Time icon
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Time

5 minutes

Frequency

Weekly

Material

Paper, writing tools, personal devices

Purpose

To help students learn that planning, setting aside time for, and following through on a fun activity is an important element of self-care

  • Provide context for the practice (see “Evidence” section).
  • Have students select a fun activity they want to try to do over the weekend.
  • Ask them to write and follow a plan for themselves (on paper or by texting themselves).
  • Have an informal, non-judgmental, follow up on Monday morning (might require coordinating with other teachers).
  • This practice works especially well for long weekends and holidays.

Making a public commitment compels an individual to be more likely to follow through on the commitment or promise (Embry & Biglan, 2008). Maisel & Gable (2009) state that doing something fun with others makes us happier and helps to strengthen our relationships with others; plus, making time for fun leads to greater well-being. Overall, making a commitment and following through on doing something enjoyable builds happiness, positively impacts well-being, and increases one’s satisfaction of fulfilling a promise to themselves (Maisel & Gable, 2009).

Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. Clinical child and family psychology review, 11(3), 75–113. doi:10.1007/s10567-008-0036-x

Maisel, N.C. & Gable, S.L. (2009) For richer…in good times…and in health: positive processes in relationships. In S.J. Lopez & C.R. Snyder (Eds.) Oxford Handbook of Positive Psychology. NY: Oxford University Press.

As Catholic teachers we are called to nurture an environment that promotes spiritual well-being.

Reflecting and committing to an intention can be a useful tool to reflect upon the many blessings, opportunities, and beauty in the world around us, and form a deeper sense of connectedness to God and others and to instill self-care and hope.

(4e) A self-directed, responsible lifelong learner who sets appropriate goals and priorities in school, work and personal life.

(4g) A self-directed, responsible, lifelong learner who examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

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