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A Call to Action for Self-Compassion

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Title: A Call to Action for Self-Compassion
Language: English
Authors: Reva Mathieu-Sher
Source: Communique. 2025 53(8):21-23.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 3
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Self Concept, School Psychologists, Well Being, Caring, Values, Metacognition, Activities
ISSN: 0164-775X
Abstract: School psychologists dedicate considerable time and energy to supporting the mental and emotional well-being of students, often putting others' needs ahead of their own. Some simple self-compassion strategies that are presented in this article can help build the emotional resilience needed to thrive in this challenging role and also model the power of self-care and compassion to the students you serve, creating a ripple effect of emotional health and positive growth.
Abstractor: ERIC
Entry Date: 2025
Access URL: https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number: EJ1471373
Database: ERIC
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  Value: <anid>AN0185132460;[10uj]01jun.25;2025May15.05:08;v2.2.500</anid> <title id="AN0185132460-1">A Call to Action for Self-Compassion </title> <hd id="AN0185132460-2">You probably dedicate considerable time and energy to supporting the mental and emotional well-being of your students, often putting others' needs ahead of your own. Some simple self-compassion strategies can help you build the emotional resilience needed to thrive in this challenging role and also model the power of self-care and compassion to the students you serve, creating a ripple effect of emotional health and positive growth.</hd> <p> <bold>school psychologists play a vital role</bold> in supporting students' well-being and are often responsible for addressing academic, social, emotional, and behavioral concerns by assisting students to navigate difficulties such as anxiety, trauma, learning disabilities, peer conflicts, and family challenges. Through assessments, counseling, and collaboration with educators and families, school psychologists work tirelessly to create supportive and inclusive learning environments that foster student success and resilience.</p> <p>However, navigating these intensive and sometimes demanding responsibilities can be challenging, requiring practitioners to balance multiple tasks despite limited resources and significant time constraints. Compounding these issues, the national shortage of school psychologists places immense strain on current school psychologists working in the field, often resulting in caseloads nearly double the recommended levels ([<reflink idref="bib5" id="ref1">5</reflink>]). This increased workload not only heightens stress and burnout but also can impact the quality and accessibility of services available to students they seek to serve. As a result, school psychologists may struggle to maintain their drive and effectiveness and to sustain a reasonable work–life balance while engaging in such demanding work. Identifying strategies to increase self-compassion can help build capacity and resilience while recognizing that one cannot pour from an empty cup.</p> <hd id="AN0185132460-3">Self-Compassion</hd> <p> <emph>Self-compassion</emph>, put simply, is engaging in purposeful activities to care for oneself and treat oneself kindly. [<reflink idref="bib6" id="ref2">6</reflink>] notes that self-compassion includes:</p> <p>giving yourself the same compassion you'd naturally show a friend when you're struggling [...]. It means being supportive when you're facing a life challenge, feel inadequate, or make a mistake [...] you stop to tell yourself "this is really difficult right now," how can I comfort and care for myself in this moment? (para. 2)</p> <p>[<reflink idref="bib8" id="ref3">8</reflink>] definition of self-compassion is rooted in ancient Buddhist writings and practices and includes three major components: (a) self-kindness versus self-judgment, (b) a sense of common humanity versus isolation, and (c) mindfulness versus overidentification. These fundamental components work together to cultivate a self-compassionate mindset within an individual.</p> <p>While discussing the need for self-compassion, [<reflink idref="bib2" id="ref4">2</reflink>] adds the goal of mindful self-compassion is "the wish that all humans be free from suffering," including yourself (15:56). Therefore, when engaging in actions of self-compassion we are looking to alleviate or lessen some level of discomfort or struggle within ourselves.