Teaching the Whole Child: Supporting the Social-Emotional Wellness of Preschool and Elementary School-Aged Children

Overview

Teaching the Whole Child: Supporting the Social-Emotional Wellness of Preschool and Elementary School-Aged Children

A group of Kindergarten students sit on the carpet during morning circle.

Course Details
This course explores the connection between students’ social-emotional development, learning, and wellness with their success in Pre-K and elementary school classrooms. The utility of attending to social-emotional wellness and ranges of typical development is discussed, as well as the impact of trauma on students and how school staff can support children in concrete ways to promote their social-emotional learning (SEL).
 
  • Module 1: Social-Emotional Learning as a Universal Strategy
  • Module 2: SEL Core Competencies Introduction
  • Module 3: Whole Child Development
  • Module 4: The Impact of Trauma on Social Emotional Wellness and Classroom Success
  • Module 5: Creating Safety and Connection at School
  • Module 6: Implementing SEL Strategies to Promote SE Wellness
 

Target Audience
Elementary school employees and behavioral health professionals including teachers, school staff, counselors, social workers, peer support specialists, and other human services professionals who would like to increase their understanding of how to support the social emotional wellness of elementary school-aged students.

Modality
This course consists of 6 online self-paced modules, each approximately 30 minutes in length for an estimated total of 3 hours. Participants must complete all 6 modules, their respective end of module quizzes, a post-test, and a course evaluation to receive a certificate of completion. This course takes approximately 3 hours to complete.

Policies and ADA Accessibility
If you require any of the auxiliary aids or services identified in the Americans with Disabilities Act in order to participate in this program, please call us at (919) 843-6083, or e-mail us at bhs-support@unc.edu. Websites and courses have been developed in compliance of US Section 508 standards where applicable or meeting W3C priority 1 guidelines for web accessibility.

Please send all questions, concerns, and support inquiries to:
bhs-support@unc.edu

Training Details

Module 1: Social-Emotional Learning (SEL) as a Universal Strategy

A group of First grade students sit on the carpet during morning circle.

 

Over the past several years, the topic of social emotional learning, or SEL, has become a popular subject for many school districts.  School systems have begun to acknowledge the importance of supporting the development of the whole student, ensuring that children are not only learning academically, but also gaining the skills and knowledge required to be healthy, productive adults. 

So what do we mean when we talk about SEL? In this module, we will look at the prevalence of emotional challenges in North Carolina, and the impact of the pandemic on rates of emotional challenges.  We'll define SEL and discuss what it is and is not. We'll compare and contrast SEL with the concept of mental health and clarify the scope of what is possible in schools.

And finally, this module will conclude by exploring the value of investing classroom time in SEL. 

Learning Outcomes

Learners completing this module will enhance their understanding of the value of social-emotional learning (SEL) as a tool to support social-emotional wellness

  • by completing knowledge checks after each lesson.
  • by passing a post-module quiz on the value of social-emotional learning as a tool to support social-emotional wellness with a score > or equal to  80%.

 

Module 2: Social-Emotional Leaning Core Competencies Introduction

A group of First grade students sit on the carpet during morning circle.

 

There are 5 core competencies of Social-Emotional Learning (SEL) identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and endorsed by the NC Department of Public Instruction (DPI)  that supportive adults can keep in mind when interacting with students: 

  • Self Awareness
  • Self Management
  • Social Awareness
  • Relationship Skills
  • Responsible Decision Making

This module will discuss each of these in turn and how they connect to the North Carolina Department of Public Instruction’s “Portrait of a Graduate.” 

Learning Outcomes

Learners completing this module will demonstrate their understanding of the 5 core competencies of SEL

  • by completing knowledge checks after each lesson.
  • by passing a post-module quiz on examples of the 5 core competencies of SEL with a score > or equal to  80%.

Module 3: Whole Child Development

A pair of students work collaboratively to complete a written assignment.

 

There are four primary domains of child development: physical development, cognitive development, language development, social and emotional development. Development in each domain impacts the others.1 Additionally, students can develop at different rates in different domains.This module explores the typical social-emotional development in preschool and elementary school-aged children. The highlights and markers of social-emotional development are defined by grade level.

Learning Outcomes

Learners completing this module will distinguish between typical and atypical social emotional development

  • by completing knowledge checks after each lesson.
  • by passing a post-module quiz on typical and atypical social emotional development in preschool and school-aged children with a score > or equal to  80%.

