4050 DQ RESP 7


Unit 7 Discussion Forum
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Choose one of the evidence-based coping interventions listed in your textbook and describe how it is effective in promoting well-being (e.g., mindfulness, ACT, expressive writing, etc.). Then, find a research article that addresses the approach with a wellness outcome (e.g., reduced depression; increased physical exercise; reduced alcohol use; reduced stress). Share the main findings with the class and why you were interested in the article.


This year has been nothing short of stressful and crazy in the world of education. As a NYC DOE teacher, we have been faced with many challenges through the reopening of schools. How do we cope with the stress that teaching brings while incorporating new blended learning models into our practice? How can we ensure the students are learning but that their emotional and social needs are being met as well? NYC decided to incorporate mindfulness as a method of coping into everyday school curriculums. For me, I complete mindfulness activities in my classroom in the morning, during our morning advisory meeting, to kickstart the day. We begin by reviewing the mindfulness activity, usually lasting from one to five minutes (we are beginning this process slowly) and then I give the students free time to draw or color if there is time to. So, we begin with breathing exercises, or a mindful minute. We focus on breaths, imagery, or sometimes listen to a short-guided meditation for mindfulness (there are tons for kids)!

Research suggests that mindfulness can help relieve stress and improve sleep, as well as improve overall mental health and chronic pain. For my students, this pain may look like the trauma of isolation and anxiety with the new school year or having to be jolted into remote/online learning last year. It can be anxiety around social or emotional family situations at home or the unpreparedness of coming into this current school year. According to Mak, Whittingham, Cunnington, & Boyd (2018), research has suggested that mindfulness is critical to helping the adolescent brain prepare for attention-based tasks and engage in different executive functions. The intervention trials within the study promoted different mindfulness tasks such as traiditonal meditation, deep breathing and yoga. These tasks were evaluated based on efficacy and stress-reduction. Results indicated that mindfulness-based interventions during any time of a child or adolescents daily functioning can enhance executive functioning and attention. Further research should be conducted to show the effectiveness with regard to school learning, however. I was interested in the article because I have begun using mindfulness in my classroom, as mentioned previously, and I think it is especially helpful in calming the body and getting ready to learn within a school setting. So far it has proven to be beneficial for my students.


Mak, C., Whittingham, K., Cunnington, R., & Boyd, R. N. (2018). Efficacy of mindfulness-based interventions for attention and executive function in children and adolescentsA systematic review. Mindfulness, 9(1), 59-78. http://dx.doi.org.tcsedsystem.idm.oclc.org/10.1007/s12671-017-0770-6


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