Promoting Children’s Academic Promoting Children’s Academic and Social Success Through and Social Success Through

Mindfulness EducationMindfulness Education

Molly Stewart Lawlor, B.A.Molly Stewart Lawlor, B.A.Nancy FischerNancy Fischer

Kimberly A. Schonert-Reichl, Ph.D.Kimberly A. Schonert-Reichl, Ph.D.Supporting Children’s Social andSupporting Children’s Social and

Emotional Health: Assessment Tools, Research and PracticeEmotional Health: Assessment Tools, Research and PracticeU.B.CU.B.C

May 11, 2006May 11, 2006

Session OverviewSession Overview

1.1. Why a strength based approach? A Shift Why a strength based approach? A Shift to Positive Psychologyto Positive Psychology

2.2. Introduction to Mindfulness Introduction to Mindfulness 3.3. Introduction to the Mindfulness Education Introduction to the Mindfulness Education

(ME) Program (ME) Program 4.4. Curriculum of the ME programCurriculum of the ME program

Nancy FischerNancy Fischer

5.5. The Spring 2005 Pilot of the ME The Spring 2005 Pilot of the ME curriculum in Vancouver, B.C.curriculum in Vancouver, B.C.

Why should we be concerned?Why should we be concerned?

There is a growing concern about There is a growing concern about children’s social-emotional adjustment and children’s social-emotional adjustment and mental health:mental health:

15% to 30%15% to 30% of school-age children are “at risk” for successful of school-age children are “at risk” for successful development and require support and assistance (OECD, 1995)development and require support and assistance (OECD, 1995)..

Approximately Approximately 1 in 5 children1 in 5 children (20%)(20%) identified with mental health identified with mental health problems (Offord et al., 1991; Romano et al., 2001).problems (Offord et al., 1991; Romano et al., 2001).

1 in 51 in 5 children with mental health problems do not receive the children with mental health problems do not receive the mental health services they need (Canadian Alliance for Mental mental health services they need (Canadian Alliance for Mental Illness and Mental Health, 2000)Illness and Mental Health, 2000)

28% of children28% of children begin middle childhood with significant begin middle childhood with significant problems (Advisory Committee on Population Health and Health problems (Advisory Committee on Population Health and Health Security, 2004).Security, 2004).

BACKGROUNDBACKGROUNDMaking the Case for the Social Making the Case for the Social

Side of LearningSide of Learning

Making the Case For the Social Making the Case For the Social Side of LearningSide of Learning

““A comprehensive mission for schools is to A comprehensive mission for schools is to educate students to be knowledgeable, educate students to be knowledgeable, responsible, socially skilled, healthy, responsible, socially skilled, healthy, caring, and contributing citizens.”caring, and contributing citizens.” (Greenberg et al., 2003)(Greenberg et al., 2003)

Making the Case . . .Making the Case . . . ““The aim of education is growth or development, The aim of education is growth or development,

both intellectual and moral.” (Dewey, 1964, p. both intellectual and moral.” (Dewey, 1964, p. 213.)213.)

Analytical intelligence (IQ) accounts for only Analytical intelligence (IQ) accounts for only 10% to 15% of job success and other real-world 10% to 15% of job success and other real-world outcomes.outcomes.

Human and Social DevelopmentHuman and Social Development is one of the is one of the goals of the BC school system. BC is leading the goals of the BC school system. BC is leading the way in North America by specifying the way in North America by specifying the development of “social responsibility” as a development of “social responsibility” as a performance standard.performance standard.

Making the CaseMaking the Case . . . . . .

““A growing body of literature suggests that A growing body of literature suggests that a a deliberate and comprehensivedeliberate and comprehensive approach approach to teaching children social and emotional to teaching children social and emotional skills can raise their grades and test skills can raise their grades and test scores, bolster their enthusiasm for scores, bolster their enthusiasm for learning, reduce behavior problems, and learning, reduce behavior problems, and enhance the brain’s cognitive functions” enhance the brain’s cognitive functions” (Education Week, 2003).”(Education Week, 2003).”

