This session will present new research and approaches to promote child and family well-being using a positive approach to health that fosters self, family and community-led healing of the trauma and adversity concentrated in many of our families and communities today. The opportunity is enormous to build on strengths, work together to identify priorities, and partner in flourishing. Mindsets that prioritize possibilities, foster a sense of mattering, and support mindfulness and relational skills-building are essential to shift the narrative from trauma and toxic stress to the possibilities for relational health and flourishing for all children and families.
Drawing on extensive doctoral research and professional practice, this lecture invites participants into an exploration of how practitioners and scholars have deliberately integrated the notion of healing into K-12 curricula and professional education. The evolution of restorative justice, social-emotional learning, mindfulness, and trauma-informed teaching reveals a kind of momentum that situates the emergence of the restorative and healing-centered paradigm in educational discourse, practice and research. With the many challenges and crises unfolding before us–ecological disequilibrium, political polarization, socio-economic inequality and health disparities–people who are interested in educating others are challenged with how to take care of themselves, those who they teach and the communities within which they work. Also, the COVID-19 global pandemic has exacerbated the preexisting conditions that communities, especially those who are most vulnerable, have to contend with. This lecture provides a foundation for thinking, researching and integrating healing-centered education into one’s professional teaching philosophy and practice.
This course has been canceled.
These primers developed by the Coalition for Psychology in Schools and Education provide information for classroom teachers to help them identify behaviors in the classroom that are symptomatic of mental health and other psychological issues, with the goal of directing teachers to appropriate resources for the students.
This week-long, experiential program for high school students is based on the evidenced-based curriculum of Mindful Self Compassion, the Mindful Schools curriculum, and principles of positive psychology. During this week, we will spend time practicing mindfulness through many senses and avenues; creative projects; connect with each other through discussions and age-appropriate games; spend time outdoors, and do some gentle movement. Mindfulness practices have been studied and shown to help manage stress, increase feelings of well-being, and promote emotional resilience.
This PDF booklet for caregiving in conflict settings has been developed by Professor Rachel Calam, Dr Aala El-Khani and Dr Kim Cartwright. This booklet is also available in Malay, Myanmar, Pashto, Russian, Ukranian, and Vietnamese.
