Jennings 2013

Source:   RESEARCH ARTICLE

APA Citation:

Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374-390.

Author bio:

All authors – Prevention Research Center, Pennsylvania State University

Notes:

CARE = cultivating awareness and resilience in education

CARE introduces material sequentially, utilizing a blend of didactic, experiential, and interactive learning processes. CARE combines direct instruction in specific skills and opportunities to practice these skills, individual reflective writing activities, small and large group discussion, and activities to complete at home or work. 378

Mindfulness practices involve deliberate training of attention to cultivate present moment awareness of experience, and, to promote insight, reflection, and concentration 378

CARE introduces ‘caring practice’ and ‘mindful listening.’ Caring practice involves a guided reflection of ‘loving kindness’ focused on generating feelings of care for self and others by mentally offering wellbeing, happiness, and peace. 379

53 participants were recruited from urban and suburban public schools in two school districts in a small northeast US metro area 380

Participants completed an online battery of self-report measures at pre and post to assess general wellbeing, efficacy, burnout/time pressure, and mindfulness; also completed a post-intervention evaluation of program acceptability 381

Results reported here suggest that CARE had significant positive effects on teachers’ general wellbeing, efficacy, burnout/time pressure,  and mindfulness. 384

Participants reported high levels of satisfaction with the program. Results of the program satisfaction survey suggest that teachers found the program improved their relationships with their students, their classroom management, and their classroom climate. 386