一点点的自我同情可以走很长的路

The World Health Organization defines mental health as “a state of well-being in which an individual realizes his or her own abilities, 能应付正常的生活压力吗, 工作效率高, and is able to make a contribution to his or her community.事实上, 心理健康是一个非常重要的话题, the United States has observed Mental Health Awareness Month in the month of May since 1949. Mental wellness is much more than merely the absence of a mental health disorder or illness; it also includes having the coping skills and resilience to handle all of the challenges and curveballs that life throws our way (Ghandour et al., 2019). 

While Covid-19 has had a significant impact on all parts of life nationwide and globally, the educational community specifically has taken a brutal blow. 事实上, “there has never been a time in history when educators have felt such overwhelming levels of stress, 倦怠, 和疲惫”(贝利斯), 2021, p. 4). This unsettling trend has impacted the entire learning community from K-12 to higher education, 包括学生, 老师, 和管理员. 在大流行开始时, most educators’ workloads increased with the sudden shift to online learning. Pressure on schools expanded as major decisions were expected regarding in-school attendance, 戴着面具, 疫苗的要求, 防止Covid-19进一步传播. 根据Kramlich和Beck (2021), the added burden on 老师 without adequate resources or proper preparation for their increased workload impacted the emotional health of many. 由于大流行病的压力, many educators were stretched too thin and chose to retire early or leave the profession altogether. 教师的损失高得令人难以置信.

多么希望和忠告啊, 然后, for those fiercely-dedicated educators who have remained in the field? 一个特殊的策略与移情有关. 超越简单地分享别人的感受, 同理心包括换位思考和同情. Kramlich和Beck(2021)指出, au然后tic empathy is rooted in self-compassion and starts with the inner person of the educator. 协助教育工作者发展同理心, it is important to take stock of the educator’s compassion toward themselves. 我们对Covid-19大流行记忆犹新, 政治动荡, 我们的社区和街道持续动荡, these additional layers of stress have the power to unsettle even the most resilient of educators (Kramlich & 贝克,2021). 因为我们都承受着额外的压力, 焦虑, 和悲伤, empathy is an important gift we can offer to ourselves as well as to each other. 

Yet there is more good news for educators who are struggling, 它需要认识到自我同情的力量. 根据Neff (2023), “self-compassion involves acting the same way towards yourself when you are having a difficult time, 失败, or notice something you don’t like about yourself” (para. 2). Self-compassion demonstrates the notion that one is kind and gracious to themselves, even when faced with hard feelings and personal 失败ings. It is the realization that we are not perfect as we honor and accept our humanness. Life is full of frustrations, losses, mistakes, and tragedy. 这就是人类的状况. 然而, the more we open our hearts to this reality instead of fighting against it, the more we can truly feel compassion for ourselves and all fellow humans we encounter in this gift called life (Neff, 2023).

Based on Neff’s (2023) research, listed are the three elements of self-compassion:

自我仁慈和. Self-Judgement: Self-compassion entails being warm and understanding toward ourselves when we suffer, 生活中的失败, 或者觉得不够格, rather than ignoring our pain or torturing ourselves with self-criticism.
共同人性vs. Isolation: Self-compassion involves recognizing that both suffering and personal inadequacy are part of the shared human experience… something that we all go through. 人无完人. 
正念对. Over-Identification: Self-compassion requires taking a balanced approach to negative emotions so that feelings are neither suppressed nor exaggerated. 正念是非评判性的, receptive state of mind in which one observes thoughts and feelings as they are, 不要试图压制他们. We cannot ignore our pain and feel compassion for it at the same time.
In an effort to revitalize one’s overall well-being and grow resilience, educators can also add practical exercises into their daily routines. Examples include deep breathing and mindfulness exercises, 冥想, 瑜伽, 日志记录, 选择快乐和感恩, 积极的自我对话. As you begin this new journey of self-compassion, you can find more ideas and encouragement at Dr. 内夫的网站. 愿我们全心全意, hard-working educators try just a little bit harder to practice self-compassion as we continue pouring into the dear students we teach and inspire.

 

参考文献

Baylis L. (2021). Self-Compassion for Educators: Mindful Practices to Awaken Your Well-Being and Grow Resilience.

甘杜尔R.谢尔曼，L。.弗拉迪休，C.阿里，M.林奇，S。.比斯科，R., & 布隆伯格,年代. (2019). Prevalence and treatment of depression, 焦虑, and conduct problems in US children. 儿科杂志，2006,256-267. http://doi.org/10.1016/j.jpeds.2018.09.021

Kramlich D., & 贝克,R. (2021). Self-Compassion: Growing resilience and perspective-taking in turbulent times. 心理学报，8(1)，36-45.

内夫,K. (2023). The University of Texas at Austin: http://self-compassion.org/

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Dr. 桑迪Mercier

传记

Dr. 桑迪Mercier first came to 欧文康考迪亚大学 as a full-time faculty member in 2014. She serves as an Associate Professor of Education and 导演 of both the Curriculum & Instruction and Learning, Design, and Technology Master of Arts in Education (MAEd) programs. Dr. Mercier最近完成了她的学位.D. 卡佩拉大学成人教育硕士. Her dissertation focused on the importance of enhancing mental health resources for nontraditional students in higher education.