</p> <p>Specifically, in many of the helping and mental health professions, there is an emphasis on supporting others but sometimes a lack of focus on intentionally teaching and valuing the practice of supporting and caring for oneself ([<reflink idref="bib3" id="ref5">3</reflink>]; [<reflink idref="bib13" id="ref6">13</reflink>]). This deficit has been referred to in empirical research as being part of a "culture of one-way caring in which [practitioners] are required to demonstrate empathy, compassion, and patience, without the expectation of receiving such care in return from their clients" ([<reflink idref="bib10" id="ref7">10</reflink>], p. 1).</p> <p>However, recent research supports the many benefits of engaging in behaviors based on self-compassion. These include reduced stress and anxiety ([<reflink idref="bib9" id="ref8">9</reflink>]), better emotional regulation ([<reflink idref="bib1" id="ref9">1</reflink>]), and increased physical wellness ([<reflink idref="bib12" id="ref10">12</reflink>]). Furthermore, "higher levels of self-compassion are linked to increased feelings of happiness, optimism, curiosity and connectedness, as well as decreased anxiety, depression, rumination and fear of failure" ([<reflink idref="bib8" id="ref11">8</reflink>], p. 212).</p> <hd id="AN0185132460-4">Actionable Ways to Practice Self-Compassion</hd> <p>Given the benefits of practicing self-compassion, engaging in strategies that increase compassion toward oneself can offer several advantages to school psychologists. The following five actionable steps are means to increase self-compassion.</p> <hd id="AN0185132460-5">Examine Your Current Levels of Self-Compassion</hd> <p>[<reflink idref="bib7" id="ref12">7</reflink>] developed a variety of scales that measure self-compassion (see https://self-compassion.org/self-compassion-scales-for-researchers/). Understanding your current level of self-compassion and specific areas in which you score higher or lower can assist you in prioritizing target areas connected to strategies for increasing self-compassion. The Self-Compassion Scale (SCS) is a 24-item scale that is free to use. It includes scoring criteria for an overall self-compassion score as well as subscale scores in the areas of self-kindness, self-judgment, common humanity, isolation, mindfulness, and overidentification.</p> <p>School psychologists can identify their baseline scores, engage in self-compassion–focused activities, and reassess themselves to detect increases or decreases based on their self-practice approaches. Additionally, if working as part of a team of professionals, a school or organization could also consider these scores collectively as they attempt to prioritize and emphasize the value of self-compassion in the workplace.</p> <hd id="AN0185132460-6">Consider Acceptance and Small Steps for Challenging Situations</hd> <p>Based on the foundational concepts of acceptance and commitment therapy (ACT), acceptance and commitment training (ACTr) strategies can be used to center self-compassion. ACT is an action-oriented therapy approach rooted in behavioral analytic theory. ACTr is a variation of ACT that applies its concepts outside of the context of therapy spaces.</p> <hd1 id="AN0185132460-7">Just like the students you work with, you are unique. Engaging in different activities and practices to take care of yourself must be tailored to your needs as an individual.</hd1> <p>[<reflink idref="bib14" id="ref13">14</reflink>] note that it is quite common to engage in avoidance behaviors when we do not enjoy something. This avoidance is ultimately reinforcing because it allows us to move away from the thing that we find aversive. For example, if you have a coworker you don't particularly enjoy working with or a difficult parent conversation that you know is about to happen, a practitioner may engage in behaviors to avoid that uncomfortable situation.</p> <p>However, that short-term avoidance may turn into a longer-term problem. Implementing an ACTr-based strategy may begin with taking a few moments to observe the feelings of frustration within yourself. Write down your thoughts or consider how those thoughts align or do not align with your values. This can provide an opportunity for previously aversive situations to become reinforced through associating them with your personal values which you care about as an individual. This practice also allows the practitioner to reflect on their own thoughts and needs within the challenging situation, offering an opportunity for increased self-compassion.