Word - Student Wellness Team

Student Self-care Manual
Wellness Education Services
Trigger Warning: This manual will provide you with helpful tools in order for you to increase awareness of
how your mind and body react to stressors and/or trauma. As a result, during the times of reflection when you
are tuned in to yourself, you may experience triggering thoughts or feelings.
Table of Contents
Section I: Definitions
Page 2
Section II: Self Assessments
Page 8
Section III: Let’s Start With Some Basics
Page 19
Section IV: Eating Healthy
Page 24
Section V: Relaxing Activities
Page 36
Section VI: Personalized Curriculum
Page 45
Section VII: Appendix
Page 50
Section VIII: Bibliography
Page 56
To print a copy of this manual or additional worksheets, please visit our Stress Reduction page at
Credits: Contents written by Emily M. Olson, MSW Manual designed by Jeannie Zhang
Section 1: Definitions
What does this stuff look like?
There are all sorts of different definitions for how people think and feel about their experiences. Everyone
tends to define stress and trauma responses differently. Here are some of the common distinctions and
definitions. Information on each will be provided in greater detail later in this section.
Mindfulness: A type of awareness in which an individual is fully conscious and in-the-moment. At the time,
emotions, thoughts, and physical sensations are experienced without judgment. It holds the belief cultivating
awareness of the self and the world, being more in-tune with one’s mind and body (Christopher & Maris 2010).
Stress: The feeling of anxiety, fear, and/or nervousness over something happening in our everyday life (UB
Counseling Services 2011). Stress can be both good and bad, depending on how a person interprets it.
Trauma: The reaction to a particularly shocking, frightening, or disturbing event. It can manifest in physical
behaviors, such as detachment, withdrawal, mood swings, lack of concentration, and a disruption of normal
daily functioning (i.e. diet and sleeping). It can also result in strong and potentially painful feelings like fear,
paranoia, helplessness and loss, grief, and anger (National Institute of Mental Health 2009).
Compassion Fatigue*: The possible result of caring for survivors of various traumatic or strenuous experiences
over long periods of time (Florida Center for Public Health Preparedness 2004). It is experienced by
professionals and other trained workers who absorb the emotional pain experienced by their clients
(Showalter 2010).
*Compassion Fatigue may also be referred to as:
Secondary Traumatic Stress (STS): The sensation of being overwhelmed after constant exposure to
traumatic events through work with another individual’s experiences (Figley & Kleber 1995).
Vicarious Trauma (VT): The experience of induced trauma by caregivers that may alter thoughts, feelings,
and beliefs, from exposure to stories and accounts provided by clients (McCann & Pearlman 1990). It is
different from secondary traumatic stress because it is more of a long-term effect of consistent work with
trauma survivors (Zurbriggen 2011).
Burnout: The sensation of being run-down, due to constant exposure to various stressors, which results in
exhaustion, inefficiency of work ethic, and cynicism (Maslach, Schaufeli, & Leiter 2001).
Post-Traumatic Stress Disorder: A type of anxiety disorder that someone can have after witnessing or
exposure to disturbing, dangerous, or painful event anger (National Institute of Mental Health 2009). Severity
varies and may or may not manifest in a person exposed to trauma.
“Mindfulness is simply being aware of what is happening right now without wishing it were different; enjoying
the pleasant without holding on when it changes (which it will); being with the unpleasant without fearing it
will always be this way (which it won’t).”
- James Baraz
What is mindfulness?
In simple terms, mindfulness is when you allow yourself to connect with your body, and live in the present
moment. It’s when you let yourself become aware of how your body feels and reacts to the world around you.
Why is it beneficial?
If you can listen to your body better, it’s much easier for you to point out what might feel “off”. According to a
study done by Schure, Christopher, and Christopher (2008), college students who participated in mindfulness
activities felt more capable of understanding their emotions (especially strong or negative ones), were more
conscious of their surroundings, gained a better understanding of themselves, and could reflect on themselves
better, culminating in higher self-confidence overall. It’s also been found that students’ mental health is
positively affected, creating relaxing effects and improving both professionalism and productivity (Shapiro,
Brown, & Biegel 2007).
What does it look like?
Mindfulness really is just about being “in the moment”; focusing on one thing at a time and seeing how it
affects you.
How can I be mindful?
Here is a simple exercise (Sanderson 2012) you can practice pretty much anywhere that’s comfortable, to help
you get into the groove of being mindful:
Get into a comfortable position that won’t cause you discomfort, with your feet on the floor and your back
straight but not tense. Sit very still, breathing normally, in a quiet room or area. Now, pay attention to your
thoughts for a few minutes. Don’t try to force thoughts or focus on specific thoughts. Also, don’t push
thoughts away. Just watch what your mind generates and the process that it takes between each thought.
If your mind wanders (i.e. you begin to plan the rest of your day), just take notice and guide yourself back to
the task. The same goes for if you begin to judge yourself (“I’m bad at this”, “this is a waste of time”). Just take
notice and go back to the task. Practice this for five minutes and record in a journal how you felt about the
entire process.
“In times of stress, the best thing we can do for each other is to listen with our ears and our hearts and to be
assured that our questions are just as important as our answers.”
– Mr. (Fred) Rogers
Stress comes in all shapes and forms. You probably experience different types of stress throughout your entire
day. The important thing to remember is that stress can be good or bad, depending on how you perceive and
handle it.
What’s Considered Stressful?
Stressor: An event that causes feelings of anxiety, fear, nervousness, or worry (UB Counseling Services 2011).
It can be small, like a red light that lasts too long, to something large, like an accident or fight with a friend.
Examples of stressors include:
Major Life Changes
New job/loss of job
Death of a loved one
Changing/entering schools
Environmental Changes
Moving to a new place
Time pressures
Financial difficulties
Noises or disruptions
Signs and Symptoms
Elevated blood pressure
Sleeping difficulties
Lower immune system
Digestive problems
Cognitive (Thoughts)
Lost track of time
Difficulty with
Low self-esteem
Constant worrying
Poor problem solving
Feeling overwhelmed
Increased apprehension
Fear of failure
Increased guilt or grief
Increased paranoia
Overeating or lack of
Acting impulsively
Being easily startled
Speech difficulties
What Can You Do? (Basics)
For Yourself
Structure your time
Monitor eating and sleeping habits
Become aware of your surroundings
Set realistic goals
Become active
For Someone You Know
Listen to them
Don’t take their negative feelings personally
Offer assistance even if they haven’t asked
Give them space or privacy if needed
Reassure them that feeling stressed is common
Adapted from UB Counseling Services
Trauma can come in multiple forms. The two most prominent are Secondary Traumatic Stress and Vicarious
Trauma. These often are used synonymously along with compassion fatigue and/or burnout, although there
are some differences between each.
Secondary Traumatic Stress (STS)
Focus on physical/behavioral symptoms
More immediate
Anxiety, avoidance, irritability may increase
Can involve relatives/significant others of
trauma survivor
Vicarious Trauma (VT)
Focus on emotional/cognitive symptoms
Builds over time
Inner thoughts, beliefs, values may shift
Mainly involves direct caregiver or worker with
trauma survivor
(Zurbriggen 2011; Newell & MacNeil 2010 )
Even though they are different, common risk factors exist for both.
Risk Factors
(Zurbriggen 2011; Newell & MacNeil 2010 )
Personal history of trauma
Younger Age
Lack of educational experience to trauma
High caseloads
Maladaptive coping skills
Lack of supervision
Blurring boundaries with clients
What You Can Do (Basics)
(Smith, Segal, & Segal 2012)
Slow Down.
Get Support.
Take a break,
cut back,
Turn to friends,
family, and
Assess your
goals, hopes,
and dreams.
One of the most extreme consequences of experiencing traumatic events is developing Post-Traumatic Stress
Disorder (PTSD). Clients can develop it, as well as individuals who work with clients. Keep in mind that not all
individuals who experience trauma develop PTSD. There are certain criteria that need to be met for this
disorder. For more information, go to page 54. Be careful! Don’t confuse secondary traumatic stress or vicarious
trauma with burning out!
Burnout is a potentially very serious result from working in a stressful environment for a long period of time.
Burnout is different than Vicarious Trauma or Secondary Traumatic Stress due to the fact that it is more
process-oriented than event-oriented, and forms over time. It is all-encompassing; with psychological and
physical effects that can cripple an individual.
The Four Stages of Burnout
(James 2013)
I. Enthusiasm. When beginning a job, a person may have high enthusiasm and expectations of him/herself, as
well as the job itself. Having such a “rose-tinted” view of human services work can very well lead into the next
II. Stagnation. This happens when various needs of the person (financial, personal, career) are not being met.
If the individual views that the organization isn’t providing enough positive reinforcement, or if pressures
begin to build at a rate that isn’t anticipated, this stage will evolve into the next stage.
III. Frustration. The individual will begin to question the values and effectiveness of the organization, as well
as the impact of his/her own work within it. Pressures continue to build, making the person begin to feel
helpless and/or hopeless, which leads into the final stage.
IV. Apathy. When this stage is reached, the person experiences chronic indifference to his/her situation, little
interest in seeking help with the belief of “why bother” or “what’s the point”. This is complete burnout.
What Causes Burnout
Being overworked
Perfectionism from self or organization
Having little involvement/control in organization
Lack of awareness of own reactions to trauma
Lack of support from supervisors/co-workers
Feeling underappreciated
(Barnett & Cooper 2009; Newell & MacNeil 2010; Harr & Moore 2011)
What Burnout Looks Like
Lack of engagement
Poor coordination
Increased irritability with clients/co-workers
Avoidance and isolation
Constant exhaustion
Integration of professional and personal roles
Suicidal thoughts
Insomnia or excessive sleeping
Inability to cope
Increased dread of work
Rapid mood swings
Increased bouts of depression or anxiety
Over or under eating
Loss of enjoyment
Use and/or abuse of substances
(Barnett & Cooper 2009; Newell & MacNeil 2010; Harr & Moore 2011; James 2013)
Burnout may not occur immediately, but it is important to recognize signs early.
Compassion Fatigue
“If we can find ourselves in the midst of suffering and acknowledge the depth of our struggle, [our] heart
begins to soften. Rather than amplify our pain with destructive thoughts and emotions, with self-compassion,
we soothe and contain it, by reacting with loving-kindness toward our agonized selves.”
~ Christopher K. Germer
Compassion fatigue is very common among caregivers of all kinds. Here are the basics on what causes it, what
it looks like, and what you can do to protect yourself against it.
