Hybridoma Technology ( Production , Purification , and Application )
Exploring Mindfulness in Schools Programs' Process Components
1. Implementation Process Components
of Mindfulness Programs
for Youth in Schools
A Thesis in Partial Fulfillment of the Requirements for the Degree
Masters of Arts in Psychology
Specialty in Developmental Psychology
at City University New York School of Professional Studies
By Steven Samrock
2.
3. Mindfulness Defined
"The self-regulation of attention so that it is maintained
on immediate experience...characterized by curiosity,
openness, and acceptance” (Bishop et al., 2004, p. 232).
“An active mindset characterized by novel distinction–
drawing that results in being (1) situated in the present,
(2) sensitive to context and perspective, and (3) guided
(but not governed) by rules and routines” (Langer and
Moldoveanu 2000).
“Paying attention in a particular way: on purpose, in the
present moment, non-judgmentally” (Kabat-Zinn, 1994, p.4).
4. Mindfulness in Schools
• Group-based interventions
• Conducted in a typical
classroom environment
during normal school hours.
• Incorporating components of
MBSR
https://tricycle.org/magazine/does-mindfulness-belong-public-schools/
6. • Oakland, California
• 25,000 educators
educators, parents, and
mental health
professionals who work
with youth.
• Over 2 million children
worldwide in over 100
countries worldwide
• England & Wales
• 450,000 children and
young people
• 4,500 instructors working
in over 1,000 schools
worldwide.
School-Based Mindfulness Programs (SBMP)
8. 91% (3,058) mindfulness in age >18
8% (n=256) mindfulness in youth age <18
1% (n=36) mindfulness in youth in school settings
n=3,350 studies keyword mindfulness
SBMP Research is Young
(Felver, Celis-de Hoyos, Tezano & Singh, 2015)
“the study of mindfulness with youth and in
schools is in the prenatal stage of development”
(Felver & Jennings, 2015).
9. Intervention Outcomes
Reductions in aspects of
Psychopathology:
• Behavioral Problems
• Anxiety
• Depression
• Affective Disturbances
• Problems with Executive
Functioning and Attention
• Suicidal Ideation
Increases in Prosocial
Psychosocial Attributes:
• Emotion Regulation
• Classroom Engagement
• Social Skills
• Social Emotional Competence
• Coping
• Positive Affect
• Optimism
• Classroom Behavior
(Waters et al., 2014; Felver, Celis-de Hoyos, Tezano & Singh, 2015)
13. • Utilize Experimental Research Designs
• Statistically Account for Classroom and School
Effects
• Include Subjects with Identified Disabilities
• Replicate Intervention Effects Using Existing
MBI
• Conduct Treatment Component Studies
• Empirically Evaluate the Interventionist
Preparation
• Conduct Meta-Analyses of Existing Literature
• Utilize More Diverse Outcome Measurements
• Include Data Collected by School Districts
• Collect Follow-Up Data
• Clearly Define Core Program
Components
• Clearly Articulate Core Process
Components
• Assess and Report Multiple
Dimensional of Fidelity of
Implementation
• Develop Observational Assessment
Systems and Common FOI Measures
• Build Common FOI Language and
Frameworks
Research Limitations & Recommendations
(Felver, Celis-de Hoyos, Tezano & Singh, 2015)(Feagans Gould, Dariotis, Greenberg & Mendelson, 2015)
14. Research Limitations & Recommendations
• Utilize Experimental Research Designs
• Statistically Account for Classroom and School
Effects
• Include Subjects with Identified Disabilities
• Replicate Intervention Effects Using Existing
MBI
• Conduct Treatment Component Studies
• Empirically Evaluate the Interventionist
Preparation
• Conduct Meta-Analyses of Existing Literature
• Utilize More Diverse Outcome Measurements
• Include Data Collected by School Districts
• Collect Follow-Up Data
• Clearly Define Core Program
Components
• Clearly Articulate Core Process
Components
• Assess and Report Multiple
Dimensional of Fidelity of
Implementation
• Develop Observational Assessment
Systems and Common FOI Measures
• Build Common FOI Language and
Frameworks
(Felver, Celis-de Hoyos, Tezano & Singh, 2015)(Feagans Gould, Dariotis, Greenberg & Mendelson, 2015)
15. Hypothesized Core Process Components
CORE
INTERVENTIONIST
COMPONENTS
Training
Qualifications
Attitudes
Embodiment
of
Mindfulness
Personal
Characteristics
Instructor
Role
Competency
: to adhere
to curricula
Competency
: to respond
flexibly to
students
20. Methods | Procedures | Planned Analyses
Category Name Scope of Category
Role Instructor role; opinions about significance of role in
