Defense Date

5-17-2023

Graduation Date

Summer 8-10-2024

Availability

Immediate Access

Submission Type

thesis

Degree Name

PhD

Department

Counseling, Psychology, & Special Education

School

School of Education

Committee Chair

Ara J. Schmitt

Committee Member

Tammy L. Hughes

Committee Member

Nandini Bhowmick

Keywords

Mindfulness, Chill project, morning meetings, class-wide mindfulness, internalizing behaviors, externalizing behaviors, adaptive behaviors

Abstract

According to Bouchrika (2020), on a scale of 10, American teens rated their stress rate at an average of 5.8, whereas the average stress rate for adults is 3.8. Children with more school problems tend to have more negative and fewer emotions at school and at bedtime (Bai & Repetti, 2017). The most common stressors reported by school-aged children include excessive homework, unrealistic expectations from parents and coaches, peer pressure, standardized testing, and after-school activities (Ryan-Wenger et al., 2005). Schools can address these concerns by providing mental health services within their school settings by collaborating with community agencies within their school settings. In conjunction with a local health care network, school district, and School Psychology Program in Western Pennsylvania, Project CHILL was developed. Additionally, the students were provided with monthly push-in mindfulness sessions. This study will examine the impact of the Mindfulness sessions and access to the Chill Room on the students of a minoritized low-income school district. In addition, this study will list common reasons students participated in the Chill Room and if there were any gender differences.

Language

English

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