(Radey & Figley 2007; Newell & MacNeil 2010; Kanter 2007; Craig & Sprang 2010 )
Lack of self-care
Unsolved personal trauma history
Lack of job satisfaction
Being overworked
Lack of control over caseloads
Minimal supervision
Poor education/training
Lack of balance between work and personal
Unrealistic expectations
Blurred boundaries with client
Impatience with client change
Lack of effective coping mechanisms
Consistent countertransference*
Feelings of Guilt
Signs and Symptoms
Adapted from compassionfatigue.org
Sleep disruption
Loss of Purpose
Feeling Aimless
Questioning Self
Change in faith
Trouble focusing
Spacing out
“If only” thinking
Intrusive thoughts
Boundary issues
What You Can Do (Basics)
(Showalter 2010; Radey & Figley 2007; Butler 2011; Gentry 2002)
Learn to say “no” when workload is too much
Create to-do lists
Daily self-reflection through journaling
Devote some time to silence
Reward yourself
Have a meaningful conversation each day
Request routine supervision
Maintain positivity ratio (positive attitude)
Assess current time management
Set realistic goals
Make time to be creative
Practice muscle-relaxing techniques
Monitor self-talk
Get involved in group activities
*Counterransference is when a person projects their own experiences and feelings onto his/her client (i.e. if a client
reminds the person of a relative)
Section 2: Self-Assessments
Self-care Assessments
Adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP (1996). Transforming the pain: A workbook on vicarious traumatization. Norton.
The following worksheet for assessing self-care is not exhaustive, merely suggestive. Feel free to add areas of
self-care that are relevant for you and rate yourself on how often and how well you are taking care of yourself
these days.
When you are finished, look for patterns in your responses. Are you more active in some areas of self-care but
ignore others? Are there items on the list that make you think, “I would never do that”? Listen to your inner
responses, your internal dialogue about self-care and making yourself a priority. Take particular note of
anything you would like to include more in your life.
Rate the following areas according to how well you think you are doing: 3 = I do this well (e.g., frequently)
2 = I do this OK (e.g., occasionally)
1 = I barely or rarely do this
0 = I never do this
? = This never occurred to me
Physical Self-Care
____ Eat regularly (e.g. breakfast, lunch, and dinner)
____ Eat healthily
____ Exercise
____ Get regular medical care for prevention
____ Get medical care when needed
____ Take time off when sick
____ Get massages
____ Dance, swim, walk, run, play sports, sing, or do some other fun physical activity
____ Take time to be sexual - with myself, with a partner
____ Get enough sleep
____ Wear clothes I like
____ Take vacations
____ Other:
Psychological Self-Care
____ Take day trips or mini-vacations
____ Make time away from telephones, email, and the Internet
____ Make time for self-reflection
____ Notice my inner experience - listen to my thoughts, beliefs, attitudes, feelings
____ Have my own personal psychotherapy
____ Write in a journal
____ Read literature that is unrelated to work
____ Do something at which I am not expert or in charge
____ Attend to minimizing stress in my life
____ Engage my intelligence in a new area, e.g., go to an art show, sports event, theatre
____ Be curious
____ Say no to extra responsibilities sometimes
____ Other:
Emotional Self-Care
____ Spend time with others whose company I enjoy
____ Stay in contact with important people in my life
____ Give myself affirmations, praise myself
____ Love myself
____ Re-read favorite books, re-view favorite movies
____ Identify comforting activities, objects, people, places and seek them out
____ Allow myself to cry
____ Find things that make me laugh
____ Express my outrage in social action, letters, donations, marches, protests
____ Other:
Spiritual Self-Care
____ Make time for reflection
____ Spend time in nature
____ Find a spiritual connection or community
____ Be open to inspiration
____ Cherish my optimism and hope
____ Be aware of non-material aspects of life
____ Try at times not to be in charge or the expert
____ Be open to not knowing
____ Identify what is meaningful to me and notice its place in my life
____ Meditate
____ Pray
____ Sing
____ Have experiences of awe
____ Contribute to causes in which I believe
____ Read inspirational literature or listen to inspirational talks, music
____ Other:
Relationship Self-Care
____ Schedule regular dates with my partner or spouse
____ Schedule regular activities with my children
____ Make time to see friends
____ Call, check on, or see my relatives
____ Spend time with my companion animals
____ Stay in contact with faraway friends
____ Make time to reply to personal emails and letters; send holiday cards
____ Allow others to do things for me
____ Enlarge my social circle
____ Ask for help when I need it
____ Share a fear, hope, or secret with someone I trust
____ Other:
Workplace or Professional Self-Care
____ Take a break during the workday (e.g., lunch)
____ Take time to chat with co-workers
____ Make quiet time to complete tasks
____ Identify projects or tasks that are exciting and rewarding
____ Set limits with clients and colleagues
____ Balance my caseload so that no one day or part of a day is “too much”
____ Arrange work space so it is comfortable and comforting
____ Get regular supervision or consultation
____ Negotiate for my needs (benefits, pay raise)
____ Have a peer support group
____ (If relevant) Develop a non-trauma area of professional interest
Overall Balance
____ Strive for balance within my work-life and work day
____ Strive for balance among work, family, relationships, play, and rest
Other Areas of Self-Care that are Relevant to You
(Retrieved 8/6/2010 from http://www.ballarat.edu.au/aasp/student/sds/self_care_assess.shtml and adapted by Lisa D. Butler, Ph.D.)
Are you stressed?
(This test is not meant to replace a clinical assessment – these questions are intended to help you judge how
you are doing. If you score as stressed you should take steps to reduce the amount of stress in your life and
you may also need to seek professional help.)
Answer these twenty questions: Yes or No.
1. Do you frequently neglect your diet?
2. Do you frequently try to do everything yourself?
3. Do blow up easily and often?
4. Do you frequently seek unrealistic goals?
5. Do you frequently fail to see the humor in situations others find funny?
6. Do you frequently and easily get irritated?
7. Do you frequently seem to make a “big deal” of everything?
8. Do you frequently complain that you are disorganized?
9. Do you tend to keep everything inside?
10. Do you frequently neglect exercise?
11. Do you have few supportive relationships?
12. Do you often get too little rest?
13. Do you frequently get angry when you are kept waiting?
14. Do you often ignore stress symptoms?
15. Do you frequently put things off until later?
16. Do you frequently think there is only one right way to do something?
17. Do you often fail to build relaxation into every day?
18. Do you frequently find yourself spending a lot of time complaining about the past?
19. Do you often find yourself racing through the day?
20. Do you often feel unable to cope with all you have to do?
Add up the questions you answered “yes” to.
Your score today is = _____
Scores of 1-6: Few Hassles
Scores of 7-12: Pretty Good Control
Scores of 13-17: Danger Zone. Watch out!
Scores of 18+: Stressed Out. Take steps to reduce the stress in your life now.
(Adapted from materials retrieved 6/22/2010 from http://www.lessons4living.com/stress_test.htm)
Lifestyle Behaviors
Is your lifestyle causing you stress?
The way you live your life can have a big impact on your health, well-being, and how well or poorly you handle
stress. Below are lifestyle behaviors that affect stress levels. Please check the boxes that apply to you. Doing
an honest assessment of how well or poorly you take care of yourself can help you manage your stress in the
(SOURCE: Unknown)
Where is your time going?
1. Number of hours of sleep each night
______ X 7 = ______
2. Number of grooming hours per day
______ X 7 = ______
3. Number of hours for meals/snacks
per day – include preparation time
______ X 7 = ______
4. Total travel time each weekday
______ X 5 = ______
5. Total travel time on weekends
6. Number of hours per week for regularly scheduled
functions (clubs, church, get-togethers, etc.)
7. Number of hours per day for chores, errands,
extra grooming, etc.
______ X 7 = ______
8. Number of hours of work/internship per week
9. Number of hours in class per week
10. Number of average hours per week socializing,
dates, TV, web surfing, etc. Be honest!
Now add up the totals:
Subtract your total from 168:
168 – ______ = ______
The remaining hours are the hours
you have allowed yourself to study.
(SOURCE: Unknown)
Compassion Satisfaction and Fatigue
(ProQOL) Version 5 (2009)
When you [help] people you have direct contact with their lives. As you may have found, your compassion for those you
[help] can affect you in positive and negative ways. Below are some questions about your experiences, both positive and
negative, as a [helper]. Consider each of the following questions about you and your current work situation. Select the
number that honestly reflects how frequently you experienced these things in the last 30 days.
1=Never 2=Rarely 3=Sometimes 4=Often 5=Very Often
1. I am happy.
2. I am preoccupied with more than one person I [help].
3. I get satisfaction from being able to [help] people.
4. I feel connected to others.
5. I jump or am startled by unexpected sounds.
6. I feel invigorated after working with those I [help].
7. I find it difficult to separate my personal life from my life as a [helper].
8. I am not as productive at work because I am losing sleep over traumatic experiences of
a person I [help].
9. I think that I might have been affected by the traumatic stress of those I [help].
10. I feel trapped by my job as a [helper].
11. Because of my [helping], I have felt “on edge” about various things.
12. I like my work as a [helper].
13. I feel depressed because of the traumatic experiences of the people I [help].
14. I feel as though I am experiencing the trauma of someone I have [helped].
15. I have beliefs that sustain me.
16. I am pleased with how I am able to keep up with [helping] techniques and protocols.
17. I am the person I always wanted to be.
18. My work makes me feel satisfied.
19. I feel worn out because of my work as a [helper].
20. I have happy thoughts and feelings about those I [help] and how I could help them.
21. I feel overwhelmed because my case [work] load seems endless.
22. I believe I can make a difference through my work.
23. I avoid certain activities or situations because they remind me of frightening experiences
of the people I [help].
24. I am proud of what I can do to [help].
25. As a result of my [helping], I have intrusive, frightening thoughts.
26. I feel “bogged down” by the system.
27. I have thoughts that I am a “success” as a [helper].
28. I can’t recall important parts of my work with trauma victims.
29. I am a very caring person.
30. I am happy that I chose to do this work.
What is my score and what does it mean?
In this section, you will score your test and then you can compare your score to the interpretation below.
1. Be certain you respond to all items.
2. Go to items 1, 4, 15, 17 and 29 and reverse your score. For example, if you scored the item 1, write a 5
beside it. We ask you to reverse these scores because we have learned that the test works better if you
reverse these scores.
