Study Online
Train when and where it suits you: from your Laptop, Phone or Tablet
Promoting Well-being in Schools Including Mindfulness
Course Description
Upon completion of this course, learners will be equipped with the necessary knowledge and skills to enhance the wellbeing of the children in their care. Examples of the material covered in this course include well-being in schools, attachment theory, dealing with strong emotions, emotional literacy, emotional regulation, a mindfulness-based intervention, the stress response, and relaxation strategies. Teachers will be supported to use guidelines and frameworks in relation to well-being strategies in their classrooms, a whole school approach to well-being and the Department requirement of a well-being school self-evaluation. Each module of this course is aligned with the SPHE curriculum, Department publications and contemporary research.
Essential Details
Price: €69.00
Course Code: FSC2233
Tutor Support: Phone, e-Mail, Forum
Start Date: 4 July 2022
Duration: 20 Hours
Format: Virtual
Skill Level: Beginner
Qualification: Certificate
Course Content
An Overview of Well-being in Schools
- Well-being in the context of contemporary literature.
- The role schools play in nurturing the well-being of children.
- Guidelines from key agencies in well-being promotion in schools which include the Well-being Policy Statement and Framework for Practice, Behavioural, Emotional and Social Difficulties and Well-being in Primary Schools.
- The concept of attachment with reference to key literature.
- The research regarding adverse childhood experiences (ACEs).
- The impact ACEs can have on childhood development and classroom presentations.
The Psychology of Well-being
- Parts and functions of the brain as explained in the Triune Brain Theory.
- How brain function is important in relation to strong emotions.
- The understanding of brain function in relation to well-being promotion.
- The fight, flight, freeze response.
- How thoughts, feelings and behaviours are intertwined as laid out in cognitive behaviour theory.
- How the fight/flight/freeze response impacts thoughts, feelings and behaviours.
- The importance of relaxation strategies as laid out in The Mental Health Handbook (Powell, 2017).
- Relaxation strategies that are appropriate for use in the classroom.
Emotional Regulation and Emotional Literacy
- The anxiety curve from the perspective of both the child and the adult involved.
- The concepts of emotional literacy and regulation.
- The interplay between emotional regulation and co-regulation.
- The importance of teaching emotional literacy and emotional regulation skills.
- Existing strategies and resources to promote well-being in their classroom.
- Resources that are available to teach emotional literacy and regulation.
- Introduction to attachment aware schools.
- Areas of classroom practice which may be altered to take account for attachment difficulties.
Mindfulness to Promote Well-being
- Mindfulness in relation to contemporary research.
- The origins and development of mindfulness according to the literature base.
- The evidence base in relation to mindfulness in schools.
- A practical mindfulness-based intervention.
- The application of a mindfulness-based intervention in your classroom.
- The benefits of engaging in such an intervention from the pupils perspective.
- The effectiveness, feasibility, and acceptability of the intervention Six Steps to Serenity (DiBlasi & Rice, 2019) for use in your own classrooms.
Whole School Approach and School Self Evaluation in relation to Well-being
- A whole school approach to well-being as discussed in Well-being for Primary Schools: Guidelines for Mental Health Promotion.
- How well-being can be integrated within the school at the levels of some and all using the Wellbeing Policy Statement and Framework for Practice 2018-2023.
- The School Self Evaluation process as laid out in the document School Self-Evaluation Guidelines 2016: Primary.
- The rationale for undertaking a SSE.
- The SSE six step process in relation to the well-being of the classroom and school using Looking At Our School 2016: A Quality Framework for Primary Schools and the Well-being Policy Statement and Framework for Practice 2018-2023.
- Potential benefits of incorporating a whole school approach and the SSE process in relation to well-being.
How to Enrol
Frequently Asked Questions
What are you expected to do to complete the course?
The course completion requirements are as follows:
You are required to post two comments to the forum post at the end of each module throughout the course. Each contribution is required to be at least 100 words.
Your progression from module to module is contingent on the successful completion of these assignments.
The end of course reflective assignment must demonstrate achievement of the course’s stated learning outcomes.
You will be required to complete a minimum of 10 hours online and an additional 10 hours either online or offline
How do I access the courses I booked on the site?
If you signed up for your course online you will have received an email with login details to start your training. Please check your spam/junk email folder as it may have landed in there.
I’ve one of my courses completed and my end of course assignment is not graded yet. Why is there a delay?
All our course facilitators monitor the progress of every teacher on their respective course so please allow up to 2 weeks for the grade and feedback for the End of Course assignment.
How are the courses structured?
The courses contain 5 modules each of which is made up of individual lessons.
How much time do I need to spend at the course?
You are required to engage with the course for a total of 20 hours (10 Hours online is mandatory and the remaining 10 hours can be online or offline for other learning activities)
Can I spread the 20 hours over a period of time or complete it all in a couple of days?
Yes you can decide to do either. It is up to you what way you want to complete the course, once you demonstrate engagement for a total of 20 hours (10 of these must be online)
I am wondering after each module are you required to reply to the forum post? If so, how many comments?
You are required to post to the forum posts at the end of each module throughout the course. You will need to post two comments. Each contribution is required to be at least 100 words.
I cannot progress to the next module, even though I have completed the previous module and all questions / assignments?
This is usually caused by not meeting the criteria for completing the previous module, in particular posting at least two contributions to the course forum.
What is the minimum length of answer for the End of Course Reflective Assignment?
The minimum word count is to be no less than 300 words and not more than 500 words.
How do I know how I am progressing if I do not receive a grade until after I have completed the course? I’m afraid I will fail!
Naturally, like most courses, it is only possible to evaluate your grade when you have completed the course.
There is two parts to the assessment:
<strong>1. Meeting the Minimum Criteria:</strong> You are required to complete all 5 modules, regularly contribute to the course forum after each module (at least 2 meaningful contributions per module).
<strong>2. Assignments:</strong> You must complete Multiple Choice Questions (MCQs) and posts to the forums at the end of each module, as well as an overall End of Course Assignment. Once you have met each of these conditions, you should qualify for your EPV days and receiving your Flúirse certificate of completion.
You’ll be glad to hear that ALL our course facilitators monitor the progress of every teacher on their respective course and will always inform them before the course closing date if they do not appear to have met the above criteria for any reason.
More questions? Check our FAQ Section.
