A Pedagogy of Well-Being: Introducing Mindfulness to First Year Access Students
Keywords:dfulness, Well-Being, University 101, Medicine Wheel of Learning, Indigenous Education, Aboriginal Access Program
This article examines the impact of introducing mindfulness practices to an Access (developmental) course aimed at first-year students. As a pathway to well-being, the cultivation of mindfulness supports the harmonious balance of the physical, emotional, mental, and spiritual dimensions of the self. An ancillary aim of this qualitative study is to examine the similarities between mindfulness practices and traditional teachings of First Nation, Inuit and Métis First Peoples of Canada. Using precepts from the Medicine Wheel of Learning, the content of a developmental course entitled University 101 was adapted to incorporate Indigenous traditions of teaching and learning. Acknowledging this holistic approach, circles of learning were used to introduce and to apply new concepts. Formal and informal mindfulness practices emphasizing breath awareness, movement, and being present were regular components of the course. This article focuses on the analysis of interview questions exploring the impact of mindfulness practices on first-year Aboriginal Access students.
Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The Protective effects of mindfulness against burnout among educators. The Psychology of Education Review, 37(2), 57-69.
Aboriginal Programs and Services University of British Columbia. Retrieved June 15, 2017, from http://students.ok.ubc.ca/aboriginal/welcome.html
Albrecht, N., Albrecht, P., & Cohen, M. (2012). Mindfully teaching in the classroom: A literature review. Australian Journal of Teacher Education, 37(12), pp.1-14.
Archibald, J. (1995). Locally Developed Native Studies Curriculum. In M. Battiste and J. Barman (Eds.), First Nations Education in Canada: The Circle Unfolds. Vancouver: UBC Press
Archibald, J., Pidgeon, M., & Hawkey, C. (2009). Aboriginal transitions: Undergraduate to graduate studies. AT: U2G Phase I final report. Research Report. University of British Columbia. Vancouver. Retrieved from www.aboriginaltransitions.ca
Armstrong, J. (2005). Okanagan education for sustainable living: As natural as learning to walk or talk. In M. Stone & Z. Barlow (Eds.), Ecological literacy: Educating our children for a sustainable world. (pp. 80-84). San Francisco, CA: Sierra Club Books.
Barefoot, B. O. (Ed.). (1993). Exploring the evidence: Reporting outcomes of freshman seminars (Monograph No. 11). Columbia, SC: University of South Carolina, National Resource Center for The Freshman Year Experience.
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education and the Minister of Indian Affairs. Ottawa, ON: Indian and Northern Affairs Canada (INAC).
Bopp, J., Bopp, M., Brown, L., & Lane, P. (2004). The sacred tree. Twin Lakes, WI: Lotus Press.
Broderick, P. C. (2013). Learning to BREATHE: A mindfulness curriculum for adolescents. Oakland, CA: New Harbinger.
Broderick, P. C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, pp. 35–46.
Claypool, T. & Preston, J. (2011). Redefining learning and assessment practices impacting Aboriginal students: Considering Aboriginal priorities via Aboriginal and Western worldviews. Indigenous Education, 17(3), pp. 84-95. Retrieved from: http://ineducation.ca/index.php/ineducation/article/view/74.
Cullen, M. (2011). Mindfulness-based interventions: An emerging phenomenon. Mindfulness, 2(3), pp.186–193. doi: 10.1007/s12671-011-0058-1. Retrieved from: http://link.springer.com.ezproxy.library.ubc.ca/article/10.1007%2Fs12671-011-0058-1
Cuseo, J. (2003). Comprehensive academic support for students during the first year of college. In G. L. Kramer & Associates, Student academic services: An integrated approach (pp. 271-310). San Francisco: JosseyBass.
de Bruin, E., Meppelink, R. & Bögels, S. (2014). Mindfulness in Higher Education: Awareness and Attention in University Students Increase During and After Participation in a Mindfulness Curriculum Course. Mindfulness. DOI 10.1007/s12671-014-0364-5
Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235. doi:10.5502/ijw.v2i3.4
First Nations Education Steering Committee (FNESC). (2008). First peoples principles of learning. Retrieved from http://www.fnesc.ca/wordpress/wp content/uploads/2011/03/PIPEL-6342c-FNESC-Learning-First-Peoples-poster-11x17.pdf. http://www.fnesc.ca/resources/publications/
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K. and Davidson, R. J. (2013). Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy. Mind, Brain, and Education, 7: 182–195. doi: 10.1111/mbe.12026
Gardner, J. N. (1980). University 101: A concept for improving teaching and learning. Columbia, SC: University of South Carolina. (ERIC Reproduction Service No. 192 706).
Gardner, J. N. (1981). Developing faculty as facilitators and mentors. In V. A. Harren, M. N. Daniels & J. N. Buck (Eds.), Facilitating students’ career development (pp. 67-80). New Directions for Student Services, No. 14. San Francisco: Jossey-Bass.
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
Glaser, B. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research .Chicago: Aldine.