You Wrote
Change to
To find your score on Compassion Satisfaction, add your scores on questions 3, 6, 12, 16, 18, 20, 22, 24, 27, 30.
The sum of my Compassion
Satisfaction questions was:
So My Score Equals:
My Level of Compassion
22 or less
43 or less
Between 23 and 41
Around 50
42 or more
57 or more
To find your score on Burnout, add your scores questions 1, 4, 8, 10, 15, 17, 19, 21, 26 and 29. Find your score on the
table below.
The sum of my Burnout questions:
So My Score Equals:
My Level of Burnout:
22 or less
43 or less
Between 23 and 41
Around 50
42 or more
57 or more
To find your score on Secondary Traumatic Stress, add your scores on questions 2, 5, 7, 9, 11, 13, 14, 23, 25, 28. Find
your score on the table below.
The sum of my Secondary Traumatic
So My Score Equals:
My Level of Secondary Traumatic
22 or less
43 or less
Between 23 and 41
Around 50
42 or more
57 or more
Based on your responses, your personal scores are below. If you have any concerns, you should discuss them with a
physical or mental health care professional.
Compassion Satisfaction _____________
Compassion satisfaction is about the pleasure you derive from being able to do your work well. For example, you may
feel like it is a pleasure to help others through your work. You may feel positively about your colleagues or your ability to
contribute to the work setting or even the greater good of society. Higher scores on this scale represent a greater
satisfaction related to your ability to be an effective caregiver in your job.
The average score is 50 (SD 10; alpha scale reliability .88). About 25% of people score higher than 57 and about
25% of people score below 43. If you are in the higher range, you probably derive a good deal of professional
satisfaction from your position. If your scores are below 40, you may either find problems with your job, or there may be
some other reason—for example, you might derive your satisfaction from activities other than your job.
Burnout _____________
Most people have an intuitive idea of what burnout is. From the research perspective, burnout is one of the elements of
compassion fatigue. It is associated with feelings of hopelessness and difficulties in dealing with work or in doing your
job effectively. These negative feelings usually have a gradual onset. They can reflect the feeling that your efforts make
no difference, or they can be associated with a very high workload or a non-supportive work environment. Higher scores
on this scale mean that you are at higher risk for burnout.
The average score on the burnout scale is 50 (SD 10; alpha scale reliability .75). About 25% of people score above
57 and about 25% of people score below 43. If your score is below 18, this probably reflects positive feelings about your
ability to be effective in your work. If you score above 57 you may wish to think about what at work makes you feel like
you are not effective in your position. Your score may reflect your mood; perhaps you were having a “bad day” or are in
need of some time off. If the high score persists or if it is reflective of other worries, it may be a cause for concern.
Secondary Traumatic Stress _____________
The second component of Compassion Fatigue (CF) is secondary traumatic stress (STS). It is about your work related,
secondary exposure to extremely or traumatically stressful events. Developing problems due to exposure to other’s
trauma is somewhat rare but does happen to many people who care for those who have experienced extremely or
traumatically stressful events. For example, you may repeatedly hear stories about the traumatic things that happen to
other people, commonly called Vicarious Traumatization. You may see or provide treatment to people who have
experienced horrific events. If your work puts you directly in the path of danger, due to your work as a soldier or civilian
working in military medicine personnel, this is not secondary exposure; your exposure is primary. However, if you are
exposed to others’ traumatic events as a result of your work, such as providing care to casualties or for those in a
military medical rehabilitation facility, this is secondary exposure. The symptoms of STS are usually rapid in onset and
associated with a particular event. They may include being afraid, having difficulty sleeping, having images of the
upsetting event pop into your mind, or avoiding things that remind you of the event.
The average score on this scale is 50 (SD 10; alpha scale reliability .81). About 25% of people score below 43 and about
25% of people score above 57. If your score is above 57, you may want to take some time to think about what at work
may be frightening to you or if there is some other reason for the elevated score. While higher scores do not mean that
you do have a problem, they are an indication that you may want to examine how you feel about your work and your
work environment. You may wish to discuss this with your supervisor, a colleague, or a health care professional.
© B. Hudnall Stamm, 2009. Professional Quality of Life: Compassion Satisfaction and Fatigue Version 5 (ProQOL).
www.isu.edu/~bhstamm or www.proqol.org. This test may be freely copied as long as (a) author is credited, (b) no changes are made, and (c) it is not sold.
Section 3: Let’s Start with Some Basics
Time Management
Do you sometimes feel like the white rabbit, always running late and struggling to find time to fit in everything
you would like to do? Well, there’s plenty you can do in order to organize your time! Here are some tips in
order for you to find out where all your time goes and how to go about managing it.
Step 1: Get a weekly schedule and keep track of what you do during the waking hours of your week. Count
everything from when you eat, to classes/work/internship, social time, homework, internet-surfing, television,
and when you go to sleep. The results may surprise you!
Step 2: Do some planning! For example, if you sleep for 7 hours a night, that leaves 119 waking hours for you
to accomplish all sorts of things! Plot out how you will use your time, and commit to it for a week. Invest in a
monthly planner, too! It may also be helpful to set alarms for certain meetings or due dates.
A word on procrastination…
Sometimes you feel overwhelmed or unmotivated. That assignment can wait until tomorrow, right? You can
push off that project for another few days, so play now and work later! Unfortunately, a pattern of this
behavior will leave you scrambling last minute to finish an assignment, and you may not put in as much effort
or quality that you would normally.
Other examples of what this looks like are:
“I work best under pressure.”
“I’ll just watch this for another fifteen minutes.”
“I can’t start this essay until I know the perfect way to write the first paragraph.”
When you hear these ideas floating around….STOP!
Remember, if you get your work done in advance, you’ll be less stressed and you’ll have more time to divulge
in all the activities you enjoy doing.
How to stop yourself from getting too distracted:
1) Keep that pesky phone away. Put your cell on vibrate or silence while trying to concentrate, and place
it out of immediate arm’s reach. Texts can wait until you’re finished.
2) Stay away from Facebook. Or better yet, stay out of any internet sites that can distract you from that
essay or worksheet. Updates will still be there when you’re done working or are taking a break!
3) Tell others when you are unavailable. Move if needed. Having roommates or friends who live close by
can be a big distraction. Let them know you’re studying in advance so they won’t disturb you. If that
doesn’t work, go to Lockwood or Silverman and find a quiet space to get your homework done.
Adapted from UB Counseling Services
Breathing Management
“Breath is the bridge which connects life to consciousness, which unites your body to your thoughts.”
-Thich Nhat Hanh
The Anatomy of Breathing
Adapted from the Himalayan Institute of Buffalo (1996)
Either the mouth or nose can be used for breathing, but breathing out and in through the nose is the best
choice whenever possible. The nose conditions the air entering the body. It filters course particles in the air;
traps tiny impurities in its mucus lining; moistens and warms incoming air; swirls the incoming air to increase
smell and protect the body from impurities; improves the sense of taste; brings air in contact with large
surfaces of nasal lining; and reduces the speed, and improves the efficiency of breathing.
The lungs are spongy and lie, along with the heart, in the chest. Since blood is constantly flowing through the
lungs, they are not the airy sacks we sometimes imagine them to be. They also have no muscle in them to
move the air in and out. Instead, they must be stretched by muscles around them to increase their size and
move incoming air through the nostrils. In the lung, carbon dioxide is exchanged for oxygen.
The diaphragm is the main muscle of breathing. It divides your torso into two separate parts, the chest and the
abdomen. The diaphragm lies below the lungs, not around them. When it contracts, it pulls the lungs down,
expanding them from the bottom, downward and outward. During the process of contraction, the diaphragm
presses on the organs below, squeezing them so that they press outward, especially in the area of the upper
abdomen. When the diaphragm relaxes, it is both pushed upward by the organs as they seek to regain their
place, and pulled upward by forces within the lungs.
**For example breathing exercises, go to page 36**
The Basics of Bedtime
Sleep occurs in two main phases: REM (rapid eye movement) and non-REM sleep. Non-REM sleep has four
separate stages to circulate through in order a person to feel refreshed. The stages of non-REM sleep take up
about 80% of the sleep cycle, while the other 20% is for REM sleep. REM sleep occurs once every 90 minutes.
What happens in Non-REM sleep?
(WebMD 2012)
Stage I
o Very light sleep
o Decrease of brain activity
o Sensation of “falling”
o Lasts for 5-10 minutes
Stage II
o Muscle tensing and relaxation
o Decrease in heart rate and body temperature
o Lasts 5-15 minutes
Stages III and IV
o Considered to be deep sleep
o Hormones are released to help “repair” the body
 Build bone and muscle
 Strengthens immune system
 Regenerates tissue
What happens in REM sleep?
(WebMD 2012; University of Maryland Medical Center 2010)
Heightened brain activity (similar to when awake)
The first period lasts 10 minutes, and increases each period, lasting up to an hour
Loss of control over limbs and muscles
Dreaming occurs (it’s thought that dreams are how information is processed during sleep)
Memory consolidation (i.e. storing information in order to remember it later)
What happens when you don’t get enough sleep?
(WebMD 2012; Panepinto 2009)
Impairment of memory
Increased cravings for junk food/quick fix meals that are unhealthy
Increased risk for depression and/or substance abuse
Decreased immunity
Increased sensitivity to pain and alcohol reception
Slower metabolism
Increased risk of motor vehicle accidents (almost equal to drunk driving!)
How much sleep should I be getting?
(Panepinto 2009)
Average amount suggested is 7-9 hours for young adults; the average college student gets 6-7 hours
There is no magic number; it depends on the individual’s feeling of being refreshed (if it’s 5 hours or 9
hours, that’s the number you should focus on!)
Sleeping Do’s and Don’ts
Need some sleeping tips? Here are some suggestions of healthy options and what to avoid.
What to Do
At Night
• Keep a consistent bedtime each night (and try to keep it on the weekends, too!)
• Have noise low or listen to soft music
• Close blinds or dim lights
• Keep your room cool
Before Bed
• Have a wind-down routine (turn lights off, close blinds/curtains, etc.)
• Drink warm milk (amino acids help!)
• Take a warm bath
• Read a pleasurable book or other materials
In the Morning
• Get light as soon as possible (open blinds/curtains, turn on all lights)
• Walk for 5-10 minutes to get blood circulating
• Have a wake-up routine (stretches, breakfast, etc.)
