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					           Wellness and
            Self Care
               Nancy Lever
    Center for School Mental Health
University of Maryland School of Medicine
 We would like to acknowledge the faculty, staff, and
 trainees who have contributed to this wellness training.
 It truly has been a collaborative effort.

 Nicole Evangelista, Jennifer Gibson, Amanda Sommers,
 Elizabeth Moore, Ellie Davis, & Sharon Stephan
 Center for School Mental Health
The instructor of this course wishes to point out the fact that
  she does not consider herself to be well.

In fact, she is sleep deprived, ate poorly, and hasn’t
   exercised for weeks.

Hopefully the trainer and each one of you will benefit from
  taking the time out of your busy lives to focus on
Is this you?

               Clip art licensed from the Clip Art Gallery on
Is this you?

               Clip art licensed from the Clip Art Gallery on
Is this you?
Goals of this Training
   The focus of this training is to help increase your
    awareness of taking care of yourself and
    learning to apply what you know about wellness
    to your own life.

   We will also discuss how to share these
    wellness strategies and resources with school
    staff, students, and families.
Style of the Training
    Interactive
    Educational
    Fun & Dynamic
    Inspirational &
    Collegial
What does it mean to you?
Wellness and You
 Have you attended any professional
  development sessions focused on your
  own wellness?
 How much has wellness been prioritized
  for clinicians?
 How much has it been prioritized for staff,
  parents and students at your school?
Definition of Wellness

 Wellness is an active process of
 becoming aware of and making
 choices toward a more successful
 existence. *

                   National Wellness Institute (2001)
Our Guide to Wellness
Empirical Basis of the Book &Tools
   Gallup global study of more than 150 countries,
    98% of world’s population
     Found disproportionate focus on physical health and
      income as sources of wellbeing

   The Wellbeing Finder was developed as a way
    to track daily experiences of the core elements
    that make life fulfilling
     Includesfive key domains (each with10 items) that
      were determined by extensive statistical testing

                                          Rath and Harter, 2010
Our Tool: WellBeing Finder 2.0
              Use the Wellbeing Finder to
                measure and improve your
               The WellBeing Finder,
                measures your wellbeing over
                time. Through the online
                program, you will receive a
                scorecard with your overall
                wellbeing score as well as
                your score in each of the five
                essential areas of wellbeing.
Using the WellBeing Finder
              Track your wellbeing over
                time, and compare your
                scores to demographic
               The WellBeing Finder will
                help you to identify areas that
                need more attention as well
                as areas of strength. You can
                also compare your scores
                with others' scores based on
                age, gender, income, and
                education levels.
Features of the WellBeing Finder
   The WellBeing Finder includes resources to create a
    customized action plan for improving your wellbeing.
       Choose from suggested action items or create your own.

   The Daily Tracker, a brief assessment about your
    daily experiences, shows you how things are going
    right now.
       This is a shorter subset of questions to be answered daily or
       You can trend your Daily Tracker score over time and compare it
        to various demographic groups.
       You can record specific events that occur during the day so that
        you can see how these moments influence your wellbeing and
        identify the people, places, and things that contribute to your
Wellness is Comprised of Several
 Career Wellbeing
 Social Wellbeing
 Financial Wellbeing
 Physical Wellbeing
 Community Wellbeing

                        Rath and Harter, 2010
    Career Wellbeing
 How you spend your time ?
 Do you enjoy how you occupy your time
 Enjoying both weekdays and weekends!
 Individuals with high Career Wellbeing are
  more than twice as likely to be successful
  in their lives.
 High Career Wellbeing decreases risk for
  depression and anxiety, and improves
  physical health                 Rath and Harter, 2010
Social Wellbeing
   Having strong relationships and
    love in your life
   Direct and frequent contact with people who have high
    Social Wellbeing significantly increases the likelihood
    that you’ll be happy
   Indirect contacts also increase your wellbeing
   Diet and exercise habits are similar to your friends
   Close relationships are good for our physical health
   A “best friend at work” is a predictor of workplace
   Both quality and quantity of friends are important
                                             Rath and Harter, 2010
    Financial Wellbeing
   Effectively managing your finances to create
    financial security
   Money is not important for our overall
    happiness, but those who live in wealthier
    countries are more likely to have higher
   To help increase your Financial Wellbeing,
    you should make sure your Career and Social
    Wellbeing are improving
   Spend money wisely
   Retail therapy: we spend the most money
    when we feel the worst
                                        Rath and Harter, 2010
  Physical Wellbeing
     Good health and energy
     We can change the expression of our genes
     Poor health is a financial burden
     Eat more healthy foods and less unhealthy foods
     Exercise Regularly
        Research shows 20 min of exercise improves our mood
         for several hours after we exercise!
        Exercise helps to decrease fatigue and improves mood
     Get plenty of sleep
        Improves our mood
        Accelerates our learning

