Hello and welcome to your Training the Trainers Resilience and Wellbeing programme. Your programme provides 31 notional hours of learning/CPD for teachers and 12 hours for YCE. The teachers programme is divided into 7 units, and the YCE is delivered in 4 units. Each learning unit has embedded learning/training tasks. Teachers will need to complete the compulsory part of each unit in order to become a certified Resilience and Wellbeing Trainer. YCE will be awarded a certificate of attendance in recognition for their participation in the programme.
The teachers programme is a blended learning programme. This means that some of your learning will be on-line and some will be face to face. You have dedicated time in each environment so that you will spend time on-line before the first face-to-face session accessing various resources and completing your first learning tasks, and you will then have on-line mentoring sessions in between your face-to-face sessions. Your on-line mentoring sessions will be held in the ‘learning community’, which is situated in the on-line programme in the Young Carers in Education Discussion Forum (opens in a new window), and which is also located on the right hand side of the webpage.
YCE learning will all be face to face, and will be delivered in school.
The aims of the programme are to provide knowledge and develop skills pertaining to resilience and wellbeing in the school environment. There is an intended dual outcome to the programme design. Firstly, teachers will gain sufficient knowledge and skills so that they will be able to deliver their own resilience and wellbeing in school programmes. Secondly, YCE, will learn how to co-produce and deliver sessions for other YCE, whilst gaining credit for their learning within the school curriculum. By participating in the programme, we anticipate that teachers and YCE will also develop and improve their own resilience and wellbeing.
The YCE programme provides underpinning knowledge and practical skills that will facilitate a deep learning experience, and incorporates application to practice through simulated and reflective learning episodes. The YCE programme provides opportunities to engage with the resilience and wellbeing model developed and tested by Dr Dee Gray, in a number of ways. Firstly as a teaching/learning tool, and secondly as a research tool with which to collect descriptors of resilience and wellbeing.
You will also have opportunities to develop your knowledge and practice by learning through coaching.
On successful completion of your programme, you will be able to:
Demonstrate a critical understanding of factors that contribute to and/or lessen stress for YCE
Discuss resilience and wellbeing from a salutogenic perspective
Apply knowledge within your own school through the development of your own programmes
Assess resilience and wellbeing of student and colleagues
The methods utilised in your programme include guided learning and provision of relevant academic material. We utilise learning communities, repeated cycles of reflection on learning, application to practice activities, and the provision of peer-to-peer critical appraisal of learning.
We assess your learning through learning outcomes and learning competence. Methods of assessment we use include;
Task completion (there are learning tasks for you to complete throughout your programme).
Observation and Q&A (we observe you during the programme and look for participation, comprehension and application of knowledge, we back this up with Q&A so we can gauge whether you have understood).
We look to see how you are applying knowledge to your own teaching practice in the design and running of your own programme.
We also look for evidence of reflection on and development of your learning.
In the following pages you will find out all you need to know about the structure and content of the programme, the amount of time you will need to spend on each unit, and, what competencies you will accumulate. Everything flows in a chronological order.
Your programme is set out as follows
Unit Zero: Update Profile and Say Hello!
Unit One: Pre-reading/viewing and preparation for Unit Two.
Unit Two: Face-to-Face delivery day one. Preparation for first mentoring session.
Unit Three: Face-to- face delivery day two. Preparation for second mentoring session.
Unit Four: Face to face delivery day three. Preparation for third mentoring session.
Unit Five: Face to face delivery day four.
Unit Six: Face to face Teachers wrap up session.
Unit Seven: On-site peer review visit.
Badges and certificates
When the programme is completed we review your participation and completed tasks (competencies), and award badges to our certified trainers and certificates to YCE.
This final unit is a peer review on-site visit of your training. For this unit you will need to send an outline of your proposed co-produced 2 hour teaching session to firstname.lastname@example.org and include:
This Unit introduces core material for your programme. You will need to engage fully with each learning task, so that when you join us for Unit Two, you will have sufficient knowledge to be able to apply theory to practice. You are welcome to read or watch more material, and to contribute additional material through the on-line fora. There are 4 tasks in total for Unit 1.