What NOT to Do
• Don’t drink alcohol or caffeine before bed
• Avoid watching television
• Don’t use electronic devices in bed
• Avoid doing exercise before bed
• Don’t eat sugary or spicy foods before bed
Adapted from Amberly Panepinto, Ph.D, UB Counseling Services
Many students incur a lack of sleep due to heavy amounts of cramming, but some develop insomnia.
According to studies conducted on campus, 3.4% of students have been diagnosed with insomnia (Panepinto
2009). Nearly a third of this group has not received any treatment. Insomnia can be harmful to your body and
your mind. Here is some general information about it to keep you well informed of what it can do.
What is it?
• According to the National Heart and Blood Institute, insomnia is a common sleeping disorder, where an
individual has difficulty falling and/or staying asleep.
• Acute insomnia is brought on by daily or contextual stressors, from work, school, the home, or a specific
event. This type lasts only for a few days to weeks.
• Chronic insomnia usually results from more definitive triggers, such as medical conditions, medications,
and/or substances. This type lasts for a month or more.
• In contrast of chronic insomnia, primary insomnia can be triggered through long-term stress or
emotional instability. It is its own distinct disorder.
What does it look like?
• Daytime sleepiness
• Increased anxiety
• Increased risk of depression
• Difficulty with concentration
• Memory troubles
• Lying in bed for long periods of time
• Lack of motivation
• Intense mood swings
• Sleeping for only short periods of time
• Not feeling refreshed when waking up
Why is it a problem?
You suffer in your daily routine. Accomplishing tasks, like paperwork or homework assignments becomes
almost impossible if you can’t concentrate! Staying awake in class is also much harder to do.
There is an increased risk for car accidents. Nearly 20% of serious car crash injuries have been linked to
insomnia. This risk is almost equal to that of intoxication.
There may be other health problems causing or resulting from insomnia. Chronic lack of sleep can increase the
risk for depression, as well as paranoia, irritability, and worry. In addition to this, there is an increased risk of
substance abuse as self-medicating.
If you feel you may be suffering from insomnia, contact UB Counseling Services.
Adapted from the National Heart and Blood Institute, U. S. Dept. of Health and Human Services
Section 4: Eating Healthy
Eating On Campus
Sometimes, it can get really difficult to eat while on campus. What’s considered healthy with a meal plan?
What happens when dining areas are closed and you’re starving after a night class? Here are some tips and
suggestions on what to do, so you’re not as tempted to get a donut for dinner or to skip a meal altogether.
Don’t Arrive Starving!
• Be sure to eat breakfast each morning in order to kickstart your metabolism for the day.
• Bring food with you to munch on before classes or during breaks.
• Assess your hunger before you go for seconds, but be aware the brain tells you you’re full about 20
minutes after your stomach actually is! The faster you eat, the easier it is to get too many calories and feel
uncomfortable after you stop eating.
• Worried you still won’t get the nutrients you need? Talk to your doctor and choose a daily multivitamin.
Browse. Buy. Balance.
• Check out all the options that are offered before loading up on the first things you see.
• Instead of a meal of chicken wings and fries, balance chicken wings with fresh food, some salad or
steamed vegetables, low fat frozen yogurt, etc.
• For some, it’s helpful to have a finite ending to a meal, such as drinking a glass of water or finishing
dessert. When that item is gone, the meal is over.
Do Some Smart Snacking.
• Substitute the candy with nuts, fruit, seeds, veggie strips, leftovers, or even dried cereal!
• Drink water instead of soda or that extra-sweet coffee drink. (EAT your calories--don’t drink them!)
• Mix and match your veggies and fruit with some protein. Nuts and seeds, while high in fat, are high in
beneficial unsaturated fats and fiber, and have no cholesterol. Small amounts can help you feel satisfied.
Spice Up Your Routine!
• Campus Dining & Shops has a list of locations, menus, and more on the website:
• Try the Ellicott Food Court for healthy options like Wrap It Up or Greens & Beans. The commons has a lot
of international food options. The student union also has healthy options, like Edgy Veggies and Jamba
Juice, South campus, The Greenery.
• The Crossroads Culinary Center in Ellicott has an array of different options for you to choose from, all on
display for you to see!
• Want to try something new? Try https://buffeats.com/ for a variety of resturants in the area who
Adapted from Janice Cochran, UB Wellness Education Services Staff Dietician
What to Keep Stocked
Here are some suggested essentials that should be kept in your pantry, cupboards, refrigerator, etc.
Cold cereals
Ideally a high fiber cereal that is not all sugar. E.g. Raisin Bran, Cheerios, Bran Chex, Kashi.
Note: high fiber cereals right before exercise may not sit well, but over the course of a day,
they can add needed carbohydrates, fiber and nutrients to your diet.
Hot cereals
Oatmeal can be a quick snack, just add boiling water. 1 plain and 1 flavored packet helps
cut the sugar. Make with milk for more protein.
Read the label. Some have a lot of added sugar (“fruit” (jam) on the bottom).
Vanilla, lemon, coffee flavors tend to be lower in calories. Or don’t stir up all the “fruit.”
100% juice
Orange juice if you’re trying to trim calories; cranberry juice and grape juice is highest if
you’re trying to gain weight.
Cereal bars
Not nutrition powerhouses, but an easy, portable source of carbs when you’d otherwise
skip breakfast.
Snack bars
Expensive but convenient way to add calories and nutrients. Some have >10g protein. High
fiber bars (>5g) help fill you up, have well before or after exercise.
Wash, pierce w/a fork and microwave. High glycemic value makes them great for after
exercise. You can drizzle with a little olive oil and spices, top with soup or steamed or stirfried vegetables, lean protein, a little cheese, etc.
Pasta & Sauce
Try whole wheat pasta if you’ve never had it. If you don’t like it, “regular” spaghetti is
better than Ramen. Why? To save 3 minutes cooking time, Ramen adds 16g fat. Read the
label on sauce! Aim for <3g fat per ½ cup - many are much higher.
Nuts & Seeds
Small amounts add a lot of nutrition to snacks, salads, cereals, etc. Just watch the serving.
Even though the fat is heart healthy, one cup of nuts is 800 calories, so have less than ¼
cup. Sunflower seeds – adds healthy fat, protein (~ 1 Tbs).
Canned are quickest. Cheap, filling, high fiber source of protein and complex
carbohydrates. Add to pasta sauce, salads, make a spread for sandwiches, etc. Versatile,
cheap and very nutritious. If you LIKE them, use them liberally. Add to your diet slowly,
(and always drink extra water whenever you add fiber).
Whole wheat bread
First ingredient is “whole wheat,” not “enriched wheat flour...”. Usually 3g fiber per slice.
Lean protein
Low fat deli meats (ideally <2g fat per slice), meat alternates (veggie burgers, etc.).
Adapted from Janice Cochran, UB Wellness Education Services Staff Dietician
How To Save Those $$$!
A big problem in eating healthy is how to afford it. Here are some tips on solving that stressful issue.
Keep track of your spending habits.
How much do you spend on pop, candy, snacks, coffee, etc.? Can you buy fewer clothes or DVDs to buy more
nutritious food than Wonder bread?
Eat out less often.
As tempting as going out to a fast food place or ordering pizza is, it may not be the best choice for your body
or your wallet!
Example: buying a coffee and muffin for breakfast (~$3) and a $5 - $6 lunch just 3x/week adds up to over
Buy your own food.
Making your own food can sometimes taste better, especially since you know what’s in it and that you made it
with love! Find a way to get to the store. If you have trouble getting to the store, here is a suggestion: Take the
Mall-Market shuttle service (http://www.ub-parking.buffalo.edu/mshuttle.shtml)
Batch cook.
Sometimes, it’s a lot easier to spend a day when you are free to cook up a big batch of something yummy (i.e.
soup, stew, chili, etc.), then freeze it in proportions you can use for the week!
Eat simply.
Not every meal has to be elaborate. As long as you incorporate healthy components (like a piece of fruit or a
veggie), even a sandwich and a small side can be cost-effective and good for you.
Pay attention to prices and compare.
Check unit prices, look for sales and use coupons sensibly (only for products you ordinarily buy).
Example: At a restaurant: 1 banana is 75¢ vs. Supermarket: 1 banana is 25¢
“Jazz up” leftovers and processed foods.
If you make a lot of something, think of (or find creative ways to reuse leftovers during your week.
Example: Making mashed potatoes one night, and adding veggies to it for breakfast another morning.
Adapted from Janice Cochran, UB Wellness Education Services Staff Dietician
Late Night Eating Tips
After a long, stressful day, it’s easy to grab that bag of chips or have some of that amazing new ice cream you
just bought. But sometimes those delicious temptations can be more harmful than beneficiary. Here are some
suggestions for how best to snack, and what to snack on, during those later hours.
Avoid eating right before bedtime.
Try to have your last snack at least 2 hours before going to bed. A large snack or meal right before sleep
means your body is working on digesting that meal during the night, rather than resting and repairing other
tissues. This interferes with the quality of your sleep and you may wake feeling tired. It’s also unlikely you
need that energy at that time of the night, and usually our choices are sloppier when we’re tired, both of
which may contribute to weight gain.
Choose smart snacks.
If you’re hungry, eat. But especially if it’s late at night, you’ll quickly add calories if you’re choosing candy, ice
cream, wings, chicken finger subs, etc. Keep plenty of healthier, lower calorie foods around for when you’re a
little hungry (fruit, cereal, whole grain crackers, low fat cheese, yogurt, soup, etc.).
Eat regularly throughout the day.
Do you miss lunch, squeeze in a quick snack between classes and then find yourself parked in front of your
refrigerator at 10pm? Your body would prefer to get energy when it needs it, which is all day, rather than fill
up at the end of the day. Try to eat every 5 hours or so, and have a light snack for late night studying.
Possible Healthy Late Night Eating Options
Granola bars
A bowl of cereal
Mixture of fresh fruits
A simple and nutritious sandwich
Veggie sticks and yogurt dip
Low-fat cheese quesadilla
Popcorn (100-calorie version)
Fruit smoothie
Dark chocolate
Loaded baked potato with chopped lean
Whole grain crackers
Omelet with chopped veggies
Greek yogurt
Simple tossed salad
Adapted from Janice Cochran, UB Wellness Education Services Staff Dietician
Brown Bag Makeovers
So, you want to bring lunch with you to class, work, internship, meetings, etc.? Here are some quick and easy
ideas for you to makeover the traditional ideas of a brown bag lunch.
Notice what you’re eating and if it’s healthy or not.
Organize your bag to contain fruits or veggies.
Use containers that keep food fresh.