Rath and Harter, 2010
            Community Wellbeing
                           Engagement with the community
                            where you live
                           Basic needs for community
                            wellbeing: safety of the
                            neighborhood, quality of water and
                            air, aesthetics
                           Living in a community that matches
                            your personality, family, interests, etc
                           Be involved in social groups
                           Provide help to others (time or
                            financial help)
Rath and Harter, 2010
                           Societal changes (e.g., smoking)
Wellbeing Across the US
Can you guess…
 The most well state?
     Hawaii, where 56.2% of people are   thriving
     Followed by Alaska and Maryland
   The most unwell state?
     West Virginia, where 43.2% of people are   thriving
     Followed by Arkansas and Rhode Island
   Where does South Carolina falls?
     #35  (out of 50, where Hawaii is #1)
     48% of people thriving, 47.5 struggling, and 4.5%
                                           Rath and Harter, 2010
Wellness Inventory (now be
honest) for this past week
   How was your eating (did you eat healthy)?
   How many hours of sleep did you average?
   How many days and for how long did you exercise?
   Did you do anything fun or relaxing?
   Did you learn anything new?
   Did you use any coping strategies?
   Did you procrastinate?
   How much did you socialize with others?
   Did you spend too much money?
   Did you help others in the community?
How Does this Apply to School
Mental Health Providers
 Why is it important for
  school mental health
  clinicians to have a
  focus on wellness?
 How is it related to
  quality improvement in
  school mental health?
Why Focus on Wellness?
Many Employees Struggle to Be Well
   According to the US Department of Health &
    Human Services, for every 100 employees in
    this country:
     27 have cardiovascular disease
     24 have high blood pressure
     50 or more have high cholesterol
     26 are overweight by 20% or more
     10 are heavy drinkers
     59 don’t get adequate exercise

            Prevention and wellness statistics (2009). Retrieved from
Work Can be Stressful!
 Money and work are the leading causes of
 ¾ Americans report work-related stress
                   American Psychological Association, 2007
The Impacts of Stress

   Stress is one of the main preventable causes of
    employee absences.
                                    Ipso-Reid employee wellness statistics study (2004).
      Retrieved from

   According to the National Institute for
    Occupational Safety and Health, stress-related
    disorders are fast becoming the most prevalent
    reason for worker disability, costing between
    $20-$30 billion annually due to worker
    Wellness in Schools Make a
   Programs that focus on
    nutrition, physical
    activity, and stress
     Increase  teacher morale
     Increase  ability to handle
      job stress
     Reduce absenteeism
     Result in higher levels of
      overall well-being
                       School employee wellness (2006). Retrieved from
Change is Possible
   In a 10 week health promotion program for
    employees of a school district that focused on
    exercise and physical fitness
     44% of teachers changed their overall lifestyle
     68% changed their diet
     26% who did not exercise began vigorous programs
     18% quit smoking

                      School employee wellness. (2006). Retrieved from
Stress and the School
Mental Health Clinician
  Got Stress?
The ABC’s of Stress Management
   Awareness
      Be attuned to one’s needs, limits, emotions,
      Be accepting of yourself and allow time for
   Balance
      Work, family, friends, play, and rest

   Connection
     To oneself, to others, and to your mission
Signs and Symptoms
 What are some early warning
  signs that the stress is becoming too
 What are your:
     thoughts
     physical   symptoms
     feelings
     behaviors
Stress Awareness Activity

Complete Signs and Symptoms Checklist*
Center for the Advancement of Mental Health Practices in Schools (2003)
Psychological & Social Stressors
 A stressor is anything that throws your body out
  of homeostatic balance.

 The stress response is the attempt to restore that

 Reaction to anything perceived to be threatening
  or harmful can be useful sometimes (energy rush
  to meet a deadline) and not others (constant
  rumination about someone else’s behaviors)
Impact of Stress
 Stress evokes emotional, psychological,
  and physiological responses.

 People manifest the effects of stress

 Effects may not appear immediately.
Stress Responses
You are penalized if you activate
your stress response too often.

