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7Sep

5 Types of Mindfulness Activities to Use in Your Speech (Class) Room

Posted by: Jessi Andricks Categories: mindfulness in speech therapy yoga for kids
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mindfulness activities to use in your speech room

Mindfulness is not something I ever learned about or even thought of using when I started out as an SLP in 2008. Yoga and mindfulness were things I dabbled in but they were hard to come by in my community and absolutely not talked about them where I worked, let alone used in a classroom or speech room. But things have changed, and as these have become more mainstream and the benefits of them are more well-known, they are used more often.

Last year, I started branching out and teaching some yoga for kids classes, and finding ways to use mindfulness in my speech room, and sharing strategies with others. It is what my new course “Mindfulness in your Speech Room”, launching later this September, is all about.


If you have ever thought about using these in your class, needed mindfulness activities to use in your speech room, or wondered how to incorporate them into a speech session, it is probably a lot easier (and more fun!) than you ever imagined.

Here are 5 Types of Mindfulness Activities to Use in Your Speech Room:

Games: If you like to play games in your therapy or class, to help foster receptive language skills such as following directions, with social.pragmatic groups, to build up some vocabulary, or as a simple reward/positive moment, there are several ways to bring in yoga and mindfulness. One way is to play a game like “Yogi/Simon says”, using yoga poses. Call out a pose and demo it, and see if they follow when “yogi/Simon” says. You could also try using some yoga dice and take turns creating a mini sequence. Another fun game is to have a hoberman sphere have students take a few breaths with it or name a pose then throw it to another student to do the same. It builds community, works the brain, creates play, and can be something new for the students.

Breathing Breaks: If you need something to help students find their focus or to regain self-control or calm, breathing breaks can be helpful. You can use tactile cues, like a hand on their chest/belly, toy on their belly, a hoberman sphere, or color-changing apps. It can be a pause that helps students to regroup, much like it does for adults.

Yoga Poses/Names: If you are working on articulation or language skills, using yoga pose names can be a fun way to practice sounds and build sentences. Write down a few on a board to choose from, grab some yoga cards, or give the students a new pose to try doing and name.

Check-In: Having a mindful moment when you first step into the class can be a great way to check-in with students and help them get settled for the session. It could be breathing, choosing the “color” they feel emotionally, or shaking it out on a wiggly day.

Books: If you love to incorporate books into your speech therapy sessions, there are a TON of yoga and mindfulness books that you could use, and then create activities, movement, vocabulary, articulation, etc from. You can search on google, head to the library, or reach out to me for some suggestions. Personally, I like the “I am” series by Susan Verde.

There are so many ways that you can infuse yoga speech sessions with mindfulness, either a little bit here and there or with the activity itself. They can help students to find a new way of learning, a new way of having fun, or to get settled and prepared for the session, shifting their brain for speech time.

Which one do you think you are going to try? Share in the comments and let me know! Or DM me on IG at jessiandricks.

Want to bring some mindfulness to your classroom? If you are looking for some fun and out of the box ways to connect, that can help you to feel truly authentic and supportive of your students, make sure to sign up for the waitlist for my newest course “Mindfulness in Your (Speech) Room”. It is a course for SLPs and educators that will share who you can bring mindfulness and yoga into your classroom, as little or as much as you’d like, and how it can change everything – for the better. You can sign up for the waitlist here (and snag an exclusive discount when doors open later in September).

With Love and Light,
Jessi

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1Sep

4 Pieces of Advice for first time School SLPs and Teachers

Posted by: Jessi Andricks Categories: Uncategorized
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first time school slps and teachers

Being a school SLP did not go well for me my first time through, or my second. Or kind of my third. 

I was super uncomfortable and disconnected my first few times working in a school. I didn’t feel part of a community, like I had in my previous jobs in a SNF and hospital, and I felt a little lost. It was like there was SO much to know, about policies, procedures, meetings, IEPs, protocols, and therapy, and I felt like I really didn’t know much at all. 

I had gone through a school placement, had even been offered the job when my supervisor moved at the end of the year, but I still felt so unsure of what I was doing.

It was definitely one of the things that led to me feeling like I had chosen the wrong career, and ultimately, leaving the field for a few years. 

I eventually came back and worked in teletherapy for a few years, which was new to everyone involved, so it helped to lessen the idea of not knowing equaling not being good enough, and gave me the confidence to ask questions and learn as I went. 

This last school year, I found myself back in a brick and mortar site, in person, and, again, had NO idea what I was doing, really. 

But, instead of allowing it to make me feel disconnected, I used it to build connection, foster growth, and learn a few things along the way. 

Here are a few things you can do in your first year – either as a new SLP or teacher, or just new to the setting.