Cognitive ConnectionsCognitive Connections

““Because the emotional centers of the Because the emotional centers of the brain are very connected to the thinking brain are very connected to the thinking and learning centers of the brain, we know and learning centers of the brain, we know that people who are better able to control that people who are better able to control their emotions and moods are effective their emotions and moods are effective learners” (Greenberg, 2004).learners” (Greenberg, 2004).

Recent Research Findings . . .Recent Research Findings . . .

Changes in academic achievement in Grade 8 could be Changes in academic achievement in Grade 8 could be better predicted from knowing children’s social better predicted from knowing children’s social competencecompetence 5 years earlier than from knowing grade 3 5 years earlier than from knowing grade 3 academic achievement academic achievement (Caprara et al., 2000).(Caprara et al., 2000).

Prosocial behaviours exhibited by students in the Prosocial behaviours exhibited by students in the classroom classroom were found to be better predictors of were found to be better predictors of academic achievementacademic achievement than were their standardized test than were their standardized test scores scores (Wentzel, 1993).(Wentzel, 1993).

School interventions that increase social and emotional School interventions that increase social and emotional competence competence result in higher achievement levelsresult in higher achievement levels, , although the reverse is not true (i.e., academic enrichment although the reverse is not true (i.e., academic enrichment does not increase social responsibility) does not increase social responsibility) (Coie & Krebhiel, 1984).(Coie & Krebhiel, 1984).

Learned Learned OptimismOptimism

TIME Magazine, Jan. 17, 2005TIME Magazine, Jan. 17, 2005

Beneficial Outcomes of HappinessBeneficial Outcomes of Happiness

Research to date suggests that happy Research to date suggests that happy people often contribute more to their people often contribute more to their communities, have better relationships communities, have better relationships with others, and are more creative in some with others, and are more creative in some realms. realms.

Learned OptimismLearned Optimism At the turn of this century, there has been a shift At the turn of this century, there has been a shift

to the study of the positive aspectsto the study of the positive aspects of human of human experience. experience.

Previous Previous focus in psychology has been on focus in psychology has been on pathologypathology – not on the promotion of the positive – not on the promotion of the positive features of individuals.features of individuals.

A A science of positive subjective experiencescience of positive subjective experience, , of positive individual traits, and of positive of positive individual traits, and of positive institutions promises to improve the quality of life institutions promises to improve the quality of life and also to prevent the various pathologies that and also to prevent the various pathologies that arise when life is barren and meaningless. arise when life is barren and meaningless.

(Seligman & Csikszentmihalyi, 2000).(Seligman & Csikszentmihalyi, 2000).

Positive PsychologyPositive Psychology

Three constituent partsThree constituent parts

Positive psychological experiencesPositive psychological experiences Positive psychological traitsPositive psychological traits Institutions that enable the first two to Institutions that enable the first two to

occur.occur.

Positive PsychologyPositive Psychology The field of positive psychology at the subjective level The field of positive psychology at the subjective level

is about valued subjective experience: well-being, is about valued subjective experience: well-being, contentment, and satisfaction (past), hope and contentment, and satisfaction (past), hope and optimism (future), and flow and happiness (present).optimism (future), and flow and happiness (present).

At the individual level it is about positive individual At the individual level it is about positive individual traits -- the capacity for love and vocation, courage, traits -- the capacity for love and vocation, courage, interpersonal skill, aesthetic sensibility, perseverance, interpersonal skill, aesthetic sensibility, perseverance, forgiveness, originality, future-mindedness, spirituality, forgiveness, originality, future-mindedness, spirituality, high talent, and wisdom. high talent, and wisdom.

At the group level it is about the civic virtues and the At the group level it is about the civic virtues and the institutions that move individuals toward better institutions that move individuals toward better citizenship: responsibility, nurturance, altruism, civility, citizenship: responsibility, nurturance, altruism, civility, moderation, tolerance, and work ethic.moderation, tolerance, and work ethic.

Shifting Gears: Moving Toward a Shifting Gears: Moving Toward a Focus on Promoting HealthFocus on Promoting Health

Positive Disposition Positive Disposition A major predictor of subjective well-being is A major predictor of subjective well-being is

temperament, but only a portion of this temperament, but only a portion of this predisposition appears to be genetic.predisposition appears to be genetic.