</p> <hd id="AN0185132460-8">Consider (or Reconsider) Your Value Alignment</hd> <p>According to [<reflink idref="bib4" id="ref14">4</reflink>], values are "not about what you want to get or achieve; they are about how you want to behave or act on an ongoing basis; how you want to treat yourself, others, the world around you" (para. 1). To increase your self-compassion, you may consider employing another ACTr-based strategy related to your values and how those values align or disalign with the work you are currently doing. If you are unsure how to identify your values, Harris provides a free checklist that may help you get started. Specific to your work, consider how the self-selected prioritized values that initially led you to this career can be realigned in your current work tasks to make them more meaningful to you. Taking this step is centering yourself and aligning your values with your work.</p> <p>For example, a school psychologist may be struggling professionally and feeling overwhelmed and exhausted while working to support a student who engages in crisis behaviors. In this moment they may consider their values. For that individual, acting with empathy and kindness for those who may be suffering is a core value. After considering that prioritized value, they may consider how they can center this value in the present moment and what things they could say and do to realign themselves with this value right now.</p> <hd id="AN0185132460-9">Try a Mindfulness Practice</hd> <p>Mindfulness activities focus on being aware of the present moment without judgment or interpretations of those feelings. They can include a variety of different practices such as breath work, guided imagery, and other activities geared toward relaxing your body and mind to reduce stress. Individuals may associate mindfulness with meditation; however, there are many additional mindfulness activities outside of the meditation space.</p> <p>One example may include taking a few moments a day to identify three things you can hear, smell, or feel around you. Another example may be allowing yourself an opportunity to be present in the moment and simply be aware of your immediate surroundings. Engaging in these short moments of mindfulness can provide an individual with an opportunity to consider their needs or feelings and have a chance to attend to them.</p> <p>You may want to integrate these activities slowly and systematically into your everyday routines. They do not have to be lengthy; sometimes just a few moments a day may make a difference in your overall wellness. [<reflink idref="bib2" id="ref15">2</reflink>] provides several guided mindfulness activities that are worth exploring.</p> <hd id="AN0185132460-10">Identify Individualized Self-Care Activities</hd> <p>Just like the students you work with, you are unique. Engaging in different activities and practices to take care of yourself must be tailored to your needs as an individual ([<reflink idref="bib11" id="ref16">11</reflink>]). What might act as a reinforcing activity for some may be an aversive one for another. As you consider what areas of self-care may be important for you, be open to trying different things to see if they are helpful, but don't feel compelled to engage in an activity you dislike simply because someone has labeled it a self-care strategy. Providing yourself with this consideration is an element of self-compassion in and of itself.</p> <hd id="AN0185132460-11">A Call to Action</hd> <p>Engaging in self-compassion is recognizing that while your professional role is to care for others, you too, are deserving of care. Self-compassion is a specific function of self-care. While we may often think about self-care in terms of taking breaks and tending to physical and mental needs, self-compassion is additional tool for your self-care toolbox. Focus on engaging in purposeful, committed actions that show yourself patience and kindness during difficult times, just as you would someone you are supporting professionally or care about personally.</p> <p>Treating yourself with kindness and consideration and prioritizing your well-being are not acts of selfishness—they are necessary for promoting your own wellness. By incorporating actionable strategies such as self-reflection and mindfulness, as well as utilizing assessment methods to track and systematically increase your levels of self-compassion, you can create a sustainable and individualized approach to self-care and practices related to increasing your self-compassion.</p> <p>When you take care of yourself, you not only strengthen your resilience and effectiveness as a practitioner, you also improve the quality of care you offer to others. Now is the time to take intentional, thoughtful steps toward self-compassion. You can begin with small steps such as setting aside time each day for reflection, mindfulness, or activities that bring you joy. Additionally, advocating for the prioritization of self-compassion and self-care within your professional spaces fosters an environment where well-being is prioritized and modeled for others. Remember, caring for yourself is not optional; it is essential to sustaining the meaningful work you do.