Title

My Mind is Full, Help Me Become More Mindful: School-Based Behavioral Interventions in Urban Education

First Presenter's Institution

Mercer University

Second Presenter's Institution

NA

Third Presenter's Institution

NA

Fourth Presenter's Institution

NA

Fifth Presenter's Institution

NA

Location

Harborside East & West

Strand #1

Social & Emotional Skills

Strand #2

Mental & Physical Health

Relevance

In urban education, disenfranchised and marginalized student populations face a higher risk for a variety of detrimental outcomes, which are associated with poor attendance, maladjusted behavior, inadequate academics, and social-emotional complexities related to stress.

Brief Program Description

The workshop will address the practicality and relevance of school based mindfulness interventions as it relates to addressing stress reactions, peer relations, and symptoms of depression amongst faculty and students. Empirically based methodologies related to intrusive beliefs, rumination, emotional stimulation/reactions, grief, and student support teams will be reviewed in conjunction with viewing a video composed of the activities utilized within an urban school.

Summary

In urban education, disenfranchised and marginalized student populations face a higher risk for a variety of detrimental outcomes, which are associated with poor attendance, maladjusted behavior, inadequate academics, and social-emotional complexities related to stress. Studies have indicated mindful school based methodologies and interventions have assisted with improving social emotional regulation amid students demonstrating habitual behavioral challenges and established stronger rapport amongst staff by creating mindful environments to assist students with their coping skills and awareness.

The workshop with address the practicality of school based mindfulness as it relates to addressing stress reactions, peer relations, physiological responses, and symptoms of depression amongst faculty and students. Attendees will become aware of the positive impact and relevance of school based mindfulness interventions between students, staff, and administrators. Attendees will also be provided with interventions related to addressing intrusive beliefs, rumination, emotional stimulation/reactions, grief, trauma, and loss; along with positive collaboration with student support teams. Participants will be given handouts with empirically based social emotional learning mindful activities and interventions, demonstrations will be conducted utilizing the “I do, You do, We do” methodology, in conjunction with viewing a video composed of the activities utilized within an urban school.

South Atlanta High School-A Mindfulness SEL Series

https://www.youtube.com/watch?v=sOjOVgR8weo

South Atlanta High School-Yoga for SEL

https://www.youtube.com/watch?v=EhqzOYajJWA

Evidence

Studies have indicated mindful school based methodologies and interventions have assisted with improving social emotional regulation amid students demonstrating habitual behavioral challenges and established stronger rapport amongst staff by creating mindful environments to assist students with their coping skills and awareness.

Format

Poster Presentation

Biographical Sketch

Melissa Waller M.S., NCC, hails from Flint, Michigan and currently resides in Atlanta, Georgia. She is a graduate of Michigan State University where she received her Bachelor of Arts degree in Deaf Education and her Master of Science degree in Clinical Mental Health Counseling at Mercer University. Currently, she is pursuing her doctoral degree in Counseling Education and Supervision at Mercer University. Her research interest include Social Emotional Learning in Urban Education, Grief, Trauma, and Loss, and Sports Counseling.

As an educator for the deaf, homeless liaison tutorial specialist, and vocational rehabilitation transition coordinator for the deaf in the Atlanta Public Schools, she ensures that children with disabilities from marginalized settings receive academic instruction in the least restrictive environment, while providing supportive therapeutic resources in order to succeed and transition in school.

As a collaborative leader and counselor, Melissa actively engages community stakeholders on issues related to students with at risk behavior, career transitioning for individuals with disabilities, and she advocates for social justice amongst students with mental health challenges. In her personal life, Melissa demonstrates the same commitment to children and families through her volunteer work with organizations including Sporty Girls, Inc., Partnership Against Domestic Violence, Delta Sigma Theta Sorority, Incorporated, and the Junior League of Atlanta– an exclusively educational and charitable organization of women committed to promoting mental health volunteerism, developing the potential of women, and improving the community through the effective action and leadership of trained volunteers. Melissa currently chairs the Junior League of Atlanta's Subcommittee for Rainbows for all Children and serves as district advisor for the North Decatur region.

Keyword Descriptors

Mindfulness, Urban Education, Interventions, Behavior, School

Presentation Year

2017

Start Date

3-7-2017 4:00 PM

End Date

3-7-2017 5:30 PM

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Mar 7th, 4:00 PM Mar 7th, 5:30 PM

My Mind is Full, Help Me Become More Mindful: School-Based Behavioral Interventions in Urban Education

Harborside East & West

The workshop will address the practicality and relevance of school based mindfulness interventions as it relates to addressing stress reactions, peer relations, and symptoms of depression amongst faculty and students. Empirically based methodologies related to intrusive beliefs, rumination, emotional stimulation/reactions, grief, and student support teams will be reviewed in conjunction with viewing a video composed of the activities utilized within an urban school.