by Mary Clifford Morrell

 

Growing up with a Syrian Orthodox mom and a Roman Catholic dad provided me with an opportunity to experience faith through a variety of beautiful and meaningful devotions. Though baptized into the Roman Catholic faith, I still treasure many devotions and traditions passed on to me from my Orthodox family.

One special to me is praying with icons, an ancient practice that draws people into prayer and a closer relationship with God. In this manner icons are considered “windows into Heaven.” Today there are three icons on my kitchen counter—Mary, Jesus and St. George. My morning prayers are offered here, particularly at this time, for peace in Ukraine. A small candle is kept lit whenever I am home.

In a box on my dresser is both a set of rosary beads and a prayer rope of 33 beads ending with a small cross and a tassel. The rope was gifted to me by an Orthodox cousin from Syria. The prayers said on each are different, but they both keep me focused on God.

While these devotions are a form of personal prayer, experiencing them the first time was the result of both religious education classes and my family. Working together, parents and educators help inform, form and transform children into disciples through encounters with Christ. Devotional practices are an important part of the formation.

In any Catholic classroom, there are children of varied ethic and cultural backgrounds whose families may practice religious devotions unknown to the other children, such as the Philippine tradition of Simbang Gabi, which includes a novena of sunrise Masses the days before Christmas, or the Mexican tradition of Day of the Dead, a joyful celebration to honor and remember deceased loved ones. Among these varied traditions is a wealth of opportunity for enriching students’ understanding that faith in God and devotion to Mary and the saints may be expressed in myriad ways.

Inviting children, and their families, to share their special cultural faith traditions enables all students to understand that expressing our love for God takes many forms, from simple prayers to liturgies, processions, pilgrimages, celebrations with music and dance, and, of course, special foods.

RCL Benziger’s Our Family Devotions: Popular Devotions from Around the World, is a fascinating and colorfully illustrated collection of devotions with suggestions for expanding conversations with children. While the book is designed for families, it is a wonderful resource for the classroom, as well.

Among the 39 devotions shared in the book is one from Argentina to Mary, Our Lady Untier of Knots, a prayer practice I have found especially meaningful during these challenging times.

The book explains that the devotion was brought to Argentina many years ago by Father Jorge Mario Bergoglio, who would become Pope Francis. While visiting Germany, Father Bergoglio saw a seventeenth-century painting of Mary in Heaven in which she is untying the knots in a long length of white ribbon, assisted by angels. The knots represent the many difficulties of daily life that Mary helps undo.

Father Bergoglio was so moved by the painting that he had a copy enthroned in a parish church in Buenos Aires where it now draws many thousands of visitors on pilgrimage each year. As so often happens with prayer, devotion to Mary under this title is taking hold in the United States, as well. During a visit by the Holy Father to Philadelphia, a temporary wire-frame grotto for Mary Untier of Knots was erected, upon which were tied strips of cloth. Visitors were invited to write their troubles on the cloth and tie knots into the strips before untying someone else’s.

I see a classroom, or school, tradition in there somewhere.

For a resource that highlights the rich and diverse traditions of families and the Church, check out Our Family Devotions: Popular Devotions from Around the World, also available in a bi-lingual edition.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

 

by Mary Clifford Morrell

 

Teachers have been making heroic efforts to help children, many who are still struggling with the effect of pandemic fears and restrictions, reacclimate to life in a classroom. Now there is a new situation finding its way into children’s lives and classrooms—the war in Ukraine.

The reality and brutality of war can leave adults feeling helpless. It is often more so for children who are often aware of their limited ability to effect change. So how are teachers to answer questions about the war, assuage fears and help children gain some sense of making a difference for those who are suffering?

Stay Calm. Children are sponges of adult emotions, especially when those adults are their caretakers. If parents and teachers maintain an attitude of calm confidence, children will feel more safe and secure in any situation.

Listen for their concerns. Acknowledging their feelings, whether they be sadness, fear, or anger, is an important step in letting children know they are being heard. It is a step toward giving them the assurance they are looking for.

