Student Well Being Workbook: Learning to Thrive and Flourish

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Student

Student

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 W

ell B

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Learning to Thrive and Flourish

Learning to Thrive and Flourish

Author:

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Table of

Table of

Contents

Contents

3

3

Introduction

Introduction

4

4

Identifying Arousal Stage &

Identifying Arousal Stage &

Self-regulation Strategies

Self-regulation Strategies

Goal Oriented Success

Goal Oriented Success

9

9

Growth vs. Fixed Mindset

Growth vs. Fixed Mindset

13

13

Resilience

Resilience

1

1

5

5

Challenging Negative Self-talk

Challenging Negative Self-talk

& Negative Bias

& Negative Bias

1

1

References

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Introduction

Introduction

Most would agree, that health is Most would agree, that health is im-portant. When you have good physical portant. When you have good physical health, there is more that you can do. health, there is more that you can do. This is the same for mental health. But This is the same for mental health. But just like with physical health, a lack of just like with physical health, a lack of illness does not mean good health: illness does not mean good health:

• A lack of pain or disease does not • A lack of pain or disease does not necessarily equate to being physically necessarily equate to being physically healthy;

healthy;

• A lack of mental illness does not • A lack of mental illness does not mean one is mentally healthy;

mean one is mentally healthy;

• A lack of maladaptive behavior • A lack of maladaptive behavior does not mean one possesses resilience. does not mean one possesses resilience. When one is mentally healthy it is When one is mentally healthy it is often said that this person is “thriving,” often said that this person is “thriving,” “flourishing” or experiencing “flourishing” or experiencing “subjec-tive

tive well-being.” well-being.” When When we we are mare mental- ental-ly healthy

ly healthy, we will , we will perform and achieveperform and achieve what is important to us (work, what is important to us (work, relation-ships, and health) more likely

ships, and health) more likely than whenthan when we are not flourishing.

we are not flourishing.11 Research Research showsshows us that when students experience high us that when students experience high subjective well-being this contributes to subjective well-being this contributes to academic

academic success. success. They They experience:experience: • Less worry

• Less worry

• Decreased cortisol • Decreased cortisol

• More commitment to learning • More commitment to learning (growth mindset and curiosity)

(growth mindset and curiosity)

• Increased GPA and general • Increased GPA and general per-formance.

formance.

Therefore, it is safe to assume that Therefore, it is safe to assume that psychologi

psychological well-being cal well-being and flourishingand flourishing is proven to be predictive of

is proven to be predictive of student suc-student suc-cess.

cess.

When we do not give attention to When we do not give attention to maintaining positive mental health, maintaining positive mental health, re-search shows us that 50% of people are search shows us that 50% of people are at greater risk of languishing, which in at greater risk of languishing, which in turn impacts performance, and we are turn impacts performance, and we are more likely to experience mental illness. more likely to experience mental illness. Languishing is linked to procrastination, Languishing is linked to procrastination, poor academic performance, fixed poor academic performance, fixed mind-set and low personal growth initiatives. set and low personal growth initiatives.22

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1 Keyes, Keyes, 2002; 2002; Seligman, Seligman, 20112011 2

2 Keyes, Keyes, 20022002

W

Well-being or being ell-being or being able to thrive able to thrive oror flourish as

flourish as a student a student is a skill. is a skill. Just likeJust like learning to play a musical instrument, it learning to play a musical instrument, it takes practice and a bit of hard work. takes practice and a bit of hard work. It’s something you can train for and get It’s something you can train for and get better at over time.

better at over time.

The following exercises and reflections will The following exercises and reflections will give you an opportunity to become more give you an opportunity to become more self-aware of what helps you to thrive

aware of what helps you to thrive or flourishor flourish and facilitate the growth of your own and facilitate the growth of your own posi-tive mental health. By being acposi-tive in tive mental health. By being active in gener-ating positive mental health you will increase ating positive mental health you will increase  your w

 your well-beiell-being whng which wich will ill impact impact not onnot onlyly  your

 your capaccapacity ity to to perperform form as as a a studenstudent t butbut also general happiness in life.

also general happiness in life.

