Applying Psychology in Portland Speaker Series:
Mindfulness in Portland-area Schools (May 20th, 2021)
The Applying Psychology in Portland speaker series is hosted by the Department of Psychology at Portland State University with support from the College of Liberal Arts and Sciences Dean’s Office to highlight the ways that faculty and students from the Department of Psychology are making a difference in the lives of people in the Portland area. This event highlighted the work of faculty and students from the PSU Department of Psychology to implement and study the effects of mindfulness-based interventions in our local public schools.
Speakers.
Dr. Robert Roeser
Former Professor at Portland State University, Current Bennett Pierce Professor of Caring and Compassion and Professor of Human Development and Family Studies at Penn State University
Former Professor at Portland State University, Current Bennett Pierce Professor of Caring and Compassion and Professor of Human Development and Family Studies at Penn State University
- Leading expert on mindfulness in education who presented on the psychological science behind mindfulness-based interventions, including what mindfulness-based interventions are, how they work, and what research says about their effects on supporting teachers and students.
Dr. Andrew Mashburn
Portland State Professor of Applied Developmental Psychology
Portland State Professor of Applied Developmental Psychology
- Presented results from a new study of mindfulness training involving 58 middle school teachers from Portland Public Schools. Described a current PSU study of MindUP, a mindfulness-based program for local preschool teachers and children.
Corina McEntire
Research Associate and Implementation Director at Portland State
Research Associate and Implementation Director at Portland State
- Leads the implementation of mindfulness in schools, and demonstrated mindfulness-based practices implemented by teachers and students.
Missed the Live Presentation?
Watch the presentation and the Q&A session below
Resources & More Information.
Promoting Empathy, Awareness and Compassion in Education (PEACE) Program:
Purpose: "We focus scientific attention on mindfulness, empathy, and compassion to improve health and well-being for children, youth, and their caregivers."'
https://www.prevention.psu.edu/peace/
https://www.prevention.psu.edu/peace/
Teacher Wellness & Mindfulness:
- Research Brief on Teacher Stress & Health from Penn State:
- Teacher Stress & Health: Effects on Teachers, Students, and Schools Video from Penn State:
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Publications on Mindfulness.
Journal Articles:
Roeser, R.W., Mashburn, A.J., Skinner, E.A., Taylor, C., Choles, J.R., Rickert, N.P., ... Sorenson, J. (in press). Mindfulness Training Improves Middle School Teachers’ Occupational Health, Well-being, and Interactions with Students in their Most Stressful Classrooms. Journal of Educational Psychology.
Braun, S. S., Roeser, R.W., & Mashburn, A. J. (2020). Results from a pre-post, uncontrolled pilot study of a mindfulness-based program for early elementary school teachers. Pilot and Feasibility Studies, 6, 1-12.
Braun, S. S., Cho, S., Colaianne, B. A., Taylor, C., Cullen, M., & Roeser, R.W. (2020). Impacts of a Mindfulness-Based Program on Teachers’ Forgiveness. Mindfulness, 11, 1978-1992.
Tumminia, M. J., Colaianne, B. A., Roeser, R. W., & Galla, B. M. (2020). How is mindfulness linked to negative and positive affect? Rumination as an explanatory process in a prospective longitudinal study of adolescents. Journal of Youth and Adolescence, 49, 2136-2148.
Roeser, R.W., Galla, B.M. & Baelen, R.N. (2020). Mindfulness in the Schools: Evidence on the Impacts of School-Based Mindfulness Programs on Student Outcomes in P-12 Educational Settings. Policy Brief for Robert Wood Johnson Foundation.
Roeser, R.W. (2019). Towards a Developmental Contemplative Science. Human Development. DOI: 10.1159/000503824.
Abujaradeh, H., Colaianne, B.A., Roeser, R.W., Tsukayama, E. & Galla, B.M. (2019). Evaluating the psychometric properties of a short-form Five Facet Mindfulness Questionnaire in high school students. International Journal of Behavioral Development, 44, 20-30. DOI: 10.1177/0165025419873039.
Colaianne, B.A., Galla, B.M., & Roeser, R.W. (2019). Perceptions of mindful teaching and longitudinal change in high school students’ mindfulness and compassion. International Journal of Behavioral Development, 44, 41-50. DOI: 10.1177/0165025419870864.
Dvorakova, K, Greenberg, M.T. & Roeser, R.W. (2019). On the role of mindfulness and compassion skills in students’ coping, wellbeing, and development across the transition to college: A conceptual analysis. Stress and Health, 35, 146-156.