Be mindful of difference. Within a classroom there are children of every emotional makeup. Some may be anxious, sensitive or worriers. Others may be unconcerned, and some may still be unaware of the war. It is important to reply to questions in a way that will not increase children’s anxiety or induce fear in those who are unfamiliar with what’s happening.

Limit details. Be mindful of the students’ ages. Do not overexplain to young children or allow children to share graphic details of the war they have seen or heard. Direct any discussion towards the many people, both in and out of the Ukraine, who are working towards helping others and bringing peace.

Create ways to help. Children love to help. Older children can brainstorm projects, fund raisers or write letters to local decision makers. All children can create art expressing their concern for Ukrainians, or their desire for peace in the world. Some could be sent to local Ukrainian churches, as parishioners worry about their families and homeland. Art is also an excellent therapy for anxious children.

Make prayer a ritual. Rituals and routines are essential for children during challenging times, both at home and in the classroom, offering them some sense of control over their lives. Prayer is also a way for children to feel they are making a difference in a way that strengthens their faith. Children may wonder why their prayers for peace are not being answered, so it’s important to help them understand that prayer also gives people courage, strength and a heart to help others, often at great sacrifice to themselves. Children may appreciate writing their own prayers to share with the class or their families.

Prayer resources from RCL Benziger include Blest are We Faith in Action, Supplements, Prayers for Scripture Covers, as well as Catholic Prayers and Practices for Young Disciples (English) and Catholic Prayers and Practices which includes the Order of the Mass.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

 

by Mary Clifford Morrell

 

Growing up, among the most memorable gifts my parents ever gave me were books. As an only child, I spent a lot of time reading. But the books that shared my journey to adulthood, and the ones my grandchildren will have the opportunity to read, if the pages remain intact, are my Nancy Drew mystery books, a large volume of Gothic short stories and poems, and two oversized, hard cover, amazingly illustrated volumes of Old and New Testament stories.

I thought I might become a mystery writer, or maybe a poet. But obviously, given that I’ve spent my entire professional career writing about faith and spirituality, the amazingly illustrated volumes of Scripture stories had the most profound impact on my life.

Among my favorite stories was the one about Shadrach, Meshach, and Abednego, who were thrown into the fiery furnace by Nebuchadnezzar II, King of Babylon, for refusing to bow down to a golden statue of the king.

When the king looks into the furnace, he sees the young Jewish men walking around in the flames unharmed. There is even a fourth man with them who looks like “a son of God.” My book depicted an angel walking behind the young men, the angel’s wings seeming to form a shield of protection around them.

When I actually began to read Scripture for myself, I was reminded of that powerful image when I read the words of Jesus in the Gospel of Luke, when he returns to Jerusalem for the last time and is lamenting, “… how often I have longed to gather your children together, as a hen gathers her chicks under her wings …”

For me, both as a child and later as an adult, these were images of being under the cover of God’s love; images that became my experience on a journey filled with both joy and pain.

Scripture stories hold a lot of value for young children, shared at the right time and in the right way. I have given many Bibles as gifts to my children and grandchildren, for birthdays, for Christmas, and when receiving a Sacrament, but in looking back at how much I loved and re-read the illustrated Bible story books I was given as a child, I now start my gifts of Scripture for my youngest grandchildren with similar gifts, beautifully illustrated and simply translated for a young age.

If you are looking for a simple, perfectly illustrated book of Scripture stories for your classroom, or to use with your family, or to give as a gift, be sure to check out The Bible for Little Ones, from RCL Benziger, developed especially for children ages three to seven.

My favorite part of this book, and there is much to choose from, is the engaging artwork, and especially, the expressive faces of the characters—a range of emotions that bring the stories to life and make them memorable for children.

Each Scripture story is presented with a simple teaching process that can be used in the classroom or with families, and is designed to help children come to know, love and live the Word of God.

Click here to see The Bible for Little Ones Sampler.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

by Mary Clifford Morrell

 

Today’s children are faced with a number of unique challenges. For many of them, that includes overabundance—toys, technology, clothes, privileges, entertainment and more.

Children who suffer from overabundance often take things for granted instead of developing the virtue of gratitude, a virtue that must be cultivated throughout life.

