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Mindful School: Transforming School Culture through Mindfulness and Compassion

by Patricia A. Jennings Guilford Publications
Pub Date:
07/2019
ISBN:
9781462539994
Format:
Ebk 271 pages
Price:
AU$65.00 NZ$68.70
Product Status: Available
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Demonstrating the benefits of mindfulness for both educators and students in PreK–12, this book presents flexible models for implementing and sustaining schoolwide initiatives. Compelling case studies show how mindfulness practices can enhance students' academic and social-emotional functioning as well as teacher effectiveness. Chapters review the evidence base for available programs, reflect on lessons learned in real schools, and provide guidance for planning and decision making. The roles of  school leaders, teachers, counselors, and parents in creating a more supportive and compassionate school climate are discussed. Also described are innovative approaches to professional development and preservice teacher training.


 


Audience: School professionals working with children ages 4–17 (grades PreK–12), including principals and other administrators, school counselors and psychologists, teachers, and intervention specialists; teacher educators and graduate students.

Contents
I. Introduction
1. Where Are We Now? Where Are We Going?: Preparing Our Students for an Uncertain Future, Patricia A. Jennings, Anthony A. DeMauro, & Polina P. Mischenko
2. A Selective Review of Mindfulness Training Programs for Children and Adolescents in School Settings, Rebecca N. Baelen, Michael V. Esposito, & Brian M. Galla
II. Examining Roles and Responsibilities for School Transformation
3. Turn and Listen: Strengthening Compassion and Leadership in the Adult Community in Schools, Pamela Seigle, Chip Wood, & Lisa Sankowski
4. Modeling Mindfulness: Principal Leadership and Development for Personal and Organizational Growth, Eleanor Drago-Severson & Jessica Blum-DeStefano
5. Embodied Teacher Mindfulness in the Classroom: The Calm, Clear, Kind Framework, Cynthia Taylor, Patricia A. Jennings, Alexis Harris, Deborah L. Schussler, & Robert W. Roeser
6. Cultivating Passion for Practicing and Teaching Mindfulness: A Multiple-Case Study of Compassionate School Project Teachers, Polina P. Mischenko & Patricia A. Jennings
7. The School Counselor: Change Agent and Collaborator for Holistic Student Well-Being, Rebecca L. Tadlock-Marlo & Meghan Damler
8. Creating Mindful and Compassionate Schools: Including Parents as Partners, J. Douglas Coatsworth, Melissa Ward George, & Aimee Kleisner Walker
III. Looking to the Future
9. Finding Peace in Chaos: Mindfully Prepared Public School Teachers, Richard C. Brown & Elizabeth Grassi
10. Being in School Transformation: Toward Equity and Social Justice, Velma L. Cobb
Index
 

"This is a jewel of a collection of practical, research-based tools for designing mindfulness-based programs for students as well as school staff. Evidence-based programs for a diversity of learners are presented by experts in the field. While acknowledging that mindfulness and compassion practices are not a panacea, the book shows how these programs can indeed make a significant contribution to meaningful school reform, shifting us toward a much-needed holistic educational approach."--Rebecca Alber, EdD, Graduate School of Education and Information Studies, University of California, Los Angeles
Patricia A. Jennings, PhD, is Associate Professor of Education in the Curry School of Education and Human Development at the University of Virginia. She is an internationally recognized leader in the fields of social–emotional learning and mindfulness in education. Dr. Jennings received the Cathy Kerr Award for Courageous and Compassionate Science from the Mind and Life Institute and has been cited by Mindful magazine as one of "Ten Mindfulness Researchers You Should Know." She has published on topics including mindfulness for teachers and compassionate teaching. She spent over 22 years as a teacher, school director, and teacher educator.


 


Anthony A. DeMauro, PhD, is a Contemplative Instructor and Programming Coordinator at the Contemplative Sciences Center of the University of Virginia. In this role, he develops and delivers contemplative learning experiences to the university community. Dr. DeMauro also conducts research on how teachers’ personal mindfulness practices influence their teaching practices, and has taught courses in classroom management and mindfulness for preservice and inservice teachers. Dr. DeMauro delivers professional development programs to K–12 educators through CARE for Teachers and cofacilitates mindfulness retreats for teenagers with Inward Bound Mindfulness Education.


 


Polina P. Mischenko, MEd, is a doctoral candidate in the Curry School of Education and Human Development at the University of Virginia. She conducts research on the experiences of teachers delivering mindfulness-based curricula and on approaches to teaching mindfulness in elementary school settings. She also facilitates mindfulness-based programs and workshops for school faculty and students, and assists local organizations and school districts with their mindfulness-based initiatives. Ms. Mischenko has worked in school settings and education organizations in the United States, Russia, Spain, and Switzerland.