supporting teacher self-reflection, sensitive responding, and well-being with mindfulness training:...
TRANSCRIPT
![Page 1: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/1.jpg)
Supporting Teacher Self-Reflection, Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being Sensitive Responding, and Well-being with Mindfulness Training: CARE for with Mindfulness Training: CARE for Teachers ProgramTeachers Program
Patricia A. Jennings, M.Ed., Ph.D.
Pennsylvania State University
TIES Summer InstituteMay 17-19, 2011
![Page 2: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/2.jpg)
The Prosocial Classroom:
A Model of Teacher Social and Emotional Competence and Classroom and Child Outcomes
Healthy Teacher/Stud
ent Relationships
Healthy Classroom
Climate
Effective SEL implementati
on
Teachers’ Social &
Emotional Skills & Well
Being
StudentSocial,
emotional & academic outcomes
Effective classroom
management skills
School/Community Context Factors
Jennings & Greenberg, 2009
![Page 3: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/3.jpg)
Improving Classroom Learning Improving Classroom Learning Environments by Cultivating Environments by Cultivating Awareness and Resilience in Awareness and Resilience in Education (CARE): Results of Two Education (CARE): Results of Two Pilot StudiesPilot Studies
Patricia A. JenningsKarin E. SnowbergMichael A. CocciaMark T. GreenbergPennsylvania State University
2011, Journal of Classroom Interactions, 46.1, 37-48
![Page 4: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/4.jpg)
CARE for TeachersCARE for Teachers• 30 Contact Hours over 4 weeks + booster• Emotion awareness
– Didactic lessons on nature of emotion– Emotions in relation to teaching & learning– Experiential exercises to promote emotional
awareness• Mindfulness Practice• Empathy & Compassion for self and other
– Caring practice– Mindful listening exercises
• Applications of these to teaching through discussion and role plays
![Page 5: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/5.jpg)
The StudyThe StudyData from first year of a two-year IES-
funded intervention development project
CARE presented as in-service professional development program for working teachers
Two Samples◦Study 1: teachers working in a high-poverty
urban setting (pre-post only)◦Study 2: student teachers and some of their
mentors working in a semi-rural/suburban college town setting (pilot RCT)
![Page 6: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/6.jpg)
HypothesesHypothesesStudy 1 & 2
◦Teachers and student teachers who received the CARE program will show increases in measures of well-being, motivational orientation/efficacy, and mindfulness
Study 2 only◦Classrooms will show improvements in
classroom organization, instructional support, and emotional support compared to control teachers’ classrooms
![Page 7: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/7.jpg)
Study 1 SampleStudy 1 Sample CARE was presented to two cohorts of educators
working in Harrisburg PA From four low performing elementary schools (85%
economically disadvantaged, 95% minority). Cohort A (N = 15)
◦ 7 regular classroom teachers, 6 specialists, 1 counselor, and 1 psychologist
◦ Received CARE in the fall of 2009
◦ 2 men, 1 African American, 1 Asian
Cohort B (N = 16) ◦ 7 regular classroom teachers. 9 specialists
◦ Received CARE in the spring of 2010
◦ 0 men, 1 African America
Mean age = 40 years (SD = 11.8) Mean years of experience = 13.23 ( SD = 10.23)
![Page 8: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/8.jpg)
Study 2 SampleStudy 2 Sample10 Student teacher/mentor pairs19 individual student teachers29 classrooms total 39 individuals totalSchools were located in State College and
surrounding areas (16% economically disadvantaged, 12% minority)
Primarily European American, one maleStudent teachers mean age = 21 years (SD
= .5)Mentor mean age = 43 years (SD = 12)Mentor mean years of experience = 16.7 (SD
= 11.8)
![Page 9: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/9.jpg)
ProceduresProceduresPre-Intervention
◦ Self-report measures◦ Classroom observation (Study 2 only)
CAREPost-Intervention
◦ Self-report measures◦ Evaluation survey◦ Focus Groups◦ Classroom observation (Study 2 only)
Study 1 pre-post onlyStudy 2 RCT
![Page 10: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/10.jpg)
MeasuresMeasuresWell-being