Celebrating and nurturing gratitude is something commonly done in the classroom as Thanksgiving approaches. But we often forget that gratitude is a principal trait of the Christian believer and meant to be lived year-round … even during Lent, or perhaps, especially during Lent.

We are familiar with the various disciplines of Lent—prayer, fasting and almsgiving—but perhaps not so familiar with the idea that, as Father Henri Nouwen explains, gratitude can be lived as a discipline.

He writes, “Gratitude as a discipline involves a conscious choice. I can choose to be grateful even when my emotions and feelings are still steeped in hurt and resentment. It is amazing how many occasions present themselves in which I can choose gratitude instead of a complaint. … The choice for gratitude rarely comes without some real effort. But each time I make it, the next choice is a little easier, a little freer, a little less self-conscious.”

The past two years have been difficult for children, so enabling them to move beyond difficulties by choosing gratitude, helps them become happier and more hopeful.

Steps for cultivating gratitude in the classroom:

Prayer—Prayers asking for God to help them have thankful hearts can be written by students and teachers together and prayed during Lent. Scripture also offers many teachings on gratitude, including Colossians 4:2, “Persevere in prayer, being watchful in it with thanksgiving …”  This is an excellent chalk board or white board quote which includes steps for cultivating gratitude.

Noticing—Children are perceptive but sometimes need to be reminded to observe the world around them. Who or what do they see in the course of the day that should give rise to gratitude? Did they notice the principal in the hall, the maintenance staff cleaning up a spill, the cafeteria staff making sure they received their meal? What about the bus driver, the coaches, or their parents who get them home safely every day?

Reflecting—Give students time to reflect on the people or blessings they notice each day and ask them to think about why they should be grateful for them. Older students may be encouraged to reflect on what elements of their faith they might be grateful for: Jesus’ life and death on the Cross; the Holy Family, the Mass, Easter Sunday.

Responding—How may children (and teachers who are models) express their gratitude? Children may come up with some very creative ideas of their own, but suggestions may include spiritual bouquets, thank you notes, artwork, and good deeds. A prayer a day thanking God for one person or blessing they notice will nurture their sense of gratitude. Participating in Mass and lighting a candle for someone. Praying a decade of the Rosary in Thanksgiving for all of God’s blessings and for the intentions of those who have less.

For young learners, RCL Benziger’s “Catholic Prayers and Practices for Young Disciples” includes a visit to church with descriptions and illustrations, Order of the Mass, the Rosary and Stations of the Cross, and a liturgical calendar to color, and much more.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

by Mary Clifford Morrell

 

What difference does it make?

The question came from the parent of a religious education student during a family catechesis program. He was asking about the Sacrament of Anointing the Sick and was speaking from a heart of grief. It would mean little to him if I explained what the Church teaches about sacraments and anointing, so, instead, I shared a very personal story about my father’s death.

The religious education parent for whom I shared the story came to me later, with tears in his eyes, and said he was touched that I had heard his grief and not judged his question.

That’s the power of an encounter with Christ. We all have our stories of how it has happened in our lives, but it’s very often a story of experience of a profound love or powerful transformation through another person. In those moments we begin to understand the difference the teachings and traditions of our faith make in our lives, and in the lives of others.

If our students are to value, and ultimately love their Catholic faith, it will be because of their encounters of Christ. These happen regularly in schools and religious education programs when students experience the love and compassion of their teachers; when they hear how God has worked in the lives of others; when they have an opportunity to be Jesus’ love for someone else, and when they are given frequent and varied opportunities to talk to God in prayer, particularly before the Blessed Sacrament.

 When the lessons learned in their religion classes help students unfold their encounters of Christ, they may never have to ask, “What difference does it make.”

Find out more about RCL Benziger’s Catholic Prayers and Practices for Young Disciples which is designed as a resource to help children grow in their prayer life

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

by Mary Clifford Morrell

 

Helping children find meaning in Lent means helping them find meaning and value in fasting, almsgiving, prayer.  These may seem like adult goals but brought to a child’s level and understanding, Lent can provide a time and place for children to experience community through shared experiences, as well as a time of renewal, especially after two years of pandemic challenges.

During his pontificate, Pope Francis has described Lent in many ways — as a time of recovery, renewal and conversion, a time to receive the love of God and rediscover the direction of life.

