Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >
Created in 2007 by the Pennsylvania Office of Child Development and Early Learning (OCDEL), The Pennsylvania Key implements the work and supports the policies developed and managed by OCDEL. Learn More. >Managing Emotions in Times of Uncertainty and Stress is a free course led by experts in psychology, education, and research at the Yale Center for Emotional Intelligence.
This 10-hour, non credit-bearing course is designed for school staff. It focuses on strategies for dealing with uncertainty, stress, and other emotions relevant to the current times, as well as on strategies for helping students to manage their emotions.
Participants in this course begin by learning about why social and emotional learning is an important component of education. Then, they explore how to identify and manage emotions, including how to support others with their emotions in scientific and culturally responsive ways. Participants complete “Weekly Action Plans” to build a comprehensive and personalized guide for lasting change.
Section Overview: Social and emotional skills are more important now than ever. School staff can find ways to better identify and manage their emotions, which in turn, can help students identify and manage theirs. This first section unpacks how emotions can help and hinder attention, decision making, relationships, health, and performance.
Participant Learning Objectives
Section Overview: In this section, participants focus on how to identify their own emotions, which is an step to building emotional intelligence skills. They will learn how to recognize and accurately label emotions using the Mood Meter. This section builds a foundation for the rest of the course, where participants learn how to manage their own emotions and help students to manage theirs.
Participant Learning Objectives
Section Overview: In this section, participants apply what they’ve learned about identifying emotions to the practice of managing their own emotions. They will explore and reflect on a series of “action strategies” to help them manage their emotions in healthy ways.
Participant Learning Objectives
Section Overview: While the previous section focused on “action strategies” to support healthy emotion management, this section focuses on “thought strategies.” Participants will consider research-based ways to shift the way they think to shift the way they feel, and consider how to incorporate these strategies into their daily life.
Participant Learning Objectives
Section Overview: This section focuses on applying strategies for approaching participants own and others’ emotions in scientific and culturally responsive ways. They will have the opportunity to describe the biases involved in identifying and managing emotions, as well as to reflect on the potential impact of their own biases on their interactions with others.
Participant Learning Objectives
Section Overview: While the first half of the course focused on identifying one’s own emotions, this section focuses on strategies for improving participants’ awareness of others’ emotions (especially the emotions of their students). Participants will explore the barriers to understanding others’ emotions and ways to improve this skill as an emotion scientist.
Participant Learning Objectives
Section Overview: This section takes participants’ skills in identifying others’ emotions a step further, providing research-based steps to help others manage their emotions. Participants will be introduced to the concept of emotion co-regulation, as well as a five-step process to support students in moments of high stress.
Participant Learning Objectives
Section Overview: This final section brings together all course concepts. Participants will examine their action plans from each section of the course and make a commitment to lasting change.
Participant Learning Objectives