S3mulus Mindfulness Response

Transcription

1 Mindfulness Prac3ces Across Tiers Alyssa M. McDonough Dr. Lisa Stewart School Psychology Graduate Student What is mindfulness? Paying aeen3on in a par3cular way: on purpose, in the present moment, and non judgmentally [1] S3mulus Mindfulness Response What is mindfulness? [2] Regula3ng your aeen3on to ignore or focus on certain s3muli Using a nonjudgmental, accep3ng, and inquisi3ve approach to evaluate your experience whether it is posi3ve or nega3ve 1

2 Why use mindfulness in educa3on? AEen3on Emo3onal Regula3on Aggression Internalizing symptoms Childhood trauma Adverse childhood experiences study ACE Score While you were growing up, during your first 18 years of life: 1.Child physical abuse. 2.Child sexual abuse. 3.Child emo3onal abuse. 4.Emo3onal neglect. 5.Physical neglect. 6.Mentally ill, depressed or suicidal person in the home. 7.Drug addicted or alcoholic family member. 8.Witnessing domes3c violence against the mother. 9.Loss of a parent to death or abandonment, including abandonment by parental divorce. 10.Incarcera3on of any family member for a crime. hep:// of- aces.html 2

3 Childhood Trauma Effects Alcoholism and alcohol abuse Chronic obstruc3ve pulmonary disease Depression Fetal death Health- related quality of life Illicit drug use Ischemic heart disease Liver disease Poor work performance Poor academic achievement Financial stress Risk for in3mate partner violence Mul3ple sexual partners Sexually transmieed diseases Smoking Suicide aeempts Unintended pregnancies Early ini3a3on of smoking Early ini3a3on of sexual ac3vity Adolescent pregnancy Risk for sexual violence Experiences Change Your Brain Prefrontal Cortex- The learning, reasoning, and thinking center of the brain Amygdala - Ac3vates fight or flight response to danger Hippocampus Helps create and store new memories Mindfulness Research Overall- small to moderate effect sizes Greater effects for caregivers, parents, and teachers Greater effects at follow up hep:// 3

4 Renshaw et al. meta- analysis Zenner et al. meta- analysis [9] Zoogman et al. meta- analysis [10] Total Effect.29 Follow up.40 Emo3onal Regula3on AEen3on Psychological Well Being Pro- social Behavior Internalizing and Externalizing Problems Adapted from: Renshaw, T., Klingbeil, D. Willenbrink, J., Fischer, A,. & Bloomfield, B. Meta- Analysis of Mindfulness- Based Interven5ons for Youth & Caregivers. [Power Point Slides]. Retrieved from hep:// sta3c1.squarespace.com /sta3c/ 522be1d1e4b0e1a3bc8682ad/t/ be4b0a69d5d070bab / / Renshaw+et+al +NASP+2015+presenta3on.pdf Mindfulness in Schools Tier 3: Intensive 1:1 interven3ons Tier 2: - Targeted small groups or classrooms - Similar skills and deficits Tier 1: - Class- wide mindfulness ac3vi3es and programs - Part of school- wide PBIS system Program Format Components Age Training Cost Intensity MindfulSchools modules Promotes concentra3on, clarity, and equanimity K- 12 Personal prac3ce + teaching course $125 + $550 Tier 1 Learning to BREATHE Six themes, 6, 12 or 18+ Regula3ng emo3ons, increasing aeen3on, expanding stress management skills, and generaliza3on Adolesc ents Worksho p + text $300 + $70 Tier 1 or 2 Mindfulness- Based Stress Reduc3on 8 weeks, Daily ac3vi3es and weekly group mee3ngs Soles of the Feet Five 30 minute Mindful breathing, stretching, body awareness, and generaliza3on to decrease pain, depression and anxiety and improve self esteem Teaches awareness of anger and aggressive behaviors by shiping aeen3on K- Adult K- Adult MBSR Course Personal prac3ce + manual $495 Tier 2 $30 Tier 2 or 3 Mindfulness- Based Acceptance and Commitment Therapy Individual or group Uses stories and exercises to help accept current experiences and be less reac3ve to nega3ve events, also a truancy interven3on K- Adult Course $440 Tier 3 4

5 Take Home Message Mindfulness should be a part of a system of posi3ve behavioral supports Uncondi3onal posi3ve regard for children References 1. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion Books. 2. Felver, J. C., Doerner, E., Jones, J., Kaye, N. C. and Merrell, K. W. (2013). Mindfulness In School Psychology: Applications For Intervention And Professional Practice. Psychology in the Schools 50: doi: /pits MindfulSchools: Online mindfulness training for educators. (2015). Retrieved from Learning to Breathe: A mindfulness curriculum for adolescents. (2016). Retrieved from learning2breathe.org/ 5.. Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness using mindfulness meditation. New York: NY: Bantam Doubleday Dell Publishing. 6. Hayes, S.C. and Greco, L.A. (2008) Acceptance and mindfulness interventions for children, adolescents, and families. Oakland, CA: Context Press/New Harbinger. 7. Singh, N. N., Lancioni, G. E., Joy, S. D. S., Winton, A. S., Sabaawi, M., Wahler, R. G., & Singh, J. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15(1), Hayes, S. C., Strosahl, K., and Wilson, K. G. (1999). Acceptance and commitment therapy: An experimental approach to behavior change. New York, NY: Guilford Press. 9. Zenner, C., Herrnleben-Kurz, S., and Walach, H. (2014). Mindfulness- based interventions in schools - A systematic review and meta- analysis. Frontiers in Psychology, 5. doi: /fpsyg Zoogman, S., Goldberg, S., Hoyt, W., & Miller, L. (2015). Mindfulness Interventions with Youth: A Meta- Analysis. Mindfulness, 6(2), 290. doi: /s Ques3ons and Comments Contact Info: Alyssa McDonough School Psychology Graduate Student Mcdonougal@mnstate.edu 5