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The present study is a feasibility study, aimed at evaluating whether a mindfulness-based intervention is acceptable to incarcerated mixed-ethnic Native Hawaiian/Pacific Islander youth, and whether the intervention improves youth’s stress level and results in more skillful response to stress. Measures were collected via 1st-person (self-reports) as well as 3rd-person objective measures (salivary cortisol and SIgA) at pre- and postintervention. Results revealed favorable directions in terms of attenuation of cortisol response and improved SIgA response to stress as well as lower self-report perceived stress (p < .05). Trend level results were also observed for impulsivity, self-regulation, and mindfulness. Collectively, the results suggest that mindfulness-based intervention reduces perceptions of stress and biomarkers of stress and is acceptable among incarcerated ethnic minority youth.
Mindfulness as focused attention and awareness with acceptance is increasingly being promoted and used as a professional development tool for educators to improve their own as well as students’ well-being, stress, and learning climate. Twenty-six K-12 Hawaii teachers and counselors participated in a three-day mindfulness training course as part of a professional development opportunity. Phenomenological, content analyses of educators’ reflections on personal practices revealed feelings of stress associated with classroom/student management and lack of self-care. Reflections also revealed mindfulness practices helping them to become more aware of their unskillful emotional and mental habit patterns, and how to manage stress. Their reflections on implementing three simple mindfulness lesson plans with students revealed favorable perceptions of mindfulness to improve the lives of their students, the ease as well as challenges of incorporating the practices into the classroom, and the enthusiastic adoption and uptake by the students. Research and policy recommendations as well as implications are discussed, particularly as it relates to current challenges and criticisms of secular mindfulness in education.
Mindfulness as focused attention and awareness with acceptance is increasingly being promoted and used as a professional development tool for educators to improve their own as well as students’ well-being, stress, and learning climate. Twenty-six K-12 Hawaii teachers and counselors participated in a three-day mindfulness training course as part of a professional development opportunity. Phenomenological, content analyses of educators’ reflections on personal practices revealed feelings of stress associated with classroom/student management and lack of self-care. Reflections also revealed mindfulness practices helping them to become more aware of their unskillful emotional and mental habit patterns, and how to manage stress. Their reflections on implementing three simple mindfulness lesson plans with students revealed favorable perceptions of mindfulness to improve the lives of their students, the ease as well as challenges of incorporating the practices into the classroom, and the enthusiastic adoption and uptake by the students. Research and policy recommendations as well as implications are discussed, particularly as it relates to current challenges and criticisms of secular mindfulness in education.