Over time, I have found it essential to maintain balance and wellness in both my professional and personal life. This idea became especially pertinent when I entered a demanding graduate program while working three jobs throughout a hectic semester. From the start of my time in student affairs, I was inundated with jolting statistics that articulate the importance of wellness and balance in our field; 50-60% of my colleagues entering the field may not last more than five years before transitioning to another profession entirely (Frank, 2013). 

 

With these ideas handy, I have attuned myself to the idea of certain stressors and a work-life ratio. This includes setting boundaries in a community where my work and my home are in the same location. Thus, I have made a point to "leave my work at work" in a myriad of ways. This means physically in that I leave my computer and materials in my office, but also mentally, in that I respect my own needs as a person who is defined by more than my position or title. There are certainly times when this must be tweaked and modified due to certain circumstances. Part of being competent in this field, however, is adjusting as necessary and honoring your own needs as a professional and as a person. 

 

My title of graduate student is a particularly salient and rich identity that I have held close since enrolling in my program in 2014; as a self-dubbed "lifelong learner", I kept this identity in mind when formulating goals for my Assistant Resident Director position at Wentworth, starting in June 2015. For every one goal I made professionally, I set one goal personally. When formulating goals, you should have an objective which expands upon the broad goal and creates a more measurable basis for achievement (Upcraft & Schuh, 2009). Thus, each of my goals were broken down and featured an objective that could help me measure my achievement more cohesively. These goals do not hamper my progress or dictate my every move, but serve as a reminder of where I have been professionally and personally, where I am currently, and where I hope to go. I firmly believe I cannot help students achieve their goals in any capacity if I do not first prioritize my varied needs. 

 

In my role as Assistant Resident Director, I have also worked with others to assist them in formulating a more holistic understanding of how work often influences our personal lives, and vice versa. We should all strive to work with others to help them understand how their attitudes, values, beliefs, assumptions, biases, and identity impact their work (ACPA & NASPA, 2010). For the hardworking 12 Resident Assistants (RAs) I supervise, this is a pivotal idea that often gets tabled due to the intensity of academics, pressures due to scholarships and parental expectations, and personal goals they have set for themselves.

 

In particular, one RA I directly supervise was having a hard time navigating this balance; she, like me, originally saw the residence hall as a place of work and had an incredibly difficult time "relaxing" when there was so much that could be done! We engaged in a reflective discussion and pinpointed the source of her stress. From here, I worked with her to draft reasonable goals and objectives for her to rediscover a better balance. For example, she set the goal for herself to not work late at night on RA-related endeavors, instead saving those for the day or weekend. The objective was to shut her mind off after 7:00 p.m. and shift her focus on relaxing with friends or alone. She reported to me that while she was not always able to honor these goals daily, she found herself taking off her RA cap more often and just being "Hannah", not "RA Hannah". It was so satisfying to hear that a simple drafting of goals and objectives helped her find a better balance, and consequently, a better version of herself!

 

Personal experiences and biases can, and do, come into play in one's work in student affairs. The belief that one can completely separate oneself from these experiences and learned behaviors is erroneous (Pope, Reynolds, & Mueller, 2004). Rather, professionals must dig deep, find the root cause of these beliefs and experiences, and engage across difference in reflection discussions. I was challenged in EDU 705: Multicultural Issues in Student Affairs, to examine my own hidden biases. I was issued an exercise by Project Implicit which tested my biases in regards to race, sexuality, and weight. Attached you will find my reflection paper on the results, and how I have been working to challenge these hidden biases and become an engaged learner who is willing to learn, own their privilege and continue to serve as an ally for targeted groups. 

 

While the main objective for Personal Foundations is just that: personal, I do not hold the attitude that it must be exclusive to oneself or be kept quiet. Rather, if one has ideas on how to maintain wellness and balance while growing as a person and as a professional, I welcome them. In turn, I offer any constructive feedback and ideas when appropriate and when prompted. After all, we are educators and are all trying to maintain the best version of ourselves. Why not incorporate mindfulness and help uplift others in this regard as well?