Mental Health and Well-Being - Coggle Diagram
Mental Health and Well-Being
Shift in mindset, move from self-sacrifice to self-care (Palmer, 2020).
Workplace well-being in which teachers feel that they are being supported in their role, experience less stress, and are equipped with skills to take care of their own well-being (Palmer, 2020).
Important to practice mindfulness such as yoga, deep breathing exercises, and movement and stretch breaks throughout the day. .
For instance, my practicum provides three recesses in different zones of the school yard which allows them to be outdoors for majority of the school day
Teachers need the skills and strategies to maintain our personal, emotional, and spiritual needs while also attending to the needs of other at the same time (Palmer, 2020).
Social/Emotional Learning (SEL)
Reduction in anxiety, depression and emotional distress (Shanker, 2014).
Positive outcomes of SEL programs shows improved academic achievement, attitudes toward school and education, improved mental health, and improved social behaviours (Shanker, 2014).
Five core aspects that of social-emotional functioning that are thought to be critical for a child’s wellbeing and educational attainment (Shanker, 2014).
Mental wellness is defined as having this balance of the mental, physical, spiritual, and emotional (Health Canada and Assembly of First Nations, 2014).
Outlines 5 themes for essential mental wellness services (Health Canada and Assembly of First Nations, 2014).
Enhance First Nations Wellness
Integrate culturally specific interventions
Access to quality care supports
Collaborate with partners to provide mental wellness services
This balance is enriched when individuals have a purpose in their daily lives, hope for the future, sense of belonging and meaning (Health Canada and Assembly of First Nations, 2014).
Mental health and substance use are the main priorities for First Nations communities (Health Canada and Assembly of First Nations, 2014).
Supported by First Nations culture, language, Elders, families, and creation (Health Canada and Assembly of First Nations, 2014).
The five R's of self-regulation as ways to address stressors: reframe, recognize, reduce, reflect, and respond (Shanker & Hoffman, 2015).
In my practicum, students are seated at their own desks and are unable to work with others. Students are learning to self-regulate and find quiet activities to do while they wait for myself or my AT.
The ability to manage energy expenditure in response to stressors and then can recover from the effort (Shanker, 2017).
In my practicum, my AT helped the students learn various self-help strategies especially during the pandemic where all the desks are spaced apart. Students learned to work independently.
4 tips for including mindfulness in the classroom which are to begin with ourselves, ensure mindfulness practices are introduced in secular ways, offer mindfulness practices that are sensitive to trauma, and into a culturally responsive and inclusive teaching approach (Murphy, 2020).
Mindfulness practices with students improves their attention, executive functioning, kindness, compassion, empathy, and perspective-taking. Students practicing mindfulness will do better in school and have increased SEL (Murphy, 2020).
Mindfulness is being able to bring our full attention to our experience in the present moment (Murphy, 2020).
I implemented deep breathing exercises with the students to prepare them for when they are being filmed for the classroom's virtual tour.
Mindfulness causes increased levels of caring, enhanced relationships with their students, and strengthened resilience (Murphy, 2020).
Teachers are experiencing stress and excessive use of empathy and emotional resources within the teaching profession causes us to become exhausted (Palmer, 2020).
Factors that lead to teacher burnout are precarious work, heavy workloads, students' demands, lack of planning time, support and resources (Palmer, 2020).
The Role of Teachers
"shared space" which is a small resource room that connected both Grade 2/3 classrooms together which is provided for students if they feel that they need a break from the classroom.
Stress management and coping skills (School Mental Health Ontario, n.d.).
Instructions and modelling, teachers can practice coping strategies with students (School Mental Health Ontario, n.d.).
Engage in mindfulness practices which has positive impacts on students and teachers (Murphy, 2020).