Using Mindfulness as a SelfManagement Strategy to Improve
Student Behavior and Engaged Time
in Classroom and Non-Classroom
Settings at School
Sara Shababi and Joseph Lucyshyn
University of British Columbia
Making Connections Conference
Richmond, B.C.
November 4, 2013
1
Objectives







Learn about the roots and origins of Mindfulness
Learn what mindfulness is and what it is not.
Understand the difference between mindfulness and
mindlessness and the various ways that mindfulness can be
compromised
Understanding why being mindful is important
Review the research on the effects of mindfulness for
children and adults
Understand how to cultivate mindfulness
Research on Meditation on the Soles of the Feet
2
Overview
Background
 What is mindfulness?
 Why is being mindful important?
 How can we cultivate and foster
mindfulness?
 Research study
 Resources

3
Who we are

Sara Shababi-Shad
– Masters student in Special Education with a
focus on behaviour disorders
– I currently work with ABA Learning Centre with
children with developmental disabilities

Dr. Joseph Lucyshyn, Ph.D., BCBA-D
– Associate professor at the Faculty of Education
with a focus on behaviour disorders and autism
– Graduate subervisor
4
Background:
5
An old tradition (Siegel, Germer & Olendzki, 2009)

Mindfulness has its roots in Easter contemplative
traditions.

Training the mind to achieve mental, emotional and
physical health goes as far back as 4000 years ago.
6
An old tradition (Siegel, Germer & Olendzki, 2009)

However, 2,500 years ago, the writings of
Buddha more specifically focused on the
quality of consciousness in the present
moment (i.e., mindfulness).
7
Nonreligious and Nonesoteric
(Kabat-Zinn, 2003)



The Buddhist contributions have been the
emphasis of simple and effective ways to refine
mindfulness.
We are all mindful to varying degrees.
According to behavioural sciences mindfulness is
a consciousness discipline.
8
Mindfulness: A State of the Mind

Mindfulness is not a religious practice
but rather a state of the mind
–
–
–
–
Moment-to-moment
Nonjudgmental
Accepting
Etc.
9
Mindfulness and Science (Siegel, Germer &
Olendzki, 2009)
An increased interest in mindfulness in
mental health professions over the last 40
years.
 Science is catching up with practice
 Most of the research has focused on the
effects of mindfulness on adults.

10
Mindfulness for Children
(Kabat-Zinn, 2003)



The field is in its infancy
Most studies so far have
focused on the effects of
mindfulness for adults.
Increasing interest in
studying the effects of
mindfulness for children.
11
Future of Mindfulness
We must focus on systematically
sound studies on children and
mindfulness.
 Design and implementation of
mindfulness programs in classroom
curriculums.

12
Activity
What is Mindfulness?
13
Activity
Mindful Breathing
14 2009)
(The Hawn Foundation,
What is Mindfulness?

By Jon Kabat-Zinn, founder of mindfulnessBased Stress Reduction Program.
http://greatergood.berkeley.edu/gg_live/science_meaningful
_life_videos/speaker/jon_kabatzinn/what_is_mindfulness/
15
Emotional Struggles (Siegel, Germer &
Olendzki, 2009)

Humans struggle
emotionally when
confronted with:
– Adverse circumstances
Or
– Benign circumstances that
we perceive as adverse
16
Mindfulness to Reduce Struggles
(Siegel, Germer & Olendzki, 2009)

A deceptively simple way
of relating to all our
experiences and as a result
reduce emotional
struggling and suffering
17
What is Mindfulness? (Siegel, Germer &
Olendzki, 2009)
 In
ancient texts:
–Awareness - Of what is occurring
within and around us
–Attention - Focused awareness
–Remembering - Remember to be
aware and pay attention
18
What is Mindfulness? (Siegel, Germer &
Olenzki, 2009)

As a psychological process is:
– What we do with our moment-to-moment,
nonjudgmental awareness
– Awareness with acceptance
19
What is Mindfulness? (Siegel, Germer &
Olendzki, 2009)

New qualities added to the original three to
help with clinical conditions:
– Nonjudgmental
– Acceptance
– Compassion
20
A Definition of Mindfulness (KabatZinn, 2003)

“The awareness that emerges
through paying attention on purpose,
in the present moment, and
nonjudgmentally to the unfolding of
experience moment-to-moment.”
21
What is Mindfulness? (Siegel, Germer &
Olendzki, 2009)

Simply put:
1) Awareness, 2) Of present experience, 3) With
acceptance.
22
What is Mindfulness? (Shapiro, Carlson,
Astin & Freedman, 2006)