In his Lenten message for 2021, the Holy Father refers to Lent as a time for renewing faith, hope and love, all things greatly needed during these challenging times. Pope Francis explains love as “the highest expression of our faith and hope,” saying “Love rejoices in seeing others grow”—a beautiful expression of Lent for children.

To start:

PREPARE YOURSELF

In line with the adage,” You can’t give what you don’t have,” it’s important for teachers to have the mindset of Lent in order to plan for Lent in the classroom. Before creating your Lenten plans for students, plan your own Lenten renewal. Do you need a fuller understanding of Lent? More time for prayer and reflection? More charity towards others? More periods of silence, even brief ones, where you can hear the still, small voice of God?

PREPARE YOUR CLASSROOM

Simplify your classroom decorations. Become a minimalist for six weeks. Rely on color—purple for Lent—and include various images, symbols and words of the Lenten season, according to the age of your students. Minimizing visual stimulation helps children focus on the few things that are visible to them, especially as they are related to a lesson, or in this case, a liturgical season.

PREPARE YOUR STUDENTS

Children learn religion better when they start from a place of understanding they are beloved children of God. From there they will grow to appreciate what Lent offers. Help them by explaining why we undertake the Lenten practices of prayer, almsgiving and fasting – all of which may be considered acts of love meant to transform hearts and minds.

• Prayer is meant to build and nurture our relationship with God, and to bring the needs of others to God in love.
• Almsgiving, or charity, is meant to help us be in communion with others in need.
• Fasting reminds us of all we have and keeps us mindful of those for whom fasting is a daily experience because they do not have enough to eat.

While fasting for Lent does not apply to children under 18, and abstinence does not apply to children under 14, children (and adults) can find value in other ways of fasting, especially from behaviors that impede our relationship with God and others.

Enjoy RCL Benziger’s free downloadable and printable resources for celebrating the season of Lent.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

 

by Mary Clifford Morrell

 

Whenever I feel like I just can’t write one more thing because I am completely out of ideas, I inevitably end up being called into grandma duty and have my writer’s block knocked down by a delightful three-year-old.

We, or rather he, decided it was a good day to go outside in the yard, in spite of 20-degree temperatures so we donned our winter gear and headed for the swing. I used to have to lift him up to get him in, but now he considers himself capable of all things.

I asked him if he needed help and he said no, he could do it himself and tried valiantly to hoist himself up and get his seat into the swing so he wasn’t falling off. He tried a few times and almost made it. Finally, he turned around to me and said, “Actually, I can’t.”

Just hearing a three-year-old begin a sentence with actually is enough for a smile, but I gave him a big hug and told him that many adults would have trouble acknowledging so simply and freely that they were struggling with something.

It made me think about the reason we go to God in prayer.

Life throws a lot at us, and, for some of us, it means we become the anchor of the family, the person who holds things together, who carries the emotional load and makes sure everyone else gets what they need. Sometimes, when we fool ourselves into thinking we are capable of all things, we take on just one thing to many and the load drags us under. There comes a time when we need to admit, “Actually, I can’t” – do one more thing, worry about one more thing, fix one more thing.

I’ve also learned that God sends angels to remind us of what we need to do. Mine came in the form a lovely man in the hotel room opposite mine. We struck up a conversation and I discovered he had been staying there for months. He was happy for the exchange but must have sensed I was distressed.

As I slide the key card into my door he said to me, “Mary, let God carry it. Give it over.”

He disappeared into his room before I could respond, but as soon as I got to my computer I sat down and wrote out four prayers asking God to hear the prayers of the saints I had chosen to intercede on behalf of those of my family whose pain I was carrying. I pray them daily and it has made all the difference in the world to me, body, mind and spirit.

But adults are not the only ones carrying burdens. The mental health of our children has been seriously impacted by two years of a pandemic. We cannot change the times they are living in, but we can try to help them find avenues to express their fears and anxiety and recover some sense of hope in the future.

Prayer can do that. Give your students an opportunity to pray in a variety of ways every day. Be sure to include the opportunity for personal prayer intentions that give children a chance to acknowledge and express those things that weigh heavy on their hearts, turning them over to God to carry for them.