4 Pieces of Advice for First time School SLPs and Teachers

It’s ok to ask questions: Asking questions does not mean you should not be doing the job that you have or that you aren’t good enough to be there. You earned the degree with a LOT of hard work, you passed the tests, and you are the person qualified to be there. You don’t have to know it all. It is so different from what you had to do in grad school – know it all. It is ok to not know it, but to know where you can learn it. (This was my main takeaway from grad school, honestly). It is tok to say “I don’t know the answer to that, but I can find out and get back to you” or “I’m not sure what this is or how to do it, can you show me or do you know where I can find more info?” or even “That is not my specialty, but I can connect you with someone who works on this”. It’s part of growing and doesn’t make you weaker but stronger and more a part of the community. If your leaders are not supportive of that, then maybe it is not you who is the imposter/problem, and maybe they are scared a little too. 

Your students don’t know your plan: Just because a sessions doesn’t go the way you planned it to, or a student isn’t progressing the way your textbooks say they will, it is ok. Or if you don’t have a plan and you grab some materials on the fly to make the session happen. If it ends up going differently, they will be none the wiser. This was a big lesson I learned in my yoga teacher training, that has helped me tremendously as an SLP. I am the only one who knows what I have planned for the session, or how I want it to go. No one else. In yoga, if I forget a pose, mess up the breath count, or skip a song, no worries, no one else knows. If you skip part of a session, grab the wrong game, or use different success, no worries, your students will get a lot out of it, and you will get done what needs to happen. Even if it wasn’t exactly the plan. 

Keep it simple: There is so much out there for you to learn, so many styles and therapy “shoulds” and “should nots”, and so many fun things you can bring to your class. And it can quickly get overwhelming or feel like FOMO. It is ok to keep it simple, and keep it more enjoyable and your style. And it is even ok to not really plan it all out precisely (see the above point). You don’t have to go over the top with planning sessions or lessons. Most of the time, elaborate plans or things set out way in advance don’t do much to help your students and can add to your stress. And many times, the plan doesn’t go exactly as planned. Keep it simple and keep it human – allow for space for you and your students to shift and change as needed

Be yourself: You do not have to do things the way your professors or supervisors did. You do not need to do things the way the internet says you do. There is more than one way to be a therapist or teacher and to help your students learn and grow and thrive. Bring yourself to the sessions and it will foster deeper connections, trust, and growth. Your authenticity will shine through and make it a better experience for all. It can take time to find your footing or style, but allow it to come through, with your personality, and your “vibe”, and you’ll all be the better for it. 

So, first time school SLPS and teachers, what is something you plan to use? Or maybe you are in your 10th year or are shifting around settings – I’d love to know! Share in the comments below or send me a DM on IG jessiandricks. 

Want to bring some mindfulness to your classroom? If you are looking for some fun and out of the box ways to connect, that can help you to feel truly authentic and supportive of your students, make sure to sign up for the waitlist for my newest course “Mindfulness in Your (Speech) Room”. It is a course for SLPs and educators that will share who you can bring mindfulness and yoga into your classroom, as little or as much as you’d like, and how it can change everything – for the better. You can sign up for the waitlist here (and snag an exclusive discount when doors open later in September). 

With Love and Light, 

Jessi

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17Aug

5 Things that are Working for me as a School SLP

Posted by: Jessi Andricks Categories: Podcast Stress Management
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working for me as a school slp

The 2022-2023 school year was my first full school year as an SLP, even though I graduated in 2008. I worked in the schools before, either in teletherapy, where I felt a little disconnected with the school itself, or covering portions of school years. In both of those, I felt a lot of stress and didn’t really feel connected in the way I did this year. This year was not perfect – I learned a lot, made mistakes, and have some things I want to tweak and shift moving forward. I’ve spent some time reflecting on these things and on how I can take it into the year ahead. 

However, the focus doesn’t always have to be on what you can shift, change or do better with. It is amazing to reflect on what you learned and how you can grow from it. It is also pretty darn amazing to stop and notice your strengths, what you did well, and what totally flipping worked for you. 

And, in truth, there was a lot that I liked and wanted to keep doing. 

My reflections of this year are that a lot of things went well for me. I had a great place to work, one that welcomed helping people thrive and grow. I had students who were happy and wanted to come to speech, and thought of it as a fun place and a safe place. And I enjoyed being there each day. That’s not to say sometimes I wouldn’t have rather been chilling at home. But I wasn’t dreading it, searching for any way to be anywhere but there. It was a pretty big shift from my last two times working in the schools, both in person in a school and in teletherapy. 

When I look back, it was the things that worked for me, that helped me to want to be there and to feel less stress and overwhelm. 

