知道

Take a moment to think about a time when you were trying to learn a new skill as part of a group--it could have been a study group, a small discussion group in a workshop, or a class on quilting. Think about how it helped to have people around you who were working toward the same goal, who were understanding and supportive of your own efforts.

As the use of stress-reduction strategies by individuals has increased, researchers have explored the benefits of using these evidence-based approaches with groups, particularly with groups of professionals whose work environments can be stressful, such as nurses and teachers. Positive benefits have been shown to occur when mindfulness and other stress-reducing techniques are embraced as part of the workplace culture. Not unlike when we engage a partner to exercise with, as a way to help us change our habits in support of our health, having others around you who also practice stress reduction and resilience-building strategies can be helpful in your efforts to attend to your own social-emotional health.

One of the added benefits of having these practices used by those around you is that you increase the chances that your daily interactions are with calmer, more relaxed colleagues and children. Another benefit for the children in your care is that research conducted on mindfulness programs in K-12 schools has found these programs can improve children's attention, learning, and responses to stress.

另一种帮助建立自己的恢复力，可以建立我们与之合作的人的恢复力，是故意感恩和表示感激之情。感谢最近与儿童和成年人最近的研究，并且已被证明具有与心理和身体功能相关的益处。它不仅有助于提高受欢迎的人或团体的福祉，识别你感激的行为和专门向他人表达你欣赏的人，这也有助于获得给予者的福祉。此外，感激地加强关系，社会能力和社会情感功能的关键因素。花点时间回想你的生活。是否有一个支持或影响您的人？谁是这个人（也许是一个家庭成员，朋友，前或目前的同事，教练，儿童或父母）？这个人是怎么影响你的更好的？你有机会感谢和表达对这个人的感激吗？现在想象一下，你与这个人面对面。 What would you say? How would you describe your emotion and the physical reaction that accompanied your feelings?

有意识地提醒自己grateful for both little things and big ones can change your mood, emotions, reactions to stressors, and physical health. Expressing gratitude to others creates a positive social experience and strengthens bonds between people. When you feel disappointed, irritated, angry, or stressed, take a moment to practice relaxed breathing and recall a moment or a person that made you feel grateful. Switching your attention from the stressful event to the grateful experience will change your feelings and thoughts. Practice this simple strategy day-to-day. It has the potential to strengthen your relationships with others and impart physical and psychological benefits to you directly.

在第三课中，您了解到，大脑对消极性的自然倾向，虽然对生存至关重要，可能对与他人的互动中的负面情绪和行为负责。虽然自适应分析“坏事”，以便将来可以避免它们，在阴性上花费太多时间并不有利于我们的弹性。表达感谢是一种有意识的策略，克服大脑的消极偏见以及润滑性的恢复力，并在您的善意中增加了对您的健康感。与其他弹性战略一样，我们可以学会培养和表达感激之情。并且，就像我们探索的其他策略一样，可以作为工作场所文化的一部分采用感激之情。特别是在早期的环境中，被模拟慷慨，感恩，感谢的成年人包围，增强了儿童的社会情绪发展。

See

当您涉及儿童自我保健实践时，您正在帮助他们构建战略以识别自己的感受，并以社会富有成效的方式参加他们。观看下面的视频，看看一位学前班老师如何在课堂实践中注入呼吸运动。亚慱彩票您对儿童回复有什么通知？您如何与您的孩子和同事纳入其中的统一可以帮助您和您的计划中的其他人？

In addition to teaching children controlled or "belly" breathing, you can add physical movements to the breathing, such as yoga poses, that will help reduce children's anxious feelings. Using objects or animals to name the movements and poses allows you to keep it playful for the children. The link below provides some ideas on how to incorporate yoga into children's activities.

Do

Below are some suggestions on how to extend the strategies you have learned in this course to activities with your coworkers or with the children in your classroom. Use them as a place to start in cultivating a culture that encourages well-being for everyone.

• 问其他老师和看护者中心to explore the SELF-T course or a lesson from it that you particularly liked. If they find it helpful, suggest that in your section--or even just in your classroom with your co-teacher or assistant-you begin your day by practicing a one-minute breathing or imagery exercise together.
• Talk with your fellow teachers and caregivers about the importance of reducing stress and share the Exploreactivityfrom Lesson One. Brainstorm ways you can incorporate the strategies into your work. For example, agree to offer support for each other when there are signs of stress, and agree to ask for support when things feel overwhelming. Learn to remind each other to breathe. Strategize on ways to reduce your stress through the techniques you have learned.
• Lead the children in your care in a breathing exercise. Keep it short, positive, and adapted for their age. Think about incorporating it as a regular part of your circle time. Even with very young children, you can gather them together and model taking deep breaths. Talk with them about people and things that make them happy. You could also engage preschoolers or older children in practicing some stretching or beginner yoga movements, or even in some guided imagery experiences. See this resource as one example of how you could engage young children in guided imagery:http://www.healthpoweredkids.org/lessons/guided-imagery-for-younger-children/. See this short clip from Child Trends about mindfulness in a school setting:https://youtu.be/2ChEnJdE0FU.
• Create areas of your classroom or program that help support self-care. Try creating spaces where children, or fellow staff members, can listen to soothing music or a guided breathing exercise. Offer a quiet, calming space, perhaps with tools to help label emotions, identify thinking traps, and dispute negative beliefs. You could print off and include some of the resources provided in this course, or for children, try using some of the resources available in the积极的指导，社会和情感发展和学习环境课程yabo电子游艺.
• Work with children on labeling emotions, and as discussed in Lesson Three, modeling how to challenge the negative beliefs in sensitive, developmentally appropriate ways. The language and perspective you offer can go a long way in promoting resilience in your care setting.
• Review 5 fun ways to bring mindfulness to children such as, balloon breath, starfish breathing, calming glitter bottle, five senses, and pleasure gazing on pages 52-58 of this resource:https://www.zerotothree.org/document/1262
• 为您使用的人或其课程中的父母写一个感谢笔记。注意善意，帮助手或他们给你的支持。向您解释这份礼物的重要性。具体描述性行为和影响。
• Lead the children in your class or program in a gratitude activity. Ask children to share what they are thankful for during a circle time or a small group meeting. Model expressing descriptive and sincere thanks for others--fellow staff and children. Engage children in literacy or creative expression experiences around thankfulness; you could encourage them to construct letters or pictures to express their gratitude to family members, community helpers, or other key staff in your building (e.g., the cook for the delicious snack that day). Take time to talk with children about thankfulness as they draw a picture or make an item to show their gratitude.