well$aware:$developing resilient,$active$and ...carney, p.j. (2015) “well aware: developing...

Well Aware: Developing Resilient, Active and Flourishing Students Positive Mental Health may be defined as the capacity of each and all of us to feel, think, and act in ways that enhance our ability to enjoy life and deal with the challenges we face. It is a positive sense of emotional and spiritual well-being that respects the importance of culture, equity, social justice, interconnections & personal dignity. Public Health Agency of Canada, 2006 EMOTIONAL RESILIENCY Social & Emotional Learning – Core Competencies* Self-Awareness: emotions, thoughts and behaviours Self-Management: managing stress, self-regulation and motivating oneself Social Awareness: culture sensitivity and empathy Relationship Skills: establish and maintain healthy relationships, resist pressure, negotiate conflicts Responsible Decision Making: well- being of others, ethical choices *CASEL Carney, P.J. (2015) “Well Aware: Developing Resilient, Active and Flourishing Students.” Pearson Publ., Canada. 1 800 361 6128 PHYSICAL ACTIVITY GUIDELINES Children aged 5-17 should accumulate at least 60 minutes of moderate to vigorous intensity physical activity daily AND limit recreational screen time to no more than 2 hrs. Canadian Society of Exercise Physiologists, 2011 Inactivity causes the brain to wither, while physical exercise actually causes the brain’s inter-connections to replenish. Ratey, 2008 FLOURISHING P ositive Emotion (fun & enjoyment) E ngagement (passion & flow) R elationship (connection) M eaning (purpose, spirituality) A ccomplishment (competence) Seligman, 2011 Self-regulation is the ability to manage your own energy states, emotions, behaviours and attention in ways that are socially acceptable and help to achieve positive goals, such as maintaining good relationships, learning and maintaining well–being. Shanker You are able to self-regulate when you have been taught the skills

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Page 1: Well$Aware:$Developing Resilient,$Active$and ...Carney, P.J. (2015) “Well Aware: Developing Resilient, Active and Flourishing Students.” Pearson Publ., Canada. 1 800 361 6128 PHYSICAL

Public Health Agency of Canada, 2006

EMOTIONAL RESILIENCY Social & Emotional Learning – Core Competencies* Self-Awareness: emotions, thoughts and behaviours Self-Management: managing stress, self-regulation and motivating oneself Social Awareness: culture sensitivity and empathy Relationship Skills: establish and maintain healthy relationships, resist pressure, negotiate conflicts Responsible Decision Making: well- being of others, ethical choices *CASEL

Carney, P.J. (2015) “Well Aware: Developing Resilient, Active and Flourishing Students.” Pearson Publ., Canada. 1 800 361 6128 PHYSICAL ACTIVITY GUIDELINES Children aged 5-17 should accumulate at least 60 minutes of moderate to vigorous intensity physical activity daily AND limit recreational screen time to no more than 2 hrs. Canadian Society of Exercise Physiologists, 2011

Inactivity causes the brain to wither, while physical exercise actually causes the brain’s inter-connections to replenish. Ratey, 2008

FLOURISHING

Positive Emotion (fun & enjoyment) Engagement (passion & flow) Relationship (connection) Meaning (purpose, spirituality) Accomplishment (competence)

Seligman, 2011

Self-regulation is the ability to manage your own energy states, emotions, behaviours and attention in ways that are socially acceptable and help to achieve positive goals, such as maintaining good relationships, learning and maintaining well–being. Shanker You are able to self-regulate when you have been taught the skills

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