6: Overcoming Resistance to Practicing Self-Care
- Page ID
- 247349
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 6.1: Barriers to Self-Care
- The chapter focuses on overcoming barriers to practicing self-care, including unrealistic expectations, shame, misunderstood religious beliefs, and lack of prioritization.
- 6.2: Promoting Self-Care in Childhood and Adolescence
- The chapter emphasizes the importance of self-care practices for children and adolescents.
- 6.3: Models of Change
- The chapter introduces models of change, including Behavioral Learning Model (BLM), Health Belief Model (HBM), Transtheoretical Model (TM), Social Cognitive Theory, and Counseling Model for Positive Behavioral Change (CM-PBC).
- 6.4: Assessing Self-Care
- This chapter discusses the assessment of self-care interventions and their impact on wellness.
- 6.5: Developing a Self-Care Treatment Plan
- This chapter discusses the the development of a self-care plan, including planning, action, assessing, and adjusting.
This chapter examines a variety of reasons that people may not engage in self-care, and how we may assist them in overcoming these barriers. Different models of self-care are explored as well as the potential benefits of introducing self-care to children and adolescents. Finally, assessing wellness and self-care, and developing effective treatment plans is covered.
- Examination of the various barriers to practicing self-care.
- Exploration of how to help individuals overcome barriers to the practice of self-care.
- Examining how and why self-care practices can be beneficial to children and adolescents.
- Understanding the various Models of Change and how each can assist in helping individuals incorporate self-care routines into their lives.
- Identifying specific assessments to determine what changes might be incorporated into a self-care treatment plan.
- Examining the components of an effective treatment plan from a wellness perspective to assist a client in making positive changes with regards to self-care.
References
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Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40(4), 357.e9-18. https://doi.org/10.1016/j.jadohealth.2006.10.013
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Granello, P. F. (2013). Wellness counseling. Pearson.
Roxas, G. K. T. (2023). "Self-care is being attentive to yourself": Using assemblages to examine discursive-material practices of self-care among Filipino university students. International Journal of Qualitative Studies on Health and Well-Being, 18, Article 2247619. https://doi.org/10.1080/17482631.2023.2247619