Reuse leftovers from the night before.
Include whole foods instead of processed foods.
Substitute the boring with the exciting.
Have fun with your meal!
Notice what you’re eating and if it’s healthy or not. Pay attention to your normal eating habits. Are you
eating a lot of junk food? A lot of salt? Or are you drinking coffee instead of eating something for lunch?
Assess what is working and what’s not, then begin to consider what changes you can make in order to have a
better meal!
Organize your bag to contain fruits or veggies. Even if it’s hard to do, try to include some form of fruit or a
vegetable with your meal. This could be a cup of fruit, vegetable drinks (such as V-8), or even a type of trail
Use containers that keep food fresh. Make sure you have properly-sealed containers, as well as an icepack for
food that needs to stay cool. To make it fun, include an icepack in the shape of your favorite animal!
Reuse leftovers from the night before. Leftovers are great for smaller meals the next day, not just for dinner!
If you have extras of things like potatoes or pasta, reuse them for smaller portions to include in your lunch.
Include whole foods instead of processed foods. Include fewer processed foods in your lunch (like cookies,
chips, and snack cakes) because they have higher sodium, added sugar, and saturated fat. Choose whole
grains and proteins that have fiber and essential vitamins. They will keep you feeling fuller and energize
Substitute the boring with the exciting. Not a fan of the classics like a PB&J? Switch out the peanut butter
with a different spread, or add slices of your favorite fruit instead of a jelly! Add granola to your yogurt, toss in
a few pieces of dark chocolate, or mix and match your favorites to make lunch less predictable!
Have fun with your meal! Did you used to decorate your bag? Would you have smiley faces on your
sandwiches? Why not do that again? Spruce up your meal to give yourself a reason to smile in the middle of
your day!
Adapted from Janice Cochran, UB Wellness Services, Livestrong.Org, and WebMD
Remember that food pyramid that teachers threw at you as a kid? Well forget about it! A new, innovative way
of looking at food portions is here. It’s simple, colorful, and a balanced way to make sure your eating habits
are healthy and just right for you!
The website has some wonderful resources, including daily meal plans, tracking tools, information on the
proper way to monitor your calorie intake or diet, and lists of what counts as fruits, vegetables, protein, grains,
and diary.
It is meant as a reminder to eat healthy, and provides various options, including recipes, alternative
substitutes, exercise regiments, dieting and shopping tips, calorie charts, and a personal calculator tool to see
individualized portion suggestions!
Adapted from ChooseMyPlate.gov.
ChooseMyPlate (Weggie-Style)
Want to see this in action? Wegmans has adapted a version of this idea in its stores. This version is called the
“Half-Plate”, but considers the very same principle of having half of your plate covered in vegetables and fruit.
Wegmans frames this around the goal called “Strive for Five”, which means having five servings of fruits and
veggies a day.
The website provides various resources, from nutritional information, to recipe suggestions, and menu options
right from the store. There is also information about organic alternatives and how to “get moving”, or exercise
in the area as well as with friends or family.
Adapted from Wegmans.com
Little-To-No-Cook Recipes
Running out the door to catch the shuttle? Need to get to work or internship on time? Or are you just too
exhausted to stand in front of a stove or oven to cook when you get home? Use these simple and easy recipes.
The best part is: minimal cooking required!
Quick and Easy Meal Ideas for Lunch and Dinner
Include a Carb, protein & vegetable. Mix and match these foods to create numerous meal ideas!
Whole Wheat Tortilla
Refried or Black Beans,
Spinach, Tomato, Peppers,
Onions, Salsa
Microwave or heat the
tortilla, beans and cheese.
Add veggies and serve with
Whole Wheat Pita
Tuna, lean deli meat or
Lettuce, Tomato,
Cucumber, Sprouts,
Combine veggies and
protein into the pita. Add a
spicy mustard or light mayo
for added flavor.
Garbanzo Beans, Crackers
Chicken, Cottage Cheese,
Bag salad greens
Add beans and chicken or
cottage cheese to the
salad. Complete with a light
salad dressing and all your
favorite veggies.
Lasagna Noodles (8
Cottage Cheese, Parmesan
Spinach, Pasta Sauce
Cook 1 c. spinach, drain
and stir together with 1 c.
cottage cheese, 2 T.
parmesan cheese. Spread
mixture along each noodle.
Cover with sauce and bake
at 350 degrees F for 20
Couscous or Rice
Tofu, Chicken, Lean Beef or
Frozen Vegetable Stir Fry
Mix, Garlic, Onion
In a skillet over medium
heat, saute meat or tofu in
1-2 tsp. Canola oil and
garlic. Add veggies. Cook 23 minutes. Add 1 tsp.
cornstarch (dissolved in 1-2
T. cold water) and 1-2 tsp.
soy sauce. Cook another 23 minutes. Serve over
couscous or rice.
Baked Potato (with the
Cottage Cheese, hummus,
Chicken, Yogurt
Frozen Mixed Veggies
Bake a potato. Microwave
veggies 2-3 minutes and
add to the baked potato
along with the cheese. Top
with yogurt, salsa or
marinara sauce.
Whole Wheat Bagel or
English Muffin
Peanut Butter, veg deli
meats, hummus
Veggie Sticks with Low-Fat
Make your bagel into a
sandwich using peanut
butter and fruit or
meat/substitute with all
your favorite toppings.
Cheese, Yogurt for Dessert
Squash, Broccoli, Spinach,
Onion, Peppers or Frozen
Veggie Mix
Bring water to a boil. Add
pasta and veggies and cook
until tender. Drain and top
with your favorite sauce.
Add Parmesan or
mozzarella cheese: have
yogurt for desert.
Whole Wheat Bagel or
English Muffin
Peanut Butter, veg deli
meats, hummus
Veggie Sticks with Low-Fat
Make your bagel into a
sandwich using peanut
butter and fruit or
meat/substitute with all
your favorite toppings.
Cheese, Yogurt for Dessert
Squash, Broccoli, Spinach,
Onion, Peppers or Frozen
Veggie Mix
Bring water to a boil. Add
pasta and veggies and cook
until tender. Drain and top
with your favorite sauce.
Add Parmesan or
mozzarella cheese: have
yogurt for desert.
Fruity Oatmeal Topping
What you need: 1 banana (sliced), 1 apple (chopped), 1 handful of fruit (diced), dash of cinnamon, nuts
What to do: Just toss over your favorite oatmeal and enjoy!
Fruity Sorbet
What you need: handfuls of berries, sliced melon, or sliced/chopped amounts of your favorite fruit.
What to do: Serve fruit with a scoop of your favorite flavor of sorbet ice cream.
Fruit Soup
What you need: 3 cups of any fresh berries, 3 cups orange juice, 3 cups nonfat plain yogurt, 2 Tbs. lemon juice,
1 Tbs. honey, cinnamon or nutmeg.
What to do: Top berries with juice, yogurt, lemon juice, and honey. Dust with cinnamon or nutmeg.
Quick Pizza
What you need: whole wheat crust, light shredded mozzarella, spaghetti sauce, 1 sliced onion, 1 sliced red
pepper, chopped veggies of choice.
What to do: Place toppings on crush and follow the baking directions on crust package.
Bean Salad
What you need: 3 cans rinsed pinto (or other) beans, ½ cup chopped scallions, ½ cup red onion, 3 cloves garlic
(chopped), 1-2 Tbs. olive oil, 4-5 Tbs. red wine vinegar, juice of ½ lemon.
What to do: Combine ingredients and enjoy!
Pita Pockets
What you need: broccoli, cauliflower, sliced onions, diced cucumbers and tomatoes.
What to do: Add 1 tbsp. balsamic or italian dressing, then stir until the veggies are coated. Place the veggies in
a whole wheat pita pocket and sprinkle them with a small amount of feta cheese. Microwave it for 30 seconds.
What to do: Use plain instant or rolled oats, and then add your own healthy toppings. Try adding a tbsp. of
brown sugar, almonds, dried cranberries, apple slices, strawberries, or a tbsp of peanut butter to add some
Egg Sandwich
What you need: 2 hard boiled eggs, 2 slices of whole wheat bread or a whole wheat bagel, hummus, and
italian or balsamic dressing (optional)
What to do: Spread 1 tbsp of hummus on the bread, cut hard boiled eggs in half and put on the sandwich.
Drizzle dressing for added flavor.
Reinvented Peanut Butter Sandwich
What you need: 2 slices whole wheat bread, apple/pear/or strawberries, peanut butter
What to do: Spread 2 tablespoons of peanut butter onto the bread. Slice the apple, pear, or strawberries and
add the fruit to the sandwich and enjoy.
Tip: add some chopped raw veggies to boost the nutritional value of this meal. Try baby carrots or a bell
pepper. Add a tablespoon of hummus if you need some extra flavor.
Anytime breakfast burrito
Breakfast burritos aren’t just made for the morning! These are an easy and healthy way to add some fiber and
protein into your day.
What you need: ¼ cup protein choice (either 90-95% lean ground beef or black beans), a sprinkle of low-fat
cheese, 2 large eggs or ½ cup egg beaters, low sodium taco seasoning*, salsa (to taste), and a whole wheat
soft tortilla.
*Note: low sodium taco seasoning can be used to flavor the ground beef; you could also use chili powder in
place of it.
Adapted from Janice Cochran, UB Wellness Education Services Staff Dietician
Simple and Easy Recipes
If you’ve got more time on your hands or just want to make some healthier alternatives, here are some simple
Easy Tortillas
What you need: chopped onions, red pepper, mushrooms, and tomatoes.
What to do: Sauté a couple of handfuls of each ingredient in some olive oil. Sprinkle with black pepper and
wrap in a heated flour tortilla or fajita.
Banana Berry Smoothie
What you need: 1 cup plain nonfat yogurt, 1 banana, 6+ fresh or frozen berries.
What to do: Simply blend until smooth!
Hummus Dip
What you need: 2 cans chickpeas (rinsed), ¼ cup lemon juice, 2-3 garlic cloves, 3 Tbs. tahini (ground sesame
What to do: Blend all ingredients until smooth.
Fruit Shake
What you need: 2-1/2 cups frozen or fresh fruit (mix and match to find your favorite flavor!), 1 cup plain
nonfat yogurt, 3 Tbs. maple syrup or honey, 1/8 tsp. nutmeg, ½ Tbs. lime juice.
What to do: Blend all ingredients until smooth.
