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Mindfulness inAcademia:Refining Awareness toFoster

Learner Engagement

MichaelJ.Mackenzie,PhDAssistantProfessor

DepartmentsofBehavioralHealth&Nutrition,HumanDevelopment&FamilyStudies

• AssistantProfessor,BHAN&HDFS– ProgramDirector,GraduateCertificatein

HealthCoaching– Director,AppliedHealthBehaviorScience

Laboratory

• PhDinHealth&ExercisePsychologyandMScinCounsellingPsychology– RegisteredasClinicalCounselor inBritish

Columbia,Canada– Workedinfieldsofmentalhealthand

rehabilitationsince1998– Extensivetraininginmindfulness-based

therapiesandasayogateacher

Michael J.Mackenzie,PhD

Via innovative translational research approach theApplied Health BehaviorScienceLaboratory investigates:

• Vision:Leadersinvestigationofphysicalactivityandmind-bodypracticesassociationswithbiopsychosocialcharacteristicsandtheircollectiveinfluenceonhealthbehaviorsandhealthoutcomes.

• Mission:Advancedevelopmentofclinicallyrelevanthealthbehaviorscienceinterventions,andcommunity-basedhealtheducation,programs,andservicesfordiseasepreventionandhealthpromotion.

http://sites.udel.edu/ahbsl

Mindfulness inAcademia: RefiningAwareness toFosterLearnerEngagement

• Based onresearch inarea ofMindfulness inEducation:– Participantswilllearntodevelop andcapitalize onboth theirownand studentattentionalskillsforsuccessinand outside theclassroom.

WhatisMindfulness?

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WhatisMindfulness?

“Theawareness thatemergesthrough payingattention onpurpose, inthepresentmoment, andnonjudgmentallytotheunfolding ofexperiencemoment bymoment.”

- Jon Kabat-Zinn

Okay…butreally…• Mindfulnessaspartoflarge number ofcontemplative practices:– Familyofcomplex psychophysiological regulatorytrainingregimesdeveloped forvarious ends

– Directingand regulatingattentionconsidered inherentpartsof different contemplative techniques

– Thought toleadtophysical andmental relaxation,stressreduction, psycho-emotional stabilityandenhanced concentration.

Lutz et al., 2008

CategoriesofContemplativePractice

• 4broadcategories:1. Focusedattention[concentration]2. Openmonitoring[mindfulness]3. Mind-body[yoga,qigong]4. Relational[compassion,loving-kindness

SOBER

• S– Stopanddothisexercise• O–Observethesensationshappeninginyourbody• B– Breath, focusonyourbreathing• E– Expandawareness toincludeenvironment• R–Respond mindfully

Bowen et al.,2011

MindfulCopingModel

Garland et al., 2011

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Perry-Parrishetal. ,2014

Mindfulness &ImprovedSelf-Regulation

Mindfulness inEducation

Mindfulness inEducation

• Contemplativepracticesemergedfromwisdomtraditions– Useincontemporarypubliceducationalsettingsrootedinscientificevidence-basedapproach.

• Ideasdrawnfromcontemplativepracticesimprove:– Regulationofattention,emotion,motivation,socialcognition,andbehavior

• Highlightsetofmentalskillsandsocioemotionaldispositionscentraltoaimsofeducationin21stcentury

Davidsonetal.2012

MindfulnessinEducation

Davidsonetal.2012

MindfulnessinEducationMechanisms

Harris etal.2015

ImprovingClassroomLearningEnvironment

• Socialandemotional competencies (SEC)involvingfiveprimary skills:1. Self-awareness2. Self-management3. Socialawareness4. Relationshipskills5. Responsibledecision-making

Jennings etal.2013

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Prosocial“Classroom”

Jennings etal.2013

MindfulnessinProfessionalDevelopment

• Training inmindfulness promote educators’“habits ofmind”:– Capacitytocreateandsustainsupportiverelationshipswithstudentsandclassroomclimatesconducivetostudentengagementandlearning.

Roeser etal.,2013

• G –Gatheryourattention• R –Recallyourintention• A – Attune toyourenvironment• C – Consider youractions• E – Enact yourplan

Jennings , 2015

MindfulnessinClassroom

Roeser etal.,2013

Mindfulness onCampus

• Before facultycanfeelcomfortable andeffectivelysharemindfulness inclassroomtheyneedtoembody andpracticemindfulness intheir own lives.

Albrecht,2012

Mindfulness @UD

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Mindfulness inAcademia

• Manyeducators experience stressandburnout– identifyingfactorsthatpromotehealthandwellbeingamongfacultyandstaffiscritical

– Accumulatingevidencesuggestsmindfulnesspromotesresilienceineducatorsandmayfosterhealthyeducators,classrooms,andstudents.

