Student Well Being Workbook: Learning to Thrive and Flourish

Student  Well  W ell Being Being Learning to Thrive and Flourish Author: Robert Malowany

Illustrator: Said Jiddawy

Table of Contents 3 Introduction 4 Identifying Arousal Stage & Self-regulation Strategies 7  Goal Oriented Success 9 Growth vs. Fixed Mindset 13 Resilience 15 Challenging Negative Self-talk & Negative Bias 17  References

Introduction Most would agree, that health is important. When you have good physical health, there is more that you can do. This is the same for mental health. But just like with physical health, a lack of illness does not mean good health: • A lack of pain or disease does not necessarily equate to being physically healthy; • A lack of mental illness does not mean one is mentally healthy; • A lack of maladaptive behavior does not mean one possesses resilience. When one is mentally healthy it is often said that this person is “thriving,” “flourishing” or experiencing “subjective well-being.” When we are mentalmentally healthy, healthy, we will perform and achieve what is important to us (work, relationships, and health) more likely than when we are not flourishing.1 Research shows us that when students experience high subjective well-being this contributes to academic success. They experience: • Less worry • Decreased cortisol • More commitment to learning (growth mindset and curiosity) • Increased GPA and general performance. Therefore, it is safe to assume that psychological psychologi cal well-being and flourishing is proven to be predictive of student success.    h   s    i   r   u   o    l    F    d   :   n   a   g   e   n    i   v   e   i   r    B    h    l    T    l   e   t   o    W   g    t   n   n    i   e   n   r    d   u   a    t   e    S   L

When we do not give attention to maintaining positive mental health, research shows us that 50% of people are at greater risk of languishing, which in turn impacts performance, and we are more likely to experience mental illness. Languishing is linked to procrastination, poor academic performance, fixed mindset and low personal growth initiatives.2

1 2

Keyes, 2002; Seligman, 2011 Keyes, 2002

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

The following exercises and reflections will give you an opportunity to become more selfaware of what helps you to thrive or flourish and facilitate the growth of your own positive mental health. By being active in generating positive mental health you will increase  your well-bei w ell-being ng which wh ich will w ill impact not only on ly  your capac capacity ity to per perform form as a studen studentt but also general happiness in life. Read through the following sections and reflect on the related questions and record  your  yo ur an answ swer ers. s. Th Thes esee qu ques estition onss ar aree on only ly guidelines for you to reflect and become more self-aware. Any other type of reflection or thoughts in relation to the section is welcomed as well. Use these exercises to reflect on your own or feel free to discuss/work with a fellow student, friend or family member.

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Identifying Arousal Stage & Self-Regulation Self-Regula tion Strategies S trategies Read: https://www.psychologytoday.com/  ca/blog/self-reg/201608/caught-in-stress-cycle 

Stress is not good or bad – it is a part of being human. Stress is necessary for us to perform, even at the smallest of tasks (i.e.: an alarm clock is a stressor that facilitates the performance of waking up and getting out of bed). Chronic stress or becoming “over-stressed” is what is problematic as this impacts how our brain operates which could affect how we perform in a given situation. Situations, experiences and perceptions that contribute to our stress levels aren’t always obvious. obvious. Many stressors, stressors, like worrying about a significant school project, for example, appears obvious how it contributes to our stress levels. However, there are many seemingly

small or hidden stressors that stressors that also add to our stress levels. levels. For example, background noises, feeling inadequate in a situation, a busy workspace, a delay on the subway, subway, etc, can all add to our levels of stress. Our stress levels will impact our level of arousal  –  – that is, the general physical and psychological activity in our bodies. Arousal increases muscle tension, effects digestion and other general physical states, and impacts various neurotransmitters in our brains. This is often why we get headaches or stiff muscles during times of increased stress levels. “Learning brain”  vs.  vs. “Survival brain” 1 : Just the right level of arousal can help us to perform at optimal or peak performance. In this state we are calm calm,, alert    s   e    t   a    t    S   m   u   u   n    i    t   n   o    C    l   a   s   u   o   r    A     i   e   r   u   g    i    F