  Tire more readily
  At risk for infection, illness & disease –
   diabetes, stress ulcers, colitis and other fun
  Appetite dysregulation
  Sexual inhibition (men)
  Sexual inhibition, lengthened cycles and
   amenorrhea (women)
Stress Affects Mental Health By...
   Exacerbating existing      Increasing emotional
    conditions                  volatility
   Increasing risk for        Inhibiting self
    subsequent mental           capacities
    health difficulty             Ability to manage
   Increasing risk for             feelings
    substance use/abuse           Inner connection
   Less likely to engage           to positive others
    in protective                 Sense of self-
    behaviors (exercise,            worth
    checkups, etc)
Stress Is Here To Stay
 Our goal is not to eliminate stress.

 Stress is a normal part of everyday life.

 Stress can be helpful and motivating and can
  encourage needed growth and change.

 Having a plan on how to manage stress
  before it becomes overwhelming can help.
Super Therapist!

          Clip art licensed from the Clip Art Gallery on
 What is stressful about
 being a school mental
    health clinician?
Roles of a School Mental
Health Clinician
   Therapist
   Mentor
   Child and parent advocate
   Case manager
   Consultant
   Resource facilitator
   Team member
   Paperwork specialist
   Crisis intervention specialist
   Goodwill ambassador
What Makes a Successful School
Mental Health Provider/Trainee?
 Flexibility
 Creativity
 Visibility
 Respect
 Accountability
 Cultural Sensitivity
 Energy
 A Team Player
 Good Clinical Skills
Job Stress

 CompleteIdentifying Your
  Symptoms of Job Stress
Thinking about Job Stress

 Did any of this surprise you?
 Is it the same throughout the year?
     When   better or worse? Patterns?
 How much is in your control?
 Thoughts on how to reduce job stress?
Sources of Job Stress
   Identifying the Sources of Your Job Stress
What Can You Do About Job
 Any surprises for you?
 What can be done to address this job
 Who can turn to for assistance?
 Do you think there is a pattern for school
  mental health clinicians?
Wellness and Self
Burnout and Renewal
Where do You Stand on Burnout

         Complete Burnout Test
  (Adapted from Freudenberger Burnout Scale)
Definition for Burnout
•   A multi-faceted phenomenon comprised of
    three features
      Emotional exhaustion (increased feelings of strain,
       tension, anxiety, and frustration. May include
       physical fatigue and insomnia)
      Depersonalization (feeling removed and
       disconnected from oneself and others)
      Reduced personal accomplishments (feeling that
       you are not achieving your goals as you have in
       the past. Feeling that you are not making and
       cannot make a difference) (Maslach)
•   A response to the chronic emotional strain of
    dealing with others in need (Bryne, 1999)
 Burnout in School Mental Health
What are the signs and symptoms of burnout
 that you have seen in yourself or when other
       clinicians have become burnt out?
Signs of Exhaustion and
   Emotional numbing, feeling “shut down”
   Loss of enjoyment of sexual activity
   No time or energy for yourself
   Feeling that you can’t discuss work with family or friends
   Finding that you talk about work all the time
   Sense of cynicism or pessimism
   Increased illness or fatigue, aches and pains
   Increased absenteeism, “sick days”
   Greater problems with boundaries, limit-setting
   Difficulty making decisions or making poor decisions
   Less interest in activities you usually enjoy
                                           Saakvitne et al, 2000
   Do you think that school mental health
    clinicians are more at risk for burnout than
    other mental health professionals?
Unique Job Strain in School Mental
   Physical environment
   Isolation
   Limited contact with coworkers
   Perceived inadequate recognition or
   Multiple demands and roles
   Turf issues/Confidentiality issues
   High responsibility for others
   Vicarious traumatization
   Relatively low financial gain
   Limited supplies and resources
Vicarious Traumatization
   The effect on you--
    over time and across
    clients--of clinical
    work with traumatized
A Recipe for Burnout

Low                         High

Questions to Ponder
   Can you really provide effective treatment
    if you are burned out?

   Can you really be effective as a therapist if
    you aren’t taking care of yourself?

Challenging work        support system =        Sense of
                        + good coping      accomplishment

 Insufficient support + poor coping = Burnout + Increased

Group Activity
 Congratulations! Due to your excellent
  achievements as clinicians you have all
  just been promoted to management.
 Using your knowledge of what it is like to
  be a school mental health clinician, what
  are some of the policies, support systems,
  and training that you can implement as a
  manager to help decrease the likelihood of
  burnout in your clinicians?
  What brought you
  into this work?

