Mindful Meditation: Education and Training for the School-aged Child and Adolescent

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Mindful Meditation: Education and Training for the School-aged Child and Adolescent Nancy Weston, BSN, RN, DNP - student KEY FINDING(S) Mental illness is a growing health concern among the pediatric population. With limited mental health resources and professionals unable to meet mental health needs, particularly among the rural and underserved, children and adolescents can greatly benefit from taking a proactive preventative mental health approach through the use of mindfulness meditation. When school-aged children and adolescents are educated and trained in the practice of mindfulness, a healthy mental state is promoted with known preventative effects on the development of psychiatric illness. PURPOSE/OBJECTIVES The overarching goal of this . project was to provide mindful meditation education and training to students (grades 6-8) in order to promote and/or improve mental health practices among children and adolescents.  Provide children and adolescents with information about mindfulness meditation and how it promotes mental health as a practice.  Train students in the practice of mindful meditation.  Evaluate project’s success by administering and reviewing the Five Facet Mindful Questionnaire (FFMQ) delivered pre and post mindfulness education and training, and the Child and Adolescent Mindfulness Measure (CAMM) delivered post mindfulness.  Disseminate project evaluation to teaching staff. BACKGROUND  1 in 5 children in the United States suffer from some form of mental illness.  The severe shortage of mental health care professionals creates a huge barrier to care and subsequent gap in mental health care.  Practicing mindfulness as a preventative technique for mental health issues has good scientific credibility. METHODS  Obtained written consent obtained from school superintendent.  Project plans finalized with school principal and mindfulness educator.  Middle school students met once weekly following a six week education/training schedule.  FFMQ pre and post questionnaire and CAMM administered.  FFMQ pre and post questionnaire and CAMM data reviewed, summarized and disseminated to faculty and students during a school assembly. CONCLUSIONS/IMPLICATIONS GRAPHIC http://blog.tedmed.com/mental-health/ FFMQ pre-questionnaire means 4.5 3.829545455 4 3.602272727 3.5 3 3.159090909 2.869318182 2.818181818 2.5 2 1.5 1 0.5 0 1 Observe Describe Act with Awareness Nonjudge Nonreact FFMQ post-questionnaire means 4.5 3.963855422 4 4.102272727 3.590909091 3.5 3.272727273 3.201298701 3 2.5 2 1.5 1 0.5 0 1 Observe Describe Act with Awareness Nonjudge Nonreact  Students demonstrated enthusiasm and good understanding to mindfulness training sessions.  Comparison of FFMQ pre and post questionnaire and CAMM post questionnaire show improved mindfulness practice among participants.  The program was found to be effective and well received by students and teachers.  Evaluation was used to refine or improve the program as part of the educational program at the school.  The school principal is supportive of establishing the mindfulness program as part of the children and adolescent’s annual school experience.