successful SBMP implementation
Key Process Components Opinions about key elements underlying successful
SBMP implementation process
Training SBMP training credentials; training experience;
opinions about significance of training credentials and
experience
Experience Amount of experience teaching SBMP; opinions about
significance of experience amount
Mindfulness Practice Personal mindfulness practice; opinions about
significance of instructors’ personal mindfulness
practice
Personal Characteristics Mental state and trait characteristics; opinions about
significance of mental state and trait characteristics
Table 1
Main Categories
• Semi-structured, in-depth
(1-hour) interviews
• Convenience sample of key
SBMP stakeholders (n=6)
• Grounded Theory
systematic analysis
21. Key Stakeholder Sample
Pseudonym Julie Shayla Jodi Marie Patty Lucy
Location Mumbai, India Winnipeg, Canada West Springfield, Massachusetts,
USA
Castro Valley, California, USA North Potomac, Maryland, USA London, United Kingdom
School-based? Yes No Yes Yes Yes No
Title Elementary School
Counselor / Certified
Mindfulness Based Stress
Reduction (MBSR) and
Mindfulness Based
Cognitive Therapy (MBCT)
Practitioner
- Focus Oriented and Complex
Trauma Therapist
- Accredited Integrative
Mental Health Yoga Therapy
Provider
- Certified MBSR Practitioner
Paired Professional Peer Assistance and Health
Teacher
Mindfulness Coordinator Medical Doctor
School(s) working with Independent
International American
school
Public Primary School Public Elementary School Public High School Independent School for Students with
Special Education Needs
Public Primary School
Student population working
with
Grades 2 & 4 Grades 2-7 Grades 1-5 Grades 9-12 Kindergarten – 12th grade Year 6 (age 10)
Years working in education 10 years 6 years 9 years 27 years 30+ years 2 years
Curriculum taught 8-week mindfulness
curriculum for primary
school children +
Foundations in
Mindfulness Course to
adult educators
8-week mindfulness
curriculum for primary school
children + Foundations in
Mindfulness Course to adult
educators
K to 5 Curriculum: 30 modules for
ages 5-12
K to 5 Curriculum: 30 modules for
ages 5-12
Independently developed curriculum,
inspired by Mindful Schools’ methodology
8-week mindfulness curriculum for
primary school children
SBMP Training organization Mindfulness in Schools
Project (UK)
Mindfulness in Schools Project
(UK)
Mindful Schools (US) Mindful Schools (US) Mindful Schools (US) Mindfulness in Schools Project (UK)
Training in facilitating
mindfulness to youuth in
schools
- Teach Paws b (7-11)
- Teach .b (11-18)
- Teach Paws b (7-11)
- Teach .b (11-18) - Teach .b
Foundations (for adult
mindfulness teachers)
- Mindfulness Fundamentals /
Mindfulness Educator Essentials
Course (online) – Mindful Teacher
Year-Long Certification Program
(incl. 2x seven-day silent retreats)
- Mindfulness Fundamentals /
Mindfulness Educator Essentials
Course (online) – Mindful Teacher
Year-Long Certification Program
(incl. 2x seven-day silent retreats)
- Mindfulness Fundamentals / Mindfulness
Educator Essentials Course (online) –
Mindful Teacher Year-Long Certification
Program (incl. 2x seven-day silent retreats)
- Teach Paws b (7-11)
- Teach .b (11-18)
Experience teaching
mindfulness in schools
5 years 7 years 6 years 5 years 5-6 years 1 year
Years practicing mindfulness
meditation
8 years 20+ years 10 years 6 years 4 years 3.5 years
24. Facilitator’s Role
Classroom Teacher
• Interventionist = class
teacher
Other (School-Based)
Faculty Member
• e.g. School Counselor;
Subject Teacher
(Non-School-Based)
Visiting Instructor
• Contractor
• Volunteer
If I were a classroom teacher then I could sprinkle it
in in smaller doses and enforce it throughout the
week (Julie).
If this curriculum is offered by the teacher…it will
kind of meld into all the other curricula. For
example, in art class, using your breath to ground
and be present with your pencils....in social studies
maybe in learning about different cultures and how
mindfulness is used and practiced.... That class
becomes a community of mindful people. That is the
way to go (Shayla).
There’s a barrier for me as a counselor… coming in
to teach it once a week. Because even though I’m in
the school and community and sort of regularly
working with these kids, I’m still sort of a fly in
drop in to the classroom…I give encouragement to
the classroom teachers to follow up on it through
the week and [that’s why] they’re there in the
classroom with me when I teach it (Julie).
