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Learning Objectives:Self-Assessment: Participants will assess their satisfaction with various life realms including well-being, relationships, and their work/home environmentsDefine and understand the differences between Burnout & Compassion FatigueLearn and understand typical Adult TriggersLearn and understand the concept of “Window of tolerance”Learn the 3 brain zones and understand their role in relation to “fight, flight & freeze” reactions, and how an integrated brain can help mitigate these types of reactionsLearn the impact of Stress on: Physical Health, Emotional Health, & Relational HealthLearn Self-Care strategies to improve:Physical well being Emotional well beingRelational well beingActivities:Self-assessment: Handout 1.1 Your purpose and why you do this work: Handout 1.2Mindfulness moment: Deep breathingScan your bodyEmotional health ECE Compatibility AreasTBDHandoutsSelf-assessment (activity 1)Why you do this work (activity 2)Window of tolerance (accompanies slide 23)Self-Care journal entry #1 (slide 8)Signs of burnout or compassion fatigue journal entry #2 (slide 18)Self-awareness and windows of tolerance Journal entry #3 (slide 24)Fight, flight, freeze reflections journal entry #4 (slide 27)Self-care for physical health practices journal entry #5 (slide 46)Self-care for emotional health practices Journal Entry #6 (slide 57)Presentation Tools:PowerPoint: Preventing Compassion Fatigue and Promoting Self-Care for FCC ProvidersVideo: Mindfulness. Brain Hand Model. Dan SiegelVideo: Common and Colbie Caillat (Belly Breathing)Video: Cleveland Clinic needed:Table bags with fidgets and thick colored markers and colored pencilsFlip charts with self-stick paperTable cloths or chart paper on tables to color onPPT printed with note slidesHandouts printedNote or index cardsResources to showcase on table:Play doughBubblesGlitter jarVisual ScheduleIndividual Visual ScheduleTable and room set up:Tables with 5-6 people around each for a natural break out groupMicrophones for trainers with back up batteriesScreenSpeakersProjectorHDMI and VGA connectors for a MacClicker to change slides with back up batteriesKey Points:Self-Care has to do with yourself. Relationships are key. We must create cultures in the workplace that value the self, the team and the organization.You will be of no help to others if you pass out from oxygen deprivation. Help yourself first and then you can help others. Self-care of yourself has to do with yourself. This is the starting point. We can’t expect our families, friends, colleagues, or organizations to place a value on self-care if we don’t do so ourselves. Our relationships with others are a key in taking care of ourselves. Sometimes these relationships help; some- times they distract. Taking care of ourselves doesn’t happen in isolation. Our workplace plays a large role in our lives. It is where we spend much of our waking time and energy. We must create the team and and organizational cultures that value care of the self, the team, and the organization. Participants will conduct a self-assessment to identify areas of satisfaction/dissatisfaction with various life realms including (self, work, family/ community) relationships, (work and home) environments and well-being (physical, emotional & relational).Participants will engage in an activity that asks them why they got into this work, and why they do it now (to connect them to their passion for the work). Burnout vs. Compassion FatigueNormal stress occurs when the brain releases a short burst of the stress hormone cortisol, but managing the challenge makes the stress response a short one; this is beneficial for the brain over time—it increases the brain’s capacity to self-regulate Tolerable stress can occur in the face of a more serious threat, if there is a consistent, responsive person or other resiliency factors, this can be manageable.Toxic stress can occur when there is a strong, frequent or prolonged exposure to an adverse experience and there is no adult available who will support or comfort the child.Traumatic stress is an extreme form of toxic stress and occurs in response to an event or series of events that threaten serious injury or death and can have long-lasting adverse effects.High levels of cortisol for long periods of time can disrupt developing circuits in the brain, leading to depression, anxiety, PTSD, behavioral and learning difficulties, and health problems.Burnout: Burnout is a special type of stress — a state of physical, emotional or mental exhaustion from too much on your plate without the balance of fun, play, down time, free time or self-care to restore your energy. Just as an untreated cold can turn into something more serious, burnout that is not addressed may turn into compassion fatigue. Compassion Fatigue: Refers to the emotional and physical exhaustion that helping professionals and caregivers can develop over the course of their career as helpers. It is when stress spills over to your personal life and affects you outside of work.When we suffer from Compassion Fatigue, we may see signs of:BitternessContribute to workplace toxic stressSee changes in personal and professional lifeViolate boundaries or ethicsShort-tempered with loved onesProne to making errorsFatigue and exhaustionPoor decision makingKnow the signs of compassion fatigue:Have you become cynical or critical?Do you drag yourself to work and have trouble getting started once you arrive?Have you become irritable or impatient with family, co-workers, customers or clients?Do you lack the energy to be consistently