Mindful Me Matters Integration of Mindfulness into the Classroom

1. Mindful Me MattersIntegration of Mindfulness into the Classroom By Allana Beaton & Fredrik de Grave • wellness.winonastateu.com

2. Introduction • Research idea • Rationale • Hypothesis • torontobodymind.ca

3. DefinitionMindfulness • Mindfulness means paying attention in a particular way; • On purpose,in the present moment, andnonjudgmental. • asoulfulday.com

4. Mindfulness Based Stress Reduction • Originally developed in the late 1970s as an 8-week group intervention, for people experiencing a range of medical problems including chronic pain, within a university-based medical center by Jon Kabat-Zinn and Saki Santorreli. • The significant and continued growth in the empirical research base investigating MBSR with adults includesmanagement of chronic pain, stress, anxiety, psoriasis, eating disorders, fibromyalgia, substance abuse and with cancer patients.

5. Why is Mindfulness important? • Better focus and concentration • Increased calmness • Decreased stress & anxiety • Enhanced health • Improved impulse control • Skillful ways to respond to difficult emotions • Increased self-awareness • Increased empathy and understanding of others • breakingmuscle.com

6. Research questions and variables  • Research question:What is the effect of mindfulness training on students' performance and self-awareness? • Independent Variable: Mindfulness Training. • Dependent Variable ( Quasi Experimental):  • Performance – Criteria A – Knowledge & Understanding assignments • Self awareness – “Mindful Me” Scale • changeitpsychology.co.nz learn-theory-music.com

7. Review of literature What is Mindfulness? Meiklejoin et al (2012) says: “The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience” (p. 2). • theguardian.com

8. Review of literature (Continued..) Why Mindfulness into the Classroom? Meiklejoin et al (2012) suggest: “The intent is not to get rid of thoughts, feelings, or sensations. Rather, it is to cultivate a clearer awareness of direct moment to moment experience with acceptance and a kindly curiosity which is not obscured by judgments about the experience” (p. 2). Greenberg et al (2001) says: “Research has consistently found a positive correlation between measure of children’s social and emotional skills (e.g. emotional regulations) and measures of later psychological health” (p. 35). • time.com

9. Review of literature (Continued..) How Can We Integrate Mindfulness in the Classroom? Hooker and Fodor’s (2008) suggest: “The answer is to start out simple and small and build up naturally as time goes on”. And Kabat –Zinn (2014) said: “What truly makes mindfulness work is love. If the teacher holding the class is profoundly in love with what they are doing and with the people in the class in a fundamental way. It will work” • recoverysuperstore.com

10. Research Process 2 Group Pre/ Post Test Group Design Our research design will include 2 groups, one experimental; one control. • myweb.uiowa.edu

11. Intervention • 2 Group Pre/Post Test Group Design • Comparison of two grade 6 visual arts classes, one test group and one control group • The experimental group will benefit from mindful training the control group will not • 10 minute Mindful strategy at beginning of class • digswellartstrust.com

12. Description of your sample (1) Ethnic Breakdown6B: *class to receive the intervention 6E: *Comparison class

13. Description of your sample (2) Other important Characteristics: Location: Covenience Sample, we used Allana’s Grade 6 (B&E) Visual Art classes to collect our research Age Range 11-12 years old • etc.usf.edu/ • mathrubhumi.com

14. Data collection Matrix

15. Threats to Validity • shariatforum.com • wmbriggs.com • justintarte.com • classroomhives.org • ksj.mit.edu • kirkcameron.com • mathrubhumi.com

16. Strategies we used in 6 weeks Pre “Mindful Me” Survey Post “Mindful Me” Survey

17. Measuring Attitude • Likert Scale “Mindful Me” Pre and Post questions: • What is the effect of mindfulness training on students' performance and self-awareness? • I contribute to art class. • I am aware of how I learn in art. • I am aware of how I organize my materials in class. • It is important to me that I help my classmates. • It is important to me that I finish my assignments. • It is important to me that I do well in art. • It is important to me that I improve my art skills. • I am aware of my time management during class. • I am aware that reflection improves my work. • I am aware of the expectations of the research assignments. • Please click on the link to see our "Mindful Me" scale questionnaire.Mindful Me Scale questionnaire 

18. Measuring Self-awarenessRating Likert Scale 4 3 2 1

19. Results: Self-awareness • Class 6E Control group gain or change vs • Class 6B Experimental gain or change score. • The unpaired t test showed that the self-awareness of the experimental group did not improve significantly more than those of the control group (t=0.1154, df=38, p=0.9088).

20. Self-awareness Scores

21. Self-awareness Mean ScoresControl vs Experimental

22. Performance: Knowledge & Understanding MYP – Criteria A GeorgiaTottoO'Keeffe Claude Monet Artist Research & Colour Theory • en.wikipedia.org • en.wikipedia.org

23. Results Performance • Class 6E Control group gain or change vs • Class 6B Experimental gain or change score. • The unpaired t test showed that the performance of the experimental group did not improve significantly more than those of the control group (t=0.5416, df=38, p=0.5913).

24. Performance Scores

25. Performance Mean ScoresControl vs Experimental

26. Discussion • The quantitative analyses did not show any statistically significant change in their self-awareness or academic performance. • However the qualitative analyses points more towards improved focus and concentration on specific art activities explored by the study.

27. Student Artwork 6B- Experimental Group 6E- Control Group

28. Actions • Discuss and share our action research with other teachers and administrators; • Start Action Research with focus on art instead of written assignments; • Create a PD for teachers who want to try Mindfulness in their classrooms. http://nextrends.swissnexsanfrancisco.org/forget-owning-lets-share/

29. References • Albert Einstein. (n.d.). Retrieved from http://simple.wikiquote.org/wiki/Albert_Einstein#cite_note-1 • Boyce, B. (2014, February). No blueprint, Just love. Mindful, 35-41. • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well being. Journal of Personality and Social Psychology,84(4), 822-848. doi: 10.1037/0022-3514.84.4.822 • Greenberg, M.T., Domitrovich,C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: current state of the field. Prevention & Treatment, 4, 1-62. • Hooker, K. E., PSY.D, & Fodor, I. E., PH.D. (2008). Teaching Mindfulness to Children. Gestalt Review,12(1), 75-91. Retrieved January 8, 2014, from www.mindfuleducation.org/mindfulnessforchildren.pdf. • Houlihan, J., & Bakosh, L. (2014, February). Mindful. Mindful, 12-13.

30. References(Continued…) • Kabat-Zinn, J. (1994). Mindfulness Mediation in Everyday Life. New York, NY: Hyperion. • Mahatma Gandhi Quotes. (n.d.). Retrieved from https://www.goodreads.com/author/quotes/5810891.Mahatma_Gandhi • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... Saltzman, A. (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness,3(4), 291-307. doi: 10.1007/s12671-012-0094-5 • Pickert, K. (2014, February 3). The Mindful Revolution. Time. • Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence. Mindfulness,1(3), 137-151. doi: 10.1007/s12671-010-0011-8