Me coming in once a week to a school and spending a
half an hour to an hour in a classroom... there's really
very little follow-through because I'm not there on a
daily basis…Overall what I find is that kids will use it
before their hockey game or before a test sometimes,
for a while. But because it's not embedded, it's less
effective than it could be. (Shayla).
Outside providers…go in and teach mindfulness…and
then they leave. Well, now they've gone. So now what
do you have left behind? We don't feel that that's very
effective. Because, like anything else, you can get
people excited about it for just a little bit of time and
then it's forgotten...it's a hit and run kind of thing
(Patty).
27. Attitudes within the Organization
School Leadership
Attitude / Involvement
Classroom Teachers’
Attitude / Involvement
Program components
are embedded and
amplified
Optimal
Implementation
28. Best Practice: Building Awareness
Building awareness through education with staff
• Mindfulness: what is is; what it is not
• What it takes to make SBMP’s work.
• Addressing misconceptions
• Reducing skepticism
30. Personal Characteristics: Embodiment of Mindfulness
Being…
• Aware
• Gentle With One's Self
• Open Minded
• Curious
• Non-attached
• Non-striving
31. Personal Characteristics: Embodiment of Mindfulness
Being…
• Aware
• Gentle With One's Self
• Open Minded
• Curious
• Non-attached
• Non-striving
Instructors Trait
Mindfulness Revealed as
Core Process Component
32. Trait Mindfulness
“The capacity for nonjudgmental, present-
centered attention” (Eisenlohr-Moul, Peters, Pond &
DeWall, 2016).
“A relatively stable disposition which is
present outside of actual meditation
practice” (Brown & Ryan, 2007, p. 212).
35. Instructor’s Meditation
If I was a swim teacher and I was teaching swimming, I would know how to swim. And I would
practice my swimming. And it’s the same thing with mindfulness. Mindfulness is so experiential when you are
teaching it that you have to have that practice in place (Shayla).
I think it would be impossible to teach unless you’re practicing it, for sure (Lucy).
.
Meditation
Trait
Mindfulness
Authentic
Delivery
Modeling &
Scaffolding
36. Instructor’s Meditation
I started realizing that [my own meditation practice] was more beneficial for my
students than actually teaching them the mindfulness. Obviously, both were
beneficial but it all started happening at the same time for me….Once I started
[meditating], I was experiencing the benefits so it was about me experiencing the
benefits. It wasn’t even about, ‘Oh, I’m doing this for my students, or I’m
doing this not to be a hypocrite. It was like: I’m doing this because I want to
do it. Because I’m benefitting from this. Because this is allowing me more
equanimity. So that I am feeling more effective, not only as a teacher but I’m
feeling life is better (Marie).
Meditation
Trait
Mindfulness
Authentic
Delivery
Modeling &
Scaffolding
37. Effective Modeling & Scaffolding Observational Learning
Sometimes I ask if they want to lead a short practice and they emulate me. And that’s really interesting because they’ve
seen you do it. So, they tend to sort of…well they start by perhaps using mannerisms or quotes that you’ve said. But then
what I like is that, if you do it week on week, then they tend to start doing their own way…they do emulate things
that they’ve seen but then they also are able to do it their own way (Lucy).
Absolutely. In fact the other day…. One of the fifth graders…got up in front of the school-wide assembly and
led the entire school [in a short meditation] and through the affirmations …think it was all her (Julie).
43. FOI + Adaptation
The Importance of Program Fidelity Adaptability is an Asset
When I become a trainer, my thought is to be a little bit like the
mindfulness police, and this always comes up at trainings…
If students are not taught a curriculum in a structured
manner, we lose the ability to measure the effects of it…In
any other setting, to practice [mindfulness] in an
unstructured way is a non-issue. But in a school setting, it
needs to be structured and measurable, with clear learning
outcomes. So that you can assess the benefits and move
forward accordingly (Shayla).
You have to be free to meet the kids
where they're at, and it's true. If you didn't
get to something then you didn't get to
something, It's not the end of the world and
hopefully you can impart something that
they're able to take forward (Jodi.)
44. FOI + Adaptation
The Importance of Program Fidelity Adaptability is an Asset
When I become a trainer, my thought is to be a little bit like the
mindfulness police, and this always comes up at trainings…
If students are not taught a curriculum in a structured
manner, we lose the ability to measure the effects of it…In
any other setting, to practice [mindfulness] in an
unstructured way is a non-issue. But in a school setting, it
needs to be structured and measurable, with clear learning
outcomes. So that you can assess the benefits and move
forward accordingly (Shayla).
You have to be free to meet the kids
where they're at, and it's true. If you didn't
get to something then you didn't get to
something, It's not the end of the world and
hopefully you can impart something that
they're able to take forward (Jodi.)