The other component seems to be a learned The other component seems to be a learned positive outlook on life, encompassing hope, positive outlook on life, encompassing hope, trust, self-esteem, and optimism. Both individual trust, self-esteem, and optimism. Both individual child-rearing as well as broader cultural factors child-rearing as well as broader cultural factors are likely to be at work. are likely to be at work.

What is What is Mindfulness?Mindfulness?

The The “Raisin/Hershey Kiss“Raisin/Hershey Kiss

Exercise”Exercise”

What is Mindfulness?What is Mindfulness?

Mindfulness has been defined in several Mindfulness has been defined in several ways by researchers and scholars within ways by researchers and scholars within academic literature. academic literature.

Commonly, mindfulness is considered to Commonly, mindfulness is considered to be a state of being aware of and attentive be a state of being aware of and attentive to the present moment.to the present moment.

Mindfulness DefinedMindfulness Defined

Jon Kabat-Zinn (1990) defines Jon Kabat-Zinn (1990) defines mindfulness as mindfulness as “paying attention in a “paying attention in a particular way; on purpose, in the particular way; on purpose, in the present moment and non-present moment and non-judgmentally.”judgmentally.”

Mindfulness DefinedMindfulness Defined Ellen Langer (1993) describes mindfulness as Ellen Langer (1993) describes mindfulness as

a state of mind in which one is sensitive to a state of mind in which one is sensitive to context and draws novel distinctions and context and draws novel distinctions and examines information from new examines information from new perspectivesperspectives. .

Langer asserts that education practices that Langer asserts that education practices that encourage mindfulness create more effective encourage mindfulness create more effective and enjoyable learning environments for and enjoyable learning environments for students.students.

Mindfulness-based practices Mindfulness-based practices within the ME curriculumwithin the ME curriculum

The ME Program utilizes activities that The ME Program utilizes activities that foster both of the aforementioned foster both of the aforementioned components of mindfulness in a components of mindfulness in a developmentally appropriate manner for developmentally appropriate manner for elementary school-aged children.elementary school-aged children.

Cultivation of mindfulnessCultivation of mindfulness Mindfulness-based interventions draw on Mindfulness-based interventions draw on

practices developed within the Buddhist practices developed within the Buddhist tradition.tradition.

In recent years, these meditation practices have In recent years, these meditation practices have been used for therapeutic means without been used for therapeutic means without requiring any commitment to Buddhist religious requiring any commitment to Buddhist religious doctrines. doctrines.

Growing evidence that mindfulness training has Growing evidence that mindfulness training has beneficial outcomes in the treatment of a variety beneficial outcomes in the treatment of a variety of psychological and physical ailments of psychological and physical ailments (Kabat-(Kabat-Zinn, 1990; Krazner, 2004; Segal et al., 2003).Zinn, 1990; Krazner, 2004; Segal et al., 2003).

What is the Mindfulness What is the Mindfulness Education (ME) Education (ME)

Program?Program?

Mindfulness Education (ME)Mindfulness Education (ME)

The Mindfulness Education (ME) program The Mindfulness Education (ME) program is designed to foster children's:is designed to foster children's: problem solving ability, problem solving ability, self-regulation,self-regulation, goal setting,goal setting, prosocial behaviours. prosocial behaviours.

ME ProgramME Program The ME program was created to help The ME program was created to help

children understand the ways their minds children understand the ways their minds work, and how their thoughts and feelings work, and how their thoughts and feelings affect their behavioraffect their behavior

More about MEMore about ME

Based on the book Based on the book "Mind Power for "Mind Power for Children - The Guide for Parents and Children - The Guide for Parents and Teachers” Teachers” authored by Nancy Fischer, authored by Nancy Fischer, and John Kehoe, author of bestselling and John Kehoe, author of bestselling book "Mind Power into the 21st Century.”book "Mind Power into the 21st Century.”

