Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

Webinar - Follow Up to Region 1 Counselors PLC Using Mindfulness to Reduce Anxiety in High School Students March 25, 2015 Susan Lee, LPC, NBCT Dare County First Flight High School

Using School-Based Mindfulness to Reduce Anxiety in High School Students The Problem Importance Review of research Innovation

Recap of Original Study 8-Week Group Sessions High school girls - diagnosed anxiety disorders - leading to poor attendance and grades Only 4 students remained through eight sessions Absences declined Reported anxiety levels did not decline for some students Students reported mindfulness as helpful - would recommend to others

Limitations and Recommendations Limitations Number of students completing group Attendance in sessions Insufficient time Recommendations Utilized Conduct 8-session group with Junior AVID class Use tech tools for journals

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study To determine how the use of School-Based Mindfulness can reduce anxiety in high school students Junior AVID students experiencing stress due to course load; preparation for college

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants 13 Junior AVID students 8 indicated high stress levels on Perceived Stress Scale Class discussion - stressors: –school –peers –parents

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention School-Based Mindfulness Training

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom 8-session group Session 1 Group norms Defined mindfulness Understanding the Brain

Mindfulness Defined Paying attention to something, in a particular way, on purpose, in the present moment, non-judgmentally (Kabat-Zinn, 2003)

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Session 2 Mindful behaviors Mind skills Session 3 Mindful listening Mindful acrostic

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Session 4 Perceived Stress Scale Breathing/Movement Session 3 Mindful listening Mindful acrostic

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Session 5 Attention lesson Using breath to focus prefrontal cortex Anchor breathing

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Session 6 Mindfulness of thoughts Changing the channel Session 7 Heartfulness Choosing Optimism Session 8 Review activity - mindfulness concepts Evaluation

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected Perceived Stress Scale Journals Participant Evaluation

Mindfulness Group Participant Evaluation Practice 1-not likely2-somewhat likely 3-not sure 4-very likely Breathing4612 Movement5620 Listening732 Changing channels1424 Heartfulness1343 Choosing Optimism1046

Evaluation Comments What was the best part of the group experience? talking about anxiety being with people and getting to know them learning about the brain group activities - drawing, breathing exercises What was the least helpful in the group? movement activities breathing activities

Evaluation Comments Would you recommend Mindfulness to others? Why or why not? Yes Responses keeps you positive helps you focus and feel better about yourself makes you more aware of things and considerate of others calms you down helps your breathing changing channels has helped with own experiences Unsure Responses may help some people depends on the type of person you are

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Limitations Participation was not voluntary Not enough time for practice

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Could work in a classroom setting with specific types of lessons Once a week lessons with time for practice Follow up

References Broderick, P. & Jennings, P. (2012). Mindfulness for adolescents: a promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, 212(136), Burke, C. (2009). Mindfulness-based approaches with children and adolescents: a preliminary review of current research in an emergent field. Journal of Child Family Studies, 19: Jones, D. (2011). Mindfulness in schools. The Psychologist, 24(10), Semple, R., Reid, E., & Miller, L. (2005). Treating anxiety with mindfulness: an open trial of mindfulness training for anxious children. Journal of Cognitive Psychotherapy: An International Quarterly, 19(4), Thompson, E., Robertson, P., Curtis, R. & Frick, M. (2013). Students with anxiety: implications for professional school counselors. ASCA Professional School Counseling, 16(4),

References Altman, D. (2014). The mindfulness toolbox. Eau Claire, WI: PESI Publishing & Media. Burdick, D. (2013). Mindfulness skills workbook for clinicians & clients: 111 tools, techniques,activities & worksheets. Eau Claire, WI: PESI Publishing & Media. Ciarrochi, J.V., Hayes, L., & Bailey, A. (2012). Get out of your mind & into your life for teens: a guide to living an extraordinary life. Oakland, CA: New Harbinger Publications, Inc. The Hawn Foundation (2011). The mindup curriculum: brain-focused strategies for learning - and living. New York, NY: Scholastic Inc. Rechtschaffen, D. (2014). The way of mindful education: cultivating well-being in teachers and students. New York, NY: W. W. Norton & Company, Inc. Willard, C. (2014). Mindfulness for teen anxiety: a workbook for overcoming anxiety at home, at school & everywhere else. Oakland, CA: New Harbinger Publications, Inc.

Conclusion of Presentation Thank you for your participation! Contact Information: Susan Lee First Flight HS/Dare County , ext ffh.daretolearn.org