Trainer pre-programme questions
You will have been asked to complete some questions before starting the programme, you will need to complete the same questions at the end of the programme.
You will find a link to the questions at the end of this page, all you have to do is click on the survey link and this will take you to the evaluation. You must do this before you read any of the material and start the programme. There is an option in the form if you want to say that you do not wish to take part.
The YCE will also have evaluation forms to complete pre and post course. You will have been sent the forms for the YCE from your lead teacher. Please make sure these are all completed and returned to your lead teacher before the YCE start their part of the programme. They will be asked to complete the same set of questions at the end of their part of the programme, please return these to your lead teacher.
Why we ask you these questions
When we run our programmes we are often asked to see if we can figure out what impact the programme has had in terms of resilience and wellbeing. We know this is of interest for all sorts of reasons, some of them relate to understanding how to become more resilient and well, and others to ensure that commissioners have invested wisely. We like to keep this bit as simple as possible so we use questions that have already been fully tested by Warwick and Edinburgh Universities, and we add to them three questions that ask you to share what resilience and wellbeing means to you.
If you answer the questions it may help you to know the following;
All of your responses are anonymised
You can change your responses if you need to
We will not share anything that you share with us unless we feel that you, or someone you care for, or work with, might need some help
You do not have to answer any questions and you can still be part of the programme
If you do answer questions but change your mind, you can stop if you want to, this is not compulsory, and you can still remain on the learning programme
Sometimes being part of the programme means talking about stuff for the first time and if that means you would like someone extra to speak with, we can arrange for that too.
Add some biographical information you’d like to share with other people on this course.
You can add a Profile Picture, this can be a real photo or an ‘Avatar’.
Then post a message to introduce yourself to the group in the discussion forum. To go to the Discussion Forum, either click on this Discussion Forum (opens in a new window) link or click on the link at the right hand side of the screen (Young Carers in Education Discussion Forum).
We revisited the importance of establishing the values and norms in this learning environment and asked ‘What number are you’?
You gave a 3 minute presentation to the whole group, telling them the name of your proposed co-produced teaching session, who it is for, what methods you will use, and how you will use the resilience scale to ascertain resilience and wellbeing in YCE over time.
You provided critical feedback to your colleagues on how to take their programmes forward.
You contributed to a facilitated discussion regarding how your TEACHING repertoire includes a ‘health domain’ to support resilience and wellbeing in work/school
We revisited the values and norms of our sessions – ‘What number are you?’
We discussed what emerged from the YCE homework done between sessions
We looked at YCE as a team and discussed who might be our YCE team role models. We identified the team best self and periphery.
We discovered what 3 GRRs could bring our team to being a ‘best self’ team
We identified what we would need to share with new YCE joining our team or coming to the school
We planned how we might talk to other YCE in the school
We discussed who we would contact for YCE and ask ‘what number are you?’ for the team chart
There is 1 task to prepare for your mentoring session.
Please select a YCE team you would like to co-produce a teaching session in resilience and wellbeing techniques. Drawing on the chapters, articles and discussions you have had so far, please write a short narrative about this YCE team in terms of ‘understanding the bigger picture of what is going on in and outside of the school’.
Your short narrative (800 words) should include:
The team you have selected (who they are, their caring and school roles and responsibilities)
Why this team has been selected
What learning/school outcomes you would like to achieve through working together
Why these learning/school outcomes have been identified
Please highlight which stressors may be manifesting in your chosen team
We established the values and norms of our sessions
We learned about the psychobiology of stress.
We played Snakes and Ladders part one and reflected on how the process made you feel/think/behave?
We discussed how important you are to society
We practiced using the gray’s resilience and wellbeing model and identified what you would you put in the ‘best self’ space and what would you put in the ‘peripheral’ space
We looked at Generalised Resistance Resources and three good things that help you to be your ‘best self’
We discussed our YCE homework – which was contact a YCE
The tasks you will need to do to prepare for your first on-line mentoring session are:
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