The Study of Mindfulness Techniques on the Behavior and Emotions of Students Essay

Students experience stress to another extent, causing them to lash out and put themselves in positions where they wouldn’t usually be in. This stress can lead to anger, anxiety, depression, and externalizing behaviors, leaving students not even knowing who they are anymore (Stuart, Collins, Toms, & Gwalla-Ogisi, 2017). The responsibility is then put on the teachers, being in positions of being able to influence their students social, emotional, and behavioral development (Stuart,et.al., 2017).

However, students must be provided with options in order to seek help, being the fact that most students don’t feel comfortable talking to a guidance counselor (Armacost 1990). This is where mindfulness techniques have been implemented in schools, however the number of schools that have these programs are very low. However with the recent research, these programs have been a proactive way to target well-being among students (Foody & Samara, 2018). The problem is not many people are educated about this topic. That is why it wasn’t until my first time participating in a mindfulness program when I decided to look more into it, and be able to spread my knowledge.

In order to get all the support I needed, I formed a research question. My research question was : How are students behavior and emotions affected by practicing mindfulness techniques in schools? Based on that, I proceeded to EbscoHost and started to type in keywords like “Mindfulness”, “Student stress”, “Negative behavior”, and “Counselors” through the advanced search. From there, I limited my search to 2003, with the special case being Armacost (1990). After reading the abstracts that caught by eye, I began to read the articles. After reading a few, I was able to shed light on the popular arguments and furthermore create my sub questions. I was able to find eleven articles that fit into more than one of my sub questions and began my study.

Over the multiple studies done regarding mindfulness meditation (MM), the definition for MM always includes paying attention on purpose, and letting the mind think effortlessly and simply. There are multiple components to MM according to Stuart, et.al., (2017), including, “(a) focus on the breath, (b) tuning into events occurring within the body and mind, and (c) being a witness to one’s own personal experience”. In a different perspective, these components can be categorized into layers of meditation argued by Holzel, Lazar, Gard, Shuman-Oliver, Vago, and Ott (2011), involving attention regulation, body awareness, emotion regulation, and change in perspective on the self (as cited in Martinez & Zhao, 2018). These techniques have been used over the years in many studies, aiming to emerge psychological content from behavior. With more experiential support, these techniques have piloted a new way to handle stress in adolescents, and more specifically, students in schools.

In regard to the psychological health, the positive effects are seen in reduced depression, anxiety and stress, increased overall well-being, self and emotion regulation, positive effect, and resilience. In relation to academics, the outcomes include increased attention, cognitive, academic behavior, feasibility, acceptability, and efficacy (Erbe & Lohrman, 2015). With these results, specific attention has been focused on school-based programs. An important aspect to MM is being able to use the techniques later in life, and in relation, Koshewa (1999) claims students feeling empowered to learn in their school building in the early years will lead to a feeling of empowerment as a citizen in the later years (as cited in Stuart,et.al., 2017).

MM is often used when taking care of patients in a hospital or medical center because of the stress and anxiety that patients experience. In multiple of the studies being done with patient care, all researchers conclude that further research and studies can provide more support for the benefit that MM brings to a stressful and anxious environment. In a study done by Kligler, Harrison, Sackett, Levenson, Kenney, Fleishman, Serra, and Merrell (2011), they evaluated the impact of an Urban Zen Initiative, a technique of MM, on the well belling and experience of inpatient oncology care. There has been little research done with these approaches in inpatient oncology, but the researchers looked into a pilot experience including patients with metastatic breast cancer practicing yoga. Carson, Carson, Porter (2007), found that after practicing yoga, the patients experienced lower levels of pain and fatigue, and higher levels of invigoration and relaxation (as cited in Kligler,et.al., 2011). With these results, there was potential for the Urban Zen Initiative to have the same results in regards to quantitative and qualitative measures.

The quantitative measures consisted of Profile of Mood States Brief Form (POMS-BF) and EuroQol-5D (EQ-FD). POMS-BF measured present mood state or disturbance using six dimensions of affect or mood, including tension-anxiety, depression-dejection, anger-hostility, vigor-activity, fatigue-inertia, and confusion-bewilderment, all that is significant with cancer patients. The patients used a scale in which they would give a self rating on how well the adjectives matched their mood. EQ-5D measured current health states, consisting of five domains, including mobility, self-care, usual activities, pain/discomfort, and anxiety/depression. The qualitative data was measured by interviews and four major themes emerged in the analysis, including fear and its antidotes, “I want to be home”/Impact of the physical environment, symptom control, and learning new things. There was significant changes in for tension, depression, vigor, fatigue, and total mood disturbance for POMS-BF after the patients experiences the Urban Zen initiative. As well as EQ-5D, there was also remarkable changed with the pain and discomfort, as well as mobility.

For the qualitative analysis, many people opened up about their experience. In regard with fear and its antidotes, patients were experiencing major stress and fear of the unknown treatments they were going through. After their urban zen experience, there was a sense of connection around the caring atmosphere they were in. In the “I want to be home” theme, the urban zen physical space took away the the hospital experience, and brought them to a feeling of peace that reminded them of home. For symptom control, the breathing and yoga techniques were very beneficial to insomnia, anxiety, constipation, fatigue, shortness of breath, and pain. Lastly, the theme learning new things was very interesting to the patients because they were very passionate about moving forward, and counting what they have learned when they returned home (Kligler,et.al., 2011).