Alternative view:
Intention
Your intentions set
the stage for what is
possible
Attention
Attitude
Seeing the experience
for what it is without
interpreting it.
How we attend; what
qualities we bring
(e.g., cold and critical
or affectionate and
compassionate
23
Activity:
Think of a moment in your life that you
really value or you really enjoyed!
24
How Mindfulness is
Compromised? (Schonert-Reich & Lawlor, 2010)



Multitasking
Focusing on times other
than the present
By refusing to
acknowledge thoughts,
emotions, motivations or
perceived objects
25
What is Mindlessness? (Siegel, Germer &
Olendzki, 2009)

Spending time lost:
– In our memories of the past
– Fantasies of the future

Making conscious efforts to
escape from the present
moment

http://youtu.be/HzizvU5c7do?t=1m58s
SIMON AMSTEL VIDEO: DO NOTHING, NAPISY
(2:00 - 3:36)

26
Examples: (Siegel, Germer & Olendzki, 2009)

Driving


Cutting bagels
Talking while eating
Anyone else?
27
Common Misunderstanding (Siegel,
Germer & Olendzki, 2009)
1.
2.
3.
4.
5.
Not having a blank mind
Not becoming emotionless
Not withdrawing from life
Not seeking bliss
Not escaping pain
28
Where is it Practiced? (Kabat-Zinn, 2003)







Hospitals and clinics around the world
Schools
Workplaces
Corporate offices
Law schools
Adult and juvenile prisons
Inner city health centres
29
Why Should We be Mindful?
30
Jason Images
Focus on Strengths (Schonert-Reichl &, Lawlor,
2010)
 Mindfulness
is a shift
from preoccupation with
repairing weaknesses to
developing the person’s
positive qualities
31
Enhanced Autonomy (Brown & Ryan, 2003)


3 basic psychological needs
– Autonomy, Belongingness, Competence (ABC)
Awareness that accompanies mindfulness can be
valuable in facilitating choice of behaviours that are
consistent with one’s needs, values and interest
32
Benefits of Mindfulness for
Adults
33
Activity
Mindful Tasting
34
(The Hawn Foundation, 2009)
Disorders (Grossman, Niemann, Schmidt & Walach, 2004)
Benefits for:
– Cancer
– Fibromyalgia
– Anxiety disorders
– Depression
– Skin Psoriasis
– Obesity and binge eating disorders
35
Brain (Siegel, Germer & Olendzki, 2009)

Brain regions responsible for
attention and introspection
enlarge with mindfulness
practice
36
Brain (Davidson et al, 2003)

Increased activity in the left-side
anterior activation
– Associated with feelings of well-being
– Associated with reduction in anxiety
– More adaptive responding to negative/stressful
events
37
Brain (Hözel et al, 2011)

Increase in gray matter concentration in left
hippocampus
– Hippocampus is critically involved in learning
and memory processes as well as modulation of
emotional control
38
Immune System (Davidson et al, 2003)

Significant increase in
antibody titers.
39
Physical Benefits

Reducing symptoms of:
– Eating disorders (Tapper et al., 2009)
– Substance abuse (Roemer et al., 2006)
– Chronic pain (Grossman et al., 2007)
40
Social Emotional Benefits (SchonertReich & Lawlor, 2010)

Develop hardiness in the face of
uncomfortable feelings
41
Social Emotional Benefits (Brown &
Ryan, 2003)
 Increase
in:
– Optimism
– Positive affect
– Self actualization
– Self regulation
42
Social Emotional Benefits (Ryan &
Brown, 2003)

Reduced psychological and emotional
problems:
–
–
–
–
Negative affect
Depression
Anxiety and stress
Rumination
43
Social Emotional Benefits (Brown &
Ryan, 2003)

More socially and emotionally
competent (Schonert-Reich & Lawlor,
2010)

Improvements in selfregulation
– Attention
– Inhibit aggressive responses
– Heightened self-knowledge
44
Benefits of Mindfulness for
Children and Adolescents
45
Mindfulness is a SEL skill
(Durlak & Weissberg,
2011)


Mindfulness is a social and emotional
learning skill.
SEL is the process of learning important and
necessary skills to:
–
–
–
–
–
Recognize and manage emotions,
Develop concern for others,
Form positive relationships,
Make responsible decisions,
And deal with challenging situations effectively
46
Social-Emotional Learning
Low SEL is associated with drop-out and
non attendance. (National Centre for Education Statistics, 2002
 Students high in SEL are more likely to
engage in prosocial behaviour. (Malecki & Elliott,

)
2002)
SEL has positive effects on physical health,
and life and academic success. (Zins & Elias, 2006)
 SEL has positive effects on:

– Attitudes about self and school,
– and achievement test scores. (Durlak et al., 2010)
47
Mindfulness for Youth (Mendelson et al.,
2010)

Reduced symptoms of:
– Anxiety
– Depression
– Somatic distress

Improved:
– Self-esteem
– Sleep
48
4th and 5th Graders (Burke, 2009)
Enthusiastic about participating in a
mindfulness program
 Positive experience with the
program
 Enhanced self-regulatory capacities

– Reduction in activation and persistence
of worrying thoughts
49
Other Studies (Burke, 2009)
Programs are well-tolerated by youth
 Mindfulness skills learned are generalized
to other settings (e.g., preparing for exam)

50
Other Studies (Burke, 2009)
Improvements in attention
 Reduction of

– Externalizing behaviours
– Depression
– Stress and anxiety
51
Other Studies (Schonert-Reich & Lawlor, 2010)

Improvement in general self-concept
in adolescents
52
How to Cultivate
Mindfulness?
53
Jason Images
We are All Mindful (Kabat-Zinn, 2003)
A lot of us may not have mindfulness
practices but this does not mean that we are
not practicing mindfulness or that we are
not mindful.
 We are all mindful to varying degrees

54
How to Become More Mindful? (Siegel,
Germer & Olendzki, 2009)
Committed practice
 Sets the foundation for happiness, although
on its own it is not sufficient

55
Three Different Kinds, One Thing
in Common (Siegel, Germer & Olendzki, 2009)
1.
Everyday mindfulness
e.g., phone ringing, walking from one place to
anther
2.
3.
Formal meditation practice
Retreat practice
All forms have to be repeatedly practiced
56
Core Practices (Hölzel et al., 2011)

Aims to develop the capacity for
mindfulness:
–
–
–
–
Body scan
Mindful yoga
Sitting meditation
Open awareness
57
Predominant Mindfulness-Based
Approaches (Burke, 2009)
Mindfulness-based stress reduction
 Mindfulness-based cognitive therapy
 Dialectical behaviour therapy
 Acceptance and commitment therapy

58
MindUp (The Hawn Foundation, 2009)
Mindfulness Education (ME) program
 Bring the person’s attention to the
present experience without inferring
judgment
 3 times a day, for 3 minutes each time

59
3 times a day, for 3 minutes each
time
Quieting the mind
 Mindful attention
 Managing negative emotions and negative
thinking
 Acknowledge self and others

(Schonert-Reichl & Lawlor, 2010)
60
Research Study
Use of a Mindfulness Practice to Decrease
Problem Behaviour and Increase Engaged
Time of Children at Risk for or with
Conduct Disorder in the Classroom



Principal investigator: Dr. Joseph Lucyshyn
Graduate Student: Sara Shababi
Currently being conducted in a school in the lower mainland
61
Mental Health Illness

15% of children and youth in BC. (Waddel &
Shepherd, 2002)

Can impair functioning and development at
home, at school, with peers and in the
community.(BC Ministry of child and Family Development & Ministry of
Health Services, 2003)
Often exhibit social, emotional and
behavioural problems.
 If not adequately treated in childhood can
lead to persistent problems in adulthood.

(Greenberg, Domitrovich, & Bumbarger, 2001)
62
(Mcdougall, 2011)
Empowerment

Focusing on the individual rather than on his/her
problems and symptoms.
Encourages maximum involvement.
Problem behaviour may be an attempt at taking
control. (Bandura et al., 2001)
An example: Self-management, has:
(Patton, 2005)



(Kidd et al., 2011)
– Increased and maintained on-task behaviour.
(Glynn, Thomas, & Shee, 1973))
– Reduced and maintained problem behaviour.
(Bolstad & Johnson, 1972)
63
Conduct Disorder

Associated with :
– Multiple problems at home, in school and in the
community.
– Increased risk of additional disorders. (Loeber et al., 2000)
Negative long-term outcomes. (Robins, 1991)
 Current treatments:

– Psychopharmacological
– Psychosocial
64
Mindfulness
Paying attention to the present moment,
without imposing judgment on it.
 Empowering self-management strategy.

65
Meditation on the Soles of the
Feet

Simple mindfulness procedure that enables
an individual to divert his/her attention from
an anger- or anxiety provoking situation to a
neutral part of the body.
66
Meditation on the Soles of the
Feet

27 year old male with aggressive behaviour.
– Major reduction in the number of incidents,
physical restraints, verbal and physical
aggression.
– Increase in self-control.