The research was supported by Goldie The research was supported by Goldie

Hawn’s Bright Light FoundationHawn’s Bright Light Foundationbrightlightfoundation.netbrightlightfoundation.net

Mindfulness Education Mindfulness Education Theoretical FrameworkTheoretical Framework

The Mindfulness Education Program (ME) can The Mindfulness Education Program (ME) can be considered an early intervention strategy be considered an early intervention strategy that:that: Is guided by Is guided by positive psychologypositive psychology (Seligman & (Seligman &

Csikszentmihalyi, 2000).Csikszentmihalyi, 2000). Fosters the fundamental needs (autonomy, belonging Fosters the fundamental needs (autonomy, belonging

& competence) as outlined by & competence) as outlined by Self Determination TheorySelf Determination Theory (Deci & Ryan 1985).(Deci & Ryan 1985). Utilizes Utilizes Cognitive-BehaviouralCognitive-Behavioural techniques. techniques. Incorporates Incorporates mindfulness-basedmindfulness-based practices. practices.

Components of the ME ProgramComponents of the ME Program Week 1: Introduction to MindfulnessWeek 1: Introduction to Mindfulness Week 2: Learning About AffirmationsWeek 2: Learning About Affirmations Week 3: Concentrating on Positive Emotions and Week 3: Concentrating on Positive Emotions and

OutcomesOutcomes Week 4: Learning How to Eliminate Negative ThinkingWeek 4: Learning How to Eliminate Negative Thinking Week 5: Acknowledging One anotherWeek 5: Acknowledging One another Week 6: “Team Work” Understanding Goal Setting as Week 6: “Team Work” Understanding Goal Setting as

a Groupa Group Week 7: Having a Healthy BodyWeek 7: Having a Healthy Body Week 8: Making Friends – Interpersonal RelationshipsWeek 8: Making Friends – Interpersonal Relationships Week 9: No Problems . . . Only OpportunitiesWeek 9: No Problems . . . Only Opportunities Week 10: Celebrating SuccessesWeek 10: Celebrating Successes

The ME Program Consists of 5 The ME Program Consists of 5 Main TechniquesMain Techniques

1) Quieting the Mind ~ Listening Game/ Soft Belly 1) Quieting the Mind ~ Listening Game/ Soft Belly Breathing Breathing

2) Focused Attention ~ Mindful of sensation, 2) Focused Attention ~ Mindful of sensation, thoughts and feelingsthoughts and feelings

3) Focused Intention ~ Affirmations & Visualization 3) Focused Intention ~ Affirmations & Visualization

4) Handling Negative emotions and Negative 4) Handling Negative emotions and Negative thinking thinking

5) Acknowledgment of self and others.5) Acknowledgment of self and others.

Evaluating the Evaluating the “Mindfulness Education” “Mindfulness Education” Program for Children in Program for Children in

VancouverVancouverSpring, 2005Spring, 2005

Research to Practice:Research to Practice: UBC & VSB Partnership UBC & VSB Partnership

Promoting Students’ Social Responsibility

The Mindfulness Education Program for Children

HypothesisHypothesis

It was hypothesized that, when compared It was hypothesized that, when compared to children in a control group, children who to children in a control group, children who had experienced the ME program would had experienced the ME program would show significant positive changes from show significant positive changes from pretest to posttest in their self concept, pretest to posttest in their self concept, positive emotions, mindful awareness, and positive emotions, mindful awareness, and teacher-rated behaviors. teacher-rated behaviors.

ParticipantsParticipants

243 children from the 4243 children from the 4thth to 7 to 7thth grades grades ME Program, ME Program, nn = 140 (71 boys, 69 girls) = 140 (71 boys, 69 girls) Comparison, Comparison, nn = 103 (55 boys, 48 girls) = 103 (55 boys, 48 girls)

Mean Age = 11.42 years (SD = .99), Mean Age = 11.42 years (SD = .99), range = 9.34 to 13.41range = 9.34 to 13.41

58% English as a first language, majority 58% English as a first language, majority of the remaining were Chinese.of the remaining were Chinese.

Students were drawn from schools across Students were drawn from schools across a range of socioeconomic status.a range of socioeconomic status.