Read through the following sections and Read through the following sections and reflect on the related questions and record reflect on the related questions and record  yo

 your ur ananswswerers. s. ThThesese e ququesestitionons s arare e ononlyly guidelines for you to reflect and become guidelines for you to reflect and become more self-aware. Any other type of more self-aware. Any other type of reflec-tion or thoughts in relareflec-tion to the secreflec-tion is tion or thoughts in relation to the section is welcomed as well.

welcomed as well.

Use these exercises to reflect on your own Use these exercises to reflect on your own or feel free to discuss/work with a fellow or feel free to discuss/work with a fellow student, friend or

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Identifying Arousal Stage &

Identifying Arousal Stage &

Self-Regula

Self-Regula

tion S

tion S

trategies

trategies

Read:

Read: https://www.psychologytoday.com/ https://www.psychologytoday.com/  ca/blog/self-reg/201608/caught-in-stress-cycle  ca/blog/self-reg/201608/caught-in-stress-cycle 

Stress is not good or bad – it is a Stress is not good or bad – it is a part of

part of being human. being human. Stress is Stress is necessarynecessary for us to perform, even at the smallest of for us to perform, even at the smallest of tasks (i.e.: an alarm clock is a stressor tasks (i.e.: an alarm clock is a stressor that facilitates the performance of that facilitates the performance of wak-ing up and

ing up and getting out getting out of bed). of bed). ChronicChronic stress or becoming “over-stressed” is stress or becoming “over-stressed” is what is problematic as this

what is problematic as this impacts howimpacts how our brain operates which could affect our brain operates which could affect how we perform in a given situation. how we perform in a given situation.

Situations, experiences and Situations, experiences and percep-tions that contribute to our

tions that contribute to our stress levelsstress levels aren’t

aren’t always obalways obvious. vious. Many sMany stressors,tressors, like worrying about a significant school like worrying about a significant school project, for example, appears obvious project, for example, appears obvious how it contributes to our stress levels. how it contributes to our stress levels. However, there are many seemingly However, there are many seemingly

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1 ShankeShankerr, , 20122012

small or

small or hidden stressorshidden stressors that also add that also add to our

to our stress levelsstress levels. . For example, For example, back- back-ground noises, feeling inadequate in a ground noises, feeling inadequate in a situation, a busy workspace, a delay on situation, a busy workspace, a delay on the subway

the subway, etc, can all , etc, can all add to our levelsadd to our levels of stress.

of stress.

Our stress levels will impact our level Our stress levels will impact our level of

ofarousal arousal  – that is, the general physical – that is, the general physical and psychological activity in our bodies. and psychological activity in our bodies. Arousal increases muscle tension, effects Arousal increases muscle tension, effects digestion and other general physical digestion and other general physical states, and impacts various states, and impacts various neurotrans-mitters in

mitters in our brains. our brains. This is This is often whyoften why we get headaches or stiff muscles during we get headaches or stiff muscles during times of increased stress levels.

times of increased stress levels. “Learning brain” 

“Learning brain”  vs. vs.“Survival brain” “Survival brain” 11 : Just the right level of arousal can help : Just the right level of arousal can help us to perform at optimal or peak

us to perform at optimal or peak perfor- perfor-mance.

mance. In this In this state state we arewe are calmcalm,, alert alert 

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and focused focused . . This This state is state is optimal foroptimal for learning and often allows us to focus at learning and often allows us to focus at our best.

our best. WWe are often most e are often most productiveproductive and learn most efficiently in this state. and learn most efficiently in this state.

