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The Youth-Nex Conference on Physical Health and Well-Being for Youth, Oct 10 & 11, 2013, University of Virginia Patricia Jennings, MEd., Ph.D. - "Mindfulness-Based Approaches to Promoting Student Learning, Attention and Self-Regulation" Jennings is a Research Assistant Professor in Human Development and Family Studies (HD FS) and affiliated with the Prevention Research Center at Penn State University. Panel 4 — Mindfulness, Health and Well-Being: The Mind Body Connection. Research with adults has found that contemplative practices such as mindfulness and yoga promote a variety of benefits for physical and emotional well-being. This panel will provide an overview of the growing body of research on such activities for youth that have been integrated into school settings and which are designed to affect students' attention, behavior, and academic achievement. Website: http://bit.ly/YNCONF13
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Mindfulness-Based Approaches to Promoting Student Learning, Attention and
Self-Regulation
Patricia (Tish) Jennings, M.Ed., Ph.D.Penn State University
What is Mindfulness?• Mindfulness is: paying attention, in a particular way, on
purpose, in the present moment, non-judgmentally. Kabat-Zinn,1990
• An awareness of one’s conduct and the quality of one’s relationships, inwardly and outwardly, in terms of their potential to cause harm, are intrinsic elements of the cultivation of mindfulness.
• Mindfulness in everyday life is the ultimate challenge and practice.
Kabat-Zinn 2011
Results of Studies Involving Adults• A growing body of research is demonstrating
results:– Enhanced memory– Increased ability to concentrate– Increased ability to use attention to regulate
emotion – Increased ability for empathy and compassion– Reduced distress and increased positive affect– Brain changes that support emotion regulation
Davidson et al., 2003; Frederickson et al., 2008; Hölzel et al. 2008; Jha, Krompinger, & Baime, 2007; Luders et al., 2009; Lutz et al., 2008; Shapiro, Schwartz, & Bonner, 1998, Slagter, et al., 2007)
Increased density in the hippocampus after 8 weeks of MBSR compared to controls. Hölzel et al. 2008
Contemplative Applications for Children & Youth: Developmental Issues
• The brain and nervous system development• Phases of proliferation and pruning to improve
function• Brain is not fully myelinated until early
twenties• Sitting practices designed for adults may not
be developmentally appropriate for kids• Wisdom traditions do not offer clear
approaches• Focus on movement, senses, art, nature?• We need research to learn more!
Evidence-Based Programs for Kids
• Holistic Life Foundation Yoga Programs for Youth • Inner-Kids• Inner Resilience Program• Learning to Breathe• MindUp• Transformative Life Skills (Niroga Institute)• Resource: Garrison Institute searchable
database– http://www.garrisoninstitute.org/contemplative-
education-program-database
3 Units:1. Attention & Five Senses2. Balance & Movement3. Clarity & Compassion
InnerKids Foundation
Slides by Brian Galla, Ph.D. UCLAPresented at the International Symposia for Contemplative Studies, April 26-29, 2012
Research Design3 Randomized Controlled Trials
• Study 2:– N = 64 (Mage = 8.25 years)
• 32 randomized to intervention– 8 week intervention (2, 30-min sessions/wk)
Pre- and post-assessment points
• Behavior Rating Inventory of Executive Functions (BRIEF; Gioia et al., 2000)
Results (2nd & 3rd grade)
Flook, L., Smalley, S. L., Kitil, J., Galla, B. M., et al. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95.
