS:

• President's Message
• Integrated MTSS Conference Summer 2024
• WSASP Fall conference preview
• Summary of WSASP GPR Advocacy: 2024 Legislative Session
• The Importance of Self-Care for Helping Professionals
• NASP 2025 Seattle Local Arrangements Committee
• PESB Guidance: School Psychologist scope of practice
• WSASP Leadership
• WSASP Area Representatives
• WSASP Committee Chairs
• Scope Advertising Guidelines
• Contact WSASP

Zimmerer, Hope

Sykes, Rodchelle

Van Velzer, Andrew

Marsicano, Richard

All authors were associated with Central Washington University when working on this article

during spring 2024.

The term self-care is used to describe engaging in activities to improve one’s physical

health, mental health, and/or overall well-being (Rupert & Dorociak, 2019). Self-care varies in

practice and focus (e.g., physical; emotional) depending on individual needs and circumstances

(e.g., resources; non-vocational commitments). Many helping professionals find implementing

self-care into their daily routine difficult due to demanding work schedules, family

responsibilities, stress, and guilt (Xu et al., 2019). It is critical to prioritize and practice self-care

to reduce stress/burnout, lower the risk of illness (mental and physical), and increase overall

mood and energy (Puig Llobet et al., 2020).

Risk Factors Across Helping Professions

A helping professional refers to an individual who works to help others (e.g., teachers,

school professionals, doctors, nurses, counselors, therapists, and more). The scope of practice

and the vocational environment across helping professions are not uniform. Regardless of their

scope of practice and environment, those who work in helping professions are more vulnerable

to the negative effects of stress, burnout, and other related issues compared to individuals

working outside of the helping professions (Hricova & Lovasova, 2018). Professionals in these

fields often take on the burdens/stress of others as part of their practice which can contribute to

the depletion of personal and professional resources (Hricova & Lovasova, 2018). As such, there has been an increased emphasis on researching self-care across the helping professions (Wise,Hersh, & Gibson, 2012).

To better support people working in the helping professions, it’s important to understand potential risk factors associated with stress and burnout. To that end, Hricova & Lovasova (2018) surveyed helping professionals to assess levels of perceived stress, professional quality of life, and burnout (see Lloyd et al., 2002 for additional information on burnout). Researchers identified two predominant risk factors for experiencing vocational-related stress, secondary trauma, and burnout: having more than 10 years of work experience in their current position and logging 28hours per week (on average) of direct client work (Hricova & Lovasova, 2018). In addition, 86% of helping professionals surveyed felt increased stress from providing assistance to others, and 23% evidenced symptoms of burnout (Hricova & Lovasova, 2018). Notably, this study did not address when helping professionals began to experience these negative outcomes. This is especially important because the two primary risk factors are directly associated with how long a person has been in their helping profession and how much time they spend providing direct service. Volpe et al. (2014) assessed burnout - via the Maslach Burnout Inventory (Maslach & Jackson 1981) - amongst 100 mental health practitioners (MHPs) with less than 10 years in their field. Despite early-career MHPs having moderate to high scores across all burnout dimensions, there was no correlation between the length of time in the field and experiencing burnout (Volpeet al, 2014).

These studies suggest individuals in the helping professions experience burnout, and

other negative outcomes, early in their careers. Further, these negative outcomes can persist after

10 years in the field and may be exacerbated by the amount of direct work (i.e., client hours)

with clients. Helping professionals provide critical services throughout society and it’s in the best

interest of all parties to focus on preventing these negative professional outcomes. Engaging in

self-care is a way for helping professionals to proactively address the negative outcomes

associated with working in the helping professions (Hricova & Lovasova, 2018).

Self-Care Strategies

Self-care is a critical component in combating stress and supporting overall well-being

for helping professionals (Disabato et al., 2022). Effective implementation of self-care practices

can positively impact mental health and physical health (Campoli & Cummings, 2024).

