Getting To Bed | To say "I'm getting to bed early tonight," is a start, yet self-control requires physical methods to make a set bedtime reality. photo courtesy @tangojuliette

Getting to Bed


Of course it is best to get those seven to eight hours of sleep in for the next day to run smoothly. The tricky part in achieving this is to pulling yourself away from your to-do list or the mindless moment prior to bed time.

Recently, chronobiologists found that we have two types of body clocks. One reason getting to bed may be difficult is because your personal clock is socially directed toward your body’s opposite needs (Keller and Smith 2014). This means practicing self-control when it comes to your attention and effort. To say, “I’m getting to bed early tonight,” is a start, yet self-control requires physical methods to make a set bedtime a reality.

Our brain works by patterns. To activate change it needs an inter-connection across the non-conscious and conscious domains (Charlesworth and Morton 2015). To create change, it needs a consistent input of process-to-thought-to-expressive output. One simple method to initiate change is to attach a new process to an existing one. An example of this is clean up dinner and then turn your phone to ‘sleep-mode’. The pattern of “last meal” now activates “last use of the smartphone”.

What does your body clock need to make it easier for you in getting into bed?

GIG Design | Physical Performance

CONTEXT

DESIGN^sensory craving | In context of cultural expectations within living quarters consider sleep agents that support bedtime routine.

OCCUPATION

DESIGN^over responsivity | The occupations of play and self-care may visually clash by design in children’s bedrooms. Consider what is visually communicated to achieve a routine bedtime.

SENSE

DESIGN^under responsitivity | Consider what sense may regulate behavior for bedtime. This bed offers a deep pressure sensation if the spread is tucked in tightly around a kiddos body.

P. Keller, O. Smith, L. Gilbert, J. Buckhalt, S. Bi, and E.. Haak (2014) Earlier School Start Times as a Risk Factor for Poor School Performance: An Examination of Public Elementary Schools in the Commonwealth of Kentucky, Journal of Educational Psychology, American Psychological Association Vol. 107, No. 1, 236–245
Charlesworth P, Morton A,, Eglen S,, Komiyama NH, Grant SG, (2015) Canalization of genetic and pharmacological perturbations in developing primary neuronal activity patterns. PubMed Neuropharmacology Manuscript, doi:10.1016/j.neuropharm.2015.07.027