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Integrating Trauma Sensitive Mindfulness Interventions Into Urban High Schools for the Benefit of Both Teachers and Students University of Pennsylvania ScholarlyCommons Doctorate in Social Work (DSW) Dissertations School of Social Policy and Practice Spring 5-16-2020 Integrating Trauma Sensitive Mindfulness Interventions into Urban High Schools for the Benefit of both eachersT and Students Jonathan S. Rivers [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations_sp2 Part of the Social Work Commons Recommended Citation Rivers, Jonathan S., "Integrating Trauma Sensitive Mindfulness Interventions into Urban High Schools for the Benefit of both eachersT and Students" (2020). Doctorate in Social Work (DSW) Dissertations. 146. https://repository.upenn.edu/edissertations_sp2/146 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations_sp2/146 For more information, please contact [email protected]. Integrating Trauma Sensitive Mindfulness Interventions into Urban High Schools for the Benefit of both eachersT and Students Abstract Abstract Integrating Trauma-Sensitive Mindfulness Interventions into Urban Public High Schools for the Benefit of both Teachers and Students Jonathan Rivers LICSW Dissertation Chair: Ram Cnaan, Ph.D. The purpose of this dissertation is to create a trauma-sensitive mindfulness curriculum that can be easily implemented in urban secondary schools. Emotional, academic, and behavioral difficulties are common among urban youth as they struggle to cope with the impact of toxic stress and complex trauma. School- based mindfulness instruction has become a popular means of addressing the development of emotional regulation, attention, and performance of students across the country. Growing positive evidence supports the use of mindfulness-based approaches to help adolescents cope with the impact of toxic stress and complex trauma. This dissertation will examine the impact that toxic stress and complex trauma have on both students and teachers at urban secondary schools, discuss the use of mindfulness- based strategies to cope with these issues and ultimately create a mindfulness-based curriculum that can be easily implemented by teachers. Keywords: Mindfulness; Toxic Stress; Complex Trauma; Urban Secondary Education Degree Type Dissertation Degree Name Doctor of Social Work (DSW) First Advisor Ram Cnaan, Ph.D. Second Advisor Thomas E. Owens DSW Keywords Mindfulness; Toxic Stress; Complex Trauma; Urban Secondary Education Subject Categories Social and Behavioral Sciences | Social Work This dissertation is available at ScholarlyCommons: https://repository.upenn.edu/edissertations_sp2/146 Integrating Trauma Sensitive Mindfulness 1 Integrating Trauma Sensitive Mindfulness Interventions into Urban High Schools for the Benefit of both Teachers and Students Jonathan Rivers LICSW A DISSERTATION In Social Work Presented to the Faculties of the University of Pennsylvania In Partial Fulfillment of the Requirements for the Degree of Doctor of Social Work 2019 Ram Cnaan, Ph.D. Dissertation Chair Sara S. Bachman, Ph.D. Dean, School of Social Policy and Practice Dissertation Committee Thomas E. Owens DSW Integrating Trauma Sensitive Mindfulness 2 Dedication To my Mother for always believing in me To my Father for teaching me the value of constant learning To my Wife for being both my foundation and my guiding light To my Children may I somehow offer you these same gifts Integrating Trauma Sensitive Mindfulness 3 Acknowledgments Acknowledgments The author acknowledges and wholeheartedly thanks: • University of Pennsylvania School of Social Policy and Practice for providing me with an exceptional educational experience • Dr. Ram Cnaan, PhD for serving as Chair of my Dissertation Committee and guiding me through this experience with patience and understanding • Dr. Lina Hartocollis, PhD for her support throughout my education as a DSW student at University of Pennsylvania • Dr. Thomas E. Owens DSW for his help in guiding me through the final stages of my dissertation process • The children, teenagers, and families who have shared their stories with me throughout my career and who have unknowingly played a major role in my development both personally and professionally Integrating Trauma Sensitive Mindfulness 4 Abstract Integrating Trauma-Sensitive Mindfulness Interventions into Urban Public High Schools for the Benefit of both Teachers and Students Jonathan Rivers LICSW Dissertation Chair: Ram Cnaan, Ph.D. The purpose of this dissertation is to create a trauma-sensitive mindfulness curriculum that can be easily implemented in urban secondary schools. Emotional, academic, and behavioral difficulties are common among urban youth as they struggle to cope with the impact of toxic stress and complex trauma. School-based mindfulness instruction has become a popular means of addressing the development of emotional regulation, attention, and performance of students across the country. Growing positive evidence supports the use of mindfulness-based approaches to help adolescents cope with the impact of toxic stress and complex trauma. This dissertation will examine the impact that toxic stress and complex trauma have on both students and teachers at urban secondary schools, discuss the use of mindfulness-based strategies to cope with these issues and ultimately create a mindfulness-based curriculum that can be easily implemented by teachers. Keywords: Mindfulness; Toxic Stress; Complex Trauma; Urban Secondary Education Integrating Trauma Sensitive Mindfulness 5 Table of Contents Dedication ............................................................................................................................. 2 Acknowledgments.................................................................................................................. 3 Abstract................................................................................................................................. 4 Chapter 2 ............................................................................................................................ 20 Chapter 3 ............................................................................................................................ 33 Figure 1 .............................................................................................................................................................. 33 Chapter 4 ............................................................................................................................ 50 Purposeful Attention ................................................................................................................... 55 Nonjudgmental Attention ........................................................................................................... 56 Present Moment Awareness ........................................................................................................ 57 Guidelines for Implementing Trauma-Sensitive Mindfulness ..................................................... 59 Safety .......................................................................................................................................... 59 Relationships .............................................................................................................................. 61 Window of Tolerance .................................................................................................................. 63 Figure 2 .............................................................................................................................................................. 64 Body-Focused Care ..................................................................................................................... 66 Summary .................................................................................................................................... 69 Chapter 5 ............................................................................................................................ 73 Introduction ................................................................................................................................ 73 Using This Curriculum ............................................................................................................... 73 Creating Relevance ..................................................................................................................... 74 Creating Connections ................................................................................................................. 74 Working with Resistance ............................................................................................................ 76 Teacher Participation ................................................................................................................. 76 Implementation of the Be Easy Curriculum ................................................................................ 78 The Be Easy Curriculum Activities ............................................................................................. 79 Whip Arounds .................................................................................................................................................. 79 How to Use ........................................................................................................................................................ 79 Discuss ..............................................................................................................................................................
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