  Why did you choose
  this field in the first

  What has been your
  greatest moment as
  a clinician?

   Expectation and confidence that
    responses we make to life challenges will
    have a meaningful impact.
Addressing Burnout
 Burnout develops as a frame of mind in
  response to long term stressors on the job.
 Addressing it requires awareness, a
  willingness to change, a plan, and a
  support system.
 It is never to late to start again and make
A Recipe for Recovery and Growth
   Friends                  Support
   Family                   Get enough sleep
   Colleagues               Eat healthy
   Meaningful Work          Make the time to
   Feeling Valued            socialize
   Respect                  High self esteem
   Realistic Goals and      Regular exercise
Activity – Achieving Balance
   Create pie charts of the actual, ideal, and
    realistic use of your time (e.g., family,
    friends, volunteerism, spirituality, hobbies,
    exercise, health, sports, work, dining, rest,
    relaxation, sleep, reading, education and
    learning, arts and culture, etc.)
The Three C’s of Change
 Connect to your vision and mission
 Create conditions for new ways of
  thinking, working, and acting
 Channel energy to achieve goals and

                                T. Johnston (2004)
 What strategies do you use to help clients
 Would any of these strategies work for
What is Coping?
 Process of managing the discrepancy
  between the demands of the situation and
  the available resources
 Ongoing process of appraisal and
  reappraisal (not static)
 Can alter the problem, change the
  behavior, change the cognition, regulate
  the emotional response
What is your Coping Style?
   Confrontive
   Distancing
   Self-controlling
   Seeking social support
   Accepting responsibility
   Escape-avoidance
   Planful problem-solving
   Positive reappraisal

   Let’s find out which one’s you tend to use!
Evaluating Your Coping Style
 Does it help reduce the stress?
 Are your coping strategies healthy?
 How can you improve your coping?
 What other strategies could you use?
What is your vision of the
 perfect “wellness day?”
Coping Skills (Mintz)
   Support systems
   Using health care professionals
   Asking for help when you need it
   Problem solving
   Realistic Planning and Expectations
   Humor
   Exercise
   Self reward
   Internal locus of control
   Positive self talk
   Relaxation
   Guided imagery
   Breathing exercises
   Describe one coping skill that is working
    for you

   Identify one new strategy for coping that
    you can use over this school year
Stress and Humor
   Laughing Matters Video
Relaxation in the Office
 Stretching
 Deep breathing
 Take a walk
 Imagery
 Positive self talk and affirmations
 Take a healthy snack and water break
 Talk to a colleague
Let’s Relax!
Keeping Stress in Perspective
   Stress can lead us to stop doing the very things
    that relieve stress. Learn to recognize stress and
    take action.
   Determine what you can and cannot change.
    Accept what cannot be changed and work on
    what you can.
   Participate in activities and create interactions
    with others that bring you joy.
   Assess areas of life that need more attention:
     Old friends, faith and spirituality, clubs, reading,
      recreational activities, artistic endeavors, hobbies.
   Remember your pie chart.
Interpersonal Circles Activity
New Perspectives
   Do not remain locked in your way of viewing
    the world.
       Sometimes what’s needed is a fresh new
       Be willing to make changes

   Hold onto the essential, and let go of the
       “Don’t sweat the small stuff”
       What are you willing to let go of?
A Take Home Message on Reducing Stress
   Take time for yourself every day
   Focus on breathing when stressed
   Learn to say “no” and ask for what you need
   Don’t spend time with people who waste yours
   Cultivate a FUN social network
   Check your diet
   Exercise/Sports
   Sleep!
   Vacation!
   Have realistic expectations
   Be willing to give yourself a break
   Treat yourself as you would treat others
Time Management
How  can
we avoid
feeling like
this guy?
Symptoms of Poor Time
 Low productivity, low energy, poor
 Chronic vacillation between alternatives
 Difficulty setting and achieving goals
 Frequently feeling frustrated
 Impatience
 Constantly rushing
 Frequently late
                     Procrastination is the
                      #1 cause of problems
                      in time management
                     If you can avoid
                      procrastination, you
                      will be less stressed
                      and more effective
                      both at work and at

 Can you think of one thing
    that you have been
   procrastinating about?
 Why   do we do it?
Let’s Examine Why You
   Are you waiting to get motivated?
     Action   is the best motivator.

