CHaPtEr 14: MINDFUL SELF-CarE • 331computer, or interpersonal interactions (Cook-Cottone, 2015; Norcross & Guy, 2007). Taking
breaks is consistent with the Principle of Embodied Growth and Learning: Sustainability, 9:
I find balance between effort and rest (see Chapter 3). Sleep, rest, and taking breaks are all
addressed in the items following.
taBLE 14.6 Self-Care rest Items
Ask yourself, “This past week how many days did I do the following?” You can give yourself
the following scores: 0 = never (0 days), 1 = rarely (1 day), 2 = sometimes (2–3 days), 3 = often
(4–5 days), and 4 = regularly (6–7 days). For the items that state “reverse score” score as:
4 = never (0 days), 3 = rarely (1 day), 2 = sometimes (2–3 days), 1 = often (4–5 days), and
0 = regularly (6–7 days). Your score for this section can range from 0 to 28.- I got enough sleep to feel rested and restored when I woke up.
- I planned restful/rejuvenating breaks throughout the day.
- I rested when I needed to (e.g., when not feeling well, after a long work out or effort).
- I took planned breaks from school or work.
- I planned/scheduled pleasant activities that were not work or school related.
- I took time away from electronics (e.g., turned off phone and other devices).
- I made time in my schedule for enough sleep.
relationships
Supportive relationships enhance well-being (Cook-Cottone, 2015; Norcross & Guy, 2007;
Shin et al., 2014). Being mindful of the nature of the relationships that you are in is a
critical aspect of mindful self-care (Cook-Cottone, 2015). Norcross and Guy (2007) identify
a range of potentially nurturing relationships: colleagues, staff, supervisors, peer sup-
port groups, clinical teams, community professionals, friends, spouse/partner, family,
employee assistance professionals, and consultants. The supportive aspects of relational
self-care are operationalized in the items: “I felt supported by people in my life,” “I made
time for people who sustain and support me,” and “I feel like I had someone who would
listen to me if I became upset.” For school personnel, this can include undergoing your
own personal therapy and/or securing a mentor, supervisor, or team support (Cook-
Cottone, 2015; Norcross & Guy, 2007). In a meta-analysis of studies on burnout, Shin et al
(2014) found that seeking social support was negatively associated with burnout. That is,
seeking support may be protective.
An important aspect of healthy relationships is appropriate boundaries (Cook-
Cottone, 2015; Norcross & Guy, 2007; Sayrs, 2012). In relationships, a boundary “denotes
maintenance of a distinction between self and other—what is within bounds and what is
out of bounds” (Norcross & Guy, 2007, p. 93). Norcross and Guy (2007) recommend that
relationship boundaries (e.g., student to teacher, spouse to spouse, partner to partner)
be clear and flexible. The self-care process of setting boundaries is operationalized in
the following items: “I felt confident that people in my life would respect my choice
if I said ‘no’” and “I knew that, if I needed to, I could stand up for myself in my
relationships.”