Lawlor 2016 (Chapter 5)

Source:   BOOK CHAPTER

APA Citation:

Schonert-Reichl, K. A., & Roeser, R. W. (Eds). (2016). Handbook of mindfulness in education: Integrating theory and research into practice. New York, NY: Springer.

Lawlor, M. S. (2016). Mindfulness and social emotional learning (SEL): A conceptual framework. In K. Schonert-Reichl & R. Roeser (Eds.), Handbook of mindfulness in education: Integrating theory and research into practice (pp. 65-80). New York, NY: Springer.

Author bio:

Editor Kimberly A. Schonert-Reichl - Department of Education and Counseling Psychology, University of British Columbia, Vancouver, BC, Canada

Editor Robert W. Roeser - Department of Psychology, Portland State University, Portland, OR, USA

Author Molly Stewart Lawlor – University of British Columbia

Chapter 5 – Mindfulness and SEL: A Conceptual Framework

Along with teaching essential academic skills such as reading, math, and science, a fundamental mission of schooling is to educate the “whole child” which includes promoting both cognitive and noncognitive skills (Greenberg et al., 2003). Locations 2712-2714

Notable Quotes (w/page numbers):

Mindfulness training involves the cultivation of conscious attention and awareness to the present moment. This intentional practice can take many forms and may include such practices as mindful breathing, open awareness meditation, walking meditation, and focusing on sensations in the body. Loc 2749-2751

Social-emotional learning, or SEL, encompasses the processes through which individuals attain and effectively apply the knowledge, attitudes, and skills necessary to identify and manage their emotions ; understand another’s perspective and show empathy for others; set and achieve positive goals; develop and sustain positive relationships; and make responsible decisions (Collaborative for Academic, Social, and Emotional Learning, 2013; Weissberg, Payton, O’Brien, & Munro, 2007). Locations 2758-2762

The first two competencies are related to one’s emotional capabilities. Self-awareness refers to the ability to accurately recognize one’s feelings and thoughts and their influence on behaviors. This includes accurately assessing one’s strengths and limitations, and possessing a well-grounded sense of confidence and optimism. Self-management is the ability to regulate one’s emotions, thoughts, and behaviors in different situations. This includes delaying gratification, managing stress, controlling impulses, motivating oneself, and setting and working towards personal and academic goals. Although self-focused, these competencies are also fundamental for building effective social skills. Loc 2768-2773

The next two competencies are linked to one’s social capabilities. Social awareness describes the ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. Relationship skills are the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking help when needed. Finally, responsible decision-making refers to the ability to make constructive choices about personal behavior, social interactions, and school and life expectations based on consideration of ethical standards, safety concerns, social norms, realistic evaluation of consequences of various actions, and the well-being of self and others. Loc 2774-2780

A natural bridge between SEL and mindfulness can be found in a movement described as contemplative education. Roeser and Peck (2009) describe contemplative education as an approach to education that is focused on the development of the whole person and define it as a “set of pedagogical practices designed to cultivate the potentials of mindful awareness and volition in an ethical-relational context in which the values of personal growth, learning, moral living, and caring for others are also nurtured” (p. 127). Loc 2794-2798

In addition to teaching the five skills, we have to have safe, caring, well managed schools. To do that we have to have not just evidence-based programming , we have to have teachers who are aware of themselves, aware of their own social and emotional abilities and need, and are able to deliver a safe, caring, and well-managed environment in a truly genuine way, and support the development of these skills… where they model these skills… they embody them Greenberg (2014). Loc 3079-3083

Jennings (2014) examined the relations between psychosocial characteristics , including trait mindfulness, and classroom quality and ratings of semi-structured interviews about a child the teacher identified as challenging. Mindfulness was found to be associated with emotional support. In addition, interview data revealed mindfulness to be positively related to perspective-taking and sensitivity to discipline. Loc 3108-3111

The emerging field of contemplative education in Western educational contexts complements and deepens the understanding of the development of social-emotional competencies . Prioritizing time for regular contemplative and SEL practice within the school day can provide the necessary conditions to enable young people to become healthy, compassionate, competent, and contributing citizens of tomorrow. Loc 3135-3138

Project notes:

Studies to find:

Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94, 62– 65.

Lantieri, L., & Nambiar, M. (2012). Cultivating the social, emotional, and inner lives of children and teachers. Reclaiming Children and Youth, 21, 27– 33.