Outcome Measures Outcome Measures SelfSelf

Self-concept (General and School Self-Concept) Self-concept (General and School Self-Concept) The Self-Description Questionnaire (SDQ; Marsh, 1993)The Self-Description Questionnaire (SDQ; Marsh, 1993)

EmotionsEmotions Introspection: Self-Reflection-Rumination Questionnaire (RRQ; Introspection: Self-Reflection-Rumination Questionnaire (RRQ;

Trapnell & Campbell, 1999, modified by Lawlor, 2005Trapnell & Campbell, 1999, modified by Lawlor, 2005) Affect Scale (PANAS; Watson, Clark, & Tellegen, 1988)Affect Scale (PANAS; Watson, Clark, & Tellegen, 1988)

Prosocial BehavioursProsocial Behaviours Prosocial & Social Responsibility Goals Scale (Wentzel, 1994)Prosocial & Social Responsibility Goals Scale (Wentzel, 1994)

Mindful AwarenessMindful Awareness The Mindful Attention Awareness Scale (MAAS; Brown & Ryan, The Mindful Attention Awareness Scale (MAAS; Brown & Ryan,

2004, modified by Benn, 2004)2004, modified by Benn, 2004)

Teacher Ratings of BehavioursTeacher Ratings of Behaviours The Teachers' Rating Scale of Social Competence (Kam & The Teachers' Rating Scale of Social Competence (Kam &

Greenberg, 1999)Greenberg, 1999)

Teacher TrainingTeacher Training One full day of inservice training to 12 One full day of inservice training to 12

elementary school teachers who volunteered to elementary school teachers who volunteered to take part in the training.take part in the training.

Training conducted by program developer Training conducted by program developer (Nancy Fischer)(Nancy Fischer)

Basis of selection for training:Basis of selection for training: Willingness to do the program.Willingness to do the program. Another teacher in same school also volunteered.Another teacher in same school also volunteered. Intermediate grade teachers were given preference Intermediate grade teachers were given preference

because of the focus of the research.because of the focus of the research. Wait-list control.Wait-list control.

ResultsResults

Changes in General Self-Concept Changes in General Self-Concept from Pretest to Posttestfrom Pretest to Posttest

-0.08

-0.06

-0.04

-0.02

0

0.02

0.04

0.06

0.08

Gr. 4 and 5 Gr. 6 and 7

ME ProgramComparison

Note: significant interactionNote: significant interaction

Changes in Self-Reflection from Changes in Self-Reflection from Pretest to Posttest Pretest to Posttest (statistical trend)(statistical trend)

0

0.02

0.04

0.06

0.08

0.1

0.12

Reflection

ME ProgramComparison

Changes in Positive Affect from Changes in Positive Affect from Pretest to Posttest Pretest to Posttest (statistical trend)(statistical trend)

0

0.01

0.02

0.03

0.04

0.05

0.06

0.07

0.08

0.09

Postive Affect

ME ProgramComparison

Changes in Optimism from Changes in Optimism from Pretest to Posttest Pretest to Posttest (statistical trend)(statistical trend)

-0.03

-0.02

-0.01

0

0.01

0.02

0.03

0.04

0.05

0.06

0.07

Optimism

ME ProgramComparison

Changes in Prosocial Goals from Changes in Prosocial Goals from Pretest to Post testPretest to Post test

-0.03

-0.02

-0.01

0

0.01

0.02

0.03

0.04

Prosocial behaviours

ME Classroom

ComparisonClassroom

Changes in Mindful Awareness Changes in Mindful Awareness from Pretest to Posttestfrom Pretest to Posttest

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

Boys Girls

ME ProgramComparison

Note: significant interactionNote: significant interaction

Teacher Reported Improvements in Teacher Reported Improvements in Behaviours at PosttestBehaviours at Posttest

2.7

2.8

2.9

3

3.1

3.2

3.3

3.4

3.5

A B C D

ME ProgramComparison

A = Aggressive behaviours B = Oppositional/dysregulated behaviours A = Aggressive behaviours B = Oppositional/dysregulated behaviours C = Attention & concentration D = Social & emotional competence C = Attention & concentration D = Social & emotional competence

Future DirectionsFuture Directions ME ProgramME Program

Extending to both public and independent schools in Extending to both public and independent schools in Vancouver and surrounding school districts.Vancouver and surrounding school districts.

