330 • Part IV: MINDFUL SELF-CarE FOr StUDENtS aND tEaCHErS
taBLE 14.5 Self-Care Self-awareness/Mindfulness 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 40.- I had a calm awareness of my thoughts.
- I had a calm awareness of my feelings.
- I had a calm awareness of my body.
- I carefully selected which of my thoughts and feelings I used to guide my actions.
- I meditated in some form (e.g., sitting meditation, walking meditation, prayer).
- I practiced mindful eating (i.e., paid attention to the taste and texture of the food, ate without
distraction). - I practiced yoga or another mind/body practice (e.g., Tae Kwon Do, Tai Chi).
- I tracked/recorded my self-care practices (e.g., journaling, used an app, kept a calendar).
- I planned/scheduled meditation and/or a mindful practice for the day (e.g., yoga, walking
meditation, prayer). - I took time to acknowledge the things for which I am grateful.
rest
The rest domain of self-care includes getting enough sleep, taking restful breaks, and
planning time in your schedule to rest and restore (Cook-Cottone, 2015; Harper, 2013).
First, sleep is a critical aspect of self-care for both students and teachers. The National
Sleep Foundation recommends 7 to 9 hours of sleep for adults per day (sleepfoundation
.org). The National Sleep Foundation’s recommendations for children and youth are as
follows: preschoolers, between 10 and 13 hours of sleep; school-age children, between 9
and 11 hours; and teenagers, between 8 and 10 hours (Hirshkowitz et al., 2015). Lack of
sleep and too much sleep are associated with negative outcomes. Both short and long
duration of sleep are predictors, or markers, of cardiovascular outcomes (Cappuccio,
Cooper, D’Elia, Strazzullo, & Miller, 2011; Cook-Cottone, 2015). Researchers have
noted cognitive effects of sleep deprivation (i.e., speed and accuracy; Lim & Dinges,
2010). Further, review of the literature suggests that insomnia impacts in diverse areas
of health-related quality of life (Kyle, Morgan, & Espie, 2010). See the National Sleep
Foundation for tips on addressing problems with sleep and ways to induce and maintain
sleep (sleepfoundation.org).
Next, rest involves taking breaks from the current activity (Cook-Cottone, 2015; Harper,
2013; Norcross & Guy, 2007). This can look very different depending on what you or your
students are doing. For example, if your students have been sitting all day or engaged in test-
ing, rest might be a brief walk (Cook-Cottone, 2015). Rest for someone who is teaching yoga
all day might be taking time to sit and have some green tea. Taking a break from electron-
ics is relevant to nearly everyone. Planned breaks and relaxation are vital ( Cook-Cottone,
2015; Norcross & Guy, 2007). Seemingly counterproductive, breaks can actually create more
time and energy (Cook-Cottone, 2-15; Norcross & Guy, 2007). Breaks and relaxation can be
days off, lengthier vacations, as well as short 5- to 10-minute breaks away from work, the