• University of Glasgow
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Supporting young people’s mental wellbeing post-COVID

Reflect on how the COVID pandemic may have impacted young people’s mental wellbeing and explore ways to support them

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Learn how the trauma of COVID can impact emotional development in children

In a post-COVID world, understanding how adversity affects a child’s brain development is more important than ever.

On this two-week course, you’ll discover how the collective trauma of the pandemic has affected young people’s emotional wellbeing and how we can support them emotionally and socially.

Examine trauma, adversity, and attachment theory in a post-COVID context

From lockdowns to bereavement and loss, the pandemic has taken a toll on young people that we are still only beginning to understand.

You’ll explore theories surrounding trauma and adversity as well concepts such as attachment theory relating to COVID. With this knowledge, you’ll be able to identify behaviours in children who have suffered trauma, enhancing your outreach.

Framing these ideas within the context of a post-pandemic world, you’ll be able to track changes to child wellbeing support approaches and assess where to focus strategy development in light of these changes.

Explore emotional literacy in young people with expert guidance from the University of Glasgow

Learning from a team of experts in the fields of attachment, education, and psychology, you’ll discover what is meant by young people’s emotional literacy and how it may have been affected by the pandemic.

You’ll also explore transitions within a child’s daily life and be able to offer strategies to manage change.

Use practical strategies to improve children’s mental health and wellbeing support post-COVID

By the end of this course, you’ll have explored the ways in which COVID has impacted children and young people’s mental wellbeing and emotional development. You’ll understand how trauma and adversity can affect young people within this context and have developed core strategies to improve support for children and young people.

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Skip to 0 minutes and 12 seconds Many words come to mind when we think about the collective trauma we’ve all just been through unprecedented, lockdown, isolation, vaccines, social distancing. But there are other concepts which need to now take centre stage. Compassion, connection, community our enforced absence from each other as well as the need to pause life as we knew it has for many highlighted our inbuilt need for connection with family, friends and neighbours. Our young people in particular are looking for us to compassionately listen to them, understand them, and respond to their needs as we slowly but surely move out of the pandemic. We will do this best as a community, working together relationally. What might we see in our young people in this post-COVID era?

Skip to 0 minutes and 59 seconds What theories and concepts may help us understand their behaviour? What needs may their behaviour be communicating? as well as considering these questions? We will also examine some possible strategies for how we may support our children and young people moving forward. So connect with us on this two week journey and join us in our community as we take a compassionate look at post-pandemic reality for our children and young people.

Syllabus

  • Week 1

    What might we see?

    • Introduction

      Welcome to week 1. Meet the team and learn about the course structure.

    • Definitions, concepts and theories

      We will look at concepts such as trauma and attachment and relate them to young people's experience of the Covid pandemic.

    • Behaviours and impacts

      Here we will consider how children's behaviour may communicate an underlying emotion or need.

    • Bereavement and Loss

      Here we will examine how bereavement and loss may manifest themselves in children and young people's behaviour and emotions.

    • Review and reflect

      Here we will consider what we have studied this week and look forward to next week.

  • Week 2

    What can we do about it?

    • Talking about emotions

      In this section we will look at emotional literacy.

    • Transitions

      Here we will look at what constitutes a transition for children and young people and how we may help them with these.

    • Strategies

      Here we will look at what strategies could be used to help young people.

    • Review and reflect

      Here we will consider what we have studied this week and look forward to next week.

When would you like to start?

Start straight away and join a global classroom of learners. If the course hasn’t started yet you’ll see the future date listed below.

  • Available now

Learning on this course

On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

By the end of the course, you‘ll be able to...

  • Explore how the Covid pandemic could be considered a collective trauma
  • Summarise the potential impact of trauma on the developing brain
  • Describe how attachment theory might facilitate understanding of some of children's behaviour
  • Describe the behaviours we might see in children who have suffered trauma
  • Discuss the implications of bereavement and loss
  • Evaluate different ways of developing emotional literacy in children and young people
  • Reflect on transitions and how they may be managed
  • Discuss strategies to help children manage the impact of the Covid pandemic

Who is the course for?

This course has been designed for professionals from across the education and social care sector.

It is also suitable for current or prospective foster and adoptive parents who wish to learn more about supportive mental wellbeing strategies.

This short course is based on a 10 credit Microcredential course that covers this subject at a more in-depth level and is a recommended next level learning step for those wanting to take their knowledge further.

Who will you learn with?

I am a former secondary languages teacher and now a lecturer in Initial Teacher Education at the University of Glasgow.

Mr Mark Breslin is a lecturer of Health and Well-Being and Initial Teacher Education at the University of Glasgow, Scotland. Mark has taught for over 20 years across all spheres of education.

I am a Senior Lecturer in Psychology based in the School of Education at the University of Glasgow. My research uses co-creation to find solutions to real world educational issues.

Mary Lappin in Deputy Head of School of Education, University of Glasgow. She has been involved in education for over 30 years and has a specialist knowledge in loss, grief and bereavement education.

I am a lecturer in the School of Education. I have a practice background in substance use. My research addresses the connections between home and school for families affected by drug use.

Who developed the course?

The University of Glasgow

Founded in 1451, the University of Glasgow is the fourth oldest university in the English-speaking world. It is a member of the prestigious Russell Group of leading UK research universities.

  • Established

    1451
  • Location

    Glasgow, Scotland, UK
  • World ranking

    Top 70Source: QS World University Rankings 2020
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