Teaching Mindfulness Influences Teens' Professional Identities and Engagement in Mindfulness Practices

• In Event: Youth Mental Health: Mindfulness, Cyberbullying, and Peer Relationships

Abstract

This study was situated in the context of the University of California 4-H Positive Youth Development Program. A convenience sample of teen teachers (N=11) represent variation in age (11-17), gender, ethnic, and geographic location. All teens delivered the 4-H Mindful Me curriculum from the University of California 4-H program. Qualitative analysis provides evidence of positive developmental outcomes that support teen teacher’s personal professional identity and engagement in mindfulness. Teens described how involvement in the teens-as-teachers program provided the context in which they could explore their personal professional identity, build on self-efficacy as an instructor, and develop an improved understanding of mindfulness-based practices and mindful-based skills. Results inform delivery of teens-as-teachers programming, specifically, an integrated approach to teen mindfulness programming.

Author

• Anne M. Iaccopucci, University of California - Davis