Well-Being Wednesdays: Taking Care of Teachers Who Take Care of Kids
This series has concluded. Access the webinar recordings and slide decks using the links below.
Well-Being Wednesdays: Taking Care of Educators Who Take Care of Kids is a webinar series geared toward education professionals, administrators, and stakeholders who are working together to create a culture of well-being that supports students and educators. The introductory session covers the what, why, and how of the Adult Resilience Curriculum (ARC) and presents strategies aimed at enhancing resilience and well-being.
Each session in this monthly series focuses on one of the 10 ARC practice modules and follows a tell-show-do approach. Session leaders will teach one skill per session, outlining the skill, providing examples, and promoting use of the skill. During the last session of the series, participants are encouraged to identify and practice strategies that align with their personal and professional values, resulting in a “personal recipe" for well-being.
Dr. Jordan Thayer is a postdoctoral fellow at the Munroe-Meyer Institute (MMI) for Genetics and Rehabilitation at the University of Nebraska Medical Center and is a member of the research and implementation team behind the Adult Resilience Curriculum (ARC). He received his doctorate in school psychology from the University of Minnesota-Twin Cities in Minneapolis, Minnesota. In both graduate school and in his work at MMI, he has split his time between collaborative research with schools and staff and practicing school-based mental health. These experiences developed Dr. Thayer's appreciation for the real-world challenges that every teacher faces when trying to implement what we know works to help kids develop academically, socially, emotionally, and mentally — particularly when teaching children with diverse backgrounds, experiences, and cultural values. Although recognized, these challenges are not always addressed, leaving teachers stressed and overwhelmed. ARC was designed to provide a flexible, contextual approach to support teachers’ personal well-being development by incorporating various skills and strategies into their daily lives. Dr. Thayer also works with school leaders and policymakers to remove outside factors that cause educator stress so that teachers’ well-being is supported by their own skills and by their environment.
- The Adult Resilience Curriculum (ARC) for Educators
- Self-Care Readings
- Health promotion through self-care and community participation: Elements of a proposed programme in the developing countries — Bhuyan 2004
- Self-Care in Health — Levin 1983
- Self-Management in History — Lorig & Holman 2003
In this final session, attendees will hear a recap of the previous sessions and reflect on the usefulness of each session’s concepts, skills, and strategies in tending their own well-being. Attendees will use this reflection time to establish a wellness plan for their future and learn of a research-based goal setting strategy to achieve that plan.
In this session, attendees will learn the Three R’s: recreation, relaxation, and routines. Attendees will identify ways they can incorporate these vital and flexible strategies and practices into their daily lives.
In this session, attendees will learn of a new perspective on the importance of nutrition, movement, and sleep in our lives and how these functions can directly influence our thoughts, feelings, and emotions. They will also learn a new skill to help establish effective practices in these life domains.
In this session, attendees will continue learning about the distinctions between pleasant and difficult emotions and experiences, including the importance of difficult thoughts and emotions to survival. They will also learn a specific technique for distancing from these experiences without avoiding them so that they can better accept, cope, and ultimately move beyond them in moments where they are unhelpful.
In this session, attendees will learn to differentiate between pleasant and difficult emotions and thoughts and the importance of proactively fostering more pleasant experiences. Attendees will learn a skill that can be used to broaden their awareness to these moments and to engage with them deeply in ways that bring joy or meaning.
In this session, attendees will learn about different types of relationships vital to adult development, such as general social support (including what good social support looks and feels like), social services (like teaching), role models, mentors, and the unique teacher-student relationship. Attendees will learn a concrete skill that can be applied to all relationship types as they pursue these connections.
In this session, attendees will learn the difference between “mind-full” and “mindful” and how remaining present and aware in our day-to-day lives instills a sense of intentionality in our actions. Being focused on the present removes fears about past mistakes or future struggles and helps teachers remain engaged in their own work and with their students.
In this session, attendees will clarify their values in their personal and professional lives and distinguish them from personal and professional goals. Clarifying and committing to values helps teachers find their purpose in the day-to-day grind and can help them prioritize tasks to reduce time demands.
In this session, attendees will learn about psychological safety in the workplace and a communication strategy they can use to help develop it in their schools. Psychological safety refers to the sense of security a worker feels knowing that they may admit mistakes or show faults without repercussion. Psychological safety is most effectively instilled through leaders to create a safe working environment, and in school settings, teachers can contribute to that process in their day-to-day interactions with one another.
*Please note the duration for the kickoff webinar is 1 hour.
Please direct questions about this series to firstname.lastname@example.org.