Abenavoli etal.,2013

• Mindfulnesshasrecentlyemergedasastresscopingtechniquetoteachemployees.

• Mindfulnesshasbeenshowntohaveapositiveimpactonvariouswork-relatedoutcomessuchas:– Stress reduction– Recovery– Resilience– Wellbeing– Jobperformance

Fries ,2009;Davidson,2003;Dane,2011;G lomb etal.,2011;Weick &Putnma,2006

MindfulEmployee&OccupationalWellness(MEOW) MEOWProgramDescription

• Developandimplement astressmanagementprogram forUDEmployees, rooted inmindfulness-based interventions.– 6-weekprogramprovidesinstructionandskills-basedactivitiesonapplicationofmindfulness-basedtoreducedailyworkplacestress.

Mindfulness inMEOWProgram

• Program consistsofthe following components:– Formalmindfulness practices– Informalmindfulness practices– Dailypractices 3-15minutes of formal andinformalpractice forentireduration of program

– Discussion oriented around practice includingexploration of obstacles, difficulties, and developmentof self-regulatory skillsandcapacities.

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MindfulEmployee &OccupationalWellness(MEOW)

Week1:IntrotomindfulnessandstressorsWeek2:Quick&easymindfulnesspracticesWeek3:StartinghomepracticeWeek4:MindfulsleepWeek5:InterpersonalstressWeek6:Puttingitalltogether

“Mini”Mindfulness Exercises• Minirelaxation exercisesfocused breathingtechniques, which helpreduce stressandtension immediately– Canbedonewitheyesopenorclosed– Candothemanyplace,atanytime

Carlson &Speca,2010

SOBER/GRACEinDifficultSituations

• Defining difficult situations/individuals andidentifying automatic patterns ofreactivity:– Whataresomedifficultsituations-peopleforyou– Howmightmindfulnesspracticehelp?

ParticipantRecruitmentDiagram40individualseligibleandinterested inMEOWStudy

30individualsstartedMEOW

25individualscompletedMEOW

Procedures

• Participants attended program sessionsonceperweek forsixweeks inevenings foronehoureachtime.– Trained healthprofessional withextensive traininginmindfulness-based therapies forhealth andwellnessinstructed theclass.

– Clinical research coordinator alsopresent ateachclass.

Measures• Demographics• Pre/post

– FiveFacetMindfulnessQuestionnaire(FFMQ)– DistressToleranceScale(DTS)– Maslach BurnoutInventory(MBI)

• Weekly attendance• Weekly practice logs

Baer et al., 2006; Mas lach, Jackson, &Leiter, 1997; Simons &Gaher,2005

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Demographics

Variable

Employment StatusFull timePart timeHomemaker

93.1%3.4%3.4%

Averageattendance (SD) 5.12 ((1.21)

AverageTotal Practice Minutes (SD) 418.92 (274.12)

VariableName

Gender (Female) 25 (86.25%)

Mean age,years (SD) 45.55 (11.18)

Education Level1-3yearsofcollegeBachelors degreeMasters degreePhDorequivalent

6.9%34.5%48.3%10.3%

FiveFacetMindfulnessQuestionnaireVariable Pre (SE) Post (SE) Sig. Effect Size

FFMQObservingDescribingAwarenessNon-judgingNon-reactivity

25.32 (1.02)28.00 (1.01)25.54 (1.04)29.21 (1.54)21.00 (.97)

28.36 (.78)30.64 (.98)26.29 (1.12)32.88 (1.33)23.78 (.97)

.002

.000

.458

.006

.001

.55

.49

.13

.43

.51

DistressToleranceScaleVariable Pre (SE) Post (SE) Sig. Effect Size

DTSAbsorptionAppraisalRegulationTolerance

7.21 (.68)13.79 (1.10)7.62 (.55)7.21 (.51)

5.36 (.38)11.91 (.42)6.46 (.57)5.73 (.51)

.001

.031

.017

.003

-.48-.32-.38-.51

MaslachBurnoutInventoryVariable Pre (SE) Post (SE) Sig. Effect Size

MBIBurnoutDepersonalizeAchievement

23.14 (2.03)17.10 (1.36)42.41 (1.33)

21.23 (1.98)16.32 (1.41)45.56 (1.35)

.188

.463

.009

-.17-.10.42

Discussion

• Participantshadincreasesinmindfulbehaviors,increaseinpersonalachievement,anddecrease indistress.– Suggestsfeasibilityoffocusingonpracticalmindfulnesstechniquesfacultyandstaffcanincorporateintodailylives.

