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

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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?