Weeks 1 & 2 of the Happiness Project have left me exhausted, achy and pondering the possibility of a meningitis diagnosis, although Lyme disease is probably more plausible. Hey, I don’t want to blame the happiness project, because it’s really not its fault. But the reality is that I’ve been teaching two nights a week until nearly 10pm, which makes for nearly 12 hour work days, coupled with 2 hours of commuting and prep time in between. Not exactly the recipe for high life satisfaction. And then I received this from a student:
“Some discourage me to either be a writer or a psychologist. So when I hear that you are a writer, and a writer, I was inspire. I said to myself, me and this lady have something in common. If she can do these two things together, then I can do it. One of the thing that really touch me when you was teaching was when you said, “If you don’t know yourself, you won’t know what you want.” I learn from that.”
I left all of the grammatical errors in because this young writer is from Liberia. She comes to class everyday and is basically awestruck by the ability to be in this country and have the opportunity to learn. She is young. She is hungry. She is ready to take on the world. I remember those days.
The greatest part about the happiness project is that my students, who span the ages of 18 to 65 are genuinely interested. I was so worried they would take one look at me and walk out the door. Instead, they have really embraced the process.
Day 1 of the project, the students took two pre-assessments to gauge their current levels of life satisfaction. The hope is that after applying the evidence based curriculum over the course of 5 weeks, they will score higher on the assessments at the end of the semester. I’m not sure if that’s feasible, but we are going to try.
The most consistent intervention we are using is gratitude. Students are required to submit gratitude journals at the end of every class, which record three things they are grateful for. While they can simply list the three things, I do ask that they explore one more fully. I have to say, I am so impressed with their answers. I really thought the majority of my students (specifically my young males) would pay me lip service. I was so wrong. Here are a few examples:
- Gym: It seems like a silly thing to be thankful for but for me, it’s an outlet/stress reliever. No matter what’s going on in my life when I’m there nothing bothers me. I get in my zone and I think everyone needs a healthy escape.
- I am grateful for my car. While it seems weird to be thankful for just a car, I worked hard to earn the money for my car and enjoy working on it, and making it better, faster, and nicer.
- International Food Market: With my four days off this week, I get a chance to go to Upper Darby and buy all of my spices and special curry that I haven’t had in a while. My spices I have purchased from the same person for the last 10 years.
We fail to find gratitude in our everyday lives. We rush through life and seldom stop to really think about how lucky we are. And then we think we have meningitis.
Another small project I’ve had the students working on is savoring. Savoring is an extension of Mindfulness. It is a conscious and deliberate positive attention to the past, present and future from a multi-sensory experience. Think about when we really slow down and savor a meal. When you stop and bask in the best steak, wine, chocolate, etc. that you’ve ever had. That’s savoring.
I’ve asked to student to savor something and write an essay explaining the experience from a multi-sensory experience. It isn’t due until next week but a few students have already submitted the essays, along with photos.
It’s clear to me that the happiness project was as much for my students as it was for me. Actually, it was way more for me than it was for them. But they are reaping the benefits, so it’s all good.