45. Responding Mindfully to Challenges in the Classroom
Classroom
Challenges
Stress &
Frustration
Mindful
Response
They just don't all take it
seriously at that age (1).
It's very very difficult for them to
calm down (5).
It's a little bit challenging with
the second graders because
they're just bubbly.
You'll have a group of students
and ones who are giving
pushback they say, 'this is dumb,
I don't like it,’they're the ones
who need it the most. (5)
Doing it with the kids was really
stressful [sometimes]
I'm sure there were times that
maybe my frustration would
come across
I used to get caught up in their
inability to sit still or be quiet.
What I have found is that if I am in that
centered place I am not becoming so
attached to the outcome.
my centeredness or my stability
permeates the room a little bit more. I'm
not being reactive to that silly behavior.
46. Responding Mindfully to Challenges in the Classroom
Classroom
Challenges
Stress &
Frustration
Mindful
Response
And so my non-reaction, my just being with it, is like, ‘Let's be curious...this is what restlessness
feels like right now. So figure out what is it and notice this in your body, that's just information for
you right now. Note: if you're finding yourself tapping something, like, what would happen if you
just stopped. What if you didn't give into that impulse. Be curious.’And so it just settles it down as
opposed to if I said, ‘Stop tapping!’Then the tapping might get worse …Sometimes if they're
laughing or giggling it makes me laugh or giggle, I get it. I'm not taking it as a personal offense
that they're not doing what I'm asking them to do. I’m understanding that they're struggling right
now like for whatever reason, and be curious about that (Marie).
48. Tapping into More Touchpoints & Closing the Loop
• Peer Development
• Internal Trainings
• Shared Practice
• Creating more
advocates
• Teachers, faculty,
administrators, leadership,
parents
Mindful School
49. Inherent Barriers
“All the schools want me however nobody has the money to pay me.”
• Time
• Educational Funding
• Staff Turnover
50. Discussion
Key Themes
• Authentic mindful embodiment
• Fidelity and Adaptation
• Social and structural dynamics
within a school organization
51. Discussion: Core Process Components Revealed
Implementer Variables Organizational Variables
• Facilitator’s role
• Attitudes and intrinsic motivation
• Maintaining a meditation practice
• Trait mindfulness
• Competency to adhere to evidence-
based curriculum
• Competency to respond flexibly to
challenges
• Other staff’s awareness and
understanding
• Reinforcement during + outside
of lessons
• Internal Support
• External Support
52. Discussion: Theoretical Analysis
Implementer Variables Organizational Variables
• Bandura’s Bobo Doll
• Cognitive Development
• Langer’s socio-cognitive approach to
mindfulness research
• Linkage between mindfulness and
constructs of social wellbeing,
psychological and physical wellbeing
53. Discussion Process Components Specific to Mindfulness in Schools Programs
• Hypothesized Core Process
Components
• Clear Articulation
(implementer +
organizational)
• Empirical Rationale
• Theoretical Rationale
55. References
Bandura, A., Ross, D., & Ross, S. (1961). Transmission of aggression through imitation of aggressive models. The Journal Of
Abnormal And Social Psychology, 63(3), 575-582. doi: 10.1037/h0045925
Bandura, A. (1971). Social learning theory. Englewood Cliffs, N.J.: Prentice-Hall.
Bandura, A. (1994). Self-efficacy. New York: Academic Press.
Durlak, J., & DuPre, E. (2008). Implementation Matters: A Review of Research on the Influence of Implementation on Program
Outcomes and the Factors Affecting Implementation. American Journal Of Community Psychology, 41(3-4), 327-
350. http://dx.doi.org/10.1007/s10464-008-9165-0
Feagans Gould, L., Dariotis, J., Greenberg, M., & Mendelson, T. (2015). Assessing Fidelity of Implementation (FOI) for
School-Based Mindfulness and Yoga Interventions: A Systematic Review. Mindfulness, 7(1), 5-33.
http://dx.doi.org/10.1007/s12671-015-0395-6
Felver, J., Celis-de Hoyos, C., Tezanos, K., & Singh, N. (2015). A Systematic Review of Mindfulness-Based Interventions for
Youth in School Settings. Mindfulness, 7(1), 34-45. http://dx.doi.org/10.1007/s12671-015-0389-4
Felver, J., & Jennings, P. (2015). Applications of Mindfulness-Based Interventions in School Settings: an Introduction.
Mindfulness, 7(1), 1-4. http://dx.doi.org/10.1007/s12671-015-0478-4
Kabat-Zinn, J. (1994). Wherever you go, there you are. New York: Hachette Books.
