Resilience & Wellness for Educators

Course Number: ECE 222
Transcript Title: Resilience & Wellness for Ed
Created: March 26, 2021
Updated: March 26, 2021
Total Credits: 3
Lecture Hours: 30
Lecture / Lab Hours: 0
Lab Hours: 0
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: No
Grading options: A-F (default), P-NP, audit
Repeats available for credit: 0

Prerequisites

RD 90 and WR 90 or equivalent placement test scores

Course Description

Supports educators’ ability to positively adapt in the face of adverse circumstances by teaching positive skills, strategies, and routines that enable them to live happy, fulfilling, and successful lives while enhancing their love of the profession. Covers the identification, justification, and application of resilience and wellness practices necessary to become an effective educator of young children. Prerequisites: RD 90 and WR 90 or equivalent placement test scores. Audit available.

Intended Outcomes

Upon successful completion of this course, students will be able to:

  1. Describe critical practices for becoming a resilient, effective educator.
  2. Explain how managing their own resilience, self-efficacy, mental health, and wellness is critical to the effectiveness of their work.
  3. Examine how wellness and resilience practices can positively support children and transform classroom culture.
  4. Advocate for, and model wellness and resilience practices for children and educators.

Outcome Assessment Strategies

Assessments may include journal reflections, self-assessments, projects, research papers, quizzes, tests, and portfolio artifacts.

Texts and Materials

Souers, K. & Hall, P. (2016). Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom. ASCD.

Additional Materials

Gilbert, D. (2004, February). The surprising science of happiness. TED Talks. http://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy?language=en

Saplosky, R. (2012, March). The psychology of stress. Greater Good: The Science of a Meaningful Life. https://greatergood.berkeley.edu/video/item/robert_m._sapolsky_the_psychology_of_stress

McGonigal, K. (2013, June). How to make stress your friend. TED Talks. https://www.ted.com/talks/kelly_mcgonigal_how_to_make_stress_your_friend

Standlea, N. (2012, October 10). What is positive psychology? https://youtu.be/1qJvS8v0TTI

Barlin, D. (2010). Better mentoring, better teachers: Three facts that help ensure successful programs. Education Week.  http://www.edweek.org/archive/ew/articles/2010/03/23/27barlin.html

Mayo Clinic. Social Support: Tap this tool to beat stress. http://www.mayoclinic.org/healthy-living/stress-management/in-depth/social-support/art-20044445

Gray, K. (2011, January). Becoming Superman: Doing good makes you strong. TEDx Talks.

Walsh, R. (2011, April). Relationships: The most powerful factor affecting wellbeing. TEDx Talks. https://www.youtube.com/watch?v=UIdmugodonQ

Oliver, J. (2013, February 12). Passengers on a Bus – an Acceptance & Commitment Therapy (ACT) metaphor. https://www.youtube.com/watch?v=Z29ptSuoWRc

Rhinewine, J. (2013, January 18). Explaining acceptance and commitment therapy pt 5 living from fear or values. https://www.youtube.com/watch?v=cXXM_fBkbd4

Hanson, R. (2011, September). How to take in the good. Greater Good the Science of a Meaningful Life. https://greatergood.berkeley.edu/video/item/how_to_take_in_the_good

Test your awareness: Do the test. (2008, March 10). http://nudges.org/watch-out-for-cyclists/

Kabat-Zinn, J. (2010, March). What is mindfulness? Greater good: The science of a meaningful life. http://greatergood.berkeley.edu/topic/mindfulness/definition

Jennings, P. (2015, March). Seven ways mindfulness can help teachers. Greater good: The science of a meaningful life. https://greatergood.berkeley.edu/article/item/seven_ways_mindfulness_can_help_teachers

(2013, February 12). Becoming conscious: The science of mindfulness. https://www.youtube.com/watch?v=5TeWvf-nfpA

Mindfulness quiz. Greater Good: The Science of a Meaningful Life. http://greatergood.berkeley.edu/quizzes/tak equiz/4

Emmons, R. (2010, November). What good is gratitude? Greater good: The science of a meaningful life. https://greatergood.berkeley.edu/video/item/what_good_is_gratitude

Steindl-Rast, D. (2013, June). Want to be happy? Be grateful. TED Talks. http://www.ted.com/talks/david_steindl_rast_want_to_be_happy_be_grateful#t-453312

William, C. & Garland, A. (2002). Identifying and challenging unhelpful thinking. Advances in Psychiatric Treatment, 8, 377-386. http://www.stateofmind.it/wpcontent/uploads/2012/05/APT-2002- Williams-172-9.pdf

Beck, A.. (2012, September 21). An introduction to cognitive behavioural therapy – Aaron Beck. https://www.youtube.com/watch?v=KyluZW23m0U