Change in Executive Function (Average Self-Regulation)
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MindUP and Scholastic
Slides by Kimberly Schonert-Reichl, Ph.D.University of British ColumbiaPresented at the International Symposia for Contemplative Studies, April 26-29, 2012
The MindUP ProgramHow Our
Brains Work
Mindful Action in Our
Community
Understanding Mindfulness
Focused Attention
Mindful Seeing
Mindful Listening Mindful Smelling
Acting with Gratitude
Mindful Tasting Mindful Moving(Part 1)
Acts of Kindness
Perspective Taking
Choosing Optimism
Savoring Happy Experiences
Self
Awareness
Emotional Control
Social
Action
Neuroscience
Foundations
Mindful Moving(Part 2)
Research
• Randomized Controlled Trial (RCT)• Participants• 99 4th & 5th grade children drawn from 4
classrooms (98% participation rate)• 2 MindUp Classrooms (12 week program
implementation)• 2 Comparison Classrooms (focus on Social
Responsibility)• University-School District Partnership
Child Reports
Change Scores
Child Reports
Change Scores
ns
Depressive Symptoms
Change Scores
Peer Ratings of “Prosocialness”
Change Scores
Peer Acceptance/Sociometric Status
Change Scores
Peer Ratings of Antisocial Behaviors
Change Scores
MindUP Research Results: Improvement Index
Cohen’s U3 “improvement” index to reflect the average difference between the percentile rank of the intervention and control groups.
• 24% gain in positive social behaviors from participation in the MindUp program,
• 15% in math achievement, • 20% in self-reported social-emotional
competencies and skills,• 24% in aggressive behaviors.
Improvement Index
• Cohen’s U3 “improvement” index to reflect the average difference between the percentile rank of the intervention and control groups. – 24% gain in positive social behaviors from
participation in the MindUp program, – 15% in math achievement, – 20% in self-reported social-emotional
competencies and skills,– 24% in aggressive behaviors.
Mindfulness for Adolescents
Trish Broderick, Ph.D.Penn State Prevention Research Center
Presented at the International Symposia for Contemplative Studies, April 26-29, 2012
Enhance emotion regulation
Strengthen attention and performance
Support prosocial behavior
Build stress management
skills
Improve health and wellbeing
Learning to BREATHE
Mindfulness
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Session Themes1. B – Body2. R – Reflections (Thoughts)3. E – Emotions4. A – Attention5. T – Tenderness/ Take it as it is
(Nonjudgment)6. H – Habits for a Healthy Mind
E – Empowerment / Gain the Inner Edge
Standards
• Program objectives linked to educational standards– National Health Education Standards (NHES)– PA State Standards for Health, Safety and Physical
Education – ASCA model – PA 14221.1 – School Wellness Policy Mandate– Ontario School Board Standards
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Research Implementations– PA, Villa Maria HS– PA, Central Bucks HS– PA, Drexel Medical School & Philadelphia SD– MA, Middlesex School– NY, Bronx After School Program – NY, Brooklyn, Xaverian HS– WI, Osceola HS– WI, CIHM, Madison, Madison Public Schools– MN, U of MN, Institute for Child Development– OR, Portland State and UBC, Vancouver– Toronto, Ontario
Broderick, P. C. & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, pp. 35-46.
Broderick, P. C. & Jennings, P. A. (2012). Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, Winter, Issue 136, 111-126.
Pilot Study Results
Calmness Self-Acceptance Emotion Regulation• Understanding emotions• Clarity and awareness
Negative Mood (Distress)
Somatic SymptomsTirednessAches and Pains
PANAS; Watson, Clark & Tellegen, 1988)DERS (DERS; Gratz, & Roemer, 2004)Ruminative RS (Nolen-Hoeksema, & Morrow, 1991)Somatization Index (Achenbach, 1991)Qualitative process assessment (Broderick,2007)
86.5% of program participants were satisfied or very satisfied with the program;
64.6% of participants reported practicing mindfulness techniques outside of class time during the program.
Most important skill reported by approximately half of all participants;How to let go of distressing thoughts and feelings in order to control stress level.
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What More Do We Need to Know?
• A lot!• Specific activities – specific outcomes?• What’s developmental appropriate? Culturally
appropriate for educational settings?• Generalizability?• Brain development?• Long term academic and behavioral
outcomes?