Proactively adopting self-care strategies – versus engaging in self-care once negative outcomes

have manifested – and reducing non-vocational barriers to accessing self-care (e.g., familial,

community, and societal obligations) further enhances effectiveness (Campoli & Cummings,

2024; Rupert & Dorociak, 2019). It is important to be mindful when selecting self-care

strategies; a wide variety of options are available and selecting an unsustainable or inaccessible

routine reduces the restorative impact these practices provide. The literature identifies

mindfulness, help-seeking, and maintaining an appropriate work-life balance as three effective,

sustainable strategies to incorporate into a holistic self-care routine.

Mindfulness

Mindfulness is an intentional awareness that results from concentrating on present

moments and observing/reflecting on experiences without judgment (de Carvalho et al., 2021).

Being mindful - the end goal of mindfulness training - is accomplished by engaging in

mindfulness practices such as meditation and/or yoga. Specific mindfulness practices such as

contemplative training aim to cultivate higher levels of consciousness through intentional

practices that encourage self-awareness, reflection, and regulation (McGarrigle & Walsh, 2011).

A large body of research suggests mindfulness training is effective at reducing symptoms of

depression and anxiety (Klein et al., 2020) while also increasing concentration and relaxation

(Deepak 2019; Lutz, Slagter, Dunne, & Davidson, 2008).

In an effort to determine specific, beneficial self-care strategies for teachers, de Carvalho

et al. (2021) evaluated the impacts of mindfulness training on professional well-being, socio-

emotional competence, burnout, and classroom environment. Results showed that teachers who

partook in the mindfulness training showed a decrease in stress/burnout symptoms and an

increase in self-reported mindfulness, self-compassion, emotional regulation competencies, and

overall well-being (de Carvalho et al., 2021). An increase in the educational, social, and

emotional atmosphere of the classroom was also reported by students of teachers who

participated in the training program (de Carvalho et al., 2021).

McGarrigle & Walsh (2011) explored mindfulness and contemplative training and its

effect on stress, awareness, and self-care among human service workers.

Research participants engaged in an eight-week group meditation and then were assessed in the

areas of stress and mindfulness (McGarrigle & Walsh, 2011). Researchers revealed after

contemplative training participants showed significant increases in mindfulness and decreases in

stress (McGarrigle & Walsh, 2011). The findings of the study showed that increased self-care via mindfulness practice can lead to decreased stress and improved stress-level awareness

(McGarrigle & Walsh, 2011).

The benefits of mindfulness as self-care are felt by professionals and those they serve (de

Carvalho et al., 2021). Helping professionals are often required to take continuing development

courses and mindfulness training could be integrated into these courses. Mindfulness and

consciousness can serve as a targeted tool for self-care and for serving others within helping

professions.

Here is a link to a mindfulness/well-being course that focuses on mindfulness techniques

and integration: https://www.coursera.org/specializations/mindfulness-and-well-being

Help-Seeking

Taking time to take care of personal well-being is incredibly important for helping

professionals. As a helping professional, it is important to be aware of factors that may make you

less/more likely to seek help. Role identity may be a factor that can discourage help-seeking

behaviors (Siebert & Siebert, 2007). Role identity consists of many self-set

expectations/behaviors that stem from varying roles/aspects of an individuals life (Siebert & Siebert, 2007)

In an effort to explore help-seeking behaviors, Siebert & Siebert (2007), compiled

questionnaires regarding experienced distress symptoms, impacts of distress, personal and

professional factors, and help-seeking tendencies. It was found that role identity played the most

significant role in decreasing help-seeking behavior; those who identified as caregivers were

significantly less likely to seek help (Sibert & Siebert, 2007). When too much emphasis is placed

on the caregiver role, personal needs and stress get overridden, leading helping professionals to

under-prioritize seeking help for themselves.

This link provides information regarding mental health laws in the workplace as well as

tools and resources for seeking mental health help: https://www.dol.gov/general/mental-health-

at-work.