Wachet, A. (2013, March 10). Emotions 101: How to reveal and heal what you feel. https://www.huffpost.com/entry/managing-emotions_b_2717206

Frederickson, B. (2011, June). Positive emotions open our mind. Greater good: The science of a meaningful life. https://www.youtube.com/watch?v=Z7dFDHzV36g

Fredrickson, B. (2011, March). The Role of Positive Emotions in Positive Psychology. American Psychology,56(3), 218-226. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3122271/

Henley, K. (2009, June). What are the top 10 positive emotions? http://www.huffingtonpost.com/karihenley/what-are-the-top-10-posit_b_203797.html

Krueger, J. (2015, February). Flow and happiness. https://www.psychologytoday.com/blog/one-among-many/201502/flow-and-happiness

Csikszentmihalyi, M. (2004, February). Flow, the secret to happiness. TED Talks. https://www.ted.com/talks/mihaly_csikszentmihalyi_flow_the_secret_to_happiness

Weir, K. (2011, December). The exercise effect. http://www.apa.org/monitor/2011/12/exercise.aspx

Butler, A. (n.d.). Psychological benefits of eating healthy. https://healthfully.com/410858-the-effects-of-a-healthy-lifestyle.html

Foster, R. (2013, July). Why do we sleep? TED Talks. http://www.ted.com/talks/russell_foster_why_do_we_sleep#t-87801

Ornish, D. (2008, March). Your genes are not your fate. TED Talks. http://www.ted.com/talks/dean_ornish_says_your_genes_are_not_your_fate

Walsh, R. (2011). Lifestyle and mental health. American Psychologist, 66(7), 579- 592. https://apa.org/pubs/journals/releases/amp-66-7-579.pdf

Stephens, S. (2011, August 27). 9 Easy ways to find health and happiness. https://www.youtube.com/watch?v=AZEQr0hnruo

Frederickson, B. (2011, June). Positive emotions open our mind. Greater Good: The Science of a Meaningful Life. http://greatergood.berkeley.edu/gg_live/science_meaningful_life_videos/speaker/barbara_fredrickson/positive_emotions_open_our_mind

Schwartz, T. & McCarthy, M. (2007). Manage your energy, not your time. https://hbr.org/2007/10/manage-your-energy-not-your-time

Shadyac, T. (Executive Producer) & Belic, R (Director). Happy [Motion picture]. (2011). United States: Wadi Rum Productions.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Department Required Activities

This course should result in a minimum of one portfolio artifact for NAEYC Standard #6 – Professionalism as an Early Childhood Educator.

Course Content (Themes, Concepts, Issues and Skills)

Outcome #1: Describe critical practices for becoming a resilient, effective educator
  • Define stress, happiness, values, wellness, mindfulness, and resilience
  • Define the six dimensions of self
    • Spiritual dimension
    • Emotional aspect
    • Physical self
    • Social dimension
    • Intellectual aspect
    • Occupational self
  • Describe wellness and resilience practices
    • Mindfulness
    • Managing negative emotions and cultivating positive emotions and thoughts
    • Clarifying and committing to personal values
    • Choosing your attention
    • Connecting with others in meaningful ways
    • Practicing gratitude
    • Asking for help
    • Establishing a healthy body with exercise, diet, and sleep
    • Engaging in Therapeutic Lifestyle Choices (TLCs)
Outcome #2: Explain how managing their own resilience, self-efficacy, mental health, and wellness is critical to the effectiveness of their work
  • Explain the benefits
    • Reduced stress and burnout
    • Improved health (including mental health)
    • Greater efficacy in job duties
    • Ability to engage effectively and empathetically with children, families, and colleagues
    • Increased capability of creating and maintaining nurturing, supportive, and effective learning environments
    • More balanced and fulfilling life
  • Describe why practicing resilience skills is critical to develop the fluency necessary to use them when they are needed the most
Outcome #3: Examine how wellness and resilience practices can positively support children and transform classroom culture
  • Attention and focus
  • Cognitive development
  • Empathy and perspective taking
  • Social skills
  • Emotional regulation
  • Reduced anxiety and stress
  • Reduced behavior problems, aggression, and depression
  • Reduced post-traumatic symptoms
  • Increased family engagement
Outcome #4: Advocate for, and model wellness and resilience practices for children and educators
  • Examine their six dimensions of self
  • Identify areas for personal improvement
  • Develop a wellness and resilience plan to serve as a roadmap for their future work as an educator
  • Apply a variety of wellness and resilience practices in different aspects of their life

Department Notes

NAEYC Standard #6 – Professionalism as an Early Childhood Educator

Core Knowledge Category: Health, Safety & Nutrition (30 hours)