“Self-care is a pattern of learned, purposeful, and continuous behaviors…which foster, reinforce, and sustain well-being...”Venise Bryan and Galicia Blackman, (2019) “The Ethics of Self-Care in Higher Education.”
Resources from Adjunct Faculty Development Day, August 21, 2021
Faculty can play a role in helping distressed students. This handout gives faculty a one-stop resource to navigate conversations and point students to PLNU resources.
Dr. Heather Bertrand, School of Education, uses her Trauma-Informed Framework Structures to demonstrate how faculty can incorporate safety, trustworthiness and transparency, peer support, voice and choice, collaboration, and society into our classroom ethos. Watch the video presentation from Adjunct Faculty Development Day, August 21, 2021 where she talks about each of these trauma-informed structures from a pedagogical viewpoint.
Dr. Lisa Raser, Communication, developed 12 weeks of Self-Guided Care Practices that she incorporates into her Canvas courses each semester. She had made the content of each week available to PLNU faculty here. Watch the video presentation from Adjunct Faculty Development Day, August 21, 2021 where she talks about each of the Care Practices.
Dr. Monique Sawyer, School of Nursing, facilitated some resilience training, helping us develop beneficial self-care practices and strategies to deal with the stress and anxiety in our lives.
Using Self-Care Bingo, practice reflecting on your own experiences during the pandemic, while also practicing compassionate listening.
Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education. https://doi.org/10.1007/s10734-021-00711-w
Felten, P., & Lambert, L. M. (2020). Relationship-Rich Education: How Human Connections Drive Success in College. In Johns Hopkins University Press. Johns Hopkins University Press.
Hagenauer, G. & Volet, S. E. (2014). Teacher–student relationship at university: An important yet under-researched field. Oxford Review of Education, 40(3). 370–388. https://doi.org/10.1080/03054985.2014.921613