Langer, E., & Moldoveanu, M. (2000). The construct of mindfulness. Journal of Social Issues, 56, 1–9.
http://dx.doi.org/10.1007/s12671-012-0094-5
Meet Our Team | Mindful Schools. (2018). Retrieved from
https://www.mindfulschools.org/about-mindfulness/our-organization/
Mindfulness in Schools Project. (2017). Mindfulness in Schools Project.
Editor's Notes
My name is Steven Samrock and my research is about Mindfulness Programs
for Youth in Schools and their core implementation process components
I’ll start by briefly touching upon my connection to this topic
And that connection has something to do with these awesome, amazing, kids wholm I was privileged enough to have the opportunity to teach mindfulness to last year.
This was at a Private International Primary school in Japan called the British School in Tokyo.
And these here are a few of the 80-some students that I got to teach there.
It’s important when discussing mindfulness to define that term because it is subject to hype and misrepresentation.
and here we have three well referenced definitions:
And as we can see it is defined as either the self-regulation of attention or paying attention in a particular way –
That is maintained on present moment experience
And is characterized by non-judgment
Ellen Langer’s definition, slightly different – refers to mindfulness as an active mindset characterized by novel distinction drawing
So now what are we talking about when I refer to mindfulness in schools?
In this research I will be referring to SBMP (school based mindfulness programs):
Group-based interventions
That are Conducted with a non-clinical population of students, in a typical classroom environment, during normal school hours.
And these are prgorams Incorporating components of MBSR
Which stands for Mindfulness Based Stress Reduction – MBSR is the mindfulness based intervention with the most empirical support for its effectiveness.
And there are just a few of those organizations – these are not for profit organizations
That facilitate these interventions
They exist in the United States and other parts of the world
Here are just a few of the better known groups responsible for developing and working toward the dissemination of these types of interventions
And I point to these two out –
UK-based Mindfulness in Schools Project aka MISP [on the left] and Oakland, CA based Mindful Schools.
Trainees from these two organizations comprise the sample for this study.
These two leaders are the leaders in this category within their respective countries.
And the numbers are here to give a sense of their scale
Read read
We don’t have definitive statistics on how many children overall are being exposed to midnfulness in schools at this that would be something interesting thing to know.
I was able to identify three Systematic Reviews which give a sense for the state of the science on this topic.
And we’ll talk about how young that science truly is
One study found that 91% of overall mindfulness studies were with adults.
Only 8% with youth under age 18
And 1% were with youth in school settings.
This was a few years ago now, 2015.
N=3,350
I did a PsycInfo search two days ago showing that studies with keyword mindfulness were at 8,254 studies.
The truth remains, however, that the number of studies of mindfulness with youth is quite marginal.
In 2015 it was stated that “the study of mindfulness with youth and in schools is in the prenatal stage of development” so that kind of puts it into perspective.
Just to touch on Intervention Outcomes
Because it is vitally important to the study of this field
although it is not the focus of my research.
Looking at the current literature …
There is a wide range of dependent variables measured.
We see research showing [ read read read ]
Outcomes assessment is important because it demonstrates the value of SBMP,
which leads to the field’s funding and growth.
And as the value of school-based mindfulness gets more and more empirical evidence,
There is also opportunity in researching what enables maximum impact,
In other words, what are the core underlying processes that lead to the best outcomes.
Implementation science research on this topic
can help inform school based mindfulness programs
and guide the scalability of effective programming.
So we turn here to looking at an implementation framework.
These types of frameworks exist for many different types of programs with different contexts whether it be prevention research, education, criminal justice, public health,
there are many applications. And they vary, depending on the context.
But the core aspects tend to be fairly similar.
The model pictured here is termed THE CORE CYLCE by Feagens-Gould and team.
This model is for assessing FIDELITY OF IMPLEMENTATION (FOI) –
Which to put as broadly as possible, fidelity of implementation is the degree to which a program goes according to plan.
And the CORE cycle conceptualizes (FOI) as a four-step process:
First, Conceptualize core components;
Second, Operationalize and measure
Third, Run analyses and review;
and Fourth E, Enhance and refine.
And as these four-steps unfold iteratively over time,
There is greater knowledge about programs’ core components,
and more rigorous measures of implementation integrity
My research exists in and around Step 1:
Conceptualizing the core components of school-based mindfulness intervention programs
We’re looking at what are the most essential and most indispensable components
Because only once these are understood can program fidelity really be measured.
As we can see here, core program components are of two different types,
They’re either:
content components on the right : meaning the content or the activities being delivered, say, as part of a manual)
process components (the manner in which content should be implemented
In the current school based mindfulness program (SBMP) literature, core content components are more clearly defined and assessed.
And there is a relative under focus on process components in the SBMP literature.