productive?Do you lack satisfaction from life or your achievements?Are you using substances such as food, drugs or alcohol to feel better or to simply not feel?Have your sleep habits or appetite changed?Are you troubled by unexplained headaches, backaches or other physical complaints? Review: Burnout vs. Compassion FatigueBurnout comes from the constant stress of home life and work. Burnout is when there is too much on your plate without the balance of restored energy. Small clues may arise physically and emotionally, but it has not caused such a negative impact on your life view or life realms. Work performance or personal relationships are not yet negatively passion Fatigue is ongoing stress from work and personal life begins to impact adversely your personal and professional life including physical, emotional and mental health. You begin to question your purpose and sense of self-worth and value. You lose your sense of compassion for the children, families and work you do.Understand Adult Triggers: Explaining the different triggers, especially the regular every day triggers vs trauma triggers.Every Day Adult Life Triggers – When your brain interprets that someone has taken important things from you, hurt you.When something in the environment triggers your brain to feel uncomfortable (smells, sounds, a messy desk or chaotic environment)When a person or child says something to you.All these things may be small or large issues to others but to you the trigger magnifies the issue and causes your emotions to rise. If emotions were on a scale of 0-100. 0-35 would be optimal regulation, 36-70 would be trigger zone and your buttons being pushed (stress can push this over the edge) and 71-100 is out of the zone of regulation which means your buttons have been pushed and you are reacting with intense behaviors that that can be harmful to others, yourself or even property. Trauma Triggers – A trauma trigger is different. It is something that triggers a past trauma. It can often be something that is not really that dangerous or serious such as for a child a stranger walking in the room, a siren outside or another child crying. For an adult, similarly it can be getting a flat tire, your supervisor asks you to do something, your co-worker was having a bad day, a child says they hate you. This triggers something inside your body that makes you feel as if there is a danger. This perceived danger then triggers an emotional reaction to fight, flight or freeze. Reasons every day triggers impact us more some days than othersSelf- care can buffer our stress and help us cope with every day annoyances, stressors. Example, when at a grocery store and the clerk is checking out the people in front of you. When you are in a hurry, you perceive them talking too much, checking too slow and you begin to have angry thoughts about them or the people in front of you. You may also feel your heart racing and a sense of urgency to get out faster. This example is what can happen when a benign trigger, too much stress without balance can cause you to react more strongly.On the flip side, have you ever been in a peaceful or balanced state when you are in line. Notice how much more patient you are, talking with those around you, thankful you can check your phone or read a magazine while they wait. Your patience increases!This is the same as working with children with trauma histories or dysregulated behaviors. WE have more patience when we take care of ourselves, monitor stress, engage in activities that will restore us back to balance. We all have a “window of tolerance”. This is where we feel just right and are best able to cope with life’s challenges. In your window of tolerance, you’re calm and alert. It is also called “optimal regulation”. Lack of self-care or toxic stress can shrink your window of tolerance. When this happens, you may move to a “dysregulated state” called hypo-arousal or hyper-arousal. The goal is to keep children in the “window of tolerance”, also known as the optimal zone of regulation. We will learn some environment strategies next. You have already learned strategies throughout the day but next is the environment and sensory and emotional literacy. All the strategies are to keep child optimally regulated because that is where they can learn, engage, focus. Hypo-arousal: Freeze response to triggers. Brain's attempt to avoid threat, pain, sense of helplessness. Seen as: shutting down, spacing out, losing time, cutting, loss of speech, decrease in movement, Depression. Internal experience still arousedHyper-arousal: Fight/Flight response to triggers. Over-react to neutral stimuli. Seen as: Aggression, rapid speech, inattention, running away, arguing, yelling, controlling, hate rules, ODD, Conduct d/o, ADHD, Anxiety. Internal experience still arousedTRIGGER ZONES ARE signs or cues that a child or you are moving toward hyper or hypo. You can intervene here with calming strategies to bring you or the child back to the window of tolerance or optimal regulationThere are Three Brain ZonesPrefrontal cortex (Executive Functioning or CEO): abstract thought, logic, factual memory, planning, ability to inhibit action. (Thinking and Reasoning - can only be accessed when calm)Limbic system (Mammalian Brain): emotional regulation and memories, attachment (Emotions)Brainstem/midbrain (Lizard Brain): autonomic functions, smoke detector or alarm center signals danger (Fight, Flight and Freeze)When a child experiences traumatic event, it signals the alarm center of the brain that says “danger”. The body mobilizes all its energy to FIGHT, FLIGHT or FREEZE to