Developing a Youth Mindfulness Program in a School Based Setting: A Two Year Status Report
Objectives: We report results from two studies of a new mindfulness program in a low income public school district. Methods: Our program includes eight weekly 30 minute sessions in which students learn mindfulness and socioemotional skills. Study 1 included nine 3rd and 4th grade classes (n=212) and was evaluated using the Behavior Assessment System for Children, Second Edition (BASC 2) and the Childhood and Adolescent Mindfulness Measure (CAMM) Study 2 included one 7th grade class (n=30) and was evaluated using the Perceived Stress Scale for Children (PSS C) and practice frequency. Student qualitative reports were collected weekly and teacher quality assurance surveys at study end. Results: Wilcoxon signed rank tests compared preand post scores on the BASC 2, CAMM, and PSS C. Statistically significant findings include improvement for elevated scorers at BASC 2 baseline, with changes in internalizing problems being the most consistent (z= 1.97, p=0.05; z=2.15, p=0.03; z= 2.40, p=0.02; z= 2.10, p=0.04, for students at risk for school problems, internalizing problems, emotional symptoms, and personal adjustment, respectively) those with baseline elevation in personal adjustment scores benefitted the most. Study 2 participants reported 1.73 weekly home practices and practice self efficacy of 42.5 percent. Teacher report suggests improvement in program content, partnership, and sustainability. Conclusions: Results suggest mindfulness may promote behavioral and psychological improvement. Teacher and student surveys suggest strengthening self directed practice and teacher partnerships may contribute to positive outcomes. The purpose of our research is to evaluate the behavioral and psychological outcomes of a new school based mindfulness program in a low income, public school district. Two studies were conducted over a two year period examining the effectiveness of our program and its ongoing development. Burke, C. A. (2009) Mindfulness based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133 144. Greenberg, M. T. and Harris, A. R. (2012) Nurturing Mindfulness in Children and Youth: Current State of Research. Child Development Perspectives, 6, 161 166. Kabat Zinn, J. (1990) Full Catastrophe Living.New York: Random House. Saltzman, A. Goldin, P. (2008) Chapter 7: Mindfulness Based Stress Reduction for SchoolAge Children. In L. Greco, S. C. Hayes, Acceptance and Mindfulness Treatments for Children and Adolescents: A Practitioner's Guide(pp. 139 161) Oakland: New Harbinger Publications, Inc. Semple, R. J. Lee, J. Rosa, D. Miller, L. F. (2009) A randomized trial of mindfulness based cognitive therapy for children: Promoting mindful attention to enhance social emotional resiliency in children. Journal of Child and Family Studies,19, 218 229. doi:10.1007/s10826009 9301 y Steiner, N. J. Sidhu, T. K. Pop, P. G. Frenette, E. C. Perrin, E. C. (2013) Yoga in an urban school for children with emotional and behavioral disorders: A feasibility study. Journal of Child and Family Studies, 22(6) 815 826. Contact Information: John P. Rettger, PhD jrettger@stanford.edu We would like to thank the RCSD faculty and staff for their dedicated support with this program and our funders: the Stanford Office of Community Health and the Albert Schweitzer Fellowship. Acknowledgements Mindfulness and yoga instruction in elementary schools is feasible, acceptable, and may contribute to behavioral and psychological improvements. Non significant findings on the CAMM and PSS C may suggest a need to increase the "dose" of mindfulness delivered. Year 2 results suggest the curriculum updates successfully strengthened program content, teacher partnership, and likelihood of program sustainability. Qualitative findings suggest students' engaged understanding of mindfulness and their ability to detect its positive effect on their emotional well being. Future studies may increase instruction on self directed practice, utilize objective measures to support self report data, and include a control group and a follow up assessment. Researchers from the Stanford University Early Life Stress and Pediatric Anxiety Program (ELSPAP) partnered with the Ravenswood City School District (RCSD) in East Palo Alto (EPA) a city in the San Francisco Bay Area, to implement two mindfulness programs in public school classrooms. The EPA community is coping with high levels of chronic stress and trauma tied to socioeconomic challenges and community violence. The mental health needs of the RCSD exceed current service availability. The goals of our program are to: 1) Increase students' self awareness and self regulation. 2) Connect the concepts of stress, thoughts, emotions, and behaviors. 3) Apply mindfulness based practices to cope with stress. 4) Enact pro social behaviors such as empathy and compassion. 5) Teach practical coping tools, such as deep breathing. Despite the growing use of mindfulness in school settings, the current literature is limited by design issues such as small sample sizes and lack of quantitative data concerning the developmental appropriateness of school based mindfulness practices for children. Activities Breathing Practice Feelings Practice Art Activity Funny Mind Exercise Group Individual Reflection Loving Kindness Practice Mindful Eating Walking Meditation Yoga Background Project Objectives Results Conclusions Year 1 Year 2 Sampling Method Convenience, District directed Convenience, Teacher directed Study Design Correlational Correlational Curriculum Design 8 weekly, 30 mintue mindfulness/yoga sessions 8 weekly, 30 minute mindfulness/yoga sessions Participants N 213 3rd 4th graders; 9 classrooms across 3 schools 108 males, 105 females N 30 One 7th grade classroom 17 males, 13 females Measures BASC 2: pre post CAMM: pre, mid post Student journals: weekly Teacher feedback form: post PSS C: pre, mid post MFM: weekly Student teacher feedback forms: post Select Quotes Students (Year 1) "Mindfulness helps you feel better and calmer by relaxing and letting all your stress out." "If I got mad I breathe in and out to calm me down." Partner Teacher (Year 2) "I see a change within myself due to participating in mindfulness. I have been aware of my breathing and have been taking breaths to calm me when frustrated during class. I hope to exhibit this and share with my students to encourage them to use the strategies." Indicates p .05 None of the authors have Conflicts of Interest or Disclosures to report Poster ID: 3.50