5 Things that are Working for Me as a School SLP

Here are a few things that worked and that made a big difference for me, and that I want to keep doing:

Ditched tables and plopped down on the floor:

I had several tables and stations in my room. One was a “horseshoe” table, where I had a few (wobble) seats set up around it. Another was a square table that had 4 seats. I also had a rug in the middle of my room, and a few throw pillows and a shag circle rug, and THIS is where the majority of sessions were held. Not in the seats at the table, not even in the wobble seats (although we did pull those over to the rug from time to time). The students were allowed to sit or lay down while we played games and did our work – as long as it didn’t distract them from participating more than it helped. I had one or two groups who preferred sitting at a table, and I used the horseshoe one for evals. 

Used the materials they were using:

If I pushed into a teacher’s class, I would use the items they were already using or had on hand. Most of the time, that looked like using whatever materials were at the station the student was at. If there was a certain station that worked better for speech therapy, I would try to see the students when they were at that one. If it was different materials each day (preschool), I would dive in and play with them for the session. It wasn’t always perfect or my ideal material, but I didn’t have to worry about supplying any or lugging them around, and it was more in line with what they were actually doing in the class  – because that’s exactly what it was 😉

Word lists over flashcards:

I do love flashcards, I really do, but it was also fun to have the students help me come up with some target to work on and just have a wordlist that we wrote down together. It helped them feel more excited about using the words, and then we would use them as the main part of the activity or drill before their turn for the game of the day. And I didn’t have to hunt down a pack of flashcards in the exact sound I needed for that day 🙂

Community and connection:

I mentioned before that connection made such a difference. It was how I connected with coworkers, but also with my students. I made sure to connect with my students, and let them know it was about growing, not about being perfect or “fixing” them.  We had the “foundations” for our speech room listed on our wall, and would refer to them if needed. Everyone is different here, but the vibe was that they were a part of “team speech” if they came to my room, and I was part of their class if I went to their room. 

Mindfulness mixed in:

This is not what you might think. I absolutely did not do straight up yoga or meditation or breathing for the speech session. It was not taking a yoga class and twisting it to become a speech class. It was more infusing the classroom and the activities with mindfulness (which is exactly what Mindfulness in Your Speech Room is all about). I would use some of the tools (like some deep breathing) if needed, especially on days where I noticed that attention or focus was drifting. I had an area that students could go to if they were feeling overwhelmed and needed to pause before joining, or to grab a fidget or sensory item. And we referenced our class motto/foundation based around Growth Mindset. And I am excited to bring even more of this into my room in the upcoming year. 

It is really easy to look at what you need to do better or change, or even shift because you learned something. But it is also important to look at what worked for you and what went well, so you can continue to use it, not let ist get pushed aside, and to help recognize that, yes, you are the SLP and you did some really awesome things and worked with some awesome humans.

What went well for you this year? Share in the comments or DM me @jessiandricks on IG

Want to bring mindfulness to your class or speechroom for the upcoming year? Make sure to sign up for the waitlist and be the first to know when my new course on Mindfulness in your SLP Room opens, plus snag an exclusive discount on enrollment. Click here, enter your email, and confirm your sign up for all the details!

With Love and Light, 

Jessi

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8Aug

4 Places I’m Making Shifts as a School SLP

Posted by: Jessi Andricks Categories: Podcast Stress Management
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making shifts as a school slp

As one school year ends and another begins, one thing I am absolutely sure of is that I don’t want to be under a pile of paperwork at the end again. While I know this is not absolutely realistic, there are a few things that I plan on doing next time that I didn’t do this year. They are not deal breakers or things that HAVE to be done (maybe would be better to get done), but that if I can, I will try to shift to more of this in the upcoming year. 

As I end this school year and get ready for the next, one thing I am absolutely sure of is that I don’t want to be under a pile of paperwork at the end again. While I know this is not absolutely realistic, there are a few things that I plan on doing next time that I didn’t do this year. They are not deal breakers or things that HAVE to be done (maybe would be better to get done), but that if I can, I will try to shift to more of this in the upcoming year. 

I had some good systems set up, but, being my first year, there was a lot of learning to do and set up for those systems, so things got a little clogged up. For example, I had a spreadsheet for every grade, with a separate sheet for each person. It included their goals and services times, so I could plug in each day, materials if needed, and then my note. This took forever to set up, and will be faster now that I can copy/paste them and change the info. 

4 Places I’m Making Shifts as a School SLP

Little side note – this is not about perfection or to make you feel you have to “go for type B to type A” or that you have to do this or you are not good enough. SO not that way – these are just some strategies that I am going to try and thought I would share in case you are looking for ways to try or in case you have one that I could try, too. 