survive the trauma in the moment. A person who continues to experience repeated traumatic events feels a sense of helplessness. As a result, the person comes to live in the brainstem region in a hypervigilant state. They become triggered by minor situations they interpret as dangerous and respond in the present as if they were still in that state of trauma from the past. We are much less likely to react to stress with our Lizard Brains if we have taken the time to practice regular self-care. Regular self-care strategies can refill our energy reserves so that we have the resilience to face that daily stressors.Breath is the remote control of self-regulation. Breathing out is the parasympathetic nervous system. It is considered the “brakes”. Breathing in is the sympathetic nervous system. It is considered the “accelerator”. When you are breathing in and out and are calm your breath is hitting the breaks and accelerator (or your car or self-regulation) at an even pacing. Like driving 55 on the freeway. When you are stressed, stress hormones are released signaling the red light, smoke detector or fire alarm in your body. These signals generate a racing heart, increased blood pressure, and mobilize our bodies for survival mode: Fight, Flight or Freeze to protect us. This is great if we get cut off on the freeway, there is an earthquake or a fire or even a bear is chasing us! But when we have emotional buttons pushed or triggers (every day or trauma) we might enter F, F or F (lizard brain) and be more reactive to the children using punitive measure or harmful reactionary responses. Paying attention to our breath and breathing in and out slowly can regulate the brakes and accelerator when they are off balance. A simple tool in the present moment to regulate our emotions and physical accelerator that is putting the pedal to the metal.Understand how an integrated brain can mitigate the effects of trauma: “…integration means that separated areas with their unique functions, in the skull and throughout the body, become linked to each other through synaptic connections. These integrated linkages enable more intricate functions to emerge—such as insight, empathy, intuition, and morality. A result of integration is kindness, resilience, and health.” – Dan SiegelPracticing self-care, protects our brain, which then functions in a more integrated state.This allow us to be less reactive and more responsive, treating ourselves and the children and families we serve with more patience and empathy.Stress impacts our physical, emotional and relational health and well-being.Being in the helping profession can be rewarding but that also means you will work with children and families who have experienced toxic stress and traumatic stress. Many of us as adults have also experienced a history of trauma or are currently having stress in our personal or professional lives. Sometimes we don’t realize how stressed we are. Unless we recognize the signs, symptoms and triggers then we cannot proactively address the potential of burnout of CF. Self-care practices can help you buffer the stress and copy with daily expected and unexpected stress.Self-care is a daily practice so that we do not become overwhelmed and helps reduce the likelihood of burnout and compassion fatigue. It is a way of making our bodies and minds stronger, thus enabling us to have a strong foundation and buffers to deal with day to day stress as well as the challenges we face working with children with trauma histories or dysregulated behaviors.Self-care is not a sign of weakness. It is a way of making our bodies and minds stronger, thus enabling us to have the restored energy to deal with day to day stress as well as the challenges we face working with children with trauma histories or dysregulated behaviors.Self-care begins with self-awareness and self-reflection.Define Self-Awareness: Conscious knowledge of one's own character, feelings, motives, and desires. If we lack self-awareness, for example, noticing bodily changes as stress creeps up on us, we may behave or react in unconscious ways, that hurt ourselves and our relationships. In this way, self-awareness leads to higher levels of health and relationships. Define Self-Care: Participating in restorative activities (and also avoiding harmful ones) to prevent burnout and compassion fatigue. Your most important relationship is the one you have with yourself. No one can do self-care for you, but you! Your self-care creates a solid foundation that helps you weather any storm and helps buffer the adverse effects and mitigate the negative longer terms impact of stress. Physical Self-Care pertains to how we care for our bodies. Self-care for physical health includes things like eating nutritious food, getting enough sleep, getting regular exercise. It’s doing preventative health care such as regular medical exams. It’s also avoiding substances or activities that may harm your body. It’s being aware of bodily sensations (i.e., stomachache, head pain, neck pain, jaw tension) and what they’re communicating to you. It is proactively (promoting) taking care of your physical health to (prevent) further issues of (treating) longer term issues. The physical toll of this constant state of stress without the balance of restorative activities may result in various physical complaints such as insomnia, backaches, headaches, stomachaches, high blood pressure. In the worst case unmet stress and physical pain may lead to other more serious physical ailments.We may resort to activities that harm our physical health such as substance abuse and other addictions to numb