According to Even and Quast (2017, pg.2), “schools may represent the best opportunity to provide young people with necessary access to mental health care”. As years go by, college and education become more and more competitive which increases the stress and anxiety of students. In addition, education isn’t the only thing contributing to student stress. There is duties to be done at home, extra curricular activities, and friendships. In an article written by Robert L. Armacost (1990, pg.1), he asserts, “Extreme effects of stress on teenagers are documented daily by the media in terms of suicide, and drug and alcohol abuse, and are well known to school counselors through their daily experiences with students”. With school counselors and teachers spending daily experiences with students in an environment where students experience stress the most, the concern has came up if they are responsible with providing them with the right mental health care.

A worldwide stress problem students face is bullying. In fact, Foody and Samara (2018) state that schools are a prominent factor in the social life of a student and promoting a safe and secure environment for them to interact with other peers, therefore school’s being the best place to implement anti-bullying programs. The problem is, most programs involve speaking up, and talking to a counselor, parents, and teachers. In a study done by Armacost (1990), questionnaires were administered to students including stress-related questions and most importantly, support by school staff. The results revealed that 55% of the responding students said they would not feel comfortable discussing a personal problem with anyone on the school staff (Armacost, 1990). This is where MM has been put into place and has had a direct positive effect on behavior, including bullying. Not only has MM been linked to empathy and perspective talking with students, but also has been linked to positive bystander behavior (Foody,et.al., 2018).

This is why it is seen to be imperative that schools provide their students with the right mental health care, improving behavior, well-being, and academic performance. According to Ryan Erbe and David Lohrman (2015), practicing MM techniques within a school setting leads to a healthier school environment, including both the physical and social-emotional environment. In order for this to happen, the school staff must be well informed and enlightened on the potential these programs hold for their students and community. With this knowledge, educators concerned with their students building compassionate relationships, supporting each other, or even coping with trauma, will be able to incorporate mindfulness training.

Weist (1998) argues that the high occurrence of negative school behavior is somewhat related to psychological stress and with this rise of anger and violence has influenced a greater level of anxiety among students (as cited in Barnes, Bauza, Treiber, 2003). There are little school systems that have implemented a program trying to reduce school behavior that is both easy and effective. Barnes, et.al., (2003), isistes that it is of great urgency that we address this problem and the negative school behavior all at once by testing promising intervention programs.

In a study done by Martinez, et.al., (2018), MM was used to estimate the techniques on the amount of times students left the classroom due to office discipline referrals. The students were instructed to wear a Muse Headband that took them through a guided mindfulness training from October 2016 to March 2017, once a week. In this treatment group, participants’ office referrals were reduced tremendously from 6.33 to 1.78, showing a direct relationship between the mindfulness training and lowering the number of office referrals.

Zelazo & Cunningham (2017) concluded that by using this technique to avoid negative behavior, students have a stronger ability to avoid overreacting, paying attention, and have the opportunity to stay in their classroom learning environment (as cited in Martinez,et.al.,2018). Martinez,et.al., (2018), suggests also that MM not only helps with this negative behavior, but also academics as well. Before as the students were getting in trouble, they were missing important academic content instruction. This time missed in class can gradually lead to higher dropout rates and achievement gaps.

Harpin, Rossi, Kim, and Swanson (2016) conducted a study and hypothesized that the students involved in the mindfulness intercession will display increased prosocial behaviors, managed emotions, and show higher academic records. The students went through a 10- week mindfulness training for 10 weeks using an amalgam of mindfulness curriculums. Furthemore, the mindfulness techniques not only helped them in the classroom, but also when the students were faced with other challenges. For example, Harpin, et.al., (2016) reported that students were using these techniques “before a test”, “at night so my voice in my head would go away”, “avoiding fights”, and “when my sisters make me angry”. These results exhibited the increase in the overall positive behavior and academic achievement seen by both the teachers and the students.

It has become visible to the public that racial and ethnic minority groups experience higher levels of stress due to having more exposure to violence, acculturation pressure, and schooling process (Elder, Nidich, Colbert, Hagelin, Grayshield, Oviedo-Lim, Rainforth, Jones, Gerace 2011). Close and Solberg (2008), contend that in racial and ethnic minority groups, there is lower self-efficacy, higher chance of alcohol abuse, and lower graduation rates due to these socio-cultural factors (as cited in Elder, et.al.,2011). A study done by Edler, et.al., (2011) focused on these racial and ethnic minority students participating in the Transcendental Meditation Program twice a day at their school, taught by their teachers, for 10-15 minutes and were encouraged to practice at home. The results showed there was a severe cutback in both the anxiety and depressive symptoms, and includes these programs are valuable for taking care of all students, and especially racial and ethnic students. (Edler, et.al., 2011).

In another study done by Ramadoss and Bose (2010), a mindfulness technique, yoga, was administered to Alameda County Juvenile Justice Center, over one third of the participants coming from low income families, being able to qualify for free or reduced-price lunches. Students coming from low income families have higher levels of stress and anxiety due to the little resources they have in order to cope, negatively impacting their academic skills (Harpin, et.al., 2016). The classes were administered throughout the week, designed to target physical, emotional, intellectual, and social managements by yoga poses and breathing exercises. The results showed a significant decrease in both stress and self-control, leading to better decisions in resolving conflicts and improving self-awareness which is crucial for both incarcerated inmates and low income adolescents.

In conclusion, mindfulness techniques have benefitted students when they needed another option other than the school counselor or talking to a parent about a problem or stress they are facing. Also, it brings techniques that can be used outside the classroom, and even in health care facilities. There is further research to be done in order to implement more programs into schools, but it is on the right step in order to reduce negative behavior, and promote well being and academics. My proposal is to spread the word, and enlighten people on the potential these programs can bring to our students. My way of doing that is by hosting my own mindfulness class, aimed at helping insomnia, so teachers and students can experience first hand.

References

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