◦ Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988) Negative Affect Positive Affect
◦ The Center for Epidemiologic Studies Depression Scale (CES-D; Radloff, 1977)
◦ Time Urgency Scale (TUS); Landy, Rastegary, Thayer, & Colvin, 1991) Speech patterns Eating behavior Competitiveness Task-related hurry General hurry
◦ Daily Physical Symptoms (DPS; Larsen & Kasimatis, 1997)
![Page 11: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/11.jpg)
MeasuresMeasuresMotivational orientation and teaching
efficacy◦ Problems in Schools Questionnaire (PIS; Deci,
Schwartz, Sheinman & Ryan, 1981) Highly autonomy supportive Moderately autonomy supportive Moderately controlling Highly controlling
◦ Teachers’ Sense of Efficacy Questionnaire (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) Instructional strategies Classroom management Student engagement
![Page 12: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/12.jpg)
MeasuresMeasuresMindfulness
◦Five Facet Mindfulness Questionnaire (FFMQ; Baer, Smith, Hopkins, Krietemeyer, & Toney, 2006) Observing Describing Acting with awareness Non-judgmental Non-reactive
◦Interpersonal Mindfulness in Teaching Questionnaire (IMT; Greenberg, Jennings & Goodman, 2010)
![Page 13: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/13.jpg)
MeasuresMeasuresEvaluation Survey & Focus Groups
◦Program satisfaction◦Perceptions of effects on classroom
and studentsCLASS Observation (Study 2 only)
◦CLASS (Pianta, La Paro, & Hamre, 2003) Organization Instructional Support Emotional Support
![Page 14: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/14.jpg)
AnalysesAnalysesStudy 1 - Pre-post questionnaire data
compared using Wilcoxon signed-rank test
Study 2 RCT◦Compared treatment and control groups
and control group scores using covariance adjusted estimates
◦Each self-report measure was adjusted for its baseline measurement at the pre-test period
◦Least-square mean comparisons were then made to test for a treatment effect.
![Page 15: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/15.jpg)
Study 1 ResultsStudy 1 ResultsWell-being – significant effects (see chart)
◦ Time Urgency Scale (p < .10) Task-related hurry (d = .24) General hurry (d = .27)
◦ No significant effects found for PANAS, CES-D or Daily Physical Symptoms (DPS) although all scores except DPS changed in the expected direction
Motivational orientation and teaching efficacy ◦ No significant effects found for Problems in
Schools Questionnaire (PIS) or the Teachers’ Sense of Efficacy (TSES) however all scores changed in the expected direction
Mindfulness – significant effects among both measures (see chart)
![Page 16: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/16.jpg)
Time UrgencyTime Urgency
N = 29 (H1 = 14, H2 = 15)Task Related Hurry: S = -84.0, p = .01, d = .22; General Hurry: S = -56.5, p = .08, d = .14
![Page 17: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/17.jpg)
Five Facet MindfulnessFive Facet Mindfulness
N = 29 (H1 = 14, H2 = 15)Observe: S = 192.0, p < .01 , d = .66; Describe: S = 120.5 , p < .01, d = .30; Non-judge: S = 68.0, p = .07 , d = .28; Non-react: S = 136.0, p < .01, d = .47
![Page 18: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/18.jpg)
Interpersonal MindfulnessInterpersonal Mindfulness
N = 29 (H1 = 14, H2 = 15)Interpersonal Mindfulness: S = 110.5, p = .01, d = .2
![Page 19: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/19.jpg)
Study 1 ResultsStudy 1 Results Program Satisfaction
◦ 93% “strongly agreed” or “agreed” that this type of program should be integrated into preparation and in-service training for all teachers
◦ 97% reported CARE improved self-awareness
◦ 93% reported CARE improved well-being
◦ 83% “strongly agreed” or “agreed” they are “better able to manage classroom behaviors effectively and compassionately”
◦ 79% “strongly agreed” or “agreed” they are “better able to establish and maintain supportive relationships” with the children they teach
◦ 74% “much better” or “better” prosocial and on-task student behavior on-task behavior (74%, n = 20), and
◦ 65% “much better” or “better” student academic performance
![Page 20: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/20.jpg)
Study 1 ResultsStudy 1 Results Focus Groups
◦ Teachers adopted new habits
Noticing anxiety and stopping to take some deep breaths
Choosing to prioritize self-care
Cultivating greater caring and empathy for others.