our physical feelings of pain.Finally, if stress becomes too much we can feel we don’t have any energy left to promote our physical health and wellness.Good physical health bolsters our reserves so we’re less likely to succumb to stress and develop compassion fatigue. Some suggestions for self-care for physical health include:Eat regularly (e.g., breakfast and lunch) Eat healthfullyExercise Regular medical careTake well daysWhen sick take care of yourselfGet massagesPhysical activity that is fun Sleeping wellMini vacationsLonger vacations (or staycations)Take day trips, or mini-vacationsTechnology free daysPay attention to breathTake up a hobbyDo something for funStretchingWeightsYoga or mindfulness activitiesEmotional Self-Care: Four key steps to increase awareness about emotional health:The ability to identify your emotionsThe ability to identify the state (intensity) of your emotions (optimal, hyper or hyper-arousal states)When emotions are dysregulation (hyer or hypo), the ability to use self-regulation strategies to bring you back to an optimal state of regulation.Once back to optimal regulation, the ability to problem solve, find solutions that serve the greater good.The impact of stress on emotional health: Ongoing stressful experiences without the balance of self-care and restoration can lead to emotional dysregulation (outside optimal regulation). When outside of optimal regulation emotions can become magnified and reactions can be more impulsive and strong. Outside the optimal regulation state, when dysregulated we have a greater chance of hurting others, ourselves or even property. When emotionally dysregulated, with children we serve we might default to punitive strategies, critical strategies, threats or even stickers which can cause more harm for children with trauma histories.Learn to identify sensations in our body: Often the clues come in our body first. We can learn to tune in to our body sensations which can tell us how we are feeling. Mindful awareness and self-reflection help us become more aware of not what is outside of our self but what is happening inside and how to make meaning of it. Just as we teach children sensory awareness and vocabulary, it’s important for us as adults to be aware of our own sensory and bodily sensations.How do our bodies, brains and breathing change when we’re in a calm or agitated state?Do we pay attention to a knot in the stomach or feeling thirsty, or do we ignore our bodies’ signals and just-keep-going? Are we aware of our needs for regular meals, water, movement, rest, and breaks? Just as we teach children, we should also learn and practice using sensory and feeling (emotions) words and be able to identify the intensity of our emotions. Self-Regulation is the way that we sooth ourselves and manage our emotions. Self-regulation begins with self-awareness including knowing what triggers us and then recognizing when we’re getting triggered. When we’re self-regulated, we’re less likely to say or do things that damage our relationships with other, or ourselves.It can be as simple as taking some calming breaths, going for a walk, removing yourself from the situation, mindfulness practice (coming back fully into the present moment), having something to eat or drink, or even going to the bathroomThere are self-regulation strategies we can use in the moment (such as deep breathing or visualizing a place that produces a positive feeling. There are also strategies we can use when we have more time. When we have the luxury of walking away and taking time to self-regulate, then we can use one of many tools in our self-regulation toolkit to bring us back to an optimal state of regulation.We must build our toolkit prior to becoming dysregulated. Practice makes permanent!The more tools we have the higher chance we will use one.Self-regulation is important as it helps bring us back to optimal regulation so that we can problem solve.Relational Self-Care: Our relational health is the quality of our relationships, particularly with family, friends, community and co-workers. Are they encouraging? Do they enhance our lives? Or are they a distraction? Or worse, hurtful to your health and well-being? Self-care for relational health means maintaining relationships with others that restore us, make us feel good, mirror back our strengths. Healthy relationships mean we a sense of significance and belonging with others.The impact of stress on relational health: Ongoing stressful experiences can compromise our relationships. We may have less energy or patience available to tend to our relationships. We may find ourselves in more conflict or not have the energy to initiate or sustain our relationships that restore us. We may frequently cancel or forget plans. We may be less likely to participate in group and community events that might otherwise replenish us. When an emotional button is pushed, instead of having the energy to cope effectively we may lash out, withdraw or shutdown (fight, flight or freeze), potentially causing harm to the children, families and colleagues we work with. Healthy, loving, mutually supportive relationships enhance our mental and psychological well-being. They provide us with a sense of belonging and safety and mitigate loneliness and isolation. Conversely unhealthy relationships can negatively impact our mental and psychological health. Some of us have a preference for introversion and we may prefer a few friendships or interacting with only 1-2. Some of us have a preference for extroversion and prefer to have multiple friends and get energized by large groups. Some of us restore