But It is well documented…
Especially if we extrapolate from the broader more established literature
On social emotional learning
and prevention and promotion programs in educational settings
….That effective implementation practices are associated with better outcomes
and stronger benefits for participants
Here is a list which has been culled from several systematic reviews on school-based mindfulness - showing a plethora of outstanding limitations in the current literature - and recommendations for how to address them,
So there’s definite room for knowledge growth here.
It’s been stated that
The fact that roughly 3 quarters of these trial studies
lack a comparison condition and/or random assignment
That is the single largest limitation in the existing literature
Which is probably a fair point
But there are many major methodological limitations to be addressed here.
…and these two recommendations – empirically evaluating the interventionist prepatation
and clearly articularte the core program process components
And the top bullet on the left column should be highlighted as well – clearly define core program components
Tthis is what has inspired my research
This essentially characterizes the niche
and puporse
of my study
and hopefully the practical significance of my results as well
What are the core process components that should be implemented? This is my research question.
My hypothesis was that these core interventionist components
In this diagram here
are
essential ingredients
To
the SBMP implementation process.
And In my research I empirically evaluate these components
As they relate to interventionists
Delivering mindfulness in schools.
In going through the results
I will address each of these one by one
and I will also discuss how my grounded theory analysis reveals that
These factors which are factors – pertaining to the individual interventionist
Prove to be inextricable from other socio-organizational factors
The importance of organizational factors is a theme
that is woven throughout the narrative of this study’s results.
“….to conceptualize the essential features or core program components of mindfulness- based programs, allowing room for both fidelity and ad- aptation. We invite discussion regarding how these differ- ent teaching competencies—which balance faithfulness to a core set of standards with the ability to flexibly adapt to the current situation and participants—might serve as the backbone of potential core program process components, FOI assessment, and instructor training.”
How can we conceptualize the essential features or core program components
Process components specific to mindfulness or yoga programs will also need to be elucidated and tested. For example, ideally, instructors of mindfulness-based pro- grams embody qualities of mindfulness as a vehicle for teaching it and engaging students in participatory learning in their own lives (Crane et al. 2012a; Kabat-Zinn 2011). It is consistent with the nature of mindfulness to be Bin the moment^ and to respond flexibly to students at a giv- en point in time, rather than adhering rigidly to a manualized curriculum (Kabat-Zinn 2011). Indeed, flexi- bility and the ability of an instructor to respond in the present moment to what is unfolding should be an essen- tial component of FOI of mindfulness and yoga programs. Yet defining and operationalizing such process compo- nents pose some interesting and complex challenges for assessing what instructors Bshould^ adhere to faithfully.
“We encourage researchers and pro- gram developers to look to more established literatures like SEL and prevention and promotion programs to help inform potential core process components of mindfulness and yoga programs. “
What are the core process components that should be implemented? This is basically the research question
How can we conceptualize the essential features or core program components
Process components specific to mindfulness or yoga programs will also need to be elucidated and tested. For example, ideally, instructors of mindfulness-based pro- grams embody qualities of mindfulness as a vehicle for teaching it and engaging students in participatory learning in their own lives (Crane et al. 2012a; Kabat-Zinn 2011). It is consistent with the nature of mindfulness to be Bin the moment^ and to respond flexibly to students at a giv- en point in time, rather than adhering rigidly to a manualized curriculum (Kabat-Zinn 2011). Indeed, flexi- bility and the ability of an instructor to respond in the present moment to what is unfolding should be an essen- tial component of FOI of mindfulness and yoga programs. Yet defining and operationalizing such process compo- nents pose some interesting and complex challenges for assessing what instructors Bshould^ adhere to faithfully.
------
mpirically Evaluate the Interventionist Preparation Studies in this review used both teachers and outside facilitators to deliver MBI, however, many MBI require extensive, and varying, amounts of background training and experience before one is deemed able to effective teach comprehen- sive MBI. Although we concur with the general consensus in the field that prior experience with mindfulness tech- niques is a requisite to teaching these skills (as would be the case in teaching any skill), ultimately, the amount of experi- ence and practice needed before one is able to implement MBI
effectively is an empirical question that has yet to be addressed in the literature. We would recommend that future researchers con- sider exploring the amount of training and experience needed to implement MBI effectively using measureable and definable criteria, with the intention to scientifically determine what con- stitutes adequate preparation in order to ensure that MBI are implemented with integrity and fidelity.
Theoretically,
I examine the active role of the interventionist
the mechanisms
underlying this transmission
of mindful behavior
From instructor to child
through the lens of social cognitive theory
Social cognitive theory
teaches us about observational learning
Which was demonstrated in Albert Bandura’s famous 1961 BoBo Doll experiment
That when children observe aggression in adult models
They learn to emulate that aggressive behavior
So social cognitive theory is the lens through which
I ground the importance of the teachers’ role as a model
So I look at the teacher as a model
And explore how imitative learning can occur with mindful behavior
And explore the possibility that
as children pay attention to mindful modeling.