Three seventh-grade adolescents with
conduct disorder.
– Substantial decrease in aggressive behaviour
and bullying.
67
Functional Assessment (Bailey & Pyles,
1989)

In order to eliminate behavioural problems,
it is important to understand the function it
serves for the individual.
68
Functional Assessment


Function-based behaviour interventions decrease
problem behaviour more successfully than nonfunction based interventions. (March et al., 2000)
Linking self-management procedures to the
function of the problem behaviour enhances the
effectiveness of the intervention. (Kern et al., 2001)
69
This Study . . .
Replicate the studies by Singh et al. (2003;
2007) to evaluate the effectiveness of
Meditation on the Soles of the Feet.
 Augmented by a functional assessment in
order to individualize the training according
to each student’s specific behaviour
patterns.
 Younger population (under 13 years of age)

70
Research Questions
1.
2.
3.
Is there a functional relation between the use of Meditation on
the Soles of the Feet and a reduction in problem behaviour and
an increase in engaged time for children at risk for or
diagnosed with conduct disorder in the classroom?
What is the implementation fidelity of teaching the steps of the
mindfulness practice to the target students?
What is the social validity of the mindfulness practice from the
perspective of the target students, the teachers with whom they
work in school and the students’ parents?
71
Research Methodology
1.
2.
3.
4.
5.
6.
Participants
Settings
Measurement
Interobserver agreement
Research design
Research Procedures
72
1. Participants
Three elementary-school aged students.
 Frequent engagement in problem behaviour
in the classroom.

73
2. Settings

School
– Classroom: initial mindfulness training.
– Four additional settings: generalization.
• 2 settings with covert rehearsal.
• 2 settings without training.
74
3. Measurement
Dependent variables
I. Problem behaviour
II. Engaged time
III. Social Validity
75
Problem Behaviour

Definition
– Individualized to each student (e.g., noncompliance, defiance, physical aggression and
property destruction).
– Identified through a functional assessment.
76
Engaged Time

Definition
– Will vary depending on the settings (i.e., appropriately
attending to and/or engaging in the expected behaviour
of the setting).
– Examples: orienting towards the task, exhibiting ontask behaviour, and paying attention to the speaker
(Brooks, Todd, Toffelmoyer, & Horner, 2003)
77
Social Validity

Why?
– To evaluate the importance, acceptability and
viability of the intervention’s goals, methods,
and outcomes. (Kennedy, 2005)

When?
– During intervention, and follow-up.

Who?
– Target students, classroom teachers, and
parent(s).
78
Measurement Procedures

Observation methods:
– In vivo observations in all of the settings.
79
Measurement Procedures

Data Collection:
– Paper and pencil data collection.
– 20 minute observation probes.
– Minimum of 5 points in the classroom and 1 in
the generalization settings.
80
Measurement Procedures

Social Validity
– Administered 3 times throughout the study.
• Halfway through the intervention phase.
• Before the start of the follow-up phase.
• During follow-up.

Individual averages will be added to yield an
overall average social validity rating.
81
5. Research Design
Non-concurrent multiple baseline design
across participants.
 Three phases:

– Baseline
– Intervention
– Follow-up
82
6. Research Procedures
a)
b)
c)
Baseline
Intervention
Follow-up
83
a) Baseline
Randomly select a baseline phase length for
each student (e.g., 3, 5, or 7).
 Conduct in vivo observations in all of the 5
settings.

84
b) Intervention
Functional assessment.
 Meditation on the Soles of the Feet.

85
Functional Assessment

To identify:
– Student specific problem behaviour.
– Settings where behaviour occur(s).
– Triggers of the problem behaviour.

Will include interviewing:
– Teachers.
– Target student.
86
Meditation on the Soles of the
Feet

Focus on the present moment by bringing
one’s attention to a neutral part of the body.
(Singh et al., 2007)

Training phase:
– Meet with the student 3 times a week for 15
minutes, for 4 weeks.
87
Meditation on the Soles of the
Feet

First session:
– Explain rationale and obtain cooperation.

Second session:
– Teach the mindfulness practice.

Final 10 sessions:
– Meet, discuss frequency of practicing
mindfulness, behaviourally rehearse, and retrain
steps, if necessary.
88
c) Follow up

Once a month until:
– Five data points are obtained.
Or,
– The end of the school year.
89
Anticipated Results
1. Percentage of intervals of problem
behaviour.
2. Percentage of intervals of engaged
time.
3. Social validity.
90
Percentage of intervals of
problem behaviour
Percentage of intervals of problem behaviour exhibited by each student in the classroom and four additional settings
91
Percentage of intervals of
engaged time
Percentage of intervals of engaged time exhibited by each student in the classroom and four additional settings 92
Anticipated Results
3. Social validity
– Intervention: Average/above
– Follow-up: Remain at average/above
93
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Thanks for Listening!
Questions?
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