When arousal levels are too high our When arousal levels are too high our brain reacts by shutting down various brain reacts by shutting down various systems within our body and brain systems within our body and brain in or-in or-der to conserve energy to deal with the der to conserve energy to deal with the stress levels.

stress levels. In essence, In essence, our brain goour brain goeses into “survival mode” and learning into “survival mode” and learning be-comes

comes much much more difficult. more difficult. Additionally,Additionally, overall general performance typically overall general performance typically decreases.

decreases. Symptoms Symptoms of this of this can ocan oftenften include increased sweating,

include increased sweating, headaches,headaches, muscle tension, inability to

muscle tension, inability to concentratconcentratee

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2 ShankeShankerr, , 20162016

and difficulties with sleeping. and difficulties with sleeping.

Self-regulation

Self-regulation refers to the manner refers to the manner in which an individual deals with stress, in which an individual deals with stress, in all its many forms, and then recovers in all its many forms, and then recovers from the energy expended.

from the energy expended.22  Ultimately  Ultimately the goal of self-regulation is to recognize the goal of self-regulation is to recognize and reduce problematic levels of stress in and reduce problematic levels of stress in order to achieve levels of calmness that order to achieve levels of calmness that allows a person to function at a more allows a person to function at a more op-timal level.

timal level. Self-regulation is Self-regulation is not not aboutabout self-control, being strong or weak in self-control, being strong or weak in situ-ations.

ations. Rather, Rather, it is it is about addressing theabout addressing the over-stretched nervous system which is over-stretched nervous system which is facilitated by chronic or

facilitated by chronic or too much stress.too much stress.

Refection

Refection

a. Recall a time in your life when maybe your stress levels were higher than usual. a. Recall a time in your life when maybe your stress levels were higher than usual. How did that impact you?

How did that impact you?

b. How might you realistically be

b. How might you realistically be able to change your environment or able to change your environment or circumstanc- circumstanc-es so that you reduce strcircumstanc-ess levels?

es so that you reduce stress levels?

c. Review “In the Moment Ways to Lighten the Stress Load” at

c. Review “In the Moment Ways to Lighten the Stress Load” at https://self-reg.ca/https://self-reg.ca/ wp-content/uploads/2017/08/1_2_

wp-content/uploads/2017/08/1_2_Example-In-the-MomentExample-In-the-Moment-W-Ways-to-Lighten-the- ays-to-Lighten-the-Stress-Load-V2.pdf 

Stress-Load-V2.pdf ..

Then identify ways that yo

Then identify ways that you can plan to u can plan to help lighten your stress load as help lighten your stress load as youyou continue as a student in your program (feel free to use this worksheet:

continue as a student in your program (feel free to use this worksheet: https://self- https://self-reg.ca/wp-content/uploads/2017/08/s_

reg.ca/wp-content/uploads/2017/08/s_3_6_In-the-Moment-W3_6_In-the-Moment-Ways-to-Lighten-the- ays-to-Lighten-the-Stress-Load-DIY-V2.pdf 

Stress-Load-DIY-V2.pdf ).).

Identifying Arousal Stage & Self-Regulation Strategies Identifying Arousal Stage & Self-Regulation Strategies

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d. Also review “Example W“Example Ways to Restore Energy” ays to Restore Energy” atathttps://self-reg.ca/wp-con- https://self-reg.ca/wp-con-tent/uploads/2017/08/1_3_Exa

tent/uploads/2017/08/1_3_Example-Wmple-Ways-to-Restore-Energyays-to-Restore-Energy-V3.pdf -V3.pdf ..

