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Putting Your Mind at Ease: The Mindfulness Ambassador Council in Toronto Area Schools Findings

Putting Your Mind at Ease: The Mindfulness Ambassador Council in Toronto Area Schools Findings. JANUARY 2013 Conducted by Factor- Inwentash Faculty of Social Work University of Toronto. Our Research. Executive Summary

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Putting Your Mind at Ease: The Mindfulness Ambassador Council in Toronto Area Schools Findings

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  1. Putting Your Mind at Ease: The Mindfulness Ambassador Council in Toronto Area SchoolsFindings JANUARY 2013 Conducted by Factor-Inwentash Faculty of Social Work University of Toronto

  2. 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.

  3. 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 .

  4. 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.

  5. 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)

  6. Pre & Post Analysis Findings Five Facet Mindfulness Scale 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).

  7. 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).

  8. 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).

  9. 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.

  10. Our Research Findings At end of MAC, areas in which students were mostly applying skills: • To work with others • To improve relationships with others • To be calm & relaxed • To manage stress/anxiety • To cope with challenges Females applying MAC skills to the area of coping with feeling sad more than males (77% versus 53%)

  11. For more information, contact leah@mwithoutborders.org or visit us online www.mindfulnesswithoutborders.org

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