Consult: Ah the students who are on the caseload but not direct therapy. I for sure need a more solid plan for checking in, keeping track, and getting these efficiently done and entered. I had a few spreadsheets and plans to enter notes, and ways to check in, but I also had a few ideas that never developed. I wanted to have them on a separate spreadsheet, rather than grade level. And I also wanted to have set check in times throughout the year, with reminders in my calendar or spreadsheet if needed. I never got around to it, but I know I can easily plan for this in the upcoming year. For this, it’s not an overhaul or change, more just refining. 

Notes: This year, I entered them into a spreadsheet, from a bunch of sticky notes, not exactly right away. And then form that spreadsheet into the system way, way, way later than was needed. I kept thinking I’ll do it when_” but then “when “ would show up, pass by, and another thing would pop up – evals, screens, sicknesses, etc. I ended up way more behind than ever and it took a long time to catch up. Not super awesome. Not the worst, but not how I want to do it again. My new plan: Enter in at the end of each week. Daily would be ideal, right? But I do not see that as absolutely possible. So having a solid time set aside to get these notes in is my plan. I know that sometimes things will pop up, but if I have a nearly non-negotiable time set up, then I know, notes at this time and then other things later. Realistically, this will not always happen and things will come up, but most of the time, I’m aiming for weekly. (Ask me mid September how this is going, lol). 

Progress Reports: My strategy this year was urgently waiting until the last minute or few days, and feeling pretty overwhelmed. This definitely got easier as the year went on. I remember that first batch took me days and an entire weekend to get done. Later in the year, it took a few parts (large parts) of my days to get done. I have no real change or efficient way, besides starting earlier. That’s all. No huge overhaul or system, just start a few weeks earlier, if possible, instead of the week of. It might work, might not, but that’s my slight shift with this one. 

Evaluations: My current style – not scheduling them in or writing them up right away, not entering them into the system until the end of year. For evals, I’m not a drop everything and do it now kind of person, unless it is an urgent request. Then I’m all for it and it is fine. Otherwise, I kind of wait and get backlogged. So trying to have an eval day or time in my schedule, or to see when one comes in where I can schedule it, rather than keep it in my head, could be worth trying. Mainly though, I plan on entering these when they happen, rather than waiting until the end or much later. It will be more efficient and not a hard thing to get done. 

There is definitely more, for sure, but this is my start and my reflection on what I learned after a year of working in the schools, and the shifts I plan to make in the upcoming year. My plan next year is this – not rush at the end to do what I could have done at the beginning (because yes, I still had some filing from the summer to finish up at the end of the school year, lol), and to use the tools I set in place before to be able to use them more efficiently this year. 

What is a small shift you are making going into the upcoming school year? Share in the comments or DM me @jessiandricks on IG

Want more resources to help you as you move into a new year (or if you are still in it)? Subscribe below for FREE resources in the SLP Toolbox, including meditations audio, movement videos, and self-care tips and templates. 

And, if you want to gain a skill in bringing mindfulness to your class or speechroom for the upcoming year, make sure to sign up for the waitlist and be the first to know when my new course on Mindfulness in your SLP Room opens, plus snag an exclusive discount on enrollment. Click here, enter your email, and confirm your sign up for all the details!

With Love and Light, 

Jessi

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1Aug

#1 Thing that made the BIGGEST difference as a School SLP

Posted by: Jessi Andricks Categories: Podcast Stress Management
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biggest difference as a school SLP

This was NOT my first year working in the schools, but it was my first year where I really leaned into being an SLP, and truly enjoyed my work. Out of any setting and any work I’ve done in the field of being an SLP, this was the one where I felt like I had landed. There was work and stress and things that were hard, but it wasn’t dreadful or pushing me towards burnout. 

So what was the thing that made it different?

There were a lot of factors, and I know that I have done a lot of work and practices to get where I am with stress and work, but it was perhaps more. For me, it the thing that made the biggest difference, as a school SLP, was connection. 

Connection with the students and team made all the difference. I don’t know how it happened – luck perhaps, or maybe manifesting after years of not being where I wanted, finally not putting up with it anymore, and then finding the right place – but it happened. I landed in a work setting that I actually really enjoyed and , for the first time truly, I enjoyed working as an SLP. Part of this was absolutely the setting itself – a very positive, uplifting, welcoming place – but also that I showed up as I was, comfortable in my abilities and lack of skills, and was there to do what I could. I started with the summer to see if I liked it – a bit of a test. There was no pressure. If I didn’t like it, it was only for a few weeks and then I would know for sure I was not goin in this direction. But if I did like it, I could offer to stay on. And I loved it. And then I realized as the year went on, that I enjoyed it even more than I had over that summer. 

Part of what was so great was being allowed to say “ I have no idea how to do this” or “that did not work like I thought” and not expect miracles from me, huge sweeping changes in skills for those I worked with, or that I would know everything It was ok for me to say “I’m not sure” and then to find out how to do it. 