Some children may want to share their intentions with the class, others may prefer to write them on a piece of paper and put them in a prayer intention box or jar on the class prayer table.

Perhaps as important as helping children acknowledge and express their difficult feelings, is helping those same children find reasons to be thankful.

A Prayer of Thanks, written together as a class and prayed at the end of the school day, is an important building block for faith and developing a sense of gratitude. It can help teachers, too.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

 

by Mary Clifford Morrell

 

Every once in a while, a conversation with your children stays in your mind as fresh as when it took place. Many years ago, my oldest son (now closing in on 50 with four children of his own) was sitting next to me in the car as I drove him to his friend’s house.

Out of the clear blue sky he turns to me and says, “Mom, you know all those videos that you won’t let us watch at home?”

I chuckled, and he continued, “Well, you know I’ve seen them all, when I go to visit my friends.”

“Really,” I said seriously, thinking there must be a video planned for that night and his conscience was nagging him.

He continued, “I just want you to know that even though I watched them, I was remembering the whole time that you didn’t think I should be watching them, and I saw them differently than my friends did. I saw the reasons why you didn’t think they were good for me to watch.”

As a parent, this was a memorable moment for me. Most of us realize that we cannot completely protect our children when they go out into the world on their own. But if we know they have understood the reasons why we taught them the things we did, there is a greater feeling of confidence that the lessons would take hold.

Knowing the reasons why is also an essential lesson for students who are learning about their faith. And the seasons of the Church’s liturgical year hold a wealth of opportunities to create learning experiences that will take hold.

Take Lent, for example, which begins Ash Wednesday, March 2, and ends at sundown on Holy Thursday, April 14. As a 40-day season of prayer, fasting, and almsgiving, Lent is that meaningful period of preparation to celebrate the Lord’s Resurrection at Easter.

It begins with purple, ashes and alms and leads to Easter with “Alleluia!” sung in a church filled with incense and white Easter lilies. The seasons, while deeply connected, are completely unique. Both have an intrinsic beauty that can be seen best when there is an understanding of the reasons why different symbols, colors and rituals are used.

By bringing as many of the symbols and colors of the Church’s liturgical seasons into the learning environment, classroom conversations may become, for some students, the kind of conversations that become memorable.

A wonderful addition to textbook lessons on the seasons and symbols of the Church, is RCL Benziger’s Praying the Scriptures, a downloadable, lectionary-based resource to help children learn and reflect on the Sunday Scriptures in the classroom or at home.

Among the strengths of this resource are the Gospel reflections and Questions of the Week which encourage discussions so necessary for learning that lasts.

Classroom Sessions provide background on the Sunday readings and classroom session plans for primary, intermediate and junior high students, while a Liturgical Year Calendar provides a handy reference to the calendar dates for the Sundays and solemnities of the Church year.

Praying with Scriptures, Year C, is now available! This downloadable, lectionary-based resource is designed to support catechists, religion teachers, and parents who lead others in learning and reflecting on the Sunday Scriptures in the classroom and in the home.

Learn More Here 

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

by Mary Clifford Morrell

 

One challenge for many people during the past two years has been a sense of isolation, especially for the elderly or those who live alone. Children, as well, have struggled with an enforced solitude, keeping them at home for learning and away from time spent in a social environment.

Long-term solitude, especially when forced rather than chosen, can be detrimental to those of us who need social interaction. And yet, there are some, who choose solitude as a lifestyle.

One of those is St. Anthony of Egypt, also known as St. Anthony the Great, who lived in the third century to the extraordinary age of 105. His feast day is Jan. 17.

This saint’s experience is similar to St. Francis of Assisi, in that he inherited great wealth from his family but touched by the word of God, sold everything and donated it to the poor.

St. Anthony chose a life of solitude, first in the desert and then on mountain on the bank of the Nile River, so he could devote himself to God and prayer. From this solitude, he became the founder of Christian monasticism and spiritual father to the communities that followed in his footsteps.

Our life mission may not take us to a hermitage in the desert, but an experience of solitude is healthy for mind, body and spirit. Solitude can be fruitful and lead to growth, as St. Anthony’s story reveals.

