Mindfulness Instruction as a Tier One Strategy in an Urban High - - PowerPoint PPT Presentation

▶
mindfulness instruction as a tier one strategy in an
SMART_READER_LITE
LIVE PREVIEW

Mindfulness Instruction as a Tier One Strategy in an Urban High - - PowerPoint PPT Presentation

Nov 16, 2022 45 likes •309 views

Mindfulness Instruction as a Tier One Strategy in an Urban High School Dr. Mary Stone Assistant Professor of Psychology-Marist College Mary.Stone@marist.edu Dr. Scott Silverman Assistant Principal-John Adams High School (JAHS)

slide-1
SLIDE 1

Mindfulness Instruction as a Tier One Strategy in an Urban High School

  • Dr. Mary Stone

Assistant Professor of Psychology-Marist College Mary.Stone@marist.edu

  • Dr. Scott Silverman

Assistant Principal-John Adams High School (JAHS) ssilver13@schools.nyc.gov

  • Mr. Scott Tierney

Restorative Justice Teacher-JAHS

  • Mr. Brenden Walsh

Mindfulness Teacher-JAHS

slide-2
SLIDE 2

John Adams High School

slide-3
SLIDE 3

School website: johnadamsnyc.org Principal: Daniel Scanlon Grades served: 09,10,11,12,SE Enrollment: 2366 Average SAT: 906/1600 Shared space: Yes Admissions methods: Ed. Opt., Screened, Zoned Guarantee Student Demographics Asian: 36% Black: 24% Hispanic or Latinx: 32% White: 3% English language learners: 14% Students with special needs: 14% Staff Experience Years of principal experience at this school: 7.1 Teachers with 3 or more years of experience: 66% Attendance Student attendance: 87% (City: 89%) Students chronically absent: 38% (City: 31%) Teacher attendance: 96% Graduation 4-Year Graduation Rate 82%

  • f the class of 2019 graduated within four years

Comparison Group*: 77% Queens: 80% City: 77% 4-Year Grad Rate by Subgroup (number of students in subgroup is in parentheses) Comparison Group for studentsin subgroupAsian (210)81%Black (113)84%Hispanic or Latinx (182)82%White (18)78%English LanguageLearners (114)74%Students withSpecial Needs (72)67%

slide-4
SLIDE 4

Mindfulness Impact at John Adams High School

**CEP Benchmarks 2012- 2013 2013- 2014 2014- 2015 2015- 2016 2016- 2017 2017- 2018 2018- 2019 19-20 Goals Attendance Rate 79 81 82.5 84.3 85.7 86.4 87.1 88.1 Graduation Rate 52 55 62 65.9 71 72.4 82 82.5 **College and Career Readiness Post Secondary Enrollment 40 34 36 40.8 45 46 47 50 **College Readiness Index 15 14 20.2 21 32 42.2 55.4 56 10+ Credits in 9th Grade 77.6 78 81 85.8 89 89 *88 90 **College and Career Preparatory Course Index 23 20 32 35.6 34.3 37 47 48 **Regents Completion Rate 37 39 43 41 50.8 56.8 56 57.5

slide-5
SLIDE 5

Mindfulness

slide-6
SLIDE 6

Current Research Base

  • Many studies looking at educational applications of

mindfulness-based interventions are conducted with largely homogenous and privileged groups.

  • Metz, Frank, Reibel, Cantrell, Sanders, and Broderick (2013)
  • Broderick & Metz (2009)
  • This is changing to some extent, however, investigations of the

impact of mindfulness-based interventions with underserved groups remains under-investigated.

  • Blair and Raver (2014)
slide-7
SLIDE 7

Related Research

  • There is also some related research that suggests that

adolescents exposed to higher levels of environmental stressors are at higher risk for academic failure and emotional/behavioral regulation difficulties (i.e. Blair et al., 2011; DePrince, Weinzierl & Combs, 2007) and stand to benefit the most from instruction designed to increase mindful awareness (Diamond, 2012).

slide-8
SLIDE 8

Broderick (2013)

slide-9
SLIDE 9

Tier 1

slide-10
SLIDE 10

Ninth Graders

(Stone, Silverman, & Broderick, in preparation)

Total Sample All 628 9th grade students participated in the program and 245 (39%) consented to participate in a program evaluation. “At-Risk” Sample 58 (25%) participants were considered “at risk” based on self-reported history

  • f academic failure, negative school

perceptions, and exposure to violence in the community.

slide-11
SLIDE 11
  • Cognitive Control (n = 182)

○

Inhibition

■

NIH Toolbox: Flanker (Gershen, Wagster, Hendric, Fox, Cook, & Nowinski, 2013)

○

Attention Shifting

■

NIH Toolbox: Dimensional Change Card Sort (Gershen, et al., 2013)

○

Working Memory

■

NIH Toolbox: Picture Sequence Memory (Gershen, et al., 2013)

  • Emotional Control (n = 172)

○

Mindfulness

■

Children and Adolescent Mindfulness Measure (CAMM) (Greco, Baer & Smith, 2011)

○

Stress

■

Adolescent Stress Questionnaire (Byrne, Davenport, & Mazanov, 2007)