Then identify what you can be doing to restore your energy levels (feel free to use Then identify what you can be doing to restore your energy levels (feel free to use this worksheet:

this worksheet: https://self-reg.ca/wp-contenthttps://self-reg.ca/wp-content/uploads/2017/08/s_3_7_W/uploads/2017/08/s_3_7_Ways-to- ays-to-Restore-Energy-DIY-V2.pdf 

Restore-Energy-DIY-V2.pdf ).).

e. Other thoughts and/or reflections: e. Other thoughts and/or reflections:

Identifying Arousal Stage & Self-Regulation Strategies: Reflection Identifying Arousal Stage & Self-Regulation Strategies: Reflection

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Goal Oriented Success

Goal Oriented Success

Research shows us that a clear Research shows us that a clear con-tributor to happiness and success is tributor to happiness and success is working toward your goals

working toward your goals..11 When When wewe strive for something that is personally strive for something that is personally sig-nificant to us and see the steps that will nificant to us and see the steps that will take us there we often benefit from; take us there we often benefit from;

• Greater feelings of purpose and • Greater feelings of purpose and control,

control,

• Increased self-esteem and • Increased self-esteem and confi-dence and decreased levels of worry dence and decreased levels of worry and anxiety,

and anxiety,

• Better prioritizing skills, • Better prioritizing skills,

• Increased ability to cope with • Increased ability to cope with chal-lenges along the way (resilience), and lenges along the way (resilience), and

• Opportunities to engage with • Opportunities to engage with oth-ers.

ers.

Passion and perseverance (“grit”) Passion and perseverance (“grit”) for what we are doing helps us to stay for what we are doing helps us to stay focused.

focused. However, However, the more the more our goalsour goals are clear and organized, the easier it are clear and organized, the easier it is to persevere through what needs to is to persevere through what needs to

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be done.

be done. Breaking down Breaking down our goals our goals intointo sub-goals and prioritizing what needs to sub-goals and prioritizing what needs to be done helps us to be organized be done helps us to be organized espe-cially when we are overwhelmed with cially when we are overwhelmed with other things in life.

other things in life.

In addition, we need to have the In addition, we need to have the en-ergy to work

ergy to work on our goon our goals. als. If our goalsIf our goals are a priority in our lives, then so should are a priority in our lives, then so should be taking care of ourselves so that we be taking care of ourselves so that we can have the energy to carry out our can have the energy to carry out our goals.

goals. When goWhen goals are als are unrealistic unrealistic oror if we do not have the personal energy if we do not have the personal energy to focus on what needs to be done to to focus on what needs to be done to achieve our goals, this contributes to achieve our goals, this contributes to disappointment, decreases in confidence disappointment, decreases in confidence and increases negative self-talk.

and increases negative self-talk.

Read:

Read: https://hbr.org/2007/10/manage- https://hbr.org/2007/10/manage-  your-energy-not-your-time 

your-energy-not-your-time  Watch:

Watch: https://www.youtube.com/ https://www.youtube.com/  watch?v=gsinZ_xzzDo 

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Refection

Refection

a. Identify your general goals for being in this program. a. Identify your general goals for being in this program.

b. Break down these goals into clear s

b. Break down these goals into clear steps. teps. Include when, where and how yoInclude when, where and how youu will work on these steps.

will work on these steps. If the step is unclearIf the step is unclear, then it might need to be broken, then it might need to be broken down further.

down further. For example, if one goal is to ensure yoFor example, if one goal is to ensure you complete all readingsu complete all readings before class, identify how many hours you might

before class, identify how many hours you might need to complete this each weekneed to complete this each week and when in the week this will get done.

and when in the week this will get done. Steps important for me to complete my

Steps important for me to complete my goals include:goals include:

c. Imagine what it would be like if you

c. Imagine what it would be like if you achieved your goal(s). achieved your goal(s). What would thatWhat would that look like?

look like? How would this How would this impact other parts impact other parts of your life?of your life?

d. Self-care will ensure you have the energy to focus on the tasks related to your d. Self-care will ensure you have the energy to focus on the tasks related to your goals.

goals. List things that yoList things that you can be doing on a regular basis which u can be doing on a regular basis which would contributewould contribute to your self-care.

to your self-care.

e. Letting your friends and

e. Letting your friends and family members know about your goals and informingfamily members know about your goals and informing them of how you ma

them of how you may need their support can be beneficial. y need their support can be beneficial. Who can you shareWho can you share these goals with?