Sloppy Joes What you need: 90 – 95% lean ground beef, pinto/black beans, carrots (chopped), tomato
sauce.What to do: Brown the desired amount of ground beef in a pan, then add the carrots. Allow the carrots
to slightly soften, then add anywhere from ¼ - ½ cup beans and the tomato sauce. Serve on a whole wheat
Black Bean and Zucchini Quesadilla
What You need: zucchini, black beans, canola OR olive oil, whole-wheat tortillas, cheddar cheese and salsa.
What to do: Sauté the zucchini, black beans and cumin (optional) in 1 tbsp oil until slightly softened. Place
them on a tortilla, sprinkle with cheese, and fold the tortilla in half. Return the quesadilla to the pan, and cook
evenly on both sides until the cheese melts.
Adapted from: http://www.food.com/recipe/black-bean-and-zucchini-quesadilla-286604
Easy Baked Fries
What you need: potatoes, garlic powder or paprika.
What to do: Clean and slice the potatoes into strips, sprinkle with garlic powder or paprika, then place on a
pan coated with some olive oil. bake at 450 degrees, turning once or twice until crispy.
Pineappled Sweet Potato
What you need: 1 sweet potato, ½ cup drained crushed pineapple (canned in juice), nonfat plain yogurt
What to do: Bake the sweet potato at 450 degrees for 50 min. Mash with crushed pineapple.
Pasta Fagioli
What you need: whole wheat macaroni (elbows or shells), white cannellini beans, 2 small cans tomato paste,
canola/olive oil, parmesan cheese (optional).
What to do: Bring pot of water to boil and cook macaroni. While allowing the water to boil, add the 2 cans of
tomato paste to another pot. After adding the paste, fill up the small can with water 4 times, adding a total of
4 cans of water to the pot. Allow the tomato paste and water to cook, then add the beans (drained) and
salt/pepper to taste. Cook for an additional 10 minutes, stirring frequently. After the pasta is finished cooking,
drain the water and add pasta to the sauce. Add parmesan cheese if desired.
Tip: Add a bowl of salad or a side of veggies to boost the nutrition of this meal!
Stir Fry
Stir fry’s are great because they are so versatile! You can add whatever protein of your liking (chicken, tofu,
etc.), any type of veggies you enjoy, plus some heart healthy brown rice, and you have a quick healthy meal to
• 1-2 chicken breasts
• 1 garlic clove
• low sodium soy sauce
• brown rice or whole wheat egg noodles
desired seasonings
Fresh or frozen vegetables*
• 2 carrots, peeled
• ½ onion
• ½ red pepper
• ½ yellow pepper
• ½ green pepper
A lot of grocery stores offer bagged stir fry mixes, be sure to look for the ones without added sauces and seasonings!
What to do:
1) Cook noodles in a pan of water until soft
2) If using fresh veggies, slice all vegetables and chicken in preparation while noodles are cooking
3) Add the chopped onion into pan with the oil, then shortly after add garlic
4) Add all the sliced chicken and brown
5) Add remaining vegetables (fresh or frozen)
6) Add cooked noodles when chicken is cooked (check a large piece is cooked through!)
7) Add soy sauce (add more or less to taste)
8) Serve and enjoy!
Adapted from: http://collegecandy.com/2008/08/25/simple-stir-fry-even-you-can-do-it/
What you need:
• 90-95% lean ground/minced beef ½ - 1lb
• 1 Large onion chopped
• 2-3 Cloves of Garlic
• 1 can of diced tomatoes
• 1-2 large cans of crushed tomatoes
• 1 teaspoon of chilli powder (or to taste)
• 1 packet of low sodium chili seasoning/mix
• Sprinkle of salt and pepper (to taste)
• 1 chopped green or red bell pepper
• 1 can of beans, drained (kidney or black
What to do:
1) Fry the onion in a hot pan with canola oil until nearly brown then add chopped garlic
2) Add the mince and stir until brown - drain any excess fat if desired
3) Add chili seasoning and any other spices, then reduce heat and add diced tomatoes
4) Stir well and add crushed tomatoes and Worcester sauce (optional) then leave to simmer for about an hour
(less if you’re in a rush)
5) Add the chopped red pepper and continue to simmer for 5 minutes, then add the tin of drained kidney
beans and cook for a further 5 minutes.
6) Serve with brown rice or whole wheat macaroni.
Tip: Make some extra lean ground beef and put it to the side for breakfast burritos the next day!
Adapted from Janice Cochran, UB Wellness Education Services Staff Dietician
Section 5: Relaxing Activities
Breathing Exercises
When life gets chaotic, take just a few minutes of self-awareness to keep you from having a total meltdown!
Ever pay attention to how you breathe? What your body says to you? Here are some short and simple
breathing techniques you can utilize to make those really difficult moments a little easier.
Relaxed Breathing Exercise (Adapted from UB Counseling Services)
Follow these steps:
1. Choose a word that you associate with relaxation, such as Calm, Relax, Serene, Peaceful.
2. Inhale through your nose and exhale slowly through your mouth. Remember to take normal breaths
not deep ones.
3. While you exhale, say the relaxing word you have chosen. Say it over slowly, like this “c-a-a-a-a-a-a-lm”
4. Pause after exhaling before taking your next breath.
5. Repeat the entire sequence 5 to 15 times depending on your need.
Calm Breathing Exercise (Adapted from the Anxiety & Phobia Workbook [Bourne 2005])
Follow these steps:
1. Breathing from your abdomen, inhale through your nose slowly to a count of five (count slowly
“one…two…three…four…five” as you inhale).
2. Pause and hold your breath to a count of five.
3. Exhale slowly, through your nose or mouth, to a count of five (or more if it takes you longer). Be sure
to exhale fully.
4. When you’ve exhaled completely, take two breaths in your normal rhythm, then repeat steps 1
through 3 in the cycle above.
5. Keep up this exercise for at least 3 to 5 minutes.
Mindful Breathing Exercise (Adapted from getselfhelp.co.uk [Vivian 2009])
Follow these steps:
1. Sit comfortably, with your eyes closed and your spine reasonably straight. Bring your attention to your
2. Imagine that you have a balloon in your tummy. Every time you breathe in, the balloon inflates. Each
time you breathe out, the balloon deflates. Notice the sensations in your abdomen as the balloon inflates
and deflates. Your abdomen rising with the in-breath, and falling with the out-breath.
3. Thoughts will come into your mind, and that’s okay, because that’s just what the human mind does.
Simply notice those thoughts, then bring your attention back to your breathing. Likewise, you can notice
sounds, physical feelings, and emotions, and again, just bring your attention back to your breathing.
4. Whenever you notice that your attention has drifted off and is becoming caught up in thoughts or
feelings, simply note that the attention has drifted, and then gently bring the attention back to your
Aromatherapy is a quick and easy method to ease stress by using your sense of smell! It can alleviate tension
and lift your mood. The scents here are used the most, but really, filling your spaces with your favorite smells
work well, too!
Scents That Help Reduce Stress
Used to treat
insomnia, migraines,
and help with stress
Used to help relieve
various muscle pains
and to lower blood
Used to help digestion,
ease nausea, and
prevent vomiting.
Lemon, grapefruit, and
lime can be used as a
mental stimulant, and
help depression.
**You can purchase these items or others you enjoy at any grocery or specialty store**
Everyday Aromatherapy Uses
Bath or Shower. The use of bath salts helps relax muscles and make your skin soft and fragrant. A simple
recipe is 2 cups Epsom salts with 5 drops of essential oil (lavender, lemon grass, tea tree, or orange). Use ½ a
cup per bath. Bubble bath or shower gels are also good alternatives.
Creams or Lotions. Lotions or skin screams can help with gentle massages, as well as provide a nice fragrance
for your senses and your skin.
Room Spray. Room sprays can help alleviate stress through the senses. Either mix 5-20 drops of essential oil
with 2-4 ounces of water, or purchase your favorite scents at the store.
Candles and Incense. Candles and incense can provide a calming atmosphere, as well as provide a favored
fragrance, relieving stress.
Light Bulbs. There are scents available to purchase that can be attached to bulbs, which are activated by the
heat of the bulb.
Gum or Candy. Chewing gum or mints that have mint or citrus flavoring can relieve stress/anxiety and help
with concentration.
Tea. Outside of tasting good, herbal teas help warm you up, have aromatic properties, and can be very
Adapted from Cherie Perez, supervising research nurse, University of Texas; UB Wellness Team
Foot and Hand Massages
Feeling achy and sore after a long day? Here are some simple and easy massages that you can do with a
partner or on your own! These are beneficial since they make you feel good and help with your blood
Before You Begin: Make sure that the foot or hand you will be massaging is against a cushion or pillow. Be in a
relaxing environment (soothing music may help) and use any oils or creams if you like. Also be sure that your
hands are clean and dry.
1) Stroking
Hold the massaging foot/hand and begin the massage from the top surface of the foot/hand. Use
your thumb in slow but firm stroking motions, beginning at the toes/fingers and moving toward the
ankle/wrist. Once you have reached the ankle/wrist, follow the way back down to the toes/fingers.
Repeat four times on each side.
2) Rotating
Slowly move or shake the ankle/wrist from side to side to loosen its joint. Use one hand to support
the ankle/wrist as you slowly rotate the foot/hand clockwise and then counterclockwise. Repeat
four times on each side.
3) Pivoting
Gently massage the sole of the foot/palm of the hand with your thumb. Apply pressure between the
thumb facing the sole/palm and the fingers that lie flat along the back of the foot/hand. Begin
massaging in a circular motion in the area directly below the large toe/index finger and slowly move
to the other toes/fingers. Afterwards, roll the thumb back and forth, which may look like you’re
wiggling your thumb. Release the pressure and move to the next toe/finger. Repeat on other
4) Squeezing
Starting with your pinkie toe/finger, use the thumb and first finger of your hand to squeeze each
toe/finger gently as you move down from the base to the tip of the toe/finger. Give a gentle tug
once you reach the tip of the toe/finger in order to pull out the tension. Repeat on other
5) Kneading
Knead on the sole of the foot/palm of the hand. Use the knuckles of you hand, rolling them back
and forth slowly. Repeat on each side.
Adapted from UB Wellness Education Services
Embrace Your Inner Child
“Growing old is mandatory, growing up is optional.”
- Tom Wargo
If you need something quick and simple to do in order to let off some steam or just to smile, why not get in
touch with your inner child? Here are some examples of activities you can do that will make both you and your
younger spirit smile!
Sometimes, just keeping your hands busy will keep tension down.