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Shankerr, 2012 Shanke

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Identifying Arousal Stage & Self-Regulation Strategies and focused . This state is optimal for learning and often allows us to focus at our best. We are often most productive and learn most efficiently in this state. When arousal levels are too high our brain reacts by shutting down various systems within our body and brain in order to conserve energy to deal with the stress levels. In essence, our brain goes goes into “survival mode” and learning becomes much more difficult. Additionally, overall general performance typically decreases. Symptoms of this can often often include increased sweating, headaches, muscle tension, inability to concentrat concentratee

and difficulties with sleeping. Self-regulation refers to the manner Self-regulation refers in which an individual deals with stress, in all its many forms, and then recovers from the energy expended.2  Ultimately the goal of self-regulation is to recognize and reduce problematic levels of stress in order to achieve levels of calmness that allows a person to function at a more optimal level. Self-regulation is not about self-control, being strong or weak in situations. Rather, it is about addressing the over-stretched nervous system which is facilitated by chronic or too much stress.

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

b. How might you realistically be able to change your environment or circumstances so that you reduce stress levels?

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c. Review “In the Moment Ways to Lighten the Stress Load” at https://self-reg.ca/ wp-content/uploads/2017/08/1_2_Example-In-the-Moment wp-content/uploads/2017/08/1_2_ Example-In-the-Moment-W -Ways-to-Lighten-theays-to-Lighten-theStress-Load-V2.pdf . Then identify ways that you you can plan to help lighten your stress load as you continue as a student in your program (feel free to use this worksheet: https://selfreg.ca/wp-content/uploads/2017/08/s_3_6_In-the-Moment-W reg.ca/wp-content/uploads/2017/08/s_ 3_6_In-the-Moment-Ways-to-Lighten-theays-to-Lighten-theStress-Load-DIY-V2.pdf ). Stress-Load-DIY-V2.pdf  ).

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Shankerr, 2016 Shanke

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Identifying Arousal Stage & Self-Regulation Strategies: Reflection

d. Also review “Example Ways Ways to Restore Energy” at https://self-reg.ca/wp-content/uploads/2017/08/1_3_Example-W tent/uploads/2017/08/1_3_Exa mple-Ways-to-Restore-Energy ays-to-Restore-Energy-V3.pdf  -V3.pdf . Then identify what you can be doing to restore your energy levels (feel free to use this worksheet: https://self-reg.ca/wp-content https://self-reg.ca/wp-content/uploads/2017/08/s_3_7_W /uploads/2017/08/s_3_7_Ways-toays-toRestore-Energy-DIY-V2.pdf ). Restore-Energy-DIY-V2.pdf  ). e. Other thoughts and/or reflections:

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Goal Oriented Success Research shows us that a clear contributor to happiness and success is working toward your goals. goals.1 When we strive for something that is personally significant to us and see the steps that will take us there we often benefit from; • Greater feelings of purpose and control, • Increased self-esteem and confidence and decreased levels of worry and anxiety, • Better prioritizing skills, • Increased ability to cope with challenges along the way (resilience), and • Opportunities to engage with others. Passion and perseverance (“grit”) for what we are doing helps us to stay focused. However, the more our goals are clear and organized, the easier it is to persevere through what needs to

be done. Breaking down our goals into sub-goals and prioritizing what needs to be done helps us to be organized especially when we are overwhelmed with other things in life. In addition, we need to have the energy to work on our goals. goals. If our goals are a priority in our lives, then so should be taking care of ourselves so that we can have the energy to carry out our goals. When goals goals are unrealistic or if we do not have the personal energy to focus on what needs to be done to achieve our goals, this contributes to disappointment, decreases in confidence and increases negative self-talk. Read: https://hbr.org/2007/10/manage-  your-energy-not-your-time  Watch: https://www.youtube.com/  watch?v=gsinZ_xzzDo  (2:01)  (2:01)

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Lyubomirsky, Lyubomi rsky, 2008

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Goal Oriented Success

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

b. Break down these goals into clear steps. steps. Include when, where and how you you will work on these steps. If the step is unclear, unclear, then it might need to be broken down further. For example, if one goal is to ensure you you complete all readings before class, identify how many hours you might need to complete this each week and when in the week this will get done. Steps important for me to complete my goals include:

c. Imagine what it would be like if you achieved your goal(s). What would that look like? How would this impact other parts of your life?

d. Self-care will ensure you have the energy to focus on the tasks related to your goals. List things that you you can be doing on a regular basis which would contribute to your self-care.

e. Letting your friends and family members know about your goals and informing them of how you may may need their support can be beneficial. Who can you share these goals with?