our energy (introversion preference) by being alone to recharge and some restore energy by being in groups and with others (extroversion preference). The Value of Relationships: Maintaining relationships with others has a significant impact on quality of life. Higher levels of social support result in significantly improved physical and emotional health. Close, supportive relationships with friends and family enhance health. Conversely, some of our connections may not be sources of support and may instead weigh us down or contribute to our stress. Strong social support networks offer us a sense of belonging, security and self-esteem. There are also some friends/relationships we choose when we need restoration and some we avoid if we know in that moment they may drain our energy. The benefit of attuned relationships: Feeling a sense of connection and belonging has been shown to be vital to our well-being, serving as a protection against more severe responses to stress, such as depression and anxiety. Intimate connections are frequently our “life support,” and yet these are the relationships that tend to suffer most when we are overwhelmed. It is important to our well-being that we nurture these connections. It is a great gift to attune to someone or to ourselves or have others attune to us. This includes listening, being present and accepting the person for who they are. It also allows us to be present with the internal emotions that a person has in the moment and provides a calm and regulating safe space for that person. We need at least one person who can listen and attune to us as attunement can buffer daily stress in our lives. The role of co-regulation: It’s important to understand the role of co-regulation in relationships. As humans, we pick up on one another’s emotions and moods. With co-regulation when you stay calm when confronted with another’s heightened emotional state, eventually they will calm down too. Conversely, when you are in a heightened emotional state, you may also cause others to co-regulate with you, which is counterproductive. The reason we enjoy being around people who are calm and relaxed, is that it can help make us calm and relaxed too.Some suggestions for relational self-care practices: Spend time with others whose company you enjoy Stay in contact with important people in your life Treat yourself kindly (supportive inner dialogue or self-talk) Feel proud of yourselfIdentify and seek out comforting, people and relationshipsAllow yourself to feel and express in healthy ways all emotions (all emotions are okay) and allow others to feel and express the range of emotionsFind things that make you laughExpress your emotions in healthy waysPlayAvoid relationships that drain you if possibleACTIVITYLearning Outcome: Identify level of satisfaction with various life realms including mental, emotional, and physical well-being, relationships (with self and others), work, and environment (work and home). Format: WritingTime needed: 15 minutesInstructions:Using the handout #1 provided, please rate your satisfaction level with the life realms we’ll be discussing today.Mental/Psychological well-being has to do with mental health. Do you feel mentally healthy? Do you have any mental health concerns?Emotional/Relational well-being has to do with our emotions and moods and also how they impact our relationships. Physical well-being has to do with our physical bodies and overall health.Relationship with self includes our self-talk and internal dialogue, and how we care for and regard ourselves (like self-esteem).Relationship with family/community has to do with our sense of belonging in a family and a community. Relationship with colleagues has do to with our work relationships. Are they satisfying? Do you get along well?Satisfaction with work. Are you generally satisfied with your job?Satisfaction with home environment. Are you generally satisfied with your home environment?Satisfaction with work environment. Are you generally satisfied with your work environment? Materials:Handout #1ComputerProjectorInternet ConnectionSpeakersChart paperPens/markersACTIVITYLearning Outcome: Connect participants to the reason they chose to do this work and why they do it now, and whether that has changed. To inspire participants to connect with the passion they have for their jobs.Format: Writing reflectionsTime needed: 10 minutesInstructions:Using the handout, spend a minute writing everything down that comes to mind when you think of why you do this work, then spend a minute writing everything down that comes to mind about why you got into this work. (Read aloud the following reflective questions, followed by the the reflective statements below):What kinds of things did you list for the first question? The second?Are the reasons different today than they were when you started to do this work? Explore the impact of our values, thoughts and beliefsSometimes self-care can be improved by remembering why you do what you do. Being reminded why you are doing this work can ease stress and put a positive spin on your day. Stress is in the “eye of the beholder.” What is very stressful to you may not cause your another to worry at all. Likewise, you may not be bothered by the same things that annoy your best friend. This does not make one person stronger or weaker than another...just different. Materials:Handout #2ComputerProjectorInternet ConnectionSpeakersChart paperPens/markersACTIVITYLearning Outcome: Share and reflect on learnings/take-aways from discussion on burnout and compassion fatigue.Format: Group workTime needed: 15 minutesInstructions:Note: Trainer Choice based on time: large group or table talk and report out. Table talk takes more time.As a table team share reflections or anything new that you learned about yourself from the discussion on Burnout or Compassion Fatigue. You can choose what to share with others and do not have to share information in which you do not feel comfortable discussing.Materials:ComputerProjectorInternet ConnectionSpeakersChart paperPens/markersACTIVITYLearning Outcome: Learn and practice the benefits of deep breathing.Format: Guided imagery activityTime needed: 5 minutesInstructions:If you feel comfortable, close your eyes as we enter this short, guided imagery to practice deep breathing. If you would like to keep your eyes open and that is your preference, please do. (trainer may want to dim lights)Sit up straightTake a long, slow deep breath through your noseStand upTake a deep breath, feeling the air going into your lungsPut your hand on your abdomen, feeling it expand and contract with each breathPut your hand on your chest, feeling it expand and contract with each breathMake yourself aware of the path that the air is taking as it enters and leaves your body Focus on your breathing for at least two minutes, noticing how your body responds Turn lights on and slowly ring chimes to bring participants back to the present and open their eyesExplore with them how they can use their breath during the day. For examples: Try deep breathing at work, when stuck in traffic, or even practice with the children breathing. Materials:ComputerProjectorInternet ConnectionSpeakersChart paperPens/markersACTIVITYLearning Outcome: Body scan to get acquainted with stress related signs and symptoms (also known as triggers or physical cues)Format: Group workTime needed: 15 minutesInstructions:Working with your table mates, and using a piece of chart paper, draw an outline of a person.Now do a mental scan of your own body. On the drawing, mark areas that you experience as stress related physical ailments. (some examples might be the lower back or shoulders, knee pain, headache pain, eczema, hives, stomach pain/ulcers, asthma, heart (high blood pressure)). Get creative – use different images, symbols, colors, or words to describe what you feel in your body. Did you notice that you became more aware of your bodily sensations as you did this exercise? Did you find that you had anything in common with your tablemates? (Trainer can consider having each table reporting back depending on time constraints). Materials:ComputerProjectorInternet ConnectionSpeakersChart paperPens/markersACTIVITYLearning Outcome: Helping the participants with this activity to walk through the 4 steps to emotional health when faced with a challenge.Format: Writing activityTime needed: 15 minutesInstructions:Note: Introduce this activity as a chance to walk through the 4 steps of emotional wellness when faced with a challenge, problem or event that is emotionally triggering. This is your chance to practice step by step ways to use an integrated brain response. If you were to have intense emotions and yell at a child, then you are operating in the downstairs part of your brain. As we have learned together, an integrated brain response requires an adult who takes time to calm so they can engage the “thinking” part of the brain which otherwise is inaccessible under emotional dysregulation. Identify one situation in your work where there was a child who pushed your buttons, had a challenge or was dysregulated.Identify how you felt naming the sensation/s (prickly, volcano, iceberg, race car, lion, beating drum, rumbling bumble bees) and emotion/s (sad, angry, happy, frustrated, irritated, surprised).Identify the state (intensity) of your emotions (optimal, hyper or hyper-arousal states).Identify one to two self-regulation strategies to bring you back to an optimal state of regulation (breathing, asking for help, thinking of the meaning of the child’s behavior, self-talk, cultivating empathy).Once back to optimal regulation, the ability to problem solve, find solutions that serve the greater good. Did you find a healthy solution?Sometimes you cannot walk away and use a strategy, so you will need a self-regulation toolkit that can be strategies to be used in the moment AND to restore outside of work. Outside self-care fills up your gas tank so you are ready to face challenges but, in the moment, self-regulation strategies need to be those you use when you cannot walk away.Materials:ComputerChart paperProjectorPens/MarkersInternet ConnectionSpeakersACTIVITYLearning Outcome: Reflecting on RelationshipsFormat: Group activityReport outTime needed: 15 minutesInstructions:Note: Assign a question to each table. Using your chart paper and working together as a team, write your responses on the paper. Please choose someone to report out to the large group. (Read the slide and ask if anyone needs clarification before moving on to the activity).What rituals do you share with friends/family? How do these promote self-care? How do you balance your time among work, other responsibilities, and important connections?What connections enable you to reflect on the things going on in your life?What activities do you enjoy doing with friends/family? Are these activities part of your routing? If not, how could you them?How do you communicate with friends/family who area part of your daily life?Is there anything you would like to change? What would you like to stay the same?Materials:ComputerProjectorInternet ConnectionSpeakersChart paperPens/markers ................
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