these goals with?

f. Use the “Simple Goal

f. Use the “Simple Goal Setting WSetting Worksheet” on the next page rorksheet” on the next page regularly to clarifyegularly to clarify  your goals and plan them o

 your goals and plan them out. ut. Use a new worksheet for each goal.Use a new worksheet for each goal. g. Other thoughts and/or reflections:

g. Other thoughts and/or reflections:

Goal Oriented Success Goal Oriented Success

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Simple Goal Setting Worksheet

Simple Goal Setting Worksheet

The basics of setting and completing

The basics of setting and completing your goals.your goals. Goal start date:

Goal start date:

Goal completion date: Goal completion date: My goal is:

My goal is:

Steps to reaching my goal: Steps to reaching my goal: 1. 1. 2. 2. 3. 3.

Two things that will help me reach my goal: Two things that will help me reach my goal: 1.

1. 2. 2.

I will know I have reached my goal because: I will know I have reached my goal because: Goal Oriented Success: Reflection

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Growth vs. Fixed Mindset

Growth vs. Fixed Mindset

According to Dweck

According to Dweck11, mindset is, mindset is the perception you have about the perception you have about your-self.

self. YYou might ou might believe you believe you are intelli-are intelli-gent, attractive, creative, a good team gent, attractive, creative, a good team member

member, good , good with relationships, etc.,with relationships, etc., or you might believe that you are not or you might believe that you are not these things.

these things.

Growth Mindset 

Growth Mindset  is the belief is the belief that abilities and qualities

that abilities and qualities aboutabout a person can change and be a person can change and be de-veloped.

veloped. If If there there are are challengeschallenges or failures related to an ability or or failures related to an ability or personal quality (i.e.: did not do personal quality (i.e.: did not do well in an assignment, regretted well in an assignment, regretted how one dealt with a personal how one dealt with a personal sit-uation, did not accomplish what uation, did not accomplish what one had hoped, etc.) a person one had hoped, etc.) a person with a growth mindset will use with a growth mindset will use these challenges or failures as these challenges or failures as opportunities to identify what can opportunities to identify what can be improved.

be improved. A person with a

A person with a Fixed MindsetFixed Mindset

will often rely on self-judgement will often rely on self-judgement and believe that they are and believe that they are incapa-ble of improvement and ble of improvement and develop-ment because of the belief that ment because of the belief that they were

they were born that born that wayway. . TheyThey will often say “I’m just not good at will often say “I’m just not good at this” and/or “I will never be good this” and/or “I will never be good at

at this.” this.” Challenges Challenges and and failuresfailures serve to identify how they might serve to identify how they might look bad in a situation and will look bad in a situation and will encourage a person to run away encourage a person to run away from challenges and failures. from challenges and failures.

Research shows that growth mindset Research shows that growth mindset leads to people taking on challenges, leads to people taking on challenges, working harder and persevering through working harder and persevering through adversity

adversity. . They will They will often turn often turn to othersto others for assistance more readily and be open for assistance more readily and be open to new

to new strategies for strategies for success. success. Better ac-Better ac-ademic performance occurs when one is ademic performance occurs when one is willing to make mistakes and use these willing to make mistakes and use these mistakes as a resource to understand mistakes as a resource to understand

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1 Dweck, Dweck, 20062006

better rather than using them as a way better rather than using them as a way to judge their

to judge their performance. To facilitateperformance. To facilitate growth mindset, one needs to change growth mindset, one needs to change how they look at effor

how they look at effort and difficulty.t and difficulty.

