I agree with Laura. That was such a helpful webinar. I especially appreciated the discussions of approaching teaching practices from a self-care framework for students and teachers and the challenges of maintaining this mindset because of curriculum requirements, our own past. with stricter education, and those who might still rely on responses like “well, a lack of planning on your part doesn’t constitute an emergency for me.”

The facilitator’s response was so great!

” I’m glad that the urgent care didn’t think that about, you know, when I had to take my grandbabies there.”

The facilitator mentioned the presence and self-regulation it takes to realize when we aren’t approaching our colleagues from a place of self-care, too. When the old critical voices come back.

“But then we have to, I always have to remind myself is that the way I talk in my head and my heart about students, I have to talk the same way about my colleagues.”

I loved this discussion

I also loved the discussion of resiliency practices we can teach students within our scope of practice, tools that just take a few minutes and greatly help ground students for the learning community and for their stressful moments outside the learning community. These tools are practical and don’t require us to have degrees in counseling because they allow students to practice in a community while not triggering to the surface individual traumas that might need safer spaces when accessed. Journaling can help, too, where prompts help students identify positive experiences, for example gratitude, challenges they’ve mastered, or three good things today. Positive writing can also help ease anxiety for students so they can feel like learning. Here is a related article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8526970/

• This reply was modified 3 months, 1 week ago by  loretta.long.

ncbi.nlm.nih.gov

The Resilience Journal: Exploring the Potential of Journal Interventions to Promote Resilience in University Students

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