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f. Use the “Simple Goal Setting Worksheet” Worksheet” on the next page regularly r egularly to clarify  your goals and plan them out. out. Use a new worksheet for each goal. g. Other thoughts and/or reflections:

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Goal Oriented Success: Reflection

Simple Goal Setting Worksheet The basics of setting and completing your goals. Goal start date: Goal completion date: My goal is:

Steps to reaching my goal: 1. 2. 3. Two things that will help me reach my goal: 1. 2. I will know I have reached my goal because:

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Growth vs. Fixed Mindset According to Dweck1, mindset is the perception you have about yourself. You might believe you are intelligent, attractive, creative, a good team member,, good with relationships, etc., member or you might believe that you are not these things.

better rather than using them as a way to judge their performance. To facilitate growth mindset, one needs to change how they look at effort effor t and difficulty.

Growth Mindset  is   is the belief that abilities and qualities about a person can change and be developed. If there are challenges or failures related to an ability or personal quality (i.e.: did not do well in an assignment, regretted how one dealt with a personal situation, did not accomplish what one had hoped, etc.) a person with a growth mindset will use these challenges or failures as opportunities to identify what can be improved. A person with a Fixed Mindset will often rely on self-judgement and believe that they are incapable of improvement and development because of the belief that they were born that way way.. They will often say “I’m just not good at this” and/or “I will never be good at this.” Challenges and failures serve to identify how they might look bad in a situation and will encourage a person to run away from challenges and failures.    h   s    i   r   u   o    l    F    d   :   n   a   g   e   n    i   v   e   i   r    B    h    l    T    l   e   t   o    W   g    t   n   n    i   e   n   r    d   u   a    t   e    S   L

Figure ii - Two Mindsets

Research shows that growth mindset leads to people taking on challenges, working harder and persevering through adversity.. They will often turn to others adversity for assistance more readily and be open to new strategies for success. Better academic performance occurs when one is willing to make mistakes and use these mistakes as a resource to understand

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Dweck, 2006

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Growth vs. Fixed Mindset

Refection Watch: https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve  (10:21) Watch: https://www.youtube.com/watch?v=75GFzikmRY0  https://www.youtube.com/watch?v=75GFzikmRY0  (8:25)  (8:25) Watch: https://www https://www.youtube.com .youtube.com/watch?v=XLeUvZvuv /watch?v=XLeUvZvuvAs As (2:41)  (2:41)

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

b. What adversities are you experiencing in school or in your personal life that can be challenged by adopting a growth mindset. That is, what can you learn from these situations to help you move forward for ward as opposed to assuming you cannot do anything about the situation?

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

c. Write out a statement defining something you believe you cannot do (i.e.: “I am not good at writing assignments.”). Now add the word “yet” to the end of the sentence. How does this change your your understanding of the statement?

How might you use “the power of yet” in your work as an Early Childhood professional?    h   s    i   r   u   o    l    F    d   :   n   a   g   e   n    i   v   e   i   r    B    h    l    T    l   e   t   o    W   g    t   n   n    i   e   n   r    d   u   a    t   e    S   L

d. Read “20 Guidelines for Developing a Growth Mindset” (to be provided and put on BB). Choose one of the guidelines and reflect reflect on how you might challenge challenge  yourself to utilize this wisdom. wisdom.

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Growth vs. Fixed Mindset: Reflection e. Other thoughts and/or reflections:

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Resilience Resilient people generally are in touch with their emotions and have a healthy way of relating to themselves. While we cannot change our immediate gut-level feelings to situations which our mind and body produce, we can change how we respond to these feelings. When faced with with adversity adversity or challenges it is helpful to “take a step

back” to assess what is really going on. Compassion and empathy to others and to oneself often help to avoid judgement and facilitate understanding of the situation, and that we are all human. This also contributes to our ability to consider the situation more clearly, and then come up with a constructive solution or response to the adversity or challenge.