Ninth Graders

(Stone, Silverman, & Broderick, in preparation)

slide-12
SLIDE 12

Cognitive Control - Inhibition

(Gershen et al., 2013)

slide-13
SLIDE 13

Cognitive Control - Inhibition

(Gershen et al., 2013)

slide-14
SLIDE 14

Cognitive Control – Attention Shifting

(Gershen et al., 2013)

slide-15
SLIDE 15

Cognitive Control – Attention Shifting

(Gershen et al., 2013)

slide-16
SLIDE 16

Cognitive Control – Working Memory

(Gershen et al., 2013)

slide-17
SLIDE 17

Emotional Control

(Greco et al., 2011 & Byrne et al., 2007)

Mindful Awareness

  • Children and Adolescent Mindfulness

Measure (CAMM) (Greco, et al., 2011)

  • 25 item measure of mindful awareness
  • Observance of internal experience
  • Acceptance of experience without judgement
  • Acting with awareness
  • Strong psychometric properties with diverse

samples of adolescents

Stress

  • Adolescent Stress Questionnaire (Byrne,

Davenport, & Mazanov, 2007)

  • 56 item scale measuring stress in 10 domains
  • Home Life
  • School Performance
  • School Attendance
  • Romantic Relationships
  • Peer Pressure
  • Teacher Interaction
  • Future Uncertainty
  • School-Leisure Conflict
  • Financial Pressures
  • Emerging Adult Responsibility
  • Strong Psychometric Properties
  • Empirically linked to academic achievement
slide-18
SLIDE 18

Ninth Graders

(Stone, Silverman, & Broderick, in preparation)

75 80 85 90 95 100 105 110 115 120 125 September January June

Cognitive Control (n = 182)

Fall Spring 75 80 85 90 95 100 105 110 115 120 125 September January June

Emotional Control (n = 172)

Fall Spring

slide-19
SLIDE 19

Ninth Graders at Increased Risk

(Stone, Silverman, & Broderick, in preparation)

70 75 80 85 90 95 100 105 110 115 120 September January June

Emotional Control (n = 52)

Fall Spring

slide-20
SLIDE 20

Lessons Learned

  • Do it more than you talk about it (experiential exercises are

more helpful than dialogue)

  • Developmental Considerations
  • Differential benefits based on baseline levels of emotional

regulation and risk levels

  • Importance of consistency & modeling
  • It is a practice – not something that is mastered
  • It can be helpful to have teachers learn alongside their students
  • Trainers should have a personal mindfulness practice
slide-21
SLIDE 21

Current Data

Perceived Stress Scale N = 1,176 M = 18.24 Moderate

5 10 15 20 25 30 Health Resorative Justice Mindfulness Physical Education

Low (0-13) Moderate (14-26) High (27-40)

2019-2020 Baseline PSS Scores

Teen Stress Survey N = 1091

  • Highest reported sources of stress:
  • Grades
  • Regents exams
  • Waking up early
  • Living up to expectations
  • Family “drama”
  • Death of family member
  • Loss of friendships
  • Weight
slide-22
SLIDE 22

Tier 3 Tier 2

slide-23
SLIDE 23

Electronic Tier 2 & 3 Referral Form

slide-24
SLIDE 24

Questions?

slide-25
SLIDE 25

References

Blair, C., Granger, D. A., Willoughby, M., Mills-Koonce, R., Cox, M., Greenberg, M. T.,Kivlighan, K. T., Fortunato, C. K., & the Family Life Project Investigators. (2011). Salivary cortisol mediates effects of poverty and parenting on executive functions in early childhood. Child Development, 82, 1970-1984. doi: 10.1111/j.1467- 8624.2011.01643.x Blair, N. & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in Kindergarten. PLOS ONE, 9(11). Broderick, P. C. (2013). Learning to BREATHE: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation and Performance. Oakland, CA: Ne Harbinger. Broderick, P. C. & Metz, S. (2009) Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2(1), 35-46. Cohen, S., Kamarck, T., & Mermelstein, R., "A Global Measure of Perceived Stress," in Journal of Health and Social Behavior, 24 (1983), 385-396. DePrince, A. P., Weinzierl, K. M., Combs, M. D. (2007). Executive function performance and trauma exposure in a community sample of children. Child Abuse and Neglect, 33, 353-361. doi: 10.1016/j.chiabu.2008.08.002 Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21 (5), 335-341. doi: 10.1177/0963721412453722. Gershan, R. C., Wagster, M. V., Hendrie, H. C., Fox, N. A., Cook, K. F., & Nowinski, L. J. (2013). NIH toolbox for assessment of neurological and behavioral function. Neurology, 11, S2-6. doi: 10.1212/WNL.0b013e3182872e5f. Greco, L. A., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: Development and validation of the Child and Adolescent Mindfulness Measure (CAMM). Psychological Assessment, 23(3), 606. Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the Learning to BREATHE program on adolescent emotion

  • regulation. Research in Human Development, 10 (3), 252-272. Doi: 10.1080/15427609.2013.818488

Stone, M., Silverman, S. & Broderick, P. (in preparation). Universal mindfulness instruction as a tier one intervention in an urban high school.