◦ Increased emotional awareness and acceptance of their emotional states
◦ Helped reduce stress
◦ New awareness of emotional triggers in school and in their personal lives
◦ New ability to calm down and respond more appropriately to challenging situations rather than automatically reacting out of strong emotions
◦ Feeling calmer at work and choosing to verbalize their emotional states with their students, leading to greater understanding between teachers and students and faster resolution of disruptive or conflict situations.
![Page 21: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/21.jpg)
Study 2 ResultsStudy 2 Results Well-being
◦ No significant effects found for PANAS, CES-D, TUS or Daily Physical Symptoms (DPS) although all scores changed in the expected direction
Motivational orientation and teaching efficacy
◦ Significant treatment effect on Problems in Schools (PIS) motivating total score (p < .05) where CARE teachers showed more autonomy supportive orientation at post-test compared to the controls
◦ No significant effects found for Teachers’ Sense of Efficacy (TSES) however all scores changed in the expected direction
CLASS
◦ No treatment effect on any of the three dimensions of the CLASS
![Page 22: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/22.jpg)
Problems in SchoolProblems in School
![Page 23: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/23.jpg)
Study 2 ResultsStudy 2 ResultsProgram Satisfaction
◦ 88% “strongly agreed” or “agreed” that this type of program should be integrated into preparation and in-service training for all teachers
◦ 81% CARE improved self-awareness
◦ 69% CARE improved ability to establish and maintain supportive relationships with the children they work with
◦ 81% “satisfied” or “highly satisfied” with the CARE program content
◦ 75% “satisfied” or “highly satisfied” with the program in general
![Page 24: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/24.jpg)
Study 2 ResultsStudy 2 Results Focus Groups
◦ CARE program was helpful in broadening awareness of emotions, emotional triggers, and stress level
◦ New awareness of habits such as rushing but felt powerless to change these things due to schedule and workload
◦ Found difficulty concentrating during some of the longer practice segments
◦ Found difficulty with the program length
◦ Some were uncomfortable with some of the exercises
◦ Reported few changes in classroom dynamics or student relationships citing that district needs little improvement in this regard
![Page 25: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/25.jpg)
DiscussionDiscussionDistrict Differences
◦Study 1 Urban District High levels of poverty and large numbers of
children with behavioral and academic difficulties Marginal institutional support District in political turmoil
◦Study 2 Suburban/Semi-rural District Low numbers of children at-risk Strong institutional support – stable and well-
funded Mentors chosen based upon outstanding
performance
![Page 26: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/26.jpg)
DiscussionDiscussionType of Stress?
◦Student teachers’ stress associated with the pressure of academic performance and CARE may not have been relevant to them
Social Hierarchies?
◦Presence of mentors during CARE program may have inhibited the uptake of the material by the student teachers
Mentor as Buffer?
◦Presence of mentor teacher in the classroom may have provided a buffer for the students protecting them from occupational stress
![Page 27: Supporting Teacher Self-Reflection, Sensitive Responding, and Well-being with Mindfulness Training: CARE for Teachers Program Patricia A. Jennings, M.Ed.,](https://reader036.vdocuments.us/reader036/viewer/2022062422/56649f1b5503460f94c2fff7/html5/thumbnails/27.jpg)
DiscussionDiscussionThe CARE program may be
particularly suited to supporting teachers working with at-risk populations of students
CARE may need to be modified to be more helpful to student teachers
Sample size limited power to detect significant effects