In his book, “The Way of Silence: Engaging the Sacred in Daily Life,” Benedictine monk David Steindl-Rast observes, “To have a place of solitude is an inestimable gift. It makes it easy to let the heart expand, to let the senses wake up, one by one, to come alive with fresh vitality.

“Yet, whatever our circumstances, we need to somehow set aside a time and a place for this kind of experience. It is a necessity in everyone’s life, not a luxury. What comes alive in those moments of solitude is more than eyes or ears; our heart listens and rises to respond. All of us—each in a different measure—have need of solitude because we need to cultivate mindfulness.”

Of the more than 10,000 saints recognized in the Catholic Church, many have been lost to the annals of history. The rest are all varied individuals with unique stories which can serve as inspiration for our own faith journey, and that of our students.

Additional saints celebrated in January are St. Sebastian, St. Agnes, St. Vincent of Zaragossa, and St. Marianne Cope.

Saint stories written at a level of appropriateness for students are best to use. Many saints underwent painful and difficult assaults to body and mind which may upset young children.

Our Saint Resource Page offers a wealth of stories, a saint index, saint maps and page of saint terminology to explain titles such as Servant of God, Venerable, Blessed, Saint and mystic.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.

 

by Mary Clifford Morrell

 

Teaching is a rewarding but challenging profession, even on good days. Trying to continually do what’s best for your students, in the midst of concerns from an ongoing pandemic, can easily magnify the stress and lead to burnout.  

Under conditions like these, it’s even more essential to include “doing the best for you,” in your plans for the day. Self-care for teachers is often overlooked, as teachers are most often a self-less group of individuals whose mission is to always put the student first. There’s a admirable humility about that mission but leaving yourself out of your realm of care can have serious consequences.

Over the years, in both in my personal and professional life, I learned that being humble does not exclude being strong and being strong requires being attentive to our needs.

So, how does a teacher undertake self-care?

I learned a lot from one of my favorite saints, St. Francis de Sales, who encouraged others with gentleness, emphasizing our need to “Be patient with everyone, but above all with yourself. …”

From him I learned to develop a larger sense of compassion, one that includes ourselves. When we exercise self-compassion we forgive ourselves for mistakes, provide ourselves with the rest we need and make time for those things that bring us pleasure or joy, even if they are simple things like dinner in a nice restaurant or some quiet time alone with a good book and favorite beverage.

Life has also taught me about the importance of creating. There is an inherent need for the human spirit to create something—art, dance, carpentry, baking, anything that brings a sense of satisfaction and joy. When I was at a point of being overwhelmed, due to grief, I discovered that creating music by singing was a balm for my soul. I was invited to join the parish choir and it changed everything. Being immersed in music was itself a healing experience, but as important were the relationships that developed with others and the life-long friends who added support and happiness to my life.

Creating and sustaining connections with others is an invaluable part of self-care. We need to know we are not alone in our struggles. We need those people who offer affirmations and advice, even if we don’t take it. We need to be reminded that our lives make a difference to others, and we are valued.

Creating a sanctuary is a way to nourish our need for beauty, solitude, and order. At times, my car became my sanctuary. Sitting in the park with a hot cup of coffee, my favorite music, some aromatherapy and a lovely journal were sometimes a daily escape, even if just for half an hour. Creating a sanctuary at home, where you can actually close the door for a bit, is an opportunity to fill a small space with your most meaningful things, sit for a while and take a breather.

Most importantly, create a time to pray. These quiet conversations with God can take place anywhere, while you are healing in your sanctuary or washing dishes, on the way to work in your car or in the teacher’s lounge. If you can save 15 minutes of your lunch hour for a visit to church, it’s a wonderful place to restore your soul.

As you undertake a plan of self-care, and there are many suggestions other than mine, I would share these words of St. Francis de Sales: “Be who you are and be that well.” Emphasis on the well.

Mary Regina Morrell, mother of six and grandmother to nine, is a Catholic journalist, author, and syndicated columnist who has served the dioceses of Metuchen and Trenton, New Jersey, and RENEW International in the areas of catechesis and communication.