Refection a. Think about a time when you performed well in spite of challenges or difficulties. What got you you through the challenges or difficulties?

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

b. Why do you think that there are some days when you can get through challenges and other days these same same challenges seem overwhelming? What’ What’ss the difference?

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

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

Research shows that the topics listed on this picture/wordle are connected to Resilience. Pick one and identify why you think think it helps a person person to be resilient.

e. Other thoughts and/or reflections:

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Challenging Negative Negati ve Self-Talk Self-Talk & Negative Bias Negative self-talk is often an automatic response of the mind based on beliefs people hold about themselves. It is this “Inner-Critic” that judges and monitors weaknesses weaknesses and reinforces reinforces them. It is normal for most people to give more attention to negative thoughts, events or perceptions (negative bias). Often this comes from experiences of when we judge ourselves in a negative manner repeatedly and this becomes our basic way of thinking (which contributes to pessimism). Although negative self-talk is not always a bad thing as sometimes it helps to us stay safe in specific situations, chronic negative self-talk can lead to an unending cycle of negative thoughts, depression and burnout.

challenges our basic way of thinking and can offset our experiences of stress and increase happiness.1 Watch: https://www.youtube.com/  watch?v=iHfsIzHQ5ac  (5:02)  (5:02) Watch: https://www.youtube.com/  watch?v=2hHNq45rEnU  (4:44)  (4:44)

Some examples of negative self-talk that come from our inner-critic include: • “I’m not good enough.” • “Why can’t I ever succeed?” • “I’ll never make it.” • “I wish I were a better person.” • “People don’t want to be around a person like me.” • “There must be something wrong with me.”

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Sometimes it is important to challenge our negative negative self-talk. This can be done by challenging or reframing our conclusions in relation to the situation (i.e.: “Is it that I’m not good enough or is it that I need to get more experience?”). We can also challenge negative self-talk with positive self-tal self-talkk or optimism. We aren’t only made up of failures and negative situations, but rather have positive experiences and accomplishments that just might need to be highlighted more often. When we begin to acknowledge the positives in our lives more often, this

1

Boyraz and Lightsey Lightsey,, 2012

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Challenging Negative Self-Talk & Negative Bias

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

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

Record your thoughts on how being more optimistic might have changed the situation.

b. Give yourself a break from negative self-talk and take some time for “positive blame.” Identify something that has gone gone well in your past. past.

Identify the things for which you were responsible that contributed to this success. How were you able to do these these things? How did you come up with with the ideas that led to success?

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

c. Use the following reflection to understand and challenge “The Inner-Critic”: https://georgebrowncollege-my.sharepoint.com/:b:/g/personal/501176_ https://georgebrowncollege-my .sharepoint.com/:b:/g/personal/501176_ georgebrown_ca/ET8QwCJ1x69DmqrqkBG5U88BihQzuYfn3_ DrQ9GWmpHCDA?e=XbhNrC    h   s    i   r   u   o    l    F    d   :   n   a   g   e   n    i   v   e   i   r    B    h    l    T    l   e   t   o    W   g    t   n   n    i   e   n   r    d   u   a    t   e    S   L

d. Other thoughts and/or reflections:

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References

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). Open hearts build lives: Positive emotions, induced through loving-kindness meditation, meditation, build consequential personal resources. Journal of Personality and Social Psychology, Psychology, 95, 1045–1062. DOI: 10.1037/a0013262 Fredrickson, B. (2009). Positivity: Groundbreaking Research Reveals How to Embrace the Hidden Strength of Positive Emotions, Overcome Negativity, and Thrive. New York: Crown. Keyes CLM. The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior Behavior.. 2002;43:207–222.

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Keyes CLM. Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist. 2007;62:95–108. Lyubomirsky, S. (2008). The how of happiness: A scientific approach to getting the life you want. New York: Penguin Press Seligman, M. E. P. P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY, US: Free Press. Shanker, Stuart (2012). Calm, Alert, Shanker, Aler t, and Learning: Classroom Strategies for Self-Regulation. Toronto, Toronto, Ontario: Pearson Canada. Shanker, Stuart (2016). Self-Reg: How to Help Your Child (And You) Break the Stress Cycle and Successfully Engage with Life. Canada: Viking.

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