– Highlightsdevelopmentofrelativelyshortinterventionthatcanbeimplementedinauniversitysetting.

BHAN467/HLPR667:Mind,Body,Behavior

• Study& application ofmind-body behavioralinterventions and theircollective importance tohealth,wellness, andperformance.– Studentsdevelopabilitiestocriticallyevaluatemind-bodyresearchandapplytheseinterventions.

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CourseObjectives

• Byendofsemesterstudentsshouldbeableto:1. Broadlydefinestressandrecoveryfromapsychophysiological

perspective.2. Explainroleofmind-bodyinbehaviorchangebothindailylifeand

forperformanceenhancement.3. Criticallyevaluatemind-bodyresearchandapplyfromapragmatic

perspective.4. Assesstressandrecoveryviapsychological(psychometric

instruments)andphysiological(variousheartrateindices)means.5. Usevariety ofdifferentmind-bodytechniquestoaidinrecovery.6. Prescribeamind-bodyprogrambasedonindividualneeds.

ICan BeMindful

Preschool Summer Camp

ICanBeMindful 2.0

• Campfor4to7yearolds:– Focusonteachingchildrenabouttheirbrain,howitoperatesandthingstheycandotostrengthenthe“controlcenterfortheirbody”

– Childrenwilllearnstrategiesthatcanbeusedto“slowdowntheirmindsandbodies”inordertopayattentioninamoresystematicway

ProgrammaticGoal

• Young children – acrossalltypesofdiversity–haveintrinsic desire tomakesenseoftheirworld– Programmaticgoalof“Icanbemindful”istosupportchildreninmindfullearningandexploration.

GuidingQuestions

• Inwhatwayscan an integratedmindful environmentfacilitate learning and cultivateawareness?– Whatdoesamindfulenvironmentlooklike?

• How canmindfulness inearlylearning environmentsfoster social-ecological communities between children,their teachers and families?

• What other types of environment-centered approachestoearly learning intersectwithmindfulness?

PracticingSafety MindfulnessforMothersinDrugTreatment (PSMDT)

• Women with substance use disorders report high levels ofdepression andanxiety, parenting stress, andadverse childhoodexposures.

• Mindfulness-Base d Parenting (MBP) forMothers in DrugTreatment is aUnited States Department ofHealthandHumanServices (USDHHS)-fundedproject intended to improveparenting responsiveness among pregnant andparentingwomen in treatment foropioid dependence.– MBPis intended tomitigateparentalstressbyteachingparentsto

bepresentwith their childrenwheninteracting,whilesimultaneouslyhighlightingnon-judgment,self-compassion, self-regulation,andemotionalawareness.

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Applications• Differentcontemplativepracticesproducedifferenteffects

– Nosingle best typeofcontemplative practice will workall of the timeforeverypurpose.

• Severaldifferentcontemplativepracticesmayproducecalmingofmindandrelaxationofbody.– Foreach individual, oneor two techniques will emerge asmost

helpful.

• Familiaritywithseveraltechniqueswillhelppersonfindthosethatmatchhisorherneedsandavailabletime.

McGrady, 2007

Resources:Mindfulness Programs

• Mindfulness Institute, Thomas Jefferson UniversityHospitals– MindfulnessprogramismodeledaftertheMBSRprogramdevelopedbyJon-Kabat ZinnattheUniversityofMassachusettsMedicalCenter.

• Penn Program forMindfulness, Penn Medicine– PennProgramforMindfulnessprovidespowerfultoolsforcopingandpersonalgrowth.

– Combinescognitivesciencewithancientmindfulnesstechniques.

Resources:AudioRecordings

• Center forMindfulness atthe University ofCalifornia SanDiego– UCSD CenterforMindfulness hasprepared anumberof practices availableonthewebsiteinMP3format.

• MindfulAwareness Research Center attheUniversity ofCalifornia LosAngeles– Thiswebsite alsohasdifferentMP3s

• Calm• Stop,Breathe,&Think• MindfulnessDaily• HeadspaceMeditation• SettleYourGlitter• BreathingBubbles• InsightTimer

Resources:Mindfulness Apps

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Develo pmen tP ersp ectives, 6 (2 ), 15 4-16 0.

Michael J. Mackenzie, PhDAssistant Professor, Behavioral Health &Nutrition

Joint Appointment, Human Development & Family StudiesDepartment of Behavioral Health & Nutrition

College of Health Sciences, University of DelawareEmail: mmackenz@udel.edu

Web: http://sites.udel.edu/ahbsl