Bring some crayons and paper with you to sketch or doodle when you’re waiting for something. Carry around
some play dough (or make your own at home!) or silly putty!
You could also blow bubbles (visualizing the bubbles are you stress being removed from your body). Playing
with objects like slinkies also can help to relieve stress.
Making crafts like finger-knitting can be therapeutic and gives you something fun to do in short periods of
“Yoga is invigoration in relaxation. Freedom in routine. Confidence through self-control. Energy within and
energy without.”
~Ymber Delecto
What is Yoga?
Yoga is a 5,000 year-old tradition of working systematically and progressively with the body and mental
faculties to achieve a state of health and wellness. It incorporates mindfulness, breathing techniques, and
physical exercise through stretches and guided meditation. The word yoga means to unite or join, and it is
believed that the act of yoga can help connect mind, body, and soul in order for one to become wholly
connected to the self as well as the world (Source unknown).
Are there benefits?
Yoga is a relaxing exercise that you can experience at your own pace, at your own comfort level. It can
mentally appease you from stress or distractions of your daily routine. Physically, it can help with knots of
residual stress that forms (such as in your shoulders or lower back), and it can also help you achieve
equilibrium with your posture. Emotionally, it helps detach you from everything else in your environment,
turning your focus on your body and how it reacts to the natural world, which generally results in calming,
relaxing experience (Taken from the Himalayan Institute 2002).
Want some helpful hints about yoga practice?
There is no competition in yoga. Push your body only to where it is comfortable. Strain goes against the point
of the experience. Be sure to wear comfortable, loose-fitting clothing, so it is easier to move around and to let
your skin breathe. Also, try to be regular in your practice. Try some stretches at home, right before bed.
Attend weekly sessions. Results will come over time, and may surprise you (Taken from the Himalayan
Institute 2002).
Where can I go to participate?
There are free classes offered every semester through:
Universal Design
Alumni Arena 75
(Dance Studio)
Times may vary by
Here are some places that offer cheap classes within the Buffalo area:
Shakti Yoga
Hand to Heart Yoga
Buffalo Yoga
133 Grant Street,
Buffalo, NY 14213
425 Elmwood Avenue
Buffalo, NY 14222
2495 Main Street
Buffalo, NY 14214
Classes available
throughout the week
Classes available
throughout the week
Classes available
throughout the week
Laughter Yoga
“At the heart of laughter, the universe is flung into a kaleidoscope of new possibilities.”
- Jean Houston
Laughter yoga is a revolutionary new wellbeing exercise routine developed by Dr. Madan Kataria. Beginning in
1995, this routine of laughing through practiced breathing exercises has swept across the nation (and world!)
as a beneficial way to relieve stress and give the human body relaxing sensations through guided steps. It’s
used with the premise that anyone can benefit from laughter, no matter who you are or where you come from.
Your body can’t tell the difference between real and fake laughter, and will receive the psychological and
physiological benefits regardless of either. It’s taught in different countries all over the world, with hundreds
of “laughter clubs” available.
What does it look like?
The way laughter yoga is taught varies from country to country, with hundreds of different techniques offered
through trainings and sessions. It can come in the form of free movement, dances, stretches, and breathing
exercise, though usually there is a combination of each. One of the methods used here in America is the
Laughter Wellness method, developed by Sebastian Gendry. Here is an example of some of the techniques
used within a yoga session (taken from 25 Laughter Yoga Exercises to Get You Started):
-Air kiss laughter greeting: kiss the air 3 or 4 times a few inches away one from another and laugh as you
do so.
-Laughter musical scale greeting: sing the musical scale up and down in laughter language as you greet
-Confetti greeting laughter: laugh and make joyful movements as you throw around lots of imaginary
-Shaky handshake laughter greeting: laugh as you try to shake hands with people with a shaky hand that
you can barely control.
Where can I go to sign up?
There are two free laughter clubs here in Buffalo (plus an online option)! Here is a listing:
Many Hahas Laughter
Yoga Club of Buffalo
546 Eggert Rd.
Buffalo, NY 14226
Contact: Dawn
The Laughter
Mt. Calvary Cemetery
Buffalo, NY 14225
It’s Time to Laugh!
Virtual Laughter Club
http://www.blogtalkradio Call in:
Meets on Thursdays
Meets on third
Meets online on
What if I don’t have the time for meetings?
Another option is to call this free handy-dandy number: 1-(712)-432-3900. Use the pin 6071292#. You can call
anytime between 6am-1am for 20 minutes of guidance laughter exercises with certified laughter instructors!
Adapted from Dr. Kataria School of Laughter, Laughteryoga.org; Laughteryogaamerica.com
“Self-mastery and the consistent care of one's mind, body & soul are essential to finding one's highest self and
living the life of one's dreams.”
-Robin S Sharma
Reiki is a Japanese relaxation technique developed by Dr. Mikao Usui that focuses on the flow of energy within
the human body. It’s based on the premise that there is a powerful, invisible force of energy that flows within
every person (considered an aura, or “ki”), and when it is not in equilibrium or low in supply, it can cause
stress, sickness, and tension. Reiki clears the energy pathways to improve the flow. There are five sacred
symbols that are involved in attunement (or the way a person is “opened” to the experience of reiki); each
one representing a type of energy required for healthy living.
Cho Ku Rei. The power symbol. It’s used to symbolize the flow of power into and out of the physical body.
Depending on the individual, this will be expanded or constricted, based on the amount needed.
Sei Hei Ki. The harmony symbol. It’s used for mental emotional healing, tending to disease that may block
energy flow. When free, it helps fend off sickness and other types of negative energy (fear, depression,
nervousness, anger, etc.).
Hon Sha Ze Sho Nen. The connection symbol. It’s used for when someone wants to send reiki energy across
distances. It travels across time and space, and connects an individual to past selves, the future, and other
souls of energy. It can also connect people to loved ones.
Dai Ko Myo. The master symbol. This represents the very heart of reiki. It is used as a reminder that reiki is
available and can be used by anyone, for anyone. It’s also used for the healing of the soul, where the physical
body of a person is created.
Raku. The completion symbol. This is used during the final part of the attunement process and is meant to seal
the other awakened energy pathways. The symbol represents a connection between the heavens and earth,
grounding a person to their newfound energy outlets.
Reiki can be performed on your own by guided meditation, or through a trained practitioner. It’s done with
the use of hands moving along the different places of the body (usually not touching the person, but varies
between practitioners), where the pathways are located.
Adapted from The International Center for Reiki Training; About.com
“Do not go where the path may lead, go instead where there is no path and leave a trail.”
- Ralph Waldo Emerson
What does a labyrinth symbolize?
Mythology: Labyrinths are connected to various legends and mythologies, all stemming from the Minotaur
(half man, half bull) and Theseus myth. Traveling through winding passageways, the heroic Theseus advances
to the center in order to meet the beast; being guided through with inspiration given by Ariadne, a priestessprincess.
Mind, Body, Soul: The pattern of a labyrinth is also symbolic of the circulation within the human body, the
passageways of energy transference, thoughts, and feelings. Experiencing a labyrinth provides wholeness to
our bodies and promotes well-being between the mind, body, and spirit. In this way, it is similar to yoga.
What are the stages of walking a labyrinth?
Release: The walk from the entrance to the center aims to let go of stress, to quiet the mind, to abandon all
current worries and doubts. It’s important to have an open mind without expectations.
Illumination: Once reaching the center, you can meditate in order to achieve a sense of clarity or
understanding through reflection. This is to gain insight on what is causing stress in life and how it makes think
or feel about yourself and the world around you. It’s important to allow our mind to wander and to be open to
whatever happens.
Union: Returning to the entrance from the center, you integrate what you have learned and carry it back to
your daily life. Feelings of empowerment or rejuvenation may be experienced here.
Focus on the journey, not the destination.
Tips for Walking a Labyrinth
 Clear your head before entering a labyrinth
 Pay attention to your senses while you walk (sight, sound, smell, thought)
 Connect the walk to the experiences of your life (what it represents)
Tips for Using a Paper/Metal Labyrinth
Find a quiet, relaxing environment (music can be used)
Be aware of thoughts and emotions and do not be judgmental of them
Begin to follow the path from the beginning to the center with a closed pen (don’t write!)
Pay attention to your experiences and breathing (can focus on a word or intention)
When you reach the center, return to the beginning
Adapted from SUNY Potsdam Counseling Center
Section 6: Personalized Curriculum
Suggested Goals and Objectives
Monthly/Weekly Goals
• Sleep Management
• Time Management
• Stress Management
• Healthy Eating
• Mindfulness
*Feel free to customize these to best fit your schedule and personal interests. You can come up with your own, too!
• I will go to bed at the same time every night (p. 21)
• I will get rid of all electronics 30 minutes before bed (p. 22)
• I will not drink caffeine 2 hours before bed every night (p. 22)
• I will not do homework in bed every day (p. 22)
• I will turn on all the lights when I wake up every morning (p. 22)
• I will listen to my favorite soft music every night before bed (p. 21)
• I will walk around my dorm/apartment for five minutes when I wake up every morning (p. 22)
• I will try an app (p. 55)
• I will not hit snooze when I wake up
Stress Management:
• I will create a relaxing music playlist
• I will try an app (p. 55)
• I will contact counseling services to seek support (p. 52)
• I will set aside one night to have fun
• I will dedicate _____ (insert amount of time) to myself every day
• I will make an appointment for a free massage (p. 53)
• I will keep a record of what stresses me out
• I will watch a favorite movie on _____ (choose day)
• I will go out with a friend/friends on _____ (choose day)
• I will play with ____ (choose child-like object) during my break on ____ (choose day) (p. 39)
• I will not check my email before bed or when I first wake up
• I will attend a life and learning workshop (p. 51)
Time Management:
• I will purchase and use a planner (p. 19)
• I will put away my cell phone while doing homework (p. 19)
• I will not check Facebook while doing homework (p. 19)
• I will try an app (p. 55)
• I will plan out my week (p. 19)
• I will schedule in 15-minute breaks during schoolwork (p. 19)
• I will not multitask for an hour during the day (p. 19)
• I will spend _____ (insert time amount) with my friends/significant other on ____ (choose day)
• I will practice a breathing exercise for 5 minutes during the day (p. 36)
• I will try using aromatherapy (p. 37)
• I will try a hand/foot massage (p. 37)
• I will try yoga (p. 39)
• I will spend time outdoors on ____ (choose day)
• I will try laughter yoga (p. 40)
• I will call the laughter yoga phone line on _____ (choose day) (p. 41)
• I will take a walk without using electronics on _____ (choose day)
• I will try reiki (p. 41)
• I will go through a labyrinth (p. 42)
• I will use a table-top labyrinth (p. 44)
• I will commute to ____ instead of drive
• I will journal for 15 minutes on _____ (choose day or days)
• I will fill out a self-care assessment (p. 8)
• I will eat breakfast every morning (p. 24)
• I will bring snacks with me to campus on _____ (choose day) (p. 24)
• I will eat nuts/cups of fruit/dried cereal instead of candy (p. 24)
• I will drink water instead of soda (p. 24)
• I will not go to Starbucks/Tim Hortons on _____ (choose day)
• I will take a multivitamin every day
• I will try an app (p. 55)
• I will track what I eat/spend every day (p. 26)
• I will eat out one less day
• I will batch cook a meal on _____ (choose day) (p. 26)
• I will eat a healthy snack at night (p. 26)
• I will make my own lunch and bring it with me on _____ (choose day) (p. 28)
• I will try ChooseMyPlate (p. 29)
• I will try Wegmans Strive for Five on _____ (choose day) (p. 29)
• I will make my plate a “half-plate” on _____ (choose day) (p. 29)
Section 7: Appendix
Post-Traumatic Stress
Research shows that roughly 85% of college students have experienced at least one traumatic experience by
the time they enroll, or during their educational career (Frazier, Anders, Perera, Tomich, Tennen, Park, &
Tashiro 2009). Therefore, it’s important to understand one of the more extreme consequences of trauma on a
person, Post-Traumatic Stress Disorder (PTSD). Here is some basic information so you can recognize it in
someone you are working with.