Module 4: The Impact of Trauma on Social-Emotional Wellness and Classroom Success

Students stand together at the end of school wearing backpacks.

 

More than two thirds of children report at least one traumatic event by the age of 16.  Trauma can significantly impact a child's course of development and is pervasive in its impact on a child's social and emotional well being in particular. This module will explore the many ways in which trauma may impact a student in the classroom and other school settings. 

Learning Outcomes

Learners completing this module will identify the impacts of trauma on the growth and development of school-aged children

  • by completing knowledge checks after each lesson.
  • by passing a post-module quiz on the impact of trauma on the functioning and behavior of students with a score > 80%.

Module 5: Creating Safety and Connection at School

Elementary aged kids play hopscotch at recess.

 

Knowing that a sizable portion of students have been exposed to stressful or scary situations which could additionally impact their school success, prioritizing creating a sense of safety and enhancing emotional connection with students is the foundation of encouraging their resilience. This module will offer concrete ideas to keep in mind when working with a diverse student population and the evidence behind them. 

Learning Outcomes

Learners completing this module will demonstrate understanding of the importance of establishing safe relationships with students

  • by completing knowledge checks after each lesson.
  • by passing a post-module quiz on the value of safe, consistent relationships with adults with a score > or equal to 80%.

Module 6: Implementing Social-Emotional Learning Strategies to Promote Social-Emotional Wellness

A girl points to a large chart during full class reading instruction.

This module explores concrete with practices, ideas, and strategies that can be implemented in and out of the classroom to support the SEL of preschool and elementary school students. 

Learning Outcomes

Learners completing this module will demonstrate understanding of concrete SEL strategies to support the SE wellness of children in the school setting by 

  • completing knowledge checks after each lesson.
  • completing a scenario exploring how Aiden navigates a school day with support from teachers and other school staff. 

Register

Students concentrate while taking a test.

  • Please be sure to be logged on to the BHS site.
  • Click the button below "Take Me to the Course" to enter the course. The course will open in a new tab.
  • You can always re-visit the course by visiting your "My Courses" tab on your account page.

Presenter

Halley M. Carmack

Halley M. Carmack, LCSW, MSW has dedicated her career to supporting the mental health of young children and the adults who care for them. As a Licensed Clinical Social Worker (LCSW) since 2011, Halley has worked in diverse settings including community mental health clinics, schools, childcare centers, and prevention programs. She is currently in private practice where she uses evidence-based strategies to address behavioral challenges, wounded attachments, and the impacts of trauma.

When not working directly with children and families, Halley develops and facilitates continuing education for those involved in caring for young children in a variety of roles. A graduate of the UNC-Chapel Hill School of Social Work, Halley is committed to supporting the network of care for children across the state of North Carolina. In her free time Halley enjoys art and music in every form, as well as spending time in nature.

Continuing Education

UNC SSW, 1406, is approved to offer social work continuing education​ by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. UNC SSW maintains responsibility for this course. ACE provider approval period: 8/10/22-8/10/25. Social workers completing this course receive 3 general continuing education credits.

UNC SSW has been approved by NBCC as an Approved Continuing Education Provider,​ ACEP No. 6642. Programs that do not qualify for NBCC credit are clearly identified. UNC SSW is solely responsible for all aspects of the programs. The successful completion of this online course qualifies for 3 contact hours. 

Approved by the Division of Child Development and Early Education North Carolina Department of Health and Human Services for 3 contact hours.
 

This training meets the following competencies for the Infant and Early Childhood Mental Health Endorsement®:

  • Infant/young child development and behavior
  • Attachment, separation, trauma, grief, and loss
  • Observation and listening
  • Responding with empathy
  • Developmental guidance

IECMH Endorsement is a way to demonstrate that you have the skill, experience and knowledge to work with pregnant women, infants, young children, and their families. It is a standardized process that involves documenting competency-based training, specialized work experiences, and Reflective Supervision/Consultation.

NC Infant and Early Childhood Mental Health Association NCIMHA is the only organization authorized to grant an Infant and Early Childhood Mental Health Endorsement (IECMH-E) in North Carolina. NCIMHA's purpose is to equip and support North Carolina’s infant and early childhood mental health professionals. https://www.ncimha.org.

 

ACE NBBC NCASPPB logos

Meets competencies for the Infant and Early Childhood Mental Health Endorsement®

Presenter: 
Halley M. Carmack, LCSW, MSW
Contact Hrs: 
3.00
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