Glaser, B. (1992). Basics of Grounded Theory Analysis.Cambridge, UK. Cambridge University Press.
Goleman, D. (2008). Introduction to building emotional intelligence: Techniques for cultivating inner strength in children. Boulder: Sounds True.
Hettler, W. (1979). The six dimensions of wellness model. Retrieved from hettler.com/hi story
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), pp. 144-156. doi: 10.1093/clipsy.bpg016.
Kabat-Zinn, J. (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. (2nd Ed.) New York: Dell.
Kirkness, V. J., & Barnhardt, R. (1991). First Nations and higher education: The four R’s—respect, relevance, reciprocity, responsibility. Journal of American Indian Education, 30(3), 1–15. Retrieved from http://jaie.asu.edu/v30/V30S3fir.htm
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
Langer, E.J. (1989). Minding matters: The consequences of mindlessness-mindfulness. Advances in Experimental Social Psychology, 22, pp.137-173.
Lantieri, L. (2008). Building emotional intelligence: Techniques for cultivating inner strength in children. Boulder: Sounds True.
Mackenzie, E. (2015). Mindfulness training. A transdisciplinary approach to assessing efficacy in education. In K. Ragoonaden (Ed.), Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman Littlefield.
Mayol, M. H., Scott, B. & Schreiber, J. (2013). Multi-dimensional wellness outcomes among undergraduate students: A comparison study. Unpubl ished manuscript, Department of Kinesiology/Department of Psychology, Uniiversity of Indianapolis, Indianapolis, Indiana.
Meiklejohn, J., Phillips, C., Freedman, M.L., Griffin, M.L, Biegel, G., Roach, A., Frank, J., Burke, C., Pinger, L., Soloway, G., Isberg, R., Sibinga, E., Grossman, L., & Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Springer Science and Business Media. doi: 10.1007/s12671-012-0094-5.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
Miller, J. (2007). The Holistic Curriculum (2nd Edition). Toronto: University of Toronto Press.
Moliver, N. (2010). Psychological wellness, physical wellness, and subjective vitality in long-term yoginis over 45. Published Thesis. ProQuest LCC. Retrieved from http://www.docstoc.com/docs/77553690/Psychological-wellness-physical-wellness-and-subjective-vitality-in-long-term-yoginis-over-45
Ogbu, J. U. (1982). Cultural discontinuities and schooling. Anthropology and Education Quarterly, 13(4), 290–307. Retrieved from doi.org/10.1525/aeq.1982.13.4.05x1505w
Nielson, T.W. (2008). Towards pedagogy of giving for well-being and social engagement. In Terence Lovat, Ron Toomey & Neville Clement (Eds). International Research Handbook on Values Education and Student Wellbeing. pp 617-630
Pidgeon, M., Archibald, J., & Hawkey, C. (2014). Relationships matter: Supporting Aboriginal Graduate students in British Columbia, Canada. The Canadian Journal of Higher Education(44)1-21.
Ragoonaden, K. (Ed). (2015). Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman & Littlefield.
Ragoonaden, K. & Mueller, L. (2017). Culturally Responsive Pedagogy in Higher Education: Indigenizing Curriculum. Canadian Journal of Higher Education. 47(2), 22-46.
Rechtschaffen, D. (2014). The Way of Mindful Education. New York, NY: W.W. Norton & Company, Inc.
Ritchhart, R. & Perkins, D. (2000). Life in the mindful classroom: Nurturing the disposition of mindfulness. Journal of Social Issues, 56(1), pp. 27- 47.
Roeser, R.W., Peck, S.C. & Nasir, N.S. (2006). Self and identity processes in school motivation, learning, and achievement. In P.A. Alexander &P.H. Winne, (Eds.). Handbook of educational psychology, 2nd edition (pp. 391-424 ). Mahwah, NJ: Lawrence Erlbaum.
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. doi: 10.1111/j.1750-8606.2012.00238.x
Saltzman, A. (2014). A still quiet place. Oakland, CA: Harbinger Books.
Schoeberlein, D., & Sheth, S. (2009). Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything. Somerville, MA: Wisdom Publications.
Seligman, M. E. P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press/Simon and Schuster.
Seligman, M. E. P. (2011). Flourish. New York: Free Press.
Soloway, G. B., Poulin, P., & Mackenzie, C. S. (2011). Preparing new teachers for the full catastrophe of the 21st century classroom: Integrating mindfulness training into initial teacher education. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of pre-service and in-service teacher education, (pp.219-227). Lanham: R and L Education. Retrieved from: http://www.geoffreysoloway.com/files/44203361.pdf.
World Health Organization. (2012). Preamble to the Constitution of the World Health Organization as adopted by the International Health Conference, New York, 19-22 June, 1946; signed on 22 July 1946 by the representatives of 61 States (Official Records of the World Health Organization, no. 2, p. 100) and entered into force on 7 April 1948. Retrieved from http://www.who.int/kobe_centre/about/faq/en/