   Do you get frustrated when things do not
    come easily and just give up?
     Reframe  the problem into a challenge that
      you can strive to achieve.
Let’s Examine Why You
   Are you afraid of failing?
     Rather  than risk failing, sometimes it seems
      easier to do nothing at all.
   Are you a perfectionist?
     Ifyour expectations are too high, it can feel
      impossible to start.
Let’s Examine Why You
   Are you rewarding yourself?
     After you complete a task, do you tell yourself
      it wasn’t good enough, or do you celebrate
      your success?
   Maybe you just don’t want to do it?
     Maybe    you already made the decision not to
      do it, you just haven’t let yourself know that
Cost Benefit Analysis
   Advantages to        Disadvantages to
    starting today        starting today
    1. ____________       1. ____________
    2. ____________       2. ____________
    3. ____________       3. ____________
    4. ____________       4. ____________
    5. ____________       5. ____________
    6. ____________       6. ____________
Steps to Avoid Procrastination
   Step 1: Do a cost-benefit analysis
   Step 2: Make a plan to combat procrastination
   Step 3: Set realistic goals
   Step 4: Think positively!
   Step 5: Reward yourself/give yourself credit
   Step 6: Team with a Partner
Identify Priorities
                         Clarify your goals and
                         You will be more
                          productive and
                          efficient if you put
                          your highest priorities
                         You may want to
                          make separate lists
                          for work and private
Organizing Your Time
   Buy and use an organizer
   Post copies of your pie charts, and
    treatment/action plans
   Learn to say “no”
   Combine activities
     Iron or exercise while watching a favorite   TV show
     Bring activities to do during down time
   Make sure your organizer reflects all of your
    daily, short-term and long term goals
     If
       you have a goal to exercise, include that in your
      daily schedule and on your to do list
Organizing Your Time
   When you are doing something that is top
    priority, make sure you give it your full
     Multitasking  studies: People who multi-task
      experienced more stress, time pressure,
      frustration, mental workload, and effort. And
      they worked faster, but produced less than
      their single-focus counterparts!
   Reward yourself for using time wisely

Sweet Dreams for All
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

1.   Sleep is a time when your body and
     brain shut down for rest and
     relaxation. True or False?
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

1.   FALSE. Although it is a time when
     your body rests and restores its
     energy levels, sleep is an active
     state that affects both your physical
     and mental well-being. Insufficient
     restful sleep can result in mental
     and physical health problems and
     possibly premature death.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

2. If you regularly doze off
   unintentionally during the day, you
   may need more than just a good
   night’s sleep.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

2. TRUE. Many people doze off during
   the day despite getting enough
   sleep. This could be a sign of a
   sleep disorder. 40 million
   Americans suffer from sleep
   disorders, including sleep apnea,
   insomnia, narcolepsy, and restless
   leg syndrome.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

3. If you snore loudly and persistently at
   night and are sleepy during the day, you
   may have a sleep disorder.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

3. TRUE. These are symptoms of a serious
   sleep disorder, sleep apnea. Another
   symptom is long pauses in breathing
   during sleep, followed by gasping and
   choking. Sleep apnea can lead to
   hypertension, heart disease, heart
   attack, and stroke. However, it is
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

4. Opening the car window or turning up the
   radio will keep a drowsy driver awake.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

4. FALSE. This may arouse the driver
   briefly, but won’t keep the person alert
   behind the wheel. Even mild drowsiness
   can reduce concentration and reaction
   time. A sleep-deprived driver may nod of
   for a few seconds behind the wheel
   without even knowing it. Drowsy driving
   causes 56,000 reported accidents each
   year, claiming over 1,500 lives.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

5. Narcolepsy is a sleep disorder
  characterized by “sleep attacks.”
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

5. TRUE. People with narcolepsy fall
  asleep uncontrollably in all types of
  situations. Narcolepsy is characterized by
  these sleep attacks, as well as by daytime
  sleepiness, episodes of muscle weakness
  or paralysis, and disrupted nighttime
  sleep. There is no cure, but treatments
  are available.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

6. The primary cause of insomnia is worry.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

6. FALSE. Insomnia has many different
  causes, including physical and mental
  conditions and stress. Insomnia is the
  perception that you don’t get enough sleep
  because you can’t fall asleep or stay
  asleep. Because insomnia can become a
  chronic problem, it is important to get it
  diagnosed and treated if it persists for
  more than a month.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

7. One cause of not getting enough sleep is
  restless legs syndrome.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

