Integrating Trauma Sensitive Mindfulness Interventions into Urban High Schools for the Benefit of both Teachers and Students

Abstract Integrating Trauma-Sensitive Mindfulness Interventions into Urban Public High Schools for the Benefit of both Teachers and Students Jonathan Rivers LICSW Dissertation Chair: Ram Cnaan, Ph.D. The purpose of this dissertation is to create a trauma-sensitive mindfulness curriculum that can be easily implemented in urban secondary schools. Emotional, academic, and behavioral difficulties are common among urban youth as they struggle to cope with the impact of toxic stress and complex trauma. School-based mindfulness instruction has become a popular means of addressing the development of emotional regulation, attention, and performance of students across the country. Growing positive evidence supports the use of mindfulness-based approaches to help adolescents cope with the impact of toxic stress and complex trauma. This dissertation will examine the impact that toxic stress and complex trauma have on both students and teachers at urban secondary schools, discuss the use of mindfulness-based strategies to cope with these issues and ultimately create a mindfulness-based curriculum that can be easily implemented by teachers. Keywords: Mindfulness; Toxic Stress; Complex Trauma; Urban Secondary Education

Author dc:creator

• Rivers, Jonathan S

Advisors dc:contributor.advisor

• Ram Cnaan, Ph.D.
• Thomas E. Owens DSW

Repository record dc:identifier.uri

https://repository.upenn.edu/handle/20.500.14332/32845

OAI identifier oai:identifier

oai:repository.upenn.edu:20.500.14332/32845