(U.S. National Library of Medicine 2012)
The main catalyst for PTSD is exposure to a traumatic event, either bring directly involved or through
witnessing the event. These events could be (but are not limited to):
Sexual Abuse or Assault
War or Military Involvement
Terrorism or Violence
Automobile accident
Death of a loved one
Domestic Violence
DSM IV-TR Criteria
(American Psychiatric Association 2000)
Exposure to Traumatic Event Experience/witness/confrontation of or threatened with
traumatic event
Re-experiencing Symptoms
Intrusive and recurrent recollections of event and intense
Consistent avoidance of anything associated with trauma
Hyper-arousal Symptoms
Difficulty with sleep and concentration along with increased
Duration of above symptoms lasting at least a month or longer
Functional Impairment
Significant disequilibrium of social, occupational, and other
Signs and Symptoms
(National Institute of Mental Health)
Flashbacks of the trauma
Bad dreams
Emotional numbness
Strong sense of guilt/
Being easily startled
Feeling on edge or tense
Frightening thoughts
Loss of interest in activities
Memory difficulties
Sense of shortened future
Sleep difficulties
Increased irritability
You alone cannot diagnose others or yourself. If you feel that someone you know may have PTSD, seek
another opinion from a professional. If you feel you may have PTSD, contact UB Counseling Services.
Life and Learning Workshops
Life & Learning Workshops is UB's central resource for workshops that support student success in the
classroom and beyond. UB Student Affairs, in partnership with Student Advising Services, the College of Arts &
Sciences, International Student & Scholar Services, and others offers workshops relating to:
Adjusting to College
Especially for Graduating Students
Community of Good Neighbors
Academics & Study Skills
Wellness & Recreation
Whether you're looking for helpful how-to information on managing your time or career, or the chance to
develop a fun, new interest, Life & Learning Workshops is the place to go at UB. Most workshops are free to
UB students, and they are offered at a variety of convenient times and locations.
To browse and/or register for workshops, go here: http://workshops.buffalo.edu/
Who can attend?
Any UB student. Space permitting, UB faculty/staff and WNY community members are also welcome.
How do I know who is presenting a particular workshop?
Each workshop description is followed by the name of the sponsoring office.
Career Services
Ed Brodka*
or www.student-affairs.buffalo.edu/career/wshopreg.php
Center for Undergraduate Research & Creative Activities Tim Tryjankowski*
College of Arts & Sciences
Vivian Jimenez*
Counseling Services
Michelle Olandese*
Intercultural & Diversity Center
Terri Budek*
International Student & Scholar Services
Eric Comins*
Student Advising Services
Jerry Godwin*
Student Leadership & Community Engagement
University Honors College
Wellness Education Services
Terry Budek*
Elizabeth Colucci*
Jim Bowman*
*The individuals listed here are contacts. They are not necessarily the actual presenters.
Can my class, residence hall floor, or student organization, attend a workshop?
You may arrange for your group to attend one of the scheduled workshops listed in this website. If your group
cannot make it to one of the scheduled sessions, many of the offices presenting these workshops will gladly
provide customized workshops for groups associated with the university. If you are interested in either option,
please contact us by email.
What is the cancellation policy?
If you are unable to attend a workshop that you are registered for, please notify us by e-mail. Occasionally,
there is a change in a workshop time or location. In the event of such a change, every effort will be made to
notify registrants. Should weather conditions cause the cancellation of classes at UB, workshops during that
time will also be cancelled.
Who can I contact with further questions about Life & Learning Workshops?
Please call The Office of Special Events at 645-3662, weekdays, 8:30 am - 5 pm, or e-mail.
Adapted from UB Student Affairs
Contact Information and Additional Resources
On Campus
Topic of Concern
Phone Number
Alcohol/Other Drugs
Marla McBride
student3rd floor, Michael
affairs.buffalo.edu/sh Hall
Janice Cochran
student114 Student Union
Relationship Advice
UB Counseling
wellness.buffalo.edu/ 120 Richmond Quad/
2nd floor, Michael
Smoking Cessation
student114 Student Union
Sexual Assault
Anna Sotelo-Peryea
3rd floor, Michael
affairs.buffalo.edu/sh Hall
Stress Management
UB Counseling
studentaffairs.buffalo.edu/sh 120 Richmond Quad/
2nd floor, Michael
LGBTQ Community
Jim Bowman
student114 Student Union
Off Campus
Crisis Services:
Tel: (716) 834-3131
Himalayan Institute of Buffalo:
841 Delaware Ave
Buffalo, NY 14209
Tel: (716) 883-2223
Helpful Websites
Compassion Fatigue
Stress Management
Mental Health
Diet and Nutrition
Sleep Aid
Free Mobile Device Apps
[All platforms]
• Simply Being Guided Meditation: guided step by step meditation, with or without music, for 5-20
• Qi Gong Meditation Relaxation
• Buddhist Meditation Trainer
• iQuarium Virtual Fish
• Relaxation Portal
• Hypnosis Free Relaxation
• Mind
• Zazen Lite
[All platforms]
• Slim Down Shopping List: helps consumer purchase healthier options at the grocery store
• TheCarrot: helps to keep track of many health aspects – nutrition “tracker” is terrific.
• FoodPlannerLite: consumer can view/choose foods at the grocery store and view nutrition information;
creates a weekly menu from the foods that user chooses
• Calorie-Tracker by Livestrong
• Garmin Fit
• Gluten-Free Registry
• Vegetarian Cookbook
• Allrecipes.com Dinner Spinner
• Epicurious Recipe
• Fooducate-Eat Healthy Diet
• Ask Karen from USDA (food safety)
• Locavore (local food information)
Taste of Home (seasonal recipes)
The Green Seafood Guide
Seafood watch
Dirty Dozen
• Relaxing Sounds
• Music Therapy for Refreshment
• Calming Music to Tranquilize
• Relax Melodies
Sleep Aids
[All platforms]
• White Noise Lite
• Relax Completely: hypnosis session for deep relaxation
• WakeMate
• Relax & Sleep
• Pure Sleep Lite
[All platforms]
• Astrid: a task management app that allows you to make “to do” lists such as shopping lists; goal/task
lists, etc.
• iZen Garden Lite: create your own zen garden
• Yoga Workout Planner
• Stress Tracker
• Worry Box: learn different coping skills and statements and create lists of steps you can take to manage
• Stop Panic and Anxiety Self-help: Guided help through panic attacks and how to control anxiety
• Stress Pile
• Take a Break from Stress
• PTSD Coach: learn about and manage symptoms that commonly occur after trauma.
Section 8: Bibliography
American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders (4th ed. Text Revision).
Washington, DC: American Psychiatric Press.
Baranowsky, A. B., Gentry, J. E., & Gold, M. (2012). Personal Mission Statement. Retrieved from
Barnett, J. E. & Cooper, N. (2009). Creating a culture of self-care. Clinical Psychology: Science and Practice, 16(1), 16-20.
Bourne, E. J. (2005). The Anxiety and Phobia Workbook. CA: New Harbinger Publications.
Butler, L. (2011). Ways to avoid compassion fatigue. Adapted from the Social Work Department of Roswell Park Cancer
Institute. Retrieved from: http://www.socialwork.buffalo.edu/students/selfcare/documents/exercises/
Butler, L. (2010). Self-care assessment. Adapted from Saakvitne, Pearlman, & Staff of TSI/CAAP. (1996). Transforming the
Pain: A Workbook on Vicarious Traumatization. Norton.
Craig, C.D. & Sprang, G. (2010). Compassion satisfaction, compassion fatigue, and burnout ina national sample of trauma
treatment therapists. Anxiety, Stress, and Coping, 23(3), 319 339.
Christopher, J. C. & Maris, J. (2010). Integrating mindfulness as self-care into counseling and psychotherapy training.
Counseling and Psychotherapy Research, 10(2), 114-125.
Figley, C.R. & Kleber, R. (1995). Beyond the "victim": Secondary traumatic stress. R.J. Kleber & C.R. Figley (Eds.), Beyond
trauma: Cultural and societal dynamics. Plenum series on stress and coping. New York, NY: Plenum Press. 75 – 98.
Florida Center for Public Health Preparedness. (2004). Understanding Compassion Fatigue: Helping Public Health
Professionals and Other front-Line Responders Combat the Occupational Stressors and Psychological Injuries of
Bioterrorism Defense for a Strengthened Public Health Response. FL: Florida Center for Public Health
Frazier, P., Anders, S., Perera, S., Tomich, P., Tennen, H., Park, C., & Tashiro, T. (2009). Traumatic events among
undergraduate students: Prevalence and associated symptoms. Journal of Counseling Psychology, 56(3), 450460.
Gentry, J.E. (2010). The trauma recovery scale. Journal of Trauma Counseling International, 3(1), 1-15.
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