</p> <ref id="AN0185132460-12"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref9" type="bt">1</bibl> <bibtext> Diedrich, A., Grant, M., Hofmann, S. G., Hiller, W., & Berking, M. (2014). Self-compassion as an emotion regulation strategy in major depressive disorder. Behaviour Research and Therapy, 58, 43-51. https://doi.org/10.1016/j.brat.2014.05.006</bibtext> </blist> <blist> <bibl id="bib2" idref="ref4" type="bt">2</bibl> <bibtext> Germer, C. (2018, November 9). Christopher Germer on mindful self-compassion. YouTube. https://<ulink href="http://www.youtube.com/watch?v=rG09J7a40hc">www.youtube.com/watch?v=rG09J7a40hc</ulink></bibtext> </blist> <blist> <bibl id="bib3" idref="ref5" type="bt">3</bibl> <bibtext> Guy, J. D. (2000). Self-care corner: Holding the holding environment together: Self-psychology and psychotherapist care. Professional Psychology: Research and Practice, 31 (3), 351-352. https://doi.org/10.1037/0735-7028.31.3.351</bibtext> </blist> <blist> <bibl id="bib4" idref="ref14" type="bt">4</bibl> <bibtext> Harris, R. (2010) A quick look at your values. ACT Mindfully. https://<ulink href="http://www.actmindfully.com.au/wp-content/uploads/2019/07/Values%5fChecklist%5f-%5fRuss%5fHarris.pdf">www.actmindfully.com.au/wp-content/uploads/2019/07/Values%5fChecklist%5f-%5fRuss%5fHarris.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib5" idref="ref1" type="bt">5</bibl> <bibtext> National Association of School Psychologists. (2021). Shortages in school psychology: Challenges to meeting the growing needs of U.S. students and schools [Research summary]. https://<ulink href="http://www.nasponline.org/x61333.xml">www.nasponline.org/x61333.xml</ulink></bibtext> </blist> <blist> <bibl id="bib6" idref="ref2" type="bt">6</bibl> <bibtext> Neff, K. (n.d.). What is self-compassion? Self-Compassion. https://self-compassion.org/what-is-self-compassion/</bibtext> </blist> <blist> <bibl id="bib7" idref="ref12" type="bt">7</bibl> <bibtext> Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and Identity, 2 (3), 223-250. https://doi.org/10.1080/15298860309027</bibtext> </blist> <blist> <bibl id="bib8" idref="ref3" type="bt">8</bibl> <bibtext> Neff, K. D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52 (4), 211-214. https://doi.org/10.1159/000215071</bibtext> </blist> <blist> <bibl id="bib9" idref="ref8" type="bt">9</bibl> <bibtext> Neff, K. D., & Germer, C. K. (2013). A pilot study and randomized controlled trial of the mindful self-compassion program. Journal of Clinical Psychology, 69 (1), 28-44. https://doi.org/10.1002/jclp.21923</bibtext> </blist> <blist> <bibtext> Posluns, K., & Gall, T. L. (2020). Dear mental health practitioners, take care of yourselves: A literature review on self-care. International Journal for the Advancement of Counseling, 42 (1), 1-20. https://doi.org/10.1007/s10447-019-09382-w</bibtext> </blist> <blist> <bibtext> Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65 (5), 467-487. https://doi.org/10.1002/jclp.20593</bibtext> </blist> <blist> <bibtext> Sirois, F. M., Kitner, R., & Hirsch, J. K. (2015). Self-compassion, affect, and health-promoting behaviors. Health Psychology, 34 (6), 661-669. https://doi.org/10.1037/hea0000158</bibtext> </blist> <blist> <bibtext> Skovholt, T. M., Grier, T. L., & Hanson, M. R. (2001). Career counseling for longevity: Self-care and burnout prevention strategies for counselor resilience. Journal of Career Development, 27 (3), 167-176. https://doi.org/10.1023/A:1007830908587</bibtext> </blist> <blist> <bibtext> Tarbox, J., Szabo, T. G., & Aclan, M. (2022). Acceptance and commitment training within the scope of practice of Applied Behavior Analysis. Behavior Analysis in Practice, 15 (1), 11-32. https://doi.org/10.1007/s40617-020-00466-3</bibtext> </blist> </ref> <aug> <p>By Reva Mathieu-Sher</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref6"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref7"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref10"></nolink> <nolink nlid="nl4" bibid="bib14" firstref="ref13"></nolink> <nolink nlid="nl5" bibid="bib11" firstref="ref16"></nolink>
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  Data: School psychologists dedicate considerable time and energy to supporting the mental and emotional well-being of students, often putting others' needs ahead of their own. Some simple self-compassion strategies that are presented in this article can help build the emotional resilience needed to thrive in this challenging role and also model the power of self-care and compassion to the students you serve, creating a ripple effect of emotional health and positive growth.
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