Courses :: Module, WELLNESS AND MINDFULNESS

	Overview
	To enable third-year BEd student teachers to explore a range of issues related to their overall mental health and wellbeing through experiential, creative and reflective practices and in the process, develop increased awareness, skills and strategies in how to nurture their own wellbeing and that of the children they teach, thus positively impacting their relationships � personal and professional and improving their quality of life overall. The module aims are linked with wellbeing policy frameworks and Irish Heart Foundation resources, as well as the fields of neuroscience and neuroplasticity. Practical strategies for establishing and maintaining wellbeing in the primary classroom, such as breath work and body scanning, are introduced and practiced. Mindful movement practices are introduced and awareness building of the influence of thought and feeling on mental health and wellness as emotional literacy components. The theme of relationships is explored, with specific references to professional relationships and working with parents and the wider school community. Links are also made to being part of the �global community�, and the �universality� of thoughts, feelings as that which connects us all as part of Global Citizenship Education. A number of self and group reflection strategies are incorporated with a focus on short and medium term planning. Explicit references are made to differentiation of practices, lessons and skills in the classroom to serve the needs of all the children (inclusive education). An emphasis is placed on personal and professional growth, enabling the student teacher to further develop a sense of professional identity and agency

Overview

To enable third-year BEd student teachers to explore a range of issues related to their overall mental health and wellbeing through experiential, creative and reflective practices and in the process, develop increased awareness, skills and strategies in how to nurture their own wellbeing and that of the children they teach, thus positively impacting their relationships � personal and professional and improving their quality of life overall.

The module aims are linked with wellbeing policy frameworks and Irish Heart Foundation resources, as well as the fields of neuroscience and neuroplasticity. Practical strategies for establishing and maintaining wellbeing in the primary classroom, such as breath work and body scanning, are introduced and practiced. Mindful movement practices are introduced and awareness building of the influence of thought and feeling on mental health and wellness as emotional literacy components. The theme of relationships is explored, with specific references to professional relationships and working with parents and the wider school community. Links are also made to being part of the �global community�, and the �universality� of thoughts, feelings as that which connects us all as part of Global Citizenship Education.

A number of self and group reflection strategies are incorporated with a focus on short and medium term planning. Explicit references are made to differentiation of practices, lessons and skills in the classroom to serve the needs of all the children (inclusive education). An emphasis is placed on personal and professional growth, enabling the student teacher to further develop a sense of professional identity and agency

	Learning Outcomes
	On successful completion of the module, students should be able to: Continue developing mindfulness skills and competencies through daily practice. Develop further interest in health, wellbeing and mindfulness that is congruent with their lifestyles, health needs and teaching, demonstrating a commitment to life long and professional learning. Consult a range of critical sources which pertain to Wellbeing and Mindfulness. Link theory and practices of Wellbeing and Mindfulness with core Froebelian Principles. Use the specific communications and relationships skills and strategies learnt, to enhance professional relationships with children, colleagues, parents, and the wider school community. Nurture the holistic development, mental health and wellbeing of all in their diverse and inclusive classes, fostering Froebelian relationships based on mutual respect, trust and meaningful interactions. Source, access, develop, adapt and use a variety of curriculum resources and materials related to health, wellbeing and mindfulness. Contextualise the content and methodologies learnt meaningfully within the primary curriculum, devising lesson plans which focus on Wellness and Mindfulness and are linked with SPHE, Drama, PE, SESE, and other curricular areas.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Department of Education and Skills (2018) Well-being Policy Statement and Framework. Available at: https://www.education.ie/en/Publications/Policy-Reports/wellbeing-policy-statement-and-framework-for-practice-2018%E2%80%932023.pdf. Accessed 15.12.2021. Morgan, M. and Nic Craith, D. (2015) Workload, Stress and Resilience of Primary School Teachers: Report of a Survey into INTO Members. Dublin: INTO. Available at: https://www.into.ie/app/uploads/2019/07/WorkloadReport_Sept15.pdf. Accessed 15.12.2021. Weare, K. (2014) Evidence for Mindfulness � Impacts on the Wellbeing and Performance of School Staffs. Exeter: University of Exeter Press. Williams, M. and Penman, D. (2011) Mindfulness � A Practical Guide to Finding Peace in a Frantic World. London: Piatkus Books.

Additional Reading

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WELLNESS AND MINDFULNESS

Semester 1

Semester 2