7. TRUE. Restless legs syndrome (RLS) is
  a medical condition characterized by
  tingling sensations in the legs, sometimes
  arms, while sitting or lying still. This
  disrupts sleep because the person needs
  to stretch or move to relieve the
  symptoms. RLS is treatable.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

8. The body has a natural ability to adjust to
  different sleep schedules such as working
  different shifts or traveling through multiple
  time zones quickly.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

8. FALSE. Your biological clock programs
  each person to feel sleepy during the
  nighttime and to be active during the
  daytime. Doing otherwise has you fighting
  your biological clock. If you must sleep
  during the day, sleep in a dark, quiet
  bedroom and getting exposure to bright
  light can help improve alertness.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

9. People need less sleep as they grow
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

9. FALSE. As we get older, we don’t need
  less sleep, but we often get less sleep. As
  we age, we have more fragile sleep and
  are more easily disturbed by light, noise,
  and pain. Going to bed at the same time
  every night and getting up at the same
  time every morning, getting exposure to
  natural outdoor light during the day, and
  sleeping in a cool, dark, quiet place at
  night may help.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

10. More people doze off at the wheel of a
  car in the early morning or midafternoon
  than in the evening.
Test Your Sleep I.Q.
(Adapted from the National Institutes of Health)

10. TRUE. Our biological clock has two
  natural periods of sleepiness: the primary
  period is from midnight to 7 a.m., and a
  second time period is between 1 and 3 in
  the afternoon. This means we are at more
  risk of falling asleep at the wheel during
  these times than in the evening, especially
  if we haven’t been getting enough sleep.
Sleep Basics
   More than 50% of the adult population in the
    U.S. is sleep deprived.

   Seven to eight hours per day is the average
    amount of sleep a person needs.

   Sleep requirements vary from person to person.

   Sleep deprivation cannot be made up in one
    night. Sleep debt accumulates.
Sleep Recommendations
(adapted from Talk About Sleep, Inc, 2004;

 Have a regular routine
 Determine your needed amount of sleep
  and try to maintain daily.
 Establish a routine/ritual
 Avoid stress and worry when getting ready
  to go to sleep. Practice relaxation
Sleep Recommendations
 Avoid heavy meals late in the evening and
  reduce caffeine and nicotine use 4-6 hours
  before sleep.
 Avoid alcohol 4-6 hours before bedtime.
 Exercise regularly
 Avoid naps, especially after 3:00
 Use sleep aids conservatively
Current Daily Recommended
Food Intake for Females
 19-30     years old
     6 ounces of grains, rice and cereals. ( Half of intake should be
      whole grains)
     2 ½ cups of vegetables
     2 cups of fruit
     3 cups of milk, yogurt, cheese and other dairy.
     5 ½ ounces of meat, beans, nuts or seeds.
 31-50     years old
     6 ounces of grains, rice and cereals.( Half of intake should be whole
     2 ½ cups of vegetables
     1 ½ cups of fruit
     3 cups of milk, cheese, yogurt and other dairy.
     5 ounces of meat, beans, nuts or seeds.

Current Daily Recommended
Food Intake for Males
19-30 years old
   8 ounces of grains, rice and cereals. (Half of intake should be whole
   3 cups of vegetables
   2 cups of fruit
   3 cups of milk, yogurt, cheese and other dairy
   6 ½ ounces of meat, beans, nuts or seeds
31-50 years old
   7 ounces of grains, rice or cereals. ( Half of intake should be whole
   3 cups of vegetables
   2 cups of fruit
   3 cups of milk, yogurt, cheese and other dairy
   6 ounces of meat, beans, nuts or seeds
Breakfast: How Important is It?
   Increases alertness
   Improves concentration
   Stabilizes blood sugar
   Did you know that people
    who eat breakfast are less
    likely to overeat later in the day.
How Do You Measure Up?
   To what extent to you have the following:
     Junk food
     Sweets
     Soda
     Caffeine
     Alcohol
   Make ½ your grains whole grains to reduce risk
    for chronic diseases
     Whole   grain pasta and bread, brown rice
   Select fruits and veggies high in potassium to
    maintain healthy functioning of mind and body
     Sweet potatoes, white potatoes, white beans, kidney
      beans, tomatoes, greens, bananas, cantaloupe,
      honeydew melon
   Chose lean proteins to prevent weight gain
     Skinless   chicken, beef roasts and sirloins, and pork
   Cut back on salt and other forms of sodium to
    prevent high blood pressure
       The average American consumers 2-4 teaspoons a day, when
        they should have less than 1 teaspoon
   Eat more veggies to protect against cancer,
    reduce the risk of type 2 diabetes, and heart
       Vary the color of your veggies to vary the nutrients you get
   Cut back on sweets to avoid tooth decay and
    weight gain
       Have fruit for dessert, and chose a different reward than sweets
Side Effects of Good Nutrition
 More energy
 Better sleep
 Less disease
 Healthy weight
 Younger-looking skin
 Healthier looking hair and nails
 Improved cognitive functioning
  How Much Exercise Do We Need?
     According to the Centers for Disease Control, 37.7% of
      Americans do not exercise enough and 13.5% do not
      exercise at all, in 2007
     CDC recommends that adults need
        150 minutes a week of moderate-intensity aerobic
         activity (e.g., brisk walking) OR 75 minutes a week of
         vigorous-intensity aerobic activity (e.g., jogging,
           Can be broken down into 10 minute segments
        2 days of muscle-strengthening activities to
         strengthen all major muscle groups

