Self-Efficacy Reflected in Instructor Facilitation of Adolescent Stress-Reduction

• In Event: Social and Emotional Learning, Creativity, and Mindfulness: Essential Competences in Schooling

Abstract

Introduction, Literature, & Objectives. Self-effective leaders employ skills associated with mindfulness. Mindfulness-based programs (MBPs) for youth have become increasingly popular (Semple et al., 2017) and has been accompanied by an interest in dedicated mindfulness instructors to implement the curricula (Emerson et al., 2020). Dedicated mindfulness instructors help schools with the implementation process, reducing the training, preparatory burden, and emotional toll on teachers. This study looks at instructors’ perceptions of the skills and competencies that positively impact SBMP delivery, including how instructors perceive the development of their capacities to implement an SBMP, challenges/supports for skill facilitation, and instructor perceptions of the success of SBMP implementation.

Theoretical Framework. This research study is informed by the Mindfulness-Based Intervention: Teaching Assessment Criteria (MBI-TAC). This framework divides the implementation process into six domains. The domains in the framework are (1) coverage, pacing, and organization of the session curriculum; (2) relational skills; (3) embodying mindfulness (4) guiding mindfulness practice; (5) conveying course themes through interactive inquiry and didactic teaching; and (6) holding the group learning environment (Crane et al., 2021).

Methods & Data. A mixed methods approach was employed for this study involving pre/post instructor surveys and interviews. Participants included 17 instructors of the mindfulness program in a large school district with 63 elementary schools participating. Instructor training consisted of an eight-week mindfulness-based stress-based reduction course, a week-long L2B training, practice teaching in summer school classes, and ongoing collaboration and consultation. Instructors were surveyed and semi-structured interviews were conducted before and after they facilitated twelve 30-minute sessions to adolescents. Questions related to the MBI-TAC criteria.

Preliminary Findings. Six themes emerged from the data analyzed thus far based on the MBI-TAC domains (Crane et al., 2021) framework: an increase in relational skills between facilitators and students and their social circles, embodiment by instructors of the mindfulness practices, increased comfort in guided mindfulness practices, improved efficacy with additional experience, interactive inquiry/didactic teaching approaches, and an increased sense of communal responsibility,

Significance. Given the myriad of challenges educators face today, mindfulness-based interventions are gaining traction to redefine student success academically, socially, and emotionally. In fact, it is a promising evidence-based approach to create a different educational reality, central to the conference theme of constructing educational possibilities with potential to dismantle racial injustice. This study captures some of the challenges, supports, and influences on educator dispositions and student wellbeing associated with the implementation of a unique educational approach: MBPs.

Authors

• Liana Hall, University of Colorado - Denver

• Kathleen B. King, North Central College

• Susan Jeane Davis, University of North Carolina - Chapel Hill

• Alison Wilson, University of Houston

• Laura L. Summers, University of Colorado - Denver

• Julia Mahfouz, University of Colorado - Denver