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There is an initial research base, with a limited number of studies showing that as a cognitive—behavioral intervention for vulnerable students, “Quiet Time” improves the physical, social, emotional, psychological, and cognitive functioning and has the potential to enhance psychosocial strengths and coping abilities.
Wisner, Jones, and Gwin (2010)
Increased intelligence and creativity
Intelligence 29: 419-‐440, 2001
Reduction in teacher burnout and perceived stress
Permanante Journal 18 (1): 19-‐23, 2014
Enhanced ability to pay attention, improved concentration, and
decreased anxiety.
Beauchemin et al., 2008; Rosaen & Benn, 2006; So & Orme-‐Johnson, 2001; Wisner, 2008
Improved emotional and behavioral self-regulation, frustration tolerance, and self-control
Barnes, Bauza, & Treiber, 2003; Barnes, Davis, et al., 2004; Barnes, Treiber, & Davis, 2001; Barnes, Treiber, & Johnson, 2004; Rosaen & Benn, 2006; Wisner, 2008
Improved self-esteem Benson et al., 1994
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Facilitates emotional intelligence Rosaen & Benn, 2006
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Positive effects on school climate Wisner, 2008
21% increase in high school graduation rate
Education 133 (4): 495-‐500, 2013
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10% improvement in test scores and GPA
Education 131: 556–565, 2011
Increased attendance and decreased suspensions for high school students
Health and Quality of Life Outcomes 1:10, 2003
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Reduced ADHD symptoms and symptoms of other learning
disorders Mind & Brain: The Journal of Psychiatry 2 (1): 73-‐81, 2011
What is Focused Quiet Time?
TWO PATHS: Mindfulness or Relaxation
Response
Mindfulness is a particular way of paying attention. It is the mental faculty of purposefully bringing awareness to one’s experience. Mindfulness can be applied to
sensory experience, thoughts, and emotions by using sustained attention and noticing our
experience without reacting.http://www.mindfulschools.org/about-‐mindfulness/mindfulness/
http://www.mindfulschools.org/about-‐mindfulness/mindfulness/
"The relaxation response is a physical state of deep rest that
changes the physical and emotional responses to stress... and the opposite of the fight or flight
response."
http://www.relaxationresponse.org/
Typically involves the use of secular techniques that are not used within
a spiritual or religious context.
Wisner, Jones, & Gwin, School-‐based Meditation Practices for Adolescents
Involves bodily movement and concentration on the breath.
Typically takes place in a quiet location and requires an
open, nonjudgmental attitude.
National Center for Complementary and Alternative Medicine [NCCAM],2007
CONCLUSIONS
Preliminary research with adolescents suggests that “quiet time”, as a cognitive-behavioral
intervention, has positive implications for the functioning of
students.Barnes et al., 2001, 2003; Barnes, Davis, et al., 2004; Barnes, Treiber, & Johnson, 2004; Beauchemin et al, 2008; Benson et al., 1994; Rosaen & Benn, 2006; So, & Orme-‐Johnson, 2001; Wisner, 2008
Students experiencing high levels of stressful life circumstances, physical or emotional health
concerns, learning problems that involve difficulty paying attention
or concentrating, or low self-esteem may be particularly helped by this
type of intervention.
Wisner, Jones, & Gwin / School-‐based Meditation Practices for Adolescents
Questions?