Being honest, and being able to be honest, was what made the difference and grew connections, between adults I worked with but also with the student I worked with on my caseload. If I could say, “Um, that didn’t really work like I thought” or “Let’s try something and see how it goes” then they knew they didn’t have to be perfect, do it all right away, and could take the pressure off as well. It wasn’t an excuse to sit back and do nothing, but rather an invitation to show up as they were that day and use it in a realistic way to work on their skills. 

The Thing that made the BIGGEST difference as a School SLP: Connection.

Here are a few ways that helped me grow this connection:

Being honest about not knowing

As I mentioned in a previous episode, there was a LOT I did not know going in, and I felt it was super important to own that, not fake that I knew it, and ask questions to clarify, because that was the only way I was going to learn and know what to do with it. It wasn’t always easy to fess up to, but it ALWAYS helped with stress in the long-run, and helped me feel more connected and honest with the people I was around. 

Offering to help and mean it

There is a lot that we do and we don’t always have time for things other than straight SLP work. But when I could, I’d offer to help, or to let them know they could ask me if needed. Sometimes, it was being a sounding board for an upcoming meeting, or helping out at field day (my favorite day), or shifting my schedule so I could be in a class when they had a sub instead of my usual time. If I could, I would offer and mean it, because I considered myself part of the team and not just the SLP stopping in. 

Showing up to learn and grow

If I showed up to be just as I was, it wouldn’t have left me any room to grow and learn, and it wouldn’t have left me room to communicate, share, explore, and build that connection with my students or co-workers. Instead of showing up as “I know it all”, I showed up with “what can I learn from this” – sometimes a new skill in therapy, sometimes learning what I did NOT want to do, and sometimes learning that something would or wouldn’t work for me. 

Not expecting perfection or super-structure from my students

I kept things loosey-goosey some might think. It was not unusual for my students to get up in the middle of the session to change their type of seat, to stand up and walk around, or to go grab a sensory item. If you stopped by my room, someone was bound to be moving. I know it is not for everyone, but if a student needed it, I was ok with them getting up to move around, as long as it helped them participate and not distract from them or others learning. And I had a class motto where we talked about how, in speech, we make mistakes, we try again, and we are not trying to be perfect, just to keep learning. Having that foundation for some growth mindset was part of my room and building connection and rapport together. 

Cheering them on no matter what – everyone puts in what they can, not 100% expected each time

Adults have plenty of days where we do not feel 100% – and it is hard for us to acknowledge it, but even harder, at times, for us to understand and accept it in our students. In my room, I had a meditation-ish/calm area that students were allowed to sit in if they were feeling overwhelmed or needed to just step back for a bit. I few used it, and would come join in when they were able. I also made sure to cheer everyone on for their effort – not the percentage they got correct – and to thank them for coming to my class and participating. The more you are connected, the more you get out of the sessions, for you and the students. There is trust and comfort and that is so needed for learning. 

In any upcoming year or work, I will take with me some of these lessons and experiences to help me find connection, and know that, for me at least, it is such a driving force to keep stress from building, to feel connected to the work, and feel part of it. It is not always easy, but it is so worth it. 

When was a moment that you felt really connected to your work or a student/client/co-worker? Share in the comments or on IG @jessiandricks.

Want more resources to help you as you move into a new year (or if you are still in it)? Subscribe below for FREE resources in the SLP Toolbox, including meditations audio, movement videos, and self-care tips and templates. 

And, if you want to gain a skill in bringing mindfulness to your class or speech room for the upcoming year, make sure to sign up for the waitlist and be the first to know when my new course on Mindfulness in your SLP Room opens, plus snag an exclusive discount on enrollment. Click here, enter your email, and confirm your sign up for all the details!

With Love and Light, 

Jessi

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26Jul

What I learned from my first full year as a school-based SLP

Posted by: Jessi Andricks Categories: Podcast Stress Management
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first full year as a school slp

Well, as of this writing, I am officially done with my first full year as a school SLP. I’ve been at this, off and on, for over a decade, but somehow, this is the first year that I consider a real, true year in the schools. Yes, I have worked in the schools, but for two half years (one end and one start). Yes, I worked a full school year or two in teletherapy, but it wasn’t quite the same as going into the building and knowing my groups and doing the traditional set up of school-based theory (in some ways it was easier and in some ways it was so much harder). And yes, I worked part-time this year, but it was 3 days, sometimes 4 or 5, and I never felt like a “contractor” or “part-timer”, I just felt like part of the school.

