Low self-esteem is having a generally negative overall opinion of oneself, judging or evaluating oneself negatively, and placing a general negative value on oneself as a person. People with low self-esteem usually have deep-seated, basic, negative beliefs about themselves and the kind of person they are. These beliefs are often taken as facts or truths about their identity, rather than being recognised as opinions they hold about themselves. It is important to know that low self-esteem is a common problem for many people in our society – so you are not alone. Low self-esteem can occur as part of a current problem (such as depression), or as a result of other problems (such as chronic illness, relationship problems) or it can be a problem in itself. Either way, the good news is that you can take steps towards developing more healthy self-esteem.

**Website includes worksheets, workbooks and information sheet on self-esteem.

As part of a collaboration between McGill University and the University of Guelph, we are an international outreach organization providing current information and helpful resources about self-injury to individuals who self-injure, those who have recovered, as well as their caregivers and families, friends, teachers and the health professionals who work with them.

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum.

Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

The Fourth R is a consortium of researchers and professionals dedicated to promoting healthy adolescent relationships and reducing risk behaviours. They develop and evaluate programs, resources, and training materials for educators and other front-line professionals who work with youth.

Video series are provided for each of the following:

Healthy Relationships Plus Program (HRPP) Skills for Effective Relationships

Healthy Relationships Program (HRP) for LGBT2Q+ Youth Skills for Effective Relationships

The Fourth R Grade 7 Skills for Effective Relationships

The Fourth R Grade 8 Skills for Effective Relationships

The Fourth R Grade 9 Skills for Effective Relationships

Northwest Territories Skills for Effective Relationships

Texas Skills for Effective Relationships

Indigenous Peer Mentoring Skills for Effective Relationships

Les Habiletés pour des Relations Efficaces

This site incudes information on the following:
-Facts about sleep
-Insomnia
-Insomnia and your thinking
-Sleep hygiene

This site also includes worksheets and information sheets available for download.

"This toolkit includes a set of 6 facilitation guides for small-group SEL activities—complete with “how to” instructions and differentiation tips for educators. These low-lift strategies are designed to help promote positive relationships while building students’ SEL skills."

Body Scan
Positive Pivot
Rose, Bud, Thorn
Two-Word Check-In
Lunch Bunch
WOOP

You will need to enter your contact information to download this document.

This is a resource created by the Speech-Language Pathologists working in the Sun West School Division. We are all in uncharted territory right now with school closures and finding the best way to support students to ensure that their needs are met during this time away from school.

We thought the easiest way to connect with all of you would be to make this general website that includes information about what exactly speech and language includes and how we can work together to support your children at this time. This website includes the basics of articulation (speech), language, fluency, and AAC. It also includes some general ideas for ways to work on these skills at home.

If you would like some specific handouts, worksheets, or have any questions you can contact the SLP who works at your school directly by email.

Language instruction is continuously evolving to better support English language learners (ELL’s). This Spotlight will help you identify potential learning gaps heightened by the pandemic; learn best practices for strengthening
literacy skills in your schools; discover strategies for personalized language instruction; gain insights into the future of education for ELL students; begin to understand the challenges facing ELL’s and their teachers; and more.

Free download.

In this strategy guide, you’ll learn how to use kidwatching to track and support student learning. Teachers observe and take notes on students’ understanding of skills and concepts and then use the observations to determine effective strategies for future instruction.

Yetta Goodman popularized the term kidwatching, the practice of “watching kids with a knowledgeable head” (9). In kidwatching, teachers observe students’ activities, noticing how they learn and what they do to explore their ideas. Teachers then examine anecdotal notes and other evidence to see how and when students engage in learning. After this review, teachers use their observations to differentiate activities to meet the needs of individual students. The strategy is based on “a seek-to-understand stance by attempting to look at life, literacy, and learning through the children’s eyes” (Mills 2). By discovering how students learn, teachers are able to choose the most effective strategies for each pupil.

The following is a chart on stress awareness. It includes the following questions:
- What was the stressful situation or event?
- What body sensations did I feel?
- What emotions did I have?
- What were my thoughts?
- How did I react or respond?

A Problem-solving Approach to Stress Management

What is Stress Strategies?
Stress Strategies looks at stress as a problem that can be addressed solved, or at least improved, using practical problem-solving methods.
Stress Strategies:
provides a variety of research-backed stress management strategies
shares real life stories of how people use these specific strategies to manage their stress more effectively
guides you through a few questions to help you make use of these various strategies
When finished, you’ll be able to download or print your own personalized stress management plan.

This webinar presentation, which will be delivered in English, will enable participants to understand the different types of stress, our brain’s response to stress, as well as how to adopt positive mental health hygiene practices.

At the end of the presentation, participants will be better positioned to understand the steps they can take and habits that can be adopted in order to maintain strong mental health hygiene.

Strong Minds make for Strong Kids
Strong Minds Strong Kids, Psychology Canada is committed to promoting the mental well-being of children and youth in Canada. We are dedicated to nurturing resilience in kids with the use of psychological science so they can manage, learn, and grow from the many challenges in life.

The outcome for this artifact is to see student engagement and introduce vocabulary. It is based on recommendations from a Speech and Language Pathologist for students with Autism. This was part of an Eiip goal. When creating these stories it is important to keep the following suggestions in mind.

· Stories should be created using simple vocabulary and sentences. The stories should also be created using a repetitive format which will lend itself to allow the student to, eventually, fill in blanks in the story by handing picture cards to the reader (e.g., “Peter plays in the snow with ____.”).
· If there is, eventually, an expectation for students to point to individuals in his/her personalized stories (e.g., mom, dad), he/she will need to have separate pictures to be taught who is who in pictures. Begin this process using errorless learning. This means that the student’s finger should be guided to select the right person he/she has been asked to identify in the picture.
· If the student has demonstrated an interest in turning pages in books, it may be beneficial to use ‘page fluffers’ in the personalized stories to make the pages easier for him/her to manipulate and turn. (Joelle Lowen, 2016)
Ideally the student will be able to complete the cloze sentence either by using a picture or saying the word.

"The Student Transitions Guide is intended to provide school staff in Saskatchewan a framework to support students who are transitioning to a new school. This document explains the correlation between transition to new schools and reduced levels of achievement. It also outlines the importance of supporting new students, helps schools identify if a student needs support, what may be required and an action plan that will assist schools.
There may be local considerations that are not included. It is strongly recommended that each school in Saskatchewan develop a local student transition protocol to provide the best opportunity for success for all the new students in their school." (p.2)
From the Government of Saskatchewan at saskatchewan.ca

This document shares and outlines effective FNME partnerships that could inspire work within your own school or division.

This document provides a framework for welcoming EAL students into Sun West School Division.
It addresses the role of: administration, the classroom teacher, EAL support teacher, student support teacher. It also looks at assessing the learner's needs and working through the four layers of language acquisition.

"This information portal features a repository of resources and intends to provide information to all Saskatchewan educators to support English as an Additional Language (EAL) learners in their classrooms. Whether you're a new teacher or new to the world of EAL learners, you may find useful and practical information on this site.

It may take approximately two hours to complete the five modules in this portal.
You may need additional time to explore the embedded hyperlinks and review the resources in the Helpful Resources sections.
Although the modules are not meant to be sequential, as a first time teacher of an EAL learner it may be helpful to go through the modules in the order they appear. "

Access:
*parent helpline phone
*resources
*videos
*brochures
*more