Cup Running Low? It May Be Time for a Refill

Jennifer Perry, Ph.D., LCMHCA, NCC, ACS jperry@georgiasouthern.edu

When I was a practicing school counselor, there were two pivotal points in the semester where I was wiped. Simply burnt out. Those points were in the fall, right before Thanksgiving or the fall break, and in the spring, right before spring break. It’s like my body somehow intuitively knew there was a break coming and it was time to relax. Now, this does not mean these were the only times I felt overwhelmed or exhausted throughout the year. But these were my designated reset points. These were the points in the semester that I intentionally sought to refill my cup. We all know the saying, “you cannot pour from an empty cup”. So, I ask you, is it time for a refill?

School Counselor Burnout

It is well documented that school counselors experience burnout often (see Mullen & Gutierrez, 2016; Mullen et al., 2017; Kim & Lambie, 2018; Mullen et al., 2021). Along with high, demanding caseloads, which supersede the recommended 250:1 student-to-counselor ratio (ASCA, n.d.), school counselors have varying roles – those which fit the job description and others often labeled “other duties as assigned”. Burnout is attributed to role confusion, large caseloads, high demand, and greater perceived stress (Clemons et al., 2011; Kim & Lambie, 2018; Holman et al., 2019) to name a few. To ensure students are adequately served, school counselors must self-advocate to perform the roles they were trained for and avoid burnout (Perry et al., 2020).

Research has provided ways in which burnout can be prevented, remedied, or lessoned, citing supervision, stress coping strategies that are task-oriented, and greater occupational support at school (Kim & Lambie, 2018; Evans Zalewski, 2022). Evans Zalewski (2022) cited person-specific self-care as well as organization specific self-care, with the former focusing on bettering the person and the latter having a focus of creating a better fit for the person and the workplace. The author stressed the importance of the school counselor to advocate for and engage in self-care, no matter the chosen form. Below, I list some tips on practicing self-care and refilling your cup so that you may be able to continue to pour into your students…and have enough left over for yourself.

5 Tips to Refill Your Cup

1.Self

– Care

a.If you are in bad shape, you can't effectively help the students. Self-care does not have to be an elaborate or even lengthy action.

i.Maintain control of your health.

ii.Take time for YOU. Have a hobby, exercise, get a massage, spend time with family and friends, watch your favorite television show, or read that book you placed on the shelf ages ago.

iii.Do what brings you joy.

2.Breathe a.Go in your office (or a quiet place - it can even be within), close the door, and simply breathe. You’d be surprised by how often we forget to breathe. i.Inhale thru your nose - Count slowly to 5 (concentrating on your breathing) - Exhale thru your mouth – Count slowly to 5 (concentrating on your breathing) – Repeat

3.Learn When to Leave It

a.You undoubtedly will encounter issues with students, parents, fellow staff, and administration. It will be very easy to consume you and equally easy to stay with you even when you leave the building. This can begin to affect your outside relationships and responsibilities. Learn to know when you have done your best and to let it play out. Trust that it will work out.

4. Talk It Out

If you need to release, find a trusted friend and talk it out. Sometimes, we just need someone to listen.

• Counselors have students and staff alike coming to you for this. Make sure you have someone to go to as well. I recommend either a therapist or a mentor.

[Remember, you should maintain confidentiality of students and families at all times.]

5. Remember Your Purpose

Working in schools can become stressful, hectic, and draining. However, it can also be extremely rewarding, joyful, and empowering. Remember your why! Keep in mind “why” you decided to become a school counselor. We do this for the betterment of our youth and society as a whole.

References

American School Counselor Association. (n.d.). School counselor roles & ratios.

https://www.schoolcounselor.org/About-School-Counseling/School-Counselor-Roles-Ratios

Clemens, E. V., Shipp, A., & Kimbel, T. (2011). Investigating the psychometric properties of school counselor self-advocacy questionnaire. Professional School Counseling, 15(1), 33-44.

Evans Zalewski, S. L. (2022). Burnout, self-care, and supervision in middle school counselors. Journal of Counselor Preparation and Supervision, 15(1). https://digitalcommons.sacredheart.edu/jcps/vol15/iss1/4

Holman, L. F., Nelson, J., & Watts, Richard. (2019). Organizational variables contributing to school counselor burnout: An opportunity for leadership, advocacy, collaboration, and systemic change. The Professional Counselor, 9(2), 126-141. https://doi.org/10.15241/lfh.9.2.126 https://tpcjournal.nbcc.org/burnout-and-implications-for-professional-school-counselors/ hppts://www.jstor.org/stable/10.2307/90023539 https://doi.org/10.1002/jcad.12155

Kim, N., & Lambie, G. W. (2018). Burnout and implications for professional school counselors. The Professional Counselor (8)3.

Mullen, P. R., Blount, A. J., Lambie, G. W., & Chae, N. (2017). School counselors’ perceived stress, burnout, and job satisfaction. Professional School Counseling, 21(1), 1-10.

Mullen, P. R., & Gutierrez, D. (2016). Burnout, perceived stress, and direct student services among school counselors. Journal of Counseling & Development, 95, 401-411.

Perry, J., Parikh, S., Vazquez, M., Saunders, R., & Bolin, S. (2020). School counselor self-efficacy in advocating for self: How prepared are we?. The Journal of Counselor Preparation and Supervision, 13(4). https://repository.wcsu.edu/jcps/vol13/iss4/5