They encode this behavior
And at a a later time
they may imitate the behavior they have observed.
So this is how I have grounded my hypothesis
Using social cognitive theory
I used a grounded theory approach
to systematically analyze the material.
So relevant categories of meaning grew out of the collected data.
And the end result is an explanatory framework
with participant quotes used to support understanding
about facilitators and barriers to SBMP implementation processes.
This table summarizes my sample of
key field-based stakeholders.
There are four countries and three nationalities represented in this sample.And a range of experience with teaching mindfulness in schools.
Four of the participants are school-based and two of them are not.
Several of the participants are trained beyond SBMP
They are trained to deliver MBSR to adults
And to train other educators in SBMP delivery
So I found that these stakeholders were really a wealth of knowledge.
The results do largely confirm my hypothesis that these components
Which pertain to the interventionist
are important
And we will get more into the nuance and the themes that come through the data.
I’ll start by talking about the instructor role because this helps put a lot of the rest into perspective.
So as I mentioned, my sample is comprised of both school-based and non school based SBMP interventionists.
And this is a distinction that has been made in a few, not many, but a few studies in the literature.
So it has been posited that facilitator role is a factor that can effect implementation
And my results support that supposition.
My results show that there are actually three categories of instructor role.
1.
2.
3.
And what we see is that classroom teachers have an advantage
In that they can create consistency and follow up throughout the week
[paraphrase quotes]
Moving onto looking at attitudes
Attitudes are important and
Intrinsic Motivation is an important element
Because belief in mindfulness and the choice to practice mindfulness
is to a large extent is a very personal thing.
It should never be force fed.
To teachers nor to students
Intrinsic motivation overlaps
with an authentic belief in the relevancy and the effectiveness
And together they bring forth an attitude that Mindfulness is a gift to be given to children.
That the opportunity to learn how
to choose to use one’s attention,
Helps them grow into better learners
So that they have more opportunities in life
And so on and so forth.
But instructor’s attitudes do not stand alone.
Others’ attitudes within the organization matter.
And this is where we start to see those organizational factors coming through.
So in terms of attitudes this model I’ve created
Represents the scenario in which a visiting interventionist comes in to deliver SBMP
And in that scenario
The classroom teacher’s collaboriation and involvement becomes a tremendous facilitator.
When the classroom teacher feels that mindfulness learning is important, they follow it up throughout the week
And When school leadership is on-board,
SBMP is consistently enforced
So that is how programs components become embedded and amplified
That’s how programs become overall more effective
Then on the other hand, a disinterested teacher becomes a barrier to embedding and amplifying the program.
When the classroom teachers are resistant, skeptical, disinterested
they’re leaving the room to mark papers,
the learning is then not embedded as well throughout the week.
This is why SBMP instructors
educating other faculty members
is considered to be best practice
When mindfulness instructors have an opportunity
to educate and share information with broader faculty
It helps to bolster school-wide engagement.
This can help address misconceptions
And reduce skepticism.
Personal characteristics and embodiment of mindfulness were hypothesized as two separate categories
But my results show that they are really one and the same
When the teacher is being
1.
2.
3.
That has a profound impact on the learning that takes place
So Instructors trait mindfulness
although it is not described the terms used by the participants
Instructors trait mindfulness is revealed as a core process component
Trait mindfulness is an established construct
SO there’s this progression
By which
trait mindfulness
leads to authentic SBMP delivery
which leads to effective modeling and scaffolding of mindful behavior.
What we already know is that
maintaining a consistent meditation practice
That behavioral component
is what can cultivate higher levels of trait mindfulness
And this brings us to instructors’ having their own meditation practice
As a really key piece to the SBMP process
And we see quotes from participants
-
-
Basically demonstrating that experience with mediation is key.
Something I want to highlight,
Because it is a theme that I found coming up several times.
Is this idea that the meditation and the trait mindfulness is potentially even more important
Than the SBMP itself.
That the pedagogy of teaching mindfulness to children
Might even be secondary
To what is seen as the immense value in
Simply being mindful in the classroom
That that can actually have the biggest effect.
As I’ve mentioned,
authentic delivery leads to effective modeling and scaffolding.
And to bring it back to observational learning as per social cognitive theory.
When mindful behavior is encoded and adopted
The evidence is something that teachers
Have witnessed
Professional training is the gold standard.
Whether it takes place through an external training provider
Or whether schools have faculty on hand to train other teachers in-house
There is a necessity for training.
