Emotion regulation plays a key role in children’s learning and mental health. In fact, emotion regulation is embedded in a number of social-emotional learning programs.
School-based mental health professionals (SBMHP) also chose emotion regulation as one of the most interesting topical areas for professional development in our needs assessment.
In this program, participants will be introduced to the current science of emotion and emotion regulation, emotion regulation in specific psychological disorders, and intervention programs and strategies for emotion regulation. This program will enhance participants’ knowledge of conceptual foundations of emotion regulation and specific intervention strategies/programs to help children regulate their emotions.
About This Program:
This 10-hour professional growth program is designed to be completed over 4 – 5 weeks. Learners will participate in completely self-paced, asynchronous activities. Participants will complete a total of four asynchronous modules that involve reading, knowledge checks, and brief reflections. Learners should expect to spend approximately 10 hours over 4 -5 weeks. At the conclusion of the course we will offer an optional virtual synchronous meeting to discuss application of the course material in the school environment and provide feedback on the professional development content and format.
The modules include:
- Module 1: Current Science of Emotion and Emotion regulation
- Module 2: ADHD and Emotion Regulation
- Module 3: Anxiety and Emotion Regulation
- Module 4: Emotion Regulation in Dialectical Behavior Therapy
The development of this professional growth program was supported by the Federal School-Based Mental Health Professionals grant WI Department of Public Instruction (DPI) received. UWM School Psychology program received a sub-award from DPI to develop and implement this program.
Modality: Four self-paced asynchronous, interactive modules and 1 optional focus group virtual synchronous meeting.
Eligible Participants:
School psychologists, school social workers, and school counselors practicing in K-12 schools in Wisconsin. The eligibility is limited to those three types of school-based mental health professionals per the grant requirements.
Cost:
Cost: FREE (Participants who complete all components of the program will earn an Emotion Regulation badge.)
Continuing Education Requirements:
Completion of this program might be eligible for continuing education credits.
Enrollment:
Please click Enroll Now to register for this course. This program is based on rolling registration. Eligible participants will receive instruction to start the program within 10 business days after they register.
The registration survey contains demographic information questions that we are required to submit as part of the grant funding requirements. This information is securely held and only aggregated data will be used in any form of reporting.
Enroll Now
Feedback from Participants:
“The self-paced option was great!! I also liked the videos, diagrams, and simple language. I learned a lot but wasn’t bogged down with lots to read.”
“Learning about DBT, learning about the current science of emotion regulation. I like learning through listening or watching, more than just reading. I appreciate the videos included.”
“I really liked the modules on ADHD and Anxiety, I have wanted more information on supporting emotional regulation for students with these concerns and I feel like I now have a good understanding and strategies to teach them.”
“I loved the format. It was nice to be able to do it at my own pace – even though I completed it after the course deadline due to work commitments and a vacation. I enjoyed the mix of video, readings, etc. I found the lesson plans and the videos to be things that I will immediately take and begin to implement. Thank you so much for offering this! We student services staff members in smaller districts often have very limited opportunities for continuing education that is relevant to our practice.”
“I love that it was self-paced, easily manageable, didn’t require any synchronous meetings, and it touched on aspects of emotion regulation as it relates to children with ADHD–I truly didn’t know that children with ADHD need to be taught emotion regulation in a somewhat “backwards” approach. It was very interesting and got me excited to take what I learned and put it to practice.”
“Good information and a good refresher. Especially at the end of a school year I was able to reflect on specific student issues that were challenging and see how supporting emotional regulation through intervention could improve future outcomes with particular students.”