Figure ii -

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   i    i  s  s    h    h 11 of 17 11 of 17

Refection

Refection

Watch:

Watch:https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve  (10:21)

(10:21) Watch:

Watch:https://www.youtube.com/watch?v=75GFzikmRY0 https://www.youtube.com/watch?v=75GFzikmRY0  (8:25) (8:25) Watch:

Watch:https://wwwhttps://www.youtube.com.youtube.com/watch?v=XLeUvZvuv/watch?v=XLeUvZvuvAsAs (2:41) (2:41)

a. What were your thoughts or fee

a. What were your thoughts or feelings after watching the videos?lings after watching the videos?

b. What adversities are you experiencing in school or in your personal life that b. What adversities are you experiencing in school or in your personal life that can be challenged by

can be challenged by adopting a growth adopting a growth mindset. mindset. That is, what That is, what can you learncan you learn from these situations to help you move for

from these situations to help you move forward as opposed to assuming you can-ward as opposed to assuming you can-not do anything about the situation?

not do anything about the situation?

What would a growth mindset change for

What would a growth mindset change for you in this situation?you in this situation?

c. Write out a statement defining something you believe you cannot do

c. Write out a statement defining something you believe you cannot do (i.e.: “I am(i.e.: “I am not good at writing assignments.”).

not good at writing assignments.”). Now add the word “yet” to

Now add the word “yet” to the end of the sentence. the end of the sentence. How does this change youHow does this change yourr understanding of the

understanding of the statement?statement?

How might you use “the power of yet” in your work as an Early Childhood How might you use “the power of yet” in your work as an Early Childhood profes-sional?

sional?

d. Read “20 Guidelines for Developing a Growth Mindset” (to be provided and d. Read “20 Guidelines for Developing a Growth Mindset” (to be provided and put on BB).

put on BB). Choose one of the guidelines and reflecChoose one of the guidelines and reflect on how you might chat on how you might challengellenge  yourself to utilize this wisdom

 yourself to utilize this wisdom.. Growth vs. Fixed Mindset Growth vs. Fixed Mindset

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   i    i  s  s    h    h 12 of 17 12 of 17 e. Other thoughts and/or reflections:

e. Other thoughts and/or reflections:

Growth vs. Fixed Mindset: Reflection Growth vs. Fixed Mindset: Reflection

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   i    i  s  s    h    h 13 of 17 13 of 17

Resilience

Resilience

Resilient people generally are in Resilient people generally are in touch with their emotions and have a touch with their emotions and have a healthy way of relating to themselves. healthy way of relating to themselves. While we cannot change our While we cannot change our immedi-ate gut-level feelings to situations which ate gut-level feelings to situations which our mind and body produce, we can our mind and body produce, we can change how we respond to these change how we respond to these feel-ings.

ings. When When faced witfaced with adversh adversity ority or challenges it is helpful to “take a step challenges it is helpful to “take a step

back” to assess what is really going on. back” to assess what is really going on. Compassion and empathy to others and Compassion and empathy to others and to oneself often help to avoid judgement to oneself often help to avoid judgement and facilitate understanding of the and facilitate understanding of the situ-ation, and

ation, and that we that we are all are all human. human. ThisThis also contributes to our ability to also contributes to our ability to consid-er the situation more clearly, and then er the situation more clearly, and then come up with a constructive solution or come up with a constructive solution or response to the adversity or challenge. response to the adversity or challenge.

Refection

Refection

a. Think about a time when you performed well in spite of challenges or a. Think about a time when you performed well in spite of challenges or difficul-ties.

ties. What got yoWhat got you through the u through the challenges or difficulties?challenges or difficulties?

How can you apply these things to

How can you apply these things to the challenges related to being the challenges related to being a student?a student?

b. Why do you think that

b. Why do you think that there are some days when you can there are some days when you can get through challeng-get through challeng-es and other days thchalleng-ese s

es and other days these same challenges seem overwhelming? ame challenges seem overwhelming? What’What’s the differ-s the differ-ence?

ence?

What strategies can you apply to have more

What strategies can you apply to have more of the days when you are of the days when you are beingbeing resilient?

