Putting Your Mind at Ease: The Mindfulness Ambassador Council in Toronto Area Schools Findings...
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![Page 1: Putting Your Mind at Ease: The Mindfulness Ambassador Council in Toronto Area Schools Findings JANUARY 2013 Conducted by Factor-Inwentash Faculty of Social.](https://reader030.fdocuments.in/reader030/viewer/2022032607/56649ec75503460f94bd2f5f/html5/thumbnails/1.jpg)
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Putting Your Mind at Ease: The Mindfulness Ambassador Council
in Toronto Area SchoolsFindings
JANUARY 2013Conducted by Factor-Inwentash Faculty of Social WorkUniversity of Toronto
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Our Research
Executive Summary University of Toronto’s recent research of our youth program demonstrated that at the conclusion of the Mindfulness Ambassador Council (MAC), participants were applying what they learned about mindfulness into their daily lives and almost three-quarters of the
participants found the MAC program to be highly valuable.
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Our Research
Learning & Scientific Theories that have inspired our curriculum and research include:• Social and Emotional Learning - non-cognitive factors, self and social awareness• Mindfulness-based Stress Reduction – physical health, and well-being• Neuroscience – Neuroplasticity and brain development
.
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Our Research
Student Demographics• The MAC program was conducted with 150 students in grades 11 and 12 over a 12- week period. • Eighty program participants responded to the survey. • The group was comprised of 76% female; 24% male, with an average age of 17 years.
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Our Research
Research Measures • Five Facet Mindfulness Scale (Baer et al., 2004)• Positive Youth Development Scale (Lerner et al., 2005)• Trait Meta-Mood Scale (Salovey et al., 1995)• Revised Child Anxiety & Depression Scale (Chorpita et al., 2000)
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Pre & Post Analysis
Students’ observing skills, which include awareness of, or attending to, internal & external stimuli, such as sensations, emotions & cognitions were more likely to improve after their participation in the MAC program (p<0.05).
Findings Five Facet Mindfulness Scale
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Pre & Post Analysis
Findings Positive Youth Development Scale
Students’ character (respect for cultural/societal rules & standards for morality, & acting with integrity) & confidence (internal sense of self worth or self efficacy) were more likely to improve after participating in the MAC program (p<0.05).
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Pre & Post Analysis
Findings Trait Meta-Mood Scale
Students’ emotional clarity (clarity in discrimination of feelings) was more likely to improve after participating in the MAC program (p<0.05).
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Pre & Post Analysis
F
Findings Revised Childhood Anxiety & Depression Scale
After participating in the MAC program, students showed a decline in social phobia scores (p<0.05) & in generalized anxiety scores (p<0.001). The students’ scores declined for all other anxiety disorders & depression although the reductions were not statistically significant.
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Our Research
Findings At end of MAC, areas in which students were mostly applying skills:
1. To work with others2. To improve relationships with others3. To be calm & relaxed4. To manage stress/anxiety5. To cope with challenges
Females applying MAC skills to the area of coping with feeling sad more than males (77% versus 53%)