Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice

Duane, Addison; Casimir, Arlène E.; Mims, Lauren C.; Kaler-Jones, Cierra; Simmons, Dena N.

doi:10.1080/00940771.2021.1893593

Cited by 24 publications

(11 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, engaging in universal SEL programming with students with heightened levels of exposure to conflict-related stressors has, in some studies, led to negative effects on their social and emotional functioning and mental health (Tol et al, 2012, 2014). Researchers and educators are increasingly aware of the potential harm of implementing SEL in the absence of a trauma-informed approach (Duane et al, 2021; Kuyken et al, 2022; Pawlo et al, 2019). While SEL programs do not directly address mental health, it is possible that the process of learning-specific SEL skills, for example, learning to explicitly label and discuss negative emotions and thoughts, may trigger painful memories and ruminations among trauma-affected children, further compromising their mental health (P.…”

Section: Sel Programming In Humanitarian Contextsmentioning

confidence: 99%

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Kim¹,

Brown²,

Dolan³

et al. 2023

Journal of Educational Psychology

View full text Add to dashboard Cite

Social and emotional learning (SEL) programs are increasingly embraced by the global humanitarian sector as a potential strategy for supporting refugee children's psychosocial adaptation and learning. However, little evidence is available on the effectiveness of such SEL programs in humanitarian settings. Even less is known about whether such SEL programs can be equally effective, more beneficial, or even harmful, for children who were exposed to higher levels of conflict, in the context of war and/or postmigration settings. This study evaluates the effectiveness of a universal, multicomponent, skill-targeted SEL curriculum embedded in nonformal remedial education programming, the Five-Component SEL (5CSEL), for improving 20 proximal and distal outcomes. The large-scale cluster randomized controlled trial was conducted in 57 community sites (170 classrooms) in Lebanon with 4,289 Syrian refugee children (Mage = 9.16, SD = 2.34; 50% female). It examined both the impact of 5CSEL and the impact variation by children's level of exposure to war violence, family conflict, and school victimization. The findings do not provide conclusive evidence of the effectiveness of 5CSEL. However, we find promising signs of impacts in a number of the outcomes (effect sizes = 0.06–0.18 SD), suggesting the malleability of refugee children's SEL skills across multiple domains when given sufficient, targeted, and comprehensive support. Finally, we find little evidence of variation in impact by the level of exposure to conflict experiences, supporting the arguments for the benefits of universal SEL programming. These results provide promising directions for practitioner communities to invest in further development and revision of the SEL program contents and strategies.

show abstract

Section: Sel Programming In Humanitarian Contextsmentioning

confidence: 99%

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Kim¹,

Brown²,

Dolan³

et al. 2023

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Furthermore, it is crucial to understand that recovery from colonial abuses requires an act of collective, critical resistance, which is possible through engaging in discourses across multiple realities and ways of knowing (Alvarez & Farinde-Wu, 2022). Indeed, the moment White-dominant institutions grab hold of “what works” with interventions, such as mindfulness or social emotional learning, educators should be cautious (Duane et al, 2021).…”

Section: Recommendationsmentioning

confidence: 99%

Disrupting Three Prominent Racialized Trauma Tropes

Alvarez

2023

Educational Researcher

View full text Add to dashboard Cite

School-based actors can uphold racialized systems and White supremacy through the racialized youth trauma narratives they reproduce. With respect to the growing movement to better support trauma-exposed youth inside school contexts, it is imperative that school-based actors avoid perpetuating deficit views of youth of color, who are disproportionately overexposed to traumatic experiences. Drawing on the youth trauma literature and personal experiences with educators, this essay outlines three common trauma tropes: (a) the hearing gunshots trope, (b) the socioeconomic myth trope, and (c) the what happened to them trope. These narratives are viewed as tropes because they function as rhetorical tools that ignite White-racialized ideological responses and perpetuate the racial status quo. In closing, the author shares four recommendations to better support trauma-exposed youth and provides empirical pathways for researchers to further study the race-trauma nexus.

show abstract

“…At its core, mindfulness speaks to an intentional awareness of one’s energy, spirit, and location in the present moment (Kabat-Zinn, 2003), but it may not necessarily disrupt oppressive systems of injustice that drive young people’s high stress and trauma (Torres, 2019). For this reason, educators who want the best for their students, according to Duane and her colleagues (2021), should be mindful themselves to go beyond breathing exercises and “interrogate the Whitewashed version of mindfulness practices, while unpacking the cultural appropriation, weaponization, silencing and erasure that may occur in our classrooms” (p. 12). Essentially, they argue, mindfulness should be affirming, liberatory, and empowering.…”

Section: Pursuing a Holistic Trauma Frameworkmentioning

confidence: 99%

Advancing a Holistic Trauma Framework for Collective Healing From Colonial Abuses

Alvarez

Farinde-Wu

2022

AERA Open

View full text Add to dashboard Cite

In this article, we argue that healing from trauma in a racialized context requires an act of collective, critical resistance whereby educators and researchers reject a White-dominant colonial perspective of trauma on the grounds that it is pathologizing in several ways. We introduce a holistic trauma framework for understanding and responding to trauma within a racialized context. First, our framework seeks to draw on multiple forms of knowledge and experience to gain a deeper sense of trauma, suffering, and healing. Second, it uses an organic approach to promote relationships and support healing. Third, our framework explores multiple timepoints by introducing proactive, interactive, and reactive approaches for addressing trauma more comprehensively. We hope our framework will enhance the field of trauma research, which is, at present, overpopulated by White-dominant, colonial perspectives that mask systemic racial inequities.

show abstract

Beyond deep breathing: A new vision for equitable, culturally responsive, and trauma-informed mindfulness practice

Cited by 24 publications

References 39 publications

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Testing the impact of a skill-targeted social and emotional learning curriculum and its variation by pre- and postmigration conflict experiences: A cluster randomized trial with Syrian refugee children in Lebanon.

Disrupting Three Prominent Racialized Trauma Tropes

Advancing a Holistic Trauma Framework for Collective Healing From Colonial Abuses

Contact Info

Product

Resources

About