And with this being my first full year, the one where I really felt I was connected and “in” it – sometimes a pile of paperwork, a shit-storm of evals, or just loving every moment – there are so any thoughts and tidbits and things I want to share with you. Things that worked, things I learned, things that I will try differently, things I want to do more of, things I want to keep doing, what I loved, what I could do without, and why I enjoyed it so, so much this time around. 

So in the next few posts and episodes, this is exactly what I’ll be doing, sharing all about my first full year as a school SLP, specifically my experience as someone who really and truly loathed being a school based SLP a decade ago and absolutely love it now (I cried on the last day of school… a lot). No secret tricks or magic “just do this”, because that is all bullshit, but instead my experiences, my thoughts, and what I would like to share with you if we sat down together for coffee (or tea, because caffeine has been kicking my butt lately!). Nothing for you to do or change, but maybe just something to help you feel not alone, to give you some hope, or to inspire you for the next school year.

There were so many things that I did that I wouldn’t necessarily call mistakes, but I would try to do them differently the next time around. As I sit here writing this, I have COVID, for the second time this half of the school year, and my plans to go in and finish filing and paperwork on the teacher workday are awash and I will be going in next week, if the buildings open. It will make it a true full YEAR, since I started working last summer doing comp services, and will be finishing up the year in the same week, a year later. 

Paperwork, not knowing where the records room was until the last three days of school (eek!), scheduling and not checking the cancels, waiting until progress report week to start progress reports – there are a lot of things that I would do differently. They aren’t mistakes – just part of seeing how it worked and making some notes to shift it the next year. 

I found myself sitting one day, ready for a meeting, waiting on the LEA to sign in. I waited, chatted with the teacher, chatted with the parents (thankfully we were virtual), and then realized the LEA had marked they weren’t able to attend and I had overlooked the email that was sent out. Ouch. It was a little embarrassing and not a great first (second?) impression to be making with the parents. So what could I do? I had to just fess up, apologize for them stepping away from their day to sign in, and make a plan with them for when we would meet the following week. I sucked it up (my embarrassment), made a plan, and confirmed with all the team members that we would be able to meet on the next date scheduled. It was not perfect, was utterly un-smooth of me, and, for a moment, made me feel like an idiot. 

But then I realized, we all make small mistakes, we are human, and we don’t have to be perfect. Nothing happened. No big bad fairy came down and deemed me unworthy of being an SLP. No one scolded me for messing it all up. Honestly, it  wasn’t just no big deal, it was not even a blip. Rescheduled, got it done, thanked everyone, and moved on. 

There were a TON of little things like this that probably happened throughout the year – not knowing to file something, forgetting to send something home, not knowing that I needed to hold an ENTIRE PART OF A MEETING and then needing to go back and do it all again. It happens. 

It helped that the district SLP’s motto for us all was “Don’t look back and try to fix it. Once you learn something, use it going forward”. No need to dwell on the past, just do it from now on. 

What I learned as in my first full year as a School-Based SLP

Here are a few times I majorly goofed, but really it was just a learning lesson:

Forgot to hold an entire part of a meeting and had to go back and hold it again

In my first Speech-only IEP meeting, I unknowingly skipped an entire part. I had to do a three year re-eval. I gathered all the previous info and present levels. I held the re-eval part of the meeting where we determined we would continue with therapy. I held the annual IEP meeting and updated it. And then it wouldn’t clear from my system or show it was completed. So I looked through a few things and realized I forgot the important part – where we do the actual checkboxes and submit that, yes, they are still eligible. Facepalm for sure. So I called my supervisor, a bit embarrassed, and she reassured me, letting me know that even people who have been working for years make mistakes and goof up. She said to just own it, hold that part, and move forward. So I did and I didn’t miss that part again for the rest of the year. 

Didn’t realize not all team members had confirmed until we were in the meeting with the parents and had to reschedule. 

Oof. Later in the year, I thought everyone had confirmed, or at least not declined, an IEP meeting. 5 minutes into, still waiting for the last member, I realized they had declined and I missed the email. So once I found myself mucking up an IEP meeting. I apologized, we rescheduled, and I made sure everyone confirmed and was onboard the next time we held the meeting and all was well. 

Had no idea about folders until the end of the year.

You can’t know what you don’t even know you should know – or something like that 😉 I didn’t realize until well into the 4th quarter that we were supposed to file everything in two separate places. So, I had two choices – being super embarrassed and awkward about it, and feel bad for myself, OR, own it, laugh about it (while being awkward for sure), and get it done. Next year, I know I won’t have to wait until the end to file AND I’ll know exactly where to go each time. 

Probably another thousand things that I will continue to learn about as the years go on, no matter what job or where I am. For one, things are constantly updating and changing, so everyone is learning. But also, it’s a lot to learn. If you expect yourself to be perfect, or your leaders expect it, then you will never live up to it and always feel you are not enough. 