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   i    i  s  s    h    h 14 of 17 14 of 17 c. Have a look at the following picture/wordle:

c. Have a look at the following picture/wordle:

Research shows that the topics listed on this picture/wordle

Research shows that the topics listed on this picture/wordle are connected toare connected to Resilience.

Resilience. Pick one and identify Pick one and identify why you twhy you think it helps a pershink it helps a person to be resilient.on to be resilient.

e. Other thoughts and/or reflections: e. Other thoughts and/or reflections: Resilience: Reflection

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Challenging Negati

Challenging Negati

ve Self-T

ve Self-T

alk &

alk &

Negative Bias

Negative Bias

Negative self-talk is often an Negative self-talk is often an auto-matic response of the mind based on matic response of the mind based on beliefs people

beliefs people hold about hold about themselves. themselves. ItIt is this “Inner-Critic” that judges and is this “Inner-Critic” that judges and mon-itors weaknes

itors weaknesses and reinforcses and reinforces them. es them. ItIt is normal for most people to give more is normal for most people to give more attention to negative thoughts, events or attention to negative thoughts, events or perceptions

perceptions (negative (negative bias). bias). Often Often thisthis comes from experiences of when we comes from experiences of when we judge ourselves in a negative manner judge ourselves in a negative manner repeatedly and this becomes our basic repeatedly and this becomes our basic way of thinking (which contributes to way of thinking (which contributes to pessimism).

pessimism). Although Although negative negative self-talkself-talk is not always a bad thing as sometimes it is not always a bad thing as sometimes it helps to us stay safe in specific situations, helps to us stay safe in specific situations, chronic negative self-talk can lead to an chronic negative self-talk can lead to an unending cycle of negative thoughts, unending cycle of negative thoughts, de-pression and burnout.

pression and burnout.

Some examples of negative self-talk Some examples of negative self-talk that come from our inner-critic include: that come from our inner-critic include:

• “I’m not good enough.” • “I’m not good enough.” • “Why can’t I ever succeed?” • “Why can’t I ever succeed?” • “I’ll never make it.”

• “I’ll never make it.”

• “I wish I were a better person.” • “I wish I were a better person.” • “People don’t want to be around a • “People don’t want to be around a person like me.”

person like me.”

• “There must be something wrong • “There must be something wrong with me.”

with me.”

Sometimes it is important to Sometimes it is important to chal-lenge our n

lenge our negative self-talk. egative self-talk. This can This can bebe done by challenging or reframing our done by challenging or reframing our conclusions in relation to the situation conclusions in relation to the situation (i.e.: “Is it that I’m not good enough or is (i.e.: “Is it that I’m not good enough or is it that I need to get more experience?”). it that I need to get more experience?”). W

We can e can also challenge also challenge negative self-talknegative self-talk with positive

with positive self-talself-talk k or or optimism. optimism. WWee aren’t only made up of failures and aren’t only made up of failures and neg-ative situations, but rather have positive ative situations, but rather have positive experiences and accomplishments that experiences and accomplishments that just might need to be highlighted more just might need to be highlighted more often.

often. When we When we begin to begin to acknowledgeacknowledge the positives in our lives more often, this the positives in our lives more often, this

1

1 Boyraz Boyraz and and LightseyLightsey, , 20122012

challenges our basic way of thinking and challenges our basic way of thinking and can offset our experiences of stress and can offset our experiences of stress and increase happiness.

increase happiness.11

Watch:

Watch: https://www.youtube.com/ https://www.youtube.com/  watch?v=iHfsIzHQ5ac 

watch?v=iHfsIzHQ5ac  (5:02) (5:02) Watch:

Watch: https://www.youtube.com/ https://www.youtube.com/  watch?v=2hHNq45rEnU 

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Refection

Refection

a. Think about

a. Think about a time when yoa time when you engaged in negative u engaged in negative self-talk. self-talk. Identify how itIdentify how it impacted how you felt and your thoughts.

impacted how you felt and your thoughts.