Dabbling in teaching mindfulness in the classroom
without professional training
is viewed as relatively harmless
Several of the participants I spoke with had done this themselves
But it can be counterproductive to teach mindfulness without training
And at worst it could be harmful.
So this is why training mindfulness teachers is necessity.
And as all of the participants in this sample would tell you,
SBMP training is not something that can take place over the course of
A one hour professional development meeting.
The instructor needs to embody and to develop their competency to transmit the messages
Of these evidence based curricula.
Support / Supervision / Assistance / Feedback
These are also organizational process components revealed as major facilitators in the SBMP delivery process.
And these can take place internally – within the school
Or externally – with the training organization.
It can be formal or informal
But it’s revealed as an important facilitator
Although it tends to be deemphasized in the context of mindfulness in education.
There is an appetite for more and a belief in its value.
This is an interesting one -
Looking at competency to adhere to the curriculum
And competency to respond flexibly to students
These two could be viewed as diametrically opposed.
But the reason why I show them overlapping here is that
They are both important.
And I will discuss why.
Program fidelity is a highly important consideration
[quote quote quote]
Adaptability, however, is also super important.
Many of the participant touched on this theme.
That reading the room
Responding flexibly
Does not always mean strictly adhering to the curriculum.
One way to look at the relationship between these two factors is as a process
Sticking to the manual is seen as especially relevant in the early days of delivering these interventions,
When the interventionist has less experience
Whereas over time, as they gain experience
They gain more of a nuanced ability to transmit the themes and intentions of the curriculum
And might go off book or switch it up
Take some creative license
And feel confident in doing so
And speaking of responding flexibly.
Another important interventionist component
is their ability to meet challenges as they arise.
Because they do inevitably arise.
This quote is to that point and I will summarize it.
So we have talked about factors that are individual i.e. specific to the interventionist
As well as factors that are organizational i.e. pertinent to the broader school environment and/or the training organization
It’s useful to zoom out and keep in in mind
what many of the participants reflect as being the true north here
Which is becoming a quote end quote mindful school
And that happens by fostering a culture of mindfulness throughout the school
What really moves the needle towards this goal of creating a culture is
read
These barriers I mention here because they are inherent
- Time
- Funding for these programs
Addressing staff turnover (i.e. when teachers are trained and then they leave)
Yet, addressing these issues is beyond the scope of my research
The kind of global key themes that I’ve identified are
The instructors authentic mindful embodiment
The importance of fidelity and adaptation
And the social structural dynamics within the organization
There’s a picture of the inverted triangle because
I started more narrow in hypothesizing about the interventionist components
And where I netted is more broad
I end up addressing those social and structural dynamics that take place in a school
Because it became evident that we cannot have a well rounded conversation about implementation factors
without addressing certain organizational constructs
To sum up
Here is a slide with all of the components
that have been identified through my analysis
And as you can see I have split them into implementer variables and organizational variables
And this is how those variables apply to theory
On the left I refer back to Bandura and the BoBo Doll
(in which aggressive behavior is modeled then emulated):
I think this same type of experiment could be flipped on its head and replicated with modeling mindful behavior instead.
So we could begin understanding the transmission of mindful behavior from adult models to youth is worth exploring further as an antidote to aggression.
Ellen Langer’s theory comes in because she
Theoretically +empirical links mindfulness with constructs
Of social wellbeing psychological wellbeing and physical wellbeing
So this is that piece about
wellbeing factors within a school’s faculty.
Mindful educators do better ; and there is strength in numbers as mindful educators functioning together is much stronger than one going at it alone.
And the quality of social relationships within a school
affect the lives of educators.
Through this research I have attempted to present a rationale
and empirical support
And to Thoughtfully articulate
core process components
Of implementing
school based mindfulness programs
The idea is that
In the future
Understanding these components
Can eventually leading to a more refined theory of change.
And by specifying how these core components
can be incorporated into logic models
that guide program measurement and analysis
Of how these components
Lead to hypothesized outcomes.
This is one direction for future research
Other future directions include:
measureable and definable criteria
That scientifically determine what constitutes
Adequate preparation
To implement SBMP.
Researching amount of experience and practice needed
Also it should be stated that an adequate theory of the mechanisms underlying mindfulness learning is lacking.
So although I use Social Cognitive Theory there is rich territory in understanding
So I posit that one future direction of research would be
A greater understanding of the mechanisms underlying mindful learning
What I have going for me here as the researcher is an insider’s view which has served me in carrrying out this project
What I cannot claim is complete objectivitiy.
I think ideally it would be a different person doing the coding and the interviewing
Also, due to time and cost limitations, I was only able to interview 6 people, I think a more representative sample with teachers from different training organizations would be interesting.