Why even bother sharing these muck-ups? Because I know I am not the only one, and I know that in the past I would have criticized, internalized, and felt like a complete ass about them. And you might be feeling that way, too. Graduate school and clinicals like to push this you – be perfect, no mistakes, be the best and by best we mean idealistic. You don’t have to be that way, and you will still be a damn good SLP.

Instead of looking at these as mistakes and places I failed, I look at them as things I learned and grew through. They are all the things I learned in my first full year as a school based SLP. They are new skills, new tools, and new insights that I can use and don’t have to struggle with going forward. 

What is a place you faltered in and learned from this year? I’d love to hear! Share in the comments or send me a message on IG @jessiandricks

Want more resources to help you as you move into a new year (or if you are still in it)? Subscribe below for FREE resources in the SLP Toolbox, including meditations audio, movement videos, and self-care tips and templates. 

And, if you want to gain a skill in bringing mindfulness to your class or speechroom for the upcoming year, make sure to sign up for the waitlist and be the first to know when my new course on Mindfulness in your SLP Room opens, plus snag an exclusive discount on enrollment. Click here, enter your email, and confirm your sign up for all the details!

With Love and Light, 

Jessi

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20Jul

3 Ways to Stop Procrastinating and Get Things Done

Posted by: Jessi Andricks Categories: Burn Out Stress Management
Comments Off on 3 Ways to Stop Procrastinating and Get Things Done

stop procrastinating

Ugh, it has been awhile. The end of the school year, that last quarter, really snuck up on me and was 1000x busier than I ever imagined it would be. Nothing bad or unreasonable, just a LOT Of things to balance in life between being a parent to two young kids with lots of stuff going on in their schools, my own work to wrap up for the year, and all the joyful, celebratory events that come along with it. And COVID – twice. 

It has been a lot.

My intention was to start back with a wrap up post and insights into my first year back in the SLP world – and I totally will do that. But what is more realistic, and what I wanted to share in case it helps you along the way, is about procrastination.

You see, I have been procrastinating on a few things (some of which are announcements that I have in the newsletter, and you can subscribe to stay updated on). They are things that maybe carry some emotions with them, or that are not completely cut and dry, or that require some uncertainty and learning. And so, instead of tackling them, I push them aside, find other things that need to be done, and let those sit there. Only they don’t just sit there, they sit there and grow and fester until I can’t take the stress of them and THEN I tackle them.

Sounds familiar?

This is procrastination in a nutshell. And it can seem like a super productive way to do things, especially if you have been using this as a tool since way back in 8th grade when you have to start writing 5 paragraph essays and book reports. The more pressure, the more “in the zone” you’ll be. And, while this can be true, it can also carry with it a lot of mental load in the preceding moments and days before you jump in. Usually, this kind is linked to some kind of avoidance – at least in my experience. 

So, since stress is the thing you are here to reduce, here are a few things that I find help me when I notice I am procrastinating in order to avoid things. 

3 Ways to Stop Procrastinating

Get up and move:

It seems counterproductive to continue to NOT do the thing, but getting up and moving can help you to get out of your head and into your body. This helps to take some of the mental load off, which alleviate some stress and turns down the stress response When you do this, your brain is able to process and “think” again, which can sometimes help you find the solution, clarity, or great idea you were stuck without when you were sitting and stressing. 

Try going for a walk outside, doing some yoga, or heading to the gym for a class or some freestyle workout.

Start with a brain dump:

Honestly, this is kind of an example of a brain dump. A brain dump is when you start writing, maybe about the issue or just starting with “I am so stuck and don;t know where to start with the thing I’m stuck on” and you just keep writing. Often, it is the initial starting point that can trip you up – like when you want to workout and find 100 excuses why it won;t work but then once you start, you could keep on going longer than planned. The act of writing can help you to get going and then start brainstorming, writing, creating, ro whatever it is you need to do, by getting through that first step. It might not be exactly what you planned, but it is a step forward. 

Aim for done, not perfect:

There is no guarantee that things will go as planned or be as epic as you imagined. And those ideas of perfection or getting everything settled first can stop you from ever getting started. Sometimes it is called analysis paralysis. Going through ALL the things that could happen, that you need first, and that must be done before you start, before you can actually begin at all. It keeps you in procrastination mode, and stops you from getting started or reaching those epic ideations and goals. The thing is – most likely, things won’t live up to the epic dreams you have of it in your mind. They might be a lot simpler or less in reality, or they might be something even more amazing. So get started, and aim for letting it flow and be done, rather than getting it perfect. And remember – no one will ever know if it isn’t exactly what you envisioned, and it will seem perfectly wonderful to them.

