Leveraging Neuroscience and Education to Prevent Youth Aggression and Violence

Abstract

In 2014, homicide and suicide were the second and third, respectively, largest killers of youth. Violence among youth appears to be increasing and aggression is prevalent in and out of school settings. This paper first summarizes what we think and we know about adolescent brain development from neuroscience and psychology. Next, we discuss the neural correlates of violence contextualizing information within adolescent brain development. Finally, we explore how mindfulness-based and compassion cultivation curriculum, which includes empathy, may positively influence the dysregulation of some of the known neural correlates of violence. The paper concludes with some recommendations for educators and policy-makers to consider in the development of curriculum that seeks to prevent violence and aggression among youth.

Exploring whether mindfulness can enhance ethnic identity among undergraduate and graduate students

“…Administrators may consider providing professional development training for campus staff and faculty so that they are aware of these practices and are given training to teach these strategies inside the classroom or as out-of-class activities. These recommendations are rooted in Phinney’s (1993) theoretical framework for ethnic identity development, the three-stage model of ethnic identity; the findings from this study; and adaptations to mindfulness practice from the “UNESCO MGIEP Mindful Compassion Teacher Training Manual” (Bresciani Ludvik, 2017). Recommendations that educators may want to consider include: Integrate mindfulness methodology and practices into academic curricula, diversity centered programs, and student centered programs targeting minority students.…”

“…To capture regard or positivity about one’s ethnic group membership (Yip, 2014) practices should invite students to think about positive aspects of their group membership. Acknowledge that students come from diverse ethnic backgrounds and may have and may continue to experience overt and covert discrimination, racism, and microaggressions at the hands of other humans. Be mindful about students’ sociocultural influences and modify cultural relevancy, language, modifications, and examples used accordingly (Bresciani Ludvik, 2017). Invite students to think about the context of their environment and observe situations as they occur (AR), be aware their emotions that arise as they experience or think about their experiences in these environments (ER), and think critically about these situations as environmental factors that should not influence ethnic identity (CR). Develop activities that invite students to mindfully explore cultural characteristics, such as values, language, traditions, and customs of the ethnic group in which they identify. Develop activities that guide students to be mindful of their commitment or lack of commitment, and sense of belonging or lack of sense of belonging in the ethnic group in which they identify. Invite students to focus attention to their feelings and thoughts of experiences that have influenced their commitment (or lack thereof) and sense of belonging (or lack thereof) in their ethnic group, so that they may engage in CR of how they experienced their emotions. Develop activities that train AR, ER, CR, and mindfulness practices as tools that may influence exploration and sense of belonging into one’s ethnic group. Give students an opportunity to reflect about: their intentional exploration about their ethnic identity and the cultural characteristics about their ethnic group(s); how they experience their belonging and commitment (or lack of belonging and commitment) to their ethnic group(s); and what may have influenced these feelings.…”

Sociology Departments and Program Review: Chair Perspectives on Process and Outcomes

“…A common piece of advice is that program review should include an assessment of student learning. Bresciani Ludvik (2019) is explicit in arguing that program review should at heart be an “outcomes-based program review,” with a focus on student learning and the student experience, and the ASA Task Force on Assessing the Undergraduate Sociology Major (Lowry et al 2005:1) notes that “the purpose of assessment is program review.” Ideally, the regular assessment practices in which departments engage should be integrated into the program review process.…”

Closing Equity Gaps with Intrapersonal Competency Outcomes‐Based Assessment

“…These competencies can inform and align with specific student learning and development outcomes often referred to by neuroscientists as neurocognitive skills. These skills can be referred to as crystallized intelligence outcomes (facts and knowledge) or fluid intelligence (Herman and Hilton 2017;Zelazo, Blair, and Willoughby 2016;NAS 2018;Bresciani Ludvik 2017;2018;2019;2020;2021). Fluid intelligence neurocognitive skills can be identified in one context, yet not in another, and are often applied through multiple cultural lenses (Herman and Hilton 2017;Zelazo, Blair, and Willoughby 2016;NAS 2018;Bresciani Ludvik 2017;2018;2019;2020;2021).…”

“…These skills can be referred to as crystallized intelligence outcomes (facts and knowledge) or fluid intelligence (Herman and Hilton 2017;Zelazo, Blair, and Willoughby 2016;NAS 2018;Bresciani Ludvik 2017;2018;2019;2020;2021). Fluid intelligence neurocognitive skills can be identified in one context, yet not in another, and are often applied through multiple cultural lenses (Herman and Hilton 2017;Zelazo, Blair, and Willoughby 2016;NAS 2018;Bresciani Ludvik 2017;2018;2019;2020;2021). Fluid skills such as planning, growth mindset, sense of belonging, conscientiousness, emotion regulation, reflective learning, prosocial goals and values, and self-regulation (to name a few) require educators to understand the building blocks of these intrapersonal competencies (aka learning outcomes) in order to assess which students come in with certain types of intrapersonal competency capital and in what contexts, and which students require opportunities to cultivate specific intrapersonal competencies further.…”