Development of primary, intermediate, and middle Development of primary, intermediate, and middle school curriculum.school curriculum.

ME ResearchME Research Further evaluations of program outcomes and Further evaluations of program outcomes and

implementation fidelity.implementation fidelity. Examine program impact on stress reactivity Examine program impact on stress reactivity

(cortisol). (cortisol).

Fall 2006 Research PlanFall 2006 Research Plan

Investigating the effectiveness of the ME Investigating the effectiveness of the ME program on students’ psychological well-being, program on students’ psychological well-being, and physiology (stress hormone - diurnal cortisol and physiology (stress hormone - diurnal cortisol patterns) and academic success.patterns) and academic success.

RCT pre and posttest designRCT pre and posttest design Approximately 60 children from 2 intermediate Approximately 60 children from 2 intermediate

elementary school classrooms (one program; one elementary school classrooms (one program; one control)control)

Funding from the Mind and Life Institute Funding from the Mind and Life Institute ($10,000)($10,000)

Thank you!Thank you!

Questions?Questions?

Relevant WebsitesRelevant Websites

Bright Light FoundationBright Light Foundation www.brightlightfoundation.netwww.brightlightfoundation.net

Positive PsychologyPositive Psychology http://www.positivepsychology.org/http://www.positivepsychology.org/

Mind and Life InstituteMind and Life Institute www.mindandlife.orgwww.mindandlife.org

Open Circle (Stone Center)Open Circle (Stone Center) http://www.open-circle.org/landing.asphttp://www.open-circle.org/landing.asp

New Books on Positive New Books on Positive PsychologyPsychology

Authentic Happiness: Using the New Positive Psychology to Realize Your Potential Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillmentfor Lasting Fulfillment, by Martin E.P. Seligman, by Martin E.P. Seligman       Character Strengths and Virtues: A Handbook and ClassificationCharacter Strengths and Virtues: A Handbook and Classification, by , by Christopher Peterson and Martin E.P. Seligman (Editors)Christopher Peterson and Martin E.P. Seligman (Editors)        Flourishing: Positive Psychology and the Life Well-LivedFlourishing: Positive Psychology and the Life Well-Lived, Edited by Corey L.M. , Edited by Corey L.M. Keyes and Jonathan Haidt Keyes and Jonathan Haidt     Good Business: Leadership, Flow, and the Making of Meaning, by Mihaly     Good Business: Leadership, Flow, and the Making of Meaning, by Mihaly Csikszentmihalyi Csikszentmihalyi     Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences,     Human Accomplishment: The Pursuit of Excellence in the Arts and Sciences, 800 B.C. to 1950, by Charles Murray800 B.C. to 1950, by Charles Murray    Optimal Human Being: An Integrated Multi-Level Perspective, by Kennon M.     Optimal Human Being: An Integrated Multi-Level Perspective, by Kennon M. SheldonSheldon    The Paradox of Choice: Why More Is Less, by Barry Schwartz    The Paradox of Choice: Why More Is Less, by Barry Schwartz    Positive Psychology in Practice, Edited by P. Alex Linley and Stephen Joseph    Positive Psychology in Practice, Edited by P. Alex Linley and Stephen Joseph    The Progress Paradox: How Life Gets Better While People Feel Worse, by     The Progress Paradox: How Life Gets Better While People Feel Worse, by Gregg EasterbrookGregg Easterbrook    A Psychology of Human Strengths, Edited by Lisa G. Aspinwall and Ursula M.     A Psychology of Human Strengths, Edited by Lisa G. Aspinwall and Ursula M. StaudingerStaudinger    Pursuing Human Strengths: A Positive Psychology Guide, by Martin Bolt    Pursuing Human Strengths: A Positive Psychology Guide, by Martin Bolt    The Resilience Factor: 7 Essential..., by Karen Reivich and Andrew Shatté    The Resilience Factor: 7 Essential..., by Karen Reivich and Andrew Shatté