IPPA WC 2023 Cultivating Awareness and Resilience In Education (CARE) for educators- A mindfulness-based professional development program aimed at improving wellbeing in schools (#62)
Background: Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to promote social and emotional competence and wellbeing of educators through the use of practical mindfulness, emotional awareness and regulation, and caring and compassion skills that can be used in and outside of the workplace. Most professional development for educators focuses on curriculum delivery or student services. CARE is different because it promotes core skills and dispositions educators need to create and maintain supportive learning environments while retaining their wellbeing and love of their work. CARE has been studied across multiple efficacy and effectiveness trials and has been shown to positively affect teachers' wellbeing and improve the classroom environment (Jennings et al. 2011, 2013, 2017, 2019; Schussler et al, 2019). Research with educational leaders has also shown improved relationships with others (Mahfouz, 2018).
Aims: Thu purpose of this presentation is to provide an overview of the CARE program and an opportunity to experience some of the practices used to support wellbeing of educators.
Method: This session will provide a sampling of some of the mindfulness-based practices provided in the larger CARE Curriculum. An brief overview of the program and the research supporting it will be provided. Participants will also have time to ask questions about the practices and the research.
The session facilitator is a Certified Facilitator and Master Trainer for the CARE Program as well as being an author on multiple program-related publications.
- Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. https://doi.org/10.1037/spq0000035
- Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019). Long-term impacts of the CARE program on teachers’ self-reported social and emotional competence and well-being. Journal of School Psychology, 76, 186–202. https://doi.org/10.1016/j.jsp.2019.07.009
- Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S. L., Oh, Y., Davis, R., Rasheed, D., DeWeese, A., DeMauro, A. A., Cham, H., & Greenberg, M. T. (2017). Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 1–19. https://doi.org/10.1037/edu0000187
- Mahfouz, J. (2018). Mindfulness training for school administrators: effects on well-being and leadership. Journal of Educational Administration, 56(6), 602–619. https://doi.org/10.1108/JEA-12-2017-0171
- Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. The Journal of Classroom Interaction, 46(1), 37–48. http://www.jstor.org/stable/23870550
- Schussler, D., DeWeese, A, Rasheed, D., DeMauro, A. A., Doyle, S. L., Brown, J.L., Greenberg, M. T., Jennings, P.A. (2019) The relationship between adopting mindfulness practice and reperceiving: A qualitative investigation of the CARE for Teachers program. Mindfulness (10), p. 2567–2582. 10.1007/s12671-019-01228-1
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