Mindfulness-Based Stress Reduction (MBSR) In Education

Introduction:
My topic for the group will be Mindfulness-Based Stress Reduction (MBSR) in education. I personally believe that everyone can benefit from the learnings of mindfulness; However, my focus will be on the education setting for this group. Although mindfulness has been an ideal followed by many for a long time, the idea of integrating it to an education environment is recent (focusing within the last 20 years has been what I’ve found). The target audience can be adults (to pass onto their children as educators), children, college students of any age, and/or educators/teachers/instructors (doesn’t matter the age and/or demographic they teach). The key focus will be using the practice to reduce overall stress in an environment of high
pressure and stress. There are proven physical and mental benefits from MBSR.

Association for the Advancement of Social Work with Groups. (2006). Standards for Social Work Practice with Groups, 2nd Edition. Retrieved April 6, 2017 from: http://www.aaswg.org/files/AASWG_Standards_for_Social_Work_Practice_with_Groups.pdf

These are the standards set by the AASWG for social workers working with groups. It highlights the importance of individuals in a group, and the group dynamic. You must not break individual or group autonomy. You must keep privacy. You must have appropriate rules, standards, meeting place, and many other things. It set guidelines for monitoring, skill building, and every stage you must cover in groups. Also, ethics are explained.

This resource is valuable because it gives specific guidelines I must follow when leading my group about MBSR. It gives me ethical considerations to review before having the group. It helps establish an outline for my group. It gives me core values to follow. There are specific standards that must be met with the group for it to function.

The AASWG guides the entire group. I will follow all guidelines for all steps of group. I am going to focus on the pre-planning stages. I must not break group or individual autonomy. I will follow each rule for every one of the 4 stages. I will be deliberate with every sentence I say before, during, and after the group. I will take ethics into consideration, as well.

Bardacke, N., Duncan, L. G. (October 10, 2009). Mindfulness-Based Childbirth and Parenting Education: Promoting Family Mindfulness During the Perinatal Period. Retrieved April 6, 2017 from: http://tinyurl.com/my63s9a

These researchers wanted to explore the topic of Mindfulness-Based Childbirth and Parenting (MBCP).
The study was “refined over the course of 11 years of clinical practice”. The focus is to aid a family in all stages of pregnancy (including childbirth) and the early stages of parenting. The reported results are reduced levels of psychological and physiological symptoms. “Maternal stress is linked with adverse birth outcomes.” There were also decreased levels of postpartum depression. The early years of parenting are important for the child and for the parents; the child is very responsive to parental stress levels. The MBCP was lead multiple times a month and in many ways. A few examples of this are a formal mindful meditation session, a retreat for a weekend, and formal classes for both parents to attend. The purpose of this study in the post-natal stage is to “live with awareness, kindness, connectedness, and
care.”

This source is extremely valuable because it gives an idea of what happens in the early stages of child development when involved with mindfulness. It also gives a prenatal aspect to the mindfulness teachings, which I found interesting. The study seems to be reliable because of the long list of references used in addition to the professional’s personal research in clinical practice. The researchers listed their statistics of variables as well, such as race/ethnicity and education level. The researchers also addressed adherence and quantitative measures to the MBCP programs, which seems reliable to me.

How I am going to use this source in my group is an introduction to early childhood mindfulness applications. When you have a child, you must teach the child how to become a functional member of society; As a parent, you are essentially an educator. This ideal is something we should take into consideration; As an educator for said child, you are their first line of learning into human behavior. The study hypothesizes that MBCP has a substantial impact in parenting and co-parenting quality. If you use MBCP, you can reduce stress; By reducing stress, you can improve your child’s learning and development. As stated in the study, “Parenting stress has been associated with a wide array of maladaptive parenting characteristics, is highly prevalent among abusive and neglectful parents.” Improving the psychological health of children benefits everyone, not just the child. The child also learns empathy through mindfulness (per the study). Finally, the child can learn positive adaptation. Positive adaptation “may in turn influence stress responses that can impact long-term physical and mental health outcomes.” I feel to teach this to a child gives them a one-up on the children who do not practice mindfulness, and have an adverse reaction to stress.

Bush, M. (2011). Mindfulness in Higher Education. Retrieved April 6, 2017 from: http://www.ahandfulofleaves.org/documents/Articles/Mindfulness%20in%20higher%20education_CB_Bush_2011.pdf

This paper was printed in the textbook Contemporary Buddhism in 2011.
The focus of this research is an introduction to teaching mindfulness courses in a higher education setting. It tackles the diversity and the history of mindfulness in higher education. The history starts in the 1890 and goes to the present. There are specific examples from major universities, such as Brown University. It gives lesson plans and course expectations. There is also a portion that challenges the fallacies that may come up while teaching mindfulness in a higher education setting. Finally, it brings neuroscience into the research.

The value is this resource is great because you get some real-life stories from real professors teaching mindfulness in a college setting. There are multiple examples from across the world. There are multiple book resources used as reference materials, as well. The source seems unbiased and fact based. Bush is also the co-founder of the Center for Contemplative Mind in Society, so she has studied mindfulness a great deal. She touches on the biological response for mindful
meditation.

I will use this resource to give insight on how mindfulness and higher education are in harmony. The personal stories from real professors teaching these classes will hold significant value. The history section will also be useful. Giving any student a glimpse into how mindfulness is also applicable in continuing education is paramount. Drawing parallels between arts courses and mindfulness is a great idea. Giving a student perspective on mindfulness in higher education is valuable as well.