Physical Activity Guidelines for Americans, 2008 by the Centers for Disease Control
Benefits of Exercise
 Reduces risk of diabetes
 Prevents weight gain
 Lowers body fat
 Reduces risk of heart disease
 Relieves stress
 Improves the ability to do daily activities in
  older adults
 Reduces Risk of Some Cancers
More Benefits of Exercise
   Strengthens muscles and bones
     Helps prevent osteoporosis because weight-
      bearing exercise strengthens bones
 Improves self image
 Increases energy
 Improves sleep
 Improves mood and wellbeing
 Boosts immune system
 Live longer!
Exercise Improves Work and
Personal Life
   A 2006 study of 200 people at three major
    corporations revealed that on days that
    employees exercised they evidenced a
    15% increases in:
     Mental performance
     Time management
     Quality of life

                              Ace Fitness Matters (Jan/Feb 200
If You Want to Start Exercising
   Set goals
     Decide what you want most to achieve: lower
      blood pressure, cardiovascular fitness, weight
      loss, muscle strength
     Determine a way to track your goals

   Talk to your doctor first
     Also consider working with a trainer or
      physical therapist to help you design a safe,
      effective program to meet you goals
     If You Want to Start Exercising
   Make fitness a priority
     If you have to get up earlier or take
      away time from favorite activities,
      your fitness plan will not last.
      Schedule it into your day and stick to
   Be realistic. Take small steps!
     For each year you have been
      sedentary, it takes 1-2 months to
      make up for what you lost in fitness
Suggestions on How to Start
   Walk up stairs instead of taking the elevator
   Do stretching exercises during your
   Park in the furthest space in a parking lot
   Get off the bus one stop earlier and walk
    the rest of the way
   Go for a walk during lunch
Suggestions on How to Start
   Walk to complete errands when
    you can
   Stretch in the morning when you
    wake up
   Investigate if there are any
    sports/clubs/activities in your area
    that you may enjoy (softball team,
    aerobics class, dancing, etc)
   Initiate an activity group at work or
    with friends/family
If You Already Exercise
   Check your goals
     Are  you exercising enough?
     Can you increase the number of days or length
      of time?
     Can you increase your difficulty level?
   Re-evaluate your regimen
     Are  you doing both aerobic and strengthening
     Vary activities to work different muscle groups
     Learn new skills
If You Already Exercise
   Keep up your interest
     Take  a new class or update your equipment
     Start training with a friend
     Work with a trainer to set new goals

   Keep up your motivation
     Track your health benefits with objective
     Reward yourself!!
Wellness - Some
additional points
Culture  and Personal
Spiritual Development
Intellectual Development
Definitions of Spirituality
   the state or quality of being dedicated to God, religion, or
    spiritual things or values, especially as contrasted with
    material or temporal ones.

   the path of awareness.

   relating to spirit or sacred matters.

   being connected to the essence of self, others and life.

   an experience of coming home to self and connecting to

   the experience or relationship with the empowering source of
    ultimate value
Consider the Following…
 What does spirituality mean to you?
 Are you actively engaging in
  rituals/activities to enhance your spiritual
 Are you able to incorporate your spirituality
  into your work?
Rituals and Activities to Enhance
Spiritual Development
 Meditation
 Prayer
 Attend meeting focused on spirituality
 Have discussions about spirituality with
 Attend religious services
 Yoga
 Reading spiritual related books and
 Others?
 What gets in the way of
 engaging in these activities?