Work-Life Balance

In addition to balancing personal identities, it is also important to create a balance

between work and home life as a helping professional. Achieving a work-life balance involves

managing family, career, and other social obligations to prevent burnout and dysfunction at work

(Ogakwu et al., 2022). Creating a balance between work and life is not an easy feat.

Improvements in work-life balance have been found to contribute to increased compassion

satisfaction among helping professionals (Bae et al., 2019). Compassion satisfaction pertains to

the degree to which helping professionals find success and satisfaction in helping others (Conrad

& Kellar-Guenther, 2006).

In a study conducted by Bae et al. (2019), it was found that factors such as high

emotional intelligence, elevated levels of work autonomy, and appropriate work-life balance

significantly contributed to increased compassion satisfaction among social workers.

Maintaining compassion satisfaction in your work life is essential to well-being and career

sustainability. Work-life balance is a contributor to that maintenance.

Ogakwu & colleagues (2022) organized a study evaluating the impact of rational emotive

occupational health coaching (REOHC) on work-life balance and symptoms of burnout among

teachers. REOHC is used to assist individuals in acquiring skills to manage negative emotional,

behavioral, and cognitive reactions/feelings associated with their profession (Ogakwu et al.,

2022). It was found that work-life balance significantly increased, and burnout symptoms

significantly decreased as a result of the emotive occupational health coaching/treatment

(Ogakwu et al., 2022). Positive efforts toward creating and maintaining work-life balance may

involve the implementation of other tools and resources.

Here is a link to an online training program that can be utilized to help achieve and

develop work-life balance: https://www.udemy.com/course/work-life-balance-how-to-find-a-

balance-that-works-for-you/?couponCode=LEADERSALE24A.

Conclusion

As a helping professional, it is imperative to be well-versed in targeted, beneficial self-

care practices and to recognize the benefits they can bring to one’s personal and professional life.

In all facets of life, it is important to remember that if you wish to have enough to give to others,

you must first give enough to yourself.

Sign Up Here!

Best,

The NASP 2025 Seattle Convention Local Arrangements Committee Team

Lauren Pearlmutter, Cassie Mulivrana, Alyssa Sismaet, and Elyanah Posner

It has been brought to our attention that uncertified and unqualified people are participating in activities that require school psychologist ESA certification.

Per NASP, school psychologists are trained to provide mental health services in the learning context. Services include mental health screening, assessment, behavioral supports, counseling, referrals, suicide risk assessment, and threat assessments.

School psychologists provide critical consultation to families, teachers, and administrators to help them best meet the needs of students at home and at school.

One of the key roles that certificated school psychologists play in Washington schools is the administration, coordination, interpretation, and application of student assessments, especially as related to students served under Individualized Education Programs (IEPs), under federal IDEA and state personnel qualifications guidelines (WAC 392-172A-02090).

PESB requires this role as part of school teams who are evaluating students, and ensures that school psychologists certified in the state of Washington have the content knowledge, skills, and background to provide these assessments for students.

It has come to our attention that some districts are using uncertified and unqualified staff to administer, coordinate, and interpret assessments for students who may be under consideration for an IEP, or who have an IEP. For example, these individuals may be teachers on special assignment, and titled as assessment technicians or assessment coordinators.

Additionally, some districts have been utilizing staff trained by Heritage University and the associated Psychology Assistant Training program or related professional development courses to perform these roles.

While such courses purport to train school staff as “technical specialists of cognitive assessment,” this program is not approved to lead to school psychologist certification and completion of this program by itself is not sufficient to authorize these roles.

PESB cautions LEAs that:

• Having staff members who do not hold school psychologist ESA certification perform these roles is not permitted by WAC 181-82-125.
• Having non-certificated staff performing these roles for students with IEPs may be out of compliance with federal IDEA guidelines and regulations.

Please contact PESB if you have questions at pesb@k12.wa.us.

Sincerely,

Dr. Erica Hernandez-Scott

Executive Director, PESB

Over 2000 school psychologists and other educators currently receive the SCOPE

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