W

Would you ever say these tould you ever say these things to a colleague or friend? hings to a colleague or friend? Why/Why not?Why/Why not?

Record your thoughts on how being more optimistic might have

Record your thoughts on how being more optimistic might have changed the situa-changed the situa-tion.

tion.

b. Give yourself a break from negative self-talk and take some time for “positive b. Give yourself a break from negative self-talk and take some time for “positive blame.”

blame.” Identify something Identify something that has gonthat has gone well in your pase well in your past.t.

Identify the things for which you were

Identify the things for which you were responsible that contributed to this success.responsible that contributed to this success. How were you able to do thes

How were you able to do these things? e things? How did you come up witHow did you come up with the ideas thath the ideas that led to success?

led to success?

What can you do to make this spill over into other parts of your life? What can you do to make this spill over into other parts of your life?

c. Use the following reflection

c. Use the following reflection to understand and challenge “The Inner-Critic”:to understand and challenge “The Inner-Critic”: https://georgebrowncollege-my

https://georgebrowncollege-my.sharepoint.com/:b:/g/personal/501176_.sharepoint.com/:b:/g/personal/501176_ georgebrown_ca/ET8QwCJ1x69DmqrqkBG5U88BihQzuYfn3_

georgebrown_ca/ET8QwCJ1x69DmqrqkBG5U88BihQzuYfn3_ DrQ9GWmpHCDA?e=XbhNrC

DrQ9GWmpHCDA?e=XbhNrC d. Other thoughts and/or reflections: d. Other thoughts and/or reflections:

Challenging Negative Self-Talk & Negative Bias Challenging Negative Self-Talk & Negative Bias

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Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Random House. Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Random House. Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008).

Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts buildOpen hearts build lives: Positive emotions, induced through

lives: Positive emotions, induced through loving-kindness meditatiloving-kindness meditation, build on, build consequential personal re-consequential personal re-sources. Journal of

sources. Journal of Personality and Social PsychologyPersonality and Social Psychology, 95, 1045–1062. , 95, 1045–1062. DOI: 10.1037/a0013262DOI: 10.1037/a0013262 Fredrickson, B. (2009). Positivity: Groundbreaking Research Reveals How to Embrace the

Fredrickson, B. (2009). Positivity: Groundbreaking Research Reveals How to Embrace the HiddenHidden Strength of Positive Emotions, Overcome Negativity, and Thrive. New York: Crown.

Strength of Positive Emotions, Overcome Negativity, and Thrive. New York: Crown. Keyes CLM. The mental health continuum: From languishing to flourishing in life. Journal

Keyes CLM. The mental health continuum: From languishing to flourishing in life. Journal of Healthof Health and Social

and Social BehaviorBehavior. 2002;43:207–222.. 2002;43:207–222.

Keyes CLM. Promoting and protecting mental health as flourishing: A complementary strategy for Keyes CLM. Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health.

improving national mental health. American Psychologist. 2007;62:95–108.American Psychologist. 2007;62:95–108.

Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. New York: Penguin Press

New York: Penguin Press Seligman, M. E. P

Seligman, M. E. P. (2011). Flourish: . (2011). Flourish: A visionary A visionary new understanding of happiness and well-being.new understanding of happiness and well-being. New York, NY, US: Free Press.

New York, NY, US: Free Press. Shanker

Shanker, Stuart , Stuart (2012). Calm, Aler(2012). Calm, Alert, and t, and Learning: Classroom Strategies for Learning: Classroom Strategies for Self-Regulation. TSelf-Regulation. Toronto,oronto, Ontario: Pearson Canada.

Ontario: Pearson Canada.

Shanker, Stuart (2016). Self-Reg: How to Help Your Child (And You) Break the Stress Cycle and Shanker, Stuart (2016). Self-Reg: How to Help Your Child (And You) Break the Stress Cycle and Successfully Engage with Life. Canada: Viking.

Successfully Engage with Life. Canada: Viking.

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