If you, like me, are a lifetime procrastinator (from generations of procrastinators), try one of two of these to help you get into the mode of starting, and stop procrastinating, so that you can move forward and let the stress go a bit. 

Which one are you going to try? Share in the comments or send me a DM on instagram @jessiandricks

Want more resources to help you manage stress, reduce the risk of burnout and find more balance in your life? Subscribe below for access to the resources and the weekly newsletter straight to your inbox (no spam, I promise!).


With Love and light,

Jessi Andricks

PS – Get PDH for $15!! All 1 hour workshops are on sale now through August 1st – and then they’ll be gone!! Grab them now and earn your PDH here.

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14Mar

Are you checking out on your SLP stress?

Posted by: Jessi Andricks Categories: Podcast Stress Management
Comments Off on Are you checking out on your SLP stress?

checking out

There is a big truth about most adults and most SLP programs – they are not taught stress management.

I have spent more time than I would like to admit scrolling, mindlessly, through social media, wasting hours of my evening, or watching shows without really watching them, just so I wouldn’t have to do anything else. Because I was stressed and that’s what I thought might help. 

As an adult, and as an SLP, you get to make decisions, help others to thrive, and have a handy-dandy Masters Degree. It seems like you should be able to do something as simple as figure out how to not feel so stressed all the time, and that is why it is so infuriating and so stressful.

Because it is really hard, and the skills may not be there. And it is not our default- most of us are not taught what to do about stress. 

Honestly, most of us are taught “It gets better when you graduate and are in the field doing it your own way”, only to find out that the stress just shifts, if not increases.

Without a lot of tools or knowledge about what to do about stress, besides “suck it up buttercup”, it can be easy to lean into the first, simplest thing  – checking out each night after work. 

Stress usually comes with a side of mental exhaustion. If not at first, then as it builds overtime. This mental exhaustion can make it feel like there is nothing better than to sit on the couch, saddle up with your favorite wine or Diet Dr Pepper, grab a bag of snacks, and binge watch your way through your favorite Netflix show. Sometimes, late at night after you get the kids to bed and straighten the house and REALLY dive into the exhaustion. 

It seems like a good fix – check out for a bit, not think about stress, and then feel less stressed.

But does it work?

Once in a while, if you do this, you might be thinking “yes! I feel so much better after an occasional couch night”. But if this is routine, you might be noting that the stress is still there and possibly growing. 

This is what can happen when you check-out vs check-in. So how can you tell which you are doing?

Checking Out = Avoidance

When you’re checking out, you are doing things that help you to completely avoid the stress you are feeling and facing. It is an avoidant habit and it is usually used because you are so mentally exhausted and drained, that the idea of doing one more thing is too much. It allows you to check out for a little bit – maybe bingeing a show or mindlessly scrolling social media – so that you are not engaging or thinking about the stress.

Once in a while, this is so needed and can help. It gives you that bit of reprieve, even for a few moments. It becomes an issue, and can add to stress, when it becomes your usual go-to. 

Checking out does not do anything to help the stress go away or manage it, it simply ignores it. This means that while you’re ignoring it, it continues to grow and build, so it can often be bigger and more stressful once you have to face it. 

Checking In = Awareness

When you’re checking in, you are consciously doing an activity that helps you to reflect, check in on yourself, and meet your needs in that moment, even when it is really difficult to do and acknowledge. It is an activity that brings awareness to the stress you are feeling, and then does something to help you move through it or shift out of it. This could be a journaling activity, shaking or moving your body, or finding some quiet or meditation to help decompress.

It is not always easy to do, but it is what helps you to reduce the stress response in your brain and rewire it to not get fired up as much when new stressors arrive. It also helps your brain to shift out of being focused on all the potential stressors that you might find. 

Checking in faces the stress, because it is already there, and brings some awareness to it. From there, you are able to see what you need in that moment to work through it a little better. It is not about finding a solution, but about shifting your brain and body out of stress mode.

I promise, I am not saying throw away your TV and delete all social media. Heck no, I love both of those things and spend way more time on them than I should. But, when you notice they are your go-to, just take note. You are probably overwhelmed by something or there is some stress building, and bring some awareness to it. That’s always the first step. And then maybe continue scrolling for tonight, but then tomorrow take some time to do something for yourself that helps work through the stress a little – even 5 minutes can make a difference,

Then jump into your favorite spot on the couch, hit play, and enjoy your shows – connected and not checked out. 

What do you end up doing – checking in or checking out? Share in the comments below!

Want more resources to help you take 5 minutes to check in? Sign up below by entering your email address and get access to the FREE resource library – The Resilient SLP Toolbox – where you’ll find all kinds of tools to help you start reducing and managing your stress today. 

With Love and Light, 

Jessi  

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