Rickert, N.P., Skinner, E.A., & Roeser, R.W. (2019). Development of a multidimensional, multi-informant measure of teacher mindfulness as experienced and expressed in the middle school classroom. International Journal of Behavioral Development, 44, 5-19. DOI: 10.1177/0165025419881724
Crain, T., Schonert-Reichl, K. & Roeser, R.W. (2017). Cultivating teacher mindfulness: Effects of a randomized-controlled trial on work, home, and sleep outcomes. Journal of Occupational Health Psychology, 22, 138-152.
Roeser, R.W. & Eccles, J.S. (2015). Mindfulness and compassion in human development: Introduction to the special section. Developmental Psychology, 51, 1-6.
Roeser, R.W. & Pinela, C. (2014). Mindfulness and compassion training in adolescence: A developmental contemplative science perspective. New Directions in Youth Development, 9-24.
Rao, M.A., Berry, R., Gonsalves, A., Hastak, Y., Shah, M., & Roeser, R.W. (2013). Globalization and the Identity Remix Among Urban Adolescents in India. Journal of Research on Adolescence, 23, 9-24.
Roeser, R.W. (2013). Mindfulness and Human Development: Introduction to the Special Issue. Journal of Human Development. 10, 1–11.
Roeser, R.W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., Oberle, E., Thomson, K., Taylor, C. & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787-804. DOI: 10.1037/a0032093.
Benn, R., Akiva, T., Arel, S., & Roeser, R.W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48, 1476-1487.
Mind and Life Education Research Network (MLERN) (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6, 146–153.
Roeser, R.W. & Zelazo, P.D.R. (2012). Contemplative science, education and child development: Introduction to the Special Section. Child Development Perspectives, 6, 143-145.
Roeser, R.W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6, 167–173.
Roeser, R.W. (2012). Mindfulness as a self-care strategy for emerging adults. Focal Point: Young Adults & Mental Health – Healthy Body – Healthy Mind, 26, 11-14.
Book and Book Chapters:
Hulburt, K.J., Colaianne, B.A. and Roeser, R.W. (2020). The Calm, Clear, and Kind Educator: A Contemplative Educational Approach to Teacher Professional Identity Development. In Ergas, O. and Ritter, J.K. (Eds.) Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research (Advances in Research on Teaching, Vol. 34), 17-36. Emerald Publishing Limited. https://doi.org/10.1108/S1479-368720200000034001
Taylor, C., Jennings, P.A., Harris, A., Schussler, D.L. & Roeser, R.W. (2019). Embodied teacher mindfulness in the classroom: The Calm, Clear, Kind Framework. In P.A. Jennings, A. Demauro, & P. Mischenko (Eds.), Mindfulness in Schools: Transforming School Cultures through Mindful Awareness and Compassion. NY: Norton.
Cullen, M. Brito-Pons, G. & Roeser, R.W (2019). Mindfulness-based Emotional Balance: History of Development, Curriculum and Research. In I. Ivtzan (Ed.), Handbook of Mindfulness-Based Programmes: Mindfulness Interventions from Education to Health and Therapy (pp. 64-76). NY: Routledge.
Roeser, R.W. (2016). Mindfulness in students’ motivation and learning in school. In K. Wentzel & D. Miele (Eds.), Handbook on Motivation at School (pp. 385-407). New York: Taylor & Francis.
Roeser, R.W. (2016). Processes of teaching, learning and transfer in mindfulness-based interventions (MBIs) for teachers: A Contemplative Educational Perspective. In K. Schonert-Reichl & R.W. Roeser (Eds.), Handbook of Mindfulness in Education: Theory, Research, Practice and Future Directions. New York: Springer.
Roeser, R.W. (2014). The emergence of mindfulness-based interventions in educational settings. In T. Urdan and S. Karabenick (Eds.), Motivational Interventions (pp. 379-419). Emerald Group Publishing Limited.
Roeser, R.W., Vago, D.R., Pinela, C., Morris, L. S., Taylor, C., & Harrison, J. (2014). Contemplative Education: Cultivating ethical development through mindfulness training. In L. Nucci, D. Narvaez & T. Krettenauer (Eds.) Handbook of Moral and Character Education, (pp. 223-247). New York: Routledge.
Schonert-Reichl, K. & Roeser, R.W. (2016). Mindfulness in education: Introduction and overview of the handbook. In K. Schonert-Reichl & R.W. Roeser (Eds.), Handbook of Mindfulness in Education: Theory, Research, Practice and Future Directions. New York: Springer.
Questions about this research? Reach out to Dr. Andy Mashburn for more information