1. STRESS ALLEVIATION AND INTERVENTION STRATEGIES IN SCHOOLS USING ENERGY MODALITIES CONNIE WILLIAMS, M. Ed., CCC-SLP & BETH THEAD, MA ESCAMBIA WESTGATE SCHOOL, PENSACOLA, FLORIDA STRESS IN SCHOOLS  Many studies indicate that teaching is one of the most stressful professions ( Boyle, et al., 1995; Doune,1999; Schonfeld,2001 )  Prolonged stress can impact physical, emotional and mental health ( Borg, 2003; Kelso, French, and Fernandez, 2005 )  Teachers of special needs students have more sources of stress compared to mainstream teachers ( Chapman and Stone, 1996; Fraser, 1996; Nelson, 2001; Upton, 1996 ) NEED FOR RESEARCH  Few studies have looked at how special education teachers cope with stress.  No published studies have studied Pranic Healing and stress alleviation in special educators.  What is the receptivity level of ESE faculty to Energy Modalities as stress management tools in schools? FINDINGS FROM THE 10 POINT STRESS INDICATOR SCALE  96% reduced their stress rating  4% had no change in stress rating  88% reduced their rating score by 50% or more (e.g., 6 to 3)  12% reduced a “very high” or higher rating (6-10) to a 0 or 1 stress rating  95% of the subjects judged this energy modality to be an effective tool for alleviating stress in school faculty. PARTICIPANTS  The sample consisted of 36 ESE teachers and therapists employed in a public school for students with autism and varying exceptionalities in Pensacola, Florida.  The control group consisted of 16 employees in the same school.  Both groups consisted of Teachers, Administrators, Physical Therapists, Speech Therapists and Professional Support staff. DEMOGRAPHICS  Gender: 15 female & 1 male  Age: 29-58 years  Educational Experience: 2-38 years  Years employed in this Position: 2-25 years METHODS  All 36 participants completed the Maslach Burnout Inventory (MBI) at the beginning of the six weeks and again at the end of the trial period. Directions were followed specifically according to the MBI administration manual.  Additionally, those receiving Pranic Healing treatments (subjects) completed a 10 point stress indicator scale to document perceived stress levels prior to and immediately following each treatment session.  The subjects received between 4 and 6 Pranic Healing sessions over a 6 week period.  The control group received no intervention.  Sessions were provided at school during the working day. MEASURES  Prior to and following the 6 week study, 16 subjects and 16 controls were given the Maslach Burnout Inventory (MBI) to assess stress and burnout levels.  Before and after each session, subjects were given a 10 point stress indicator scale to report current stress levels.  Subjects completed an additional questionnaire prior to the initiation of the study regarding knowledge of Pranic Healing and personal use of holistic health therapies.  CAM modalities, such as Pranic Healing, can be beneficial for stress alleviation among professionals in a public school setting.  School personnel, including administration, are receptive to such a treatment modality being utilized on a regular basis for maintaining positive health and wellness. The purpose of this stdy was to investigate the impact of a Complimentary and Alternative Medicine (CAM) modality, in this case, Pranic Healing has on the educational environment. The hypotheses guiding the studies were:  Pranic Healing techniques will relieve stress symptoms in ESE teachers, therapists and administrators employed in a public school setting.  Individuals exposed to Pranic Healing in the school setting will have increased receptivity to its use with educators and administration. Pranic Healing® is a simple yet powerful and effective system of no-touch energy healing. It is based on the fundamental principle that the body is a self-repairing living entity that possesses the innate ability to heal itself. Pranic Healing is applied on the bio-electromagnetic field known as the aura, or energy body, which is a mold or blueprint that surrounds and interpenetrates the physical body. The reason Pranic Healing works on the energy body is that physical ailments first appear as energetic disruptions in the aura before manifesting as problems in the physical body. BACKGROUND PURPOSE AND HYPOTHESIS MATERIALS AND METHODSRESULTS – STRESS INDICATOR SCALE CONCLUSIONS RESULTS – M.B.I. FINDINGS FROM THE MASLACH BURNOUT INDICATOR (M.B.I.)  Results of this survey were not significant due to the low scores on burnout symptoms reported initially. RESULTS – RECEPTIVITY LEVEL FINDINGS FROM THE MASLACH BURNOUT INDICATOR (M.B.I.)  Employee perception of Pranic Healing as a valid stress alleviation tool was positive with 90% of the subjects reporting it was a valuable method of stress alleviation  Following the trial period, 14 of the current faculty members of this public school have completed the Level 1 Pranic Healing Course and 1 has completed both the Level 2 and Level 3 Courses.