 How can you minimize
 distractions/obstacles and
 focus on spiritual
Consider the Following…

 Doyou engage in activities that
 promote intellectual development?
    at work?
    outside of work?
   So much to learn, not
    enough time?

   Simplify – choose one
    or two areas on which
    to focus
Intellectual Development at Work
Improve Intellectual Development

   It feels good to stay “on top” of your field.
     Read   an article/book on a topic of interest in
      your field
     Consult with a colleague
     Take a class in your field
Intellectual Development
Outside of Work
   Expand your horizons – do not limit your
    intellectual development to work.
     How  do you promote intellectual development
      outside of work?
        Read
        Take a class outside of your field

        Stimulating conversations
Setting Personal Goals
 A stress-free life is not a realistic plan.
 The goal is to learn to deal with stress
  actively and efficiently. Make a plan!
 Know your tolerance for stress and your
  stress management style. Is it healthy?
 Understand wellness is a process and this
  is just the beginning……
Areas to Consider for Personal
Wellness Plan
   Career
   Social
   Physical
       Exercise
       Nutrition
       Sleep
   Community
   Financial
   Time Management
   Intellectual Development
   Spirtituality
   Complete your school year wellness plan
Activity- Support Network Plan
 How  can you increase the chances that you will
  actually follow through on your wellness plan?
 How do we keep the energy from this group alive
  during the school year and until we meet again in
  the springtime?
 How can the group monitor progress and support
  one another?
Why is important to help
teachers and other school
 staff increase wellness?
Workforce Issues
   15% of teachers leave after year 1
   30% of teachers leave within 3 years
   40-50% of teachers leave within 5 years
   93% of individuals entering college teaching
    certificate programs never receive a job or quit
    after a few years of employment.
   When compared over a four-year period, the
    teacher dropout rate is greater than the student
    dropout rate.

Haberman,   2005; Laird, DeBall, & Chapman, 2006; Smith & Ingersoll, 2003)
Wellness Trainer’s Manual for
School Personnel
   Introduction to Wellness Group
   Awareness and Goal Setting
   Understanding the Change Process
   Time Management
   Effective Communication Skills
   Coping and Cognitive Restructuring
   Relaxation Techniques
   Skill Review and Practice
   Celebration and Recognition
Setting Up a Wellness Group
   In the fall, discuss with your principal about planning
    the group to start in the late fall/early winter
   When will the group be?
   How long will the sessions be?
   Who will be in the group?
   How often will the group meet?
   Will there be a co-leader?
   Where will the group meet?
Wellness Plans: School Staff,
Students, and Families
 What can you realistically do for each of
  the groups during the school year?
 What resources/skills can you incorporate
  into your daily work with these groups?
 How can you have these wellness goals
  best fit with your work requirements?
Discussion: 18 Session Support
 90 minute sessions biweekly
 2 groups
 Goal:
     Advance  Personal Wellness
     Advance Staff, Student, and Caregiver
Wellness Support Resources
 Biweekly Wellness Support Meetings
 Wellbeing: The Five Essential Elements
 Online Wellbeing Finder
 Wellness Trainer’s Manual for School
 Current literature and practical wellness
  resources to be shared from Research
 Spring Refresher Meeting
Putting it Together
Boosting Career Wellbeing
 Use your strengths daily
 Find someone with similar goals who
  encourages your growth and spend more
  time with this individual
 Choose more social time with the people
  and teams you enjoy working with at your
  place of work
                               Rath and Harter, 2010
Boosting Social Wellbeing
 Spend 6 hours a day socializing with
  coworkers, family, and friends
 Strengthen mutual connections in your
  social network
 Combine social time with physical activity
Boosting Financial Wellbeing
   Spend money on experiences (e.g., vacation,
    fun activities)
     Purchasing   materials goods does not increase
   Spend money on others
     Spending    money on yourself does not increase
   Create default systems (e.g., automatic
    payments and savings plans) to decrease daily
    stress about money
     Avoid   credit cards, and invest money!
                                                Rath and Harter, 2010
Boosting Community Wellbeing
 Think about how you can contribute to
  your community that fits in with your own
  personal goals
 Communicate with people and join social
  groups or help with causes that are
  relevant to your interests
 Join a community group or event
Boosting Physical Wellbeing

 Exercise   20-30 minutes five times per
 Recommended 7-8 hours of
 Buy a lot of healthy